Illocutionary literacy as a reflection of pragmaticon of secondary linguistic personality of a foreign language teacher: discourse semantic and didactic aspects

The technology of developing illocutionary literacy of a foreign language teacher by means of linguopragmatic analysis in the process of continuous linguistic and methodical training is presented. Pragmaticon is an essential aspect of the secondary linguistic personality, which largely determines the quality of communicative competence of a foreign language teacher. Illocutionary literacy is a marker of pragmaticon within the model of second language identity of a foreign language teacher. The content of pragmaticon of the secondary linguistic personality of a foreign language teacher includes acquisition of basic and specific professionally-related communicative intentions as well as choice of optimal strategies and tactics of communication. Pragmaticon is expressed via clusters of verbal and non-verbal expressive means within the chosen strategy. In order to achieve the set scientific goals, a model of a foreign language teacher’s secondary linguistic personality was developed, the main components of a foreign language teacher’s secondary linguistic personality pragmaticon were identified, and the linguistic and didactic potential of illocutionary literacy as a qualitative expression of pragmaticon was described. The proposed nomenclature of skills, which constitute the substantive and formal aspects of illocutionary literacy, is the core basis for the objects of mastering in the process of continuous linguistic and methodological training of a foreign language teacher. Linguopragmatic analysis in the unity of its dictum and modus parts is offered as a didactic means of pragmaticon development. Linguopragmatic analysis, in its turn, requires the development of subjective communicative experience, possession of the content side of professional activity, as well as reflexive and analytical skills. When properly organized, linguopragmatic analysis implements the subject-methodical core of modern pedagogical education.