Journal archive

Abstract: The result of the unified state examination is viewed as an unbiased indicator of the Russian language proficiency for a significant socially and age-determined group. The tasks of the state final exam in Russian may be used as the basis for studies of contemporary high school graduates’ linguistic persona. The description of high school students’ language capacities for the acquisition of the literary language norms (writing, pronunciation, word usage and grammar) is based on a substantial statistic data. With regard to the basic typological features, modern schoolchildren’s linguistic persona is viewed as a real, collective, and standardized one. The study model is developed in accordance with the levels of linguistic persona structure (verbal-semantic, cognitive, and pragmatic) described by Yu. N. Karaulov. The analysis of the test assignments wordings and their linguistic materials shows that schoolchildren’s language proficiency (verbal-semantic level) is insufficient for making the right choice. The systematic knowledge of the literary language norms and intellectual intention to evaluate the language phenomena are required, which correlates with cognitive level of the linguistic persona structure. One of the examination assignments aims at writing a text connected with the problematic field of a work of fiction or journalistic text through the key value expressions. It allows to describe a pragmatic level of linguistic persona and is a subject of future studies.