LINGUISTIC PERSONALITY AND DYNAMIC STEREOTYPE: PSYCHOLINGUISTIC FOUNDATIONS OF FORMATION IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

Abstract

The article provides a comprehensive analysis of the phenomenon of linguistic personality in the context of psycholinguistic mechanisms of its formation in the process of foreign language learning, with a focus on the role of the dynamic stereotype as a factor in the automatization of speech actions and the stabilization of linguistic behavior. Linguistic personality is conceptualized as a multidimensional interdisciplinary construct that integrates language knowledge, cognitive processes, sociocultural attitudes, communicative strategies, and individual experience of speech activity. The paper substantiates the claim that the formation of a linguistic personality in a foreign language cannot be reduced to the acquisition of a language system; rather, it results from the integration of a higher education learner into diverse communicative practices where language functions as a tool of social interaction, self-representation, and intercultural positioning.

The aim of the study is to clarify the role of the dynamic stereotype as a psycholinguistic mechanism in the development of linguistic personality in foreign-language speech and to experimentally test the effectiveness of a methodology for automatizing speech patterns in the development of foreign-language communicative competence. The theoretical and methodological framework draws on psycholinguistics, cognitive linguistics, intercultural communication theory, and contemporary pedagogical concepts of foreign language education. The article demonstrates that the dynamic stereotype ensures economy, speed, and predictability of speech responses, functioning simultaneously as a cognitive schema and a psychophysiological basis of speech.

The practical part of the study is devoted to a formative experiment conducted among master’s-level higher education learners majoring in Philology. The experimental results show a statistically significant increase in the level of speech automatization, communicative appropriateness, and sociocultural adequacy in the experimental group compared to the control group. It is proven that the purposeful formation of a dynamic stereotype contributes not only to higher linguistic accuracy but also to the activation of cognitive-semantic and reflective components of linguistic personality. The study concludes that integrating psycholinguistically oriented speech-automatization methods into foreign language training is advisable as a condition for shaping a mature, flexible, and socially adapted linguistic personality.