Studying Language Learning Strategies of Polyglots: The Theory of Polyglottery and its Practical Application
The article is based on the report delivered by the author at the meeting of the A. A. Leontiev Center for Intercultural Studies on March 1, 2018 and discusses mod- ern methods in studying the phenomenon of polyglottery. Similarities and differences in the description of this phenomenon in the books of D. B Nikulicheva (2009, 2013) and M. Erard (2012) are considered. In contrast to the neurophysiological approach by M. Erard who emphasizes the uniqueness of the brain of hyperpolyglots, the research by D.B. Nikulicheva focuses on the study and generalization of their linguodidactical expe- riences. The task is to model the communicative competence of polyglots in the spheres of values, emotions, perception and communication. The detailed day-by-day monitoring of the American polyglot Alexander Arguelles from the beginning of his Hebrew studies allows the author to reveal strategies for motivation, time-management, new linguistic data loading, saving and retrieval as well as transferring acquired information into a sus- tainable skill that can be used in linguodidactical practice. Particular attention is drawn to Вопросы психолингвистики 2 (36) 2018 81 Теоретические и экспериментальные исследования those strategies for internalizing the studied language material, which are not realized by the polyglot himself and are revealed in the course of monitoring his verbal and nonverbal behavior in the process of language learning.