StatusThe thesis was presented on the 5 October, 2007
Approved by NCAA on the 20 December, 2007
Abstract– 0.23 Mb / in romanian
1.18 Mb /
The written work puts in value the problem of linguistic consciousness forming to children from secondary school in linguistic upbringing process. It is done through philosophical, psychological and pedagogical approach, through an investigation correlated to the definition necessity of the linguistic consciousness concept, and through the necessity to define the conscience concept and illustrate the decisive factors concerning this aspect. Specifying the general consciousness steadfastness, and their roles in linguistic consciousness forming, we establish the innovative resources of theoretical research and the experimental research applicative ones.
There are a series of aspects from consciousness/ linguistic consciousness domain that are analytically approached in this work: the intellectual consciousness forming process, conscience and linguistic consciousness indicators, the language as an educational value, linguistic and metalinguistic competence, the concept of positive automatism, the objectives of linguistic consciousness forming etc. The linguistic upbringing theoretical assumption stipulates that it is really valuable if it forms and materializes the non-contradictory thinking in relation with language, relying on the linguistic consciousness and on the idea of a new child’s cogito type. The linguistic consciousness forming process is based on specific principles and on the typical question of linguistic consciousness: How do I express myself? The idea that child’s linguistic consciousness forming is the base, means and result of linguistic upbringing is motivated by definition of the linguistic consciousness forming.
Elaboration and application of the linguistic consciousness forming model to children from secondary school – V- R Model (value - result) enabled to disclose the essences in children’s linguistic consciousness forming, which are materialized in working-task formulated by children as values of meta-linguistic competence. The linguistic consciousness indicators and those of conscience ones have confirmed the possibilities offered with this meaning by truthfulness humangeneral values, as a significance of actions and thinking; by freedom human-general values, as a premise of identity and responsibility, and by beauty human-general values, as an essence of culture and things order.
The formulated conclusions are confirmed at an experimental level, because they refer to the
linguistic consciousness phenomenon, as an organizing unit of educational process, as a factor and
base of children’s cultural linguistic identity. They also fit those problems of education referring to
the image of a self-conscious child, who is conscious, as well, of the language he/ she speaks.
Under consideration  :