TO THE QUESTION OF MODELING A LANGUAGE SYSTEM FOR EDUCATIONAL PURPOSES IN THE FRAME OF AN INVARIANT APPROACH

Foreign language acquisition brings forth an everlasting
opposition between a verbal organization system and learning
procedure which is epitomized in the classic maxims: what to
teach and how to teach. A coherent unification of these two
different spheres is supposed to be implemented in the framework
of a particular approach to language learning which is not
actually entirely feasible, as there is often a gap distancing
language per se and language learning. The essential nature of
each approach appears to be alternately expressed either in terms
which are closer to language or by those biased towards its
acquisition. The major premise of developing a new approach
conceptualization is that language learning procedure is to
harmonize with the learner reflection on and reasoning about
basic notions such as entity, name, reference, meaning, sense and
other functional discourse characteristics practiced in instruction.
This way of increasing the learner’s vision of expressive means
furthers the development of language notions already obtained
and shapes a firmer grasp of new sense-making patterns.
Harmonization of these processes develops the learner’s
awareness of their own universal outlook which results in
handling typical problems at the junction ‘thought – foreign
language speech’ more efficiently. Therefore, the axis is modeled
in the coordinates of the user inner speech outwardly manifested.
The entire process simulation bases on the underlying function of
language cognition known as predication. Two predicatively
joined items – argument and predicate – is the start of any
communication. In other words, the unification of the opposed
fundamental origins of thought and speech is implemented in the
phenomenon of predication. Predication explicates genuine
features of language at large which reveal themselves in the form
of a junction of the deepest content and most surface expression
means. The generation of predications is the most important
function of cognition due to which the real and individualized
worlds mentally converge. Being independent of the particular
content of a discourse fragment, the minimal (binary) predication
formula can be used as an element of overall instruction modeling
and a unit of instruction and assessment calculus. The use of
binary units can be instrumental in establishing a dynamic
congruence of the learner mental codes and L2 speech patterns
due to the extension of the idea of argument-predicate
interrelations and rules of their chaining. Thus, the didactic
projection of predication is an invariant unit of sense formation
that can be transferred into learning and teaching practice. The
structure of predication reproduces an invariant constituent of
thought – speech process and provides its unity, entireness and
permanent reproducibility despite all dynamics and diversity of
particular communicative contexts. The binary unit property
being the minimal sense bit capable of further concatenation is
the base for the development of the invariant approach to
language learning. The invariant approach to language learning
presupposes the formation of the learner’s ability to initiate,
perform, control and improve the complicated procedure of
transforming their thought into speech. New mental
representations of information are obtained through the
complicated interaction of inner thought attributes of reasoning,
inferring, imagining and problem-solving. None of these results is
achievable unless ideas and words are properly joined up, i.e.,
predicated. The binary predicative unit used as the ultimate basis
of the invariant approach is an element capable of reconciliation
of thought and speech which are entities of different nature. The
binary unit represents the interface where information passes
from one sphere to the other, each time being interpreted into the
codes corresponding either to inner speech – thought
(thought – inner speech) – sound speech patterns. Relying on this
language model the learner acquires lasting knowledge
determining their thinking and culture level which is the gain of a
fundamental caliber.
Key words: predication, invariant, modeling, approach, unit