Sociopragmatic approach to teaching bachelors of linguistics in digital learning environment
The paper focuses on the implementation of the concept of sociopragmatics in professional linguistics education in digital learning environment. The necessity of applying the sociopragmatic approach to the education of bachelors of linguistics is justified within the framework of the changed objectives of acquiring communicative competence abilities and professional skills. The sociopragmatic approach reflects the ability to use the language appropriately and politely to express a message in certain social and cultural environment in a particular speech community, and includes the study of forms and functions in a social situation. The authors suggest a model for the implementation of the sociopragmatic approach in digital learning environment, where the latter is the source of educating bachelors of linguistics. The model comprises professional environment, which includes interactive intellectual environment, professional activities of bachelors of linguistics, and the functions they perform: communicative, informational, analytical, hermeneutic, intercultural mediative, structural, transformative, organizational, adaptive, linguo-ecological, interlingua-cultural. The professional environment also includes professional competencies and personal qualities of students. Digital learning environment comprises the subject of the performed activities (bachelors of linguistics), the qualities and competencies they should possess, the second language identity, professional self-organization, professional competence abilities. The personal constructs that form the digital learning environment comprise communicative, regulatory, cognitive components. The data obtained during the experimental testing of the implementation model of the sociopragmatic approach in digital learning environment allow us to conclude that the participants’ level of the English language has improved together with their appropriate use of formulaic language in different communicative contexts. The results of the final tests indicate a positive trend in the completion of the tasks (an increase by more than 10 %). Oral speech has become more informative and included formulaic language more often (in more than 90 % of cases); there is either the same level of completion of the task, or its increase (25 %). The results of the surveys prove that the designed model has been successfully experimentally tested and received positive feedback in 90 % of cases.