Американский Научный Журнал THE CONCEPTUAL MODEL OF THE COMMUNICATIVE SUBJECT IN THE UNIVERSITY EDUCATIONAL SYSTEM OF DUAL-ORIENTED TRAINING

American Scientific Journal № ( 28) / 20 19 35

ПСИХОЛОГИЯ

THE CONCEPTUAL MODEL OF THE COMMUNICATIV E SUBJECT IN THE UNI VERSITY
EDUCATIONAL SYSTEM O F DUAL -ORIENTED TRAI NING

Zhiy enba yeva N.B., Abdigapbarova U.M., Makhambetova A.B.
Kazakh National Pedagogical University named after Abay
(Kazakh Academy of Labor an d Social Relations),
Almaty, Kazbek bi street 30.

Abstract: Scientific research is devoted to the theoretical understan din g of teachers training in the conditions
of dual -oriented learning based on identifying the specifics of the information process betw een communicative
subjects. The logic of our research suggests that the communicative subject acts as a collective -commu nic ative
principle, providing the possibility of organizing and implementing various kinds of subject -subjective
connections.
That is wh y the phenomenon of the communicative subject requires a special comprehensive study. In this
article, we present the fo rms of the existence of a communicative subject in the educational process, namely: the
reproduction of the communicative subject in the form of a conceptual model; the exposition of the communicative
subject in the forms of dialogue communication; fixing the communicative subject in the context of situational
discursive practices, where the discourse acts as a carrier of communication.
Ke ywords: Communicative subject, future teacher, dual -oriented learning, speech thinking, dialogic speech,
ethos, discours e, communicative activity, educational subjects, university, college, school.

1.INTRODUCTION
The actuality and expediency of intro ducing dual -
oriented training into the educational process of a
higher educational institution is not in doubt, since the
qualitative characteristics for the development of
professional education of the current stage in the
Republic of Kazakhstan are integ ration processes that
reflect: contextual and structural changes within the
educational system itself; processes of interact ion of
professional education and production field.
The priorities of the state policy, the key
tendencies of the modern edu cation system are
reflected in the Message of the President of the
Republic of Kazakhstan to the people of Kazakhstan
«Strategy «Kaz akhstan -2050»: a new political course
of the established state», which deals with intensive
processes in the economy, which, in turn, has caused
the highest demand for the specialists of the new
formation. We assume that the dual education system
is one of the most effective forms of training such
specialists.
In spite of the accumulated specific amount of
scientific k nowledge in the sphere of project systems
for training teachers, the application of the dual system
for pedagogical education is an innovatio n. A separate
domestic study on the design of the teacher training
personal in the conditions of dual -oriented trai ning was
not carried out.
With a view to design the training of future
teachers in the conditions of dual -oriented training
within the framew ork of grant financing the fallowing
ste ps were undertaken:
1. validation of the necessity to int egrate the
research and educational environment of the university,
college and school, aimed at consolidating various
forms of support for the educational, re search and
professional aspects of targeted training of highly
qualified personnel;
2. su ggestion of a model -schematic content of the
communicative subject of the «corporate triangle
«university – college – school»», taking into account
the relations betw een them, their prescriptions, goals
and intentions, to develop a structural -functional mo del
of training future teachers in terms of dual -oriented
learning based on the identification of the specifics of
the informational process between communicative
sub jects.
2. Model and schematic content of the
communicative subject of the “corporate tria ngle“
university — college — school ””
As it is known, the communicative subject is a true
entity of the pedagogical activity, its collectively
communicative source, providing the opportunity to
organize and implement various kinds of agent -
subjective con nections.
This concept of a communicative subject is
introduced by L.S. Vygotsky [1] in the problem field of
theoretical studies as a figure that embodies the unity o f
thought and speech. In the conjunction of the concepts
«verbal thinking», one can see the framewor k
circumstances for theoretical study determining the
boundaries of the path that can lead to the foundations
of the conceptual construction of a communicat ive
subject.
A distinctive feature of the study of the correlation
thinking and speech, undertaken by L.S.Vygotsky, of
basic importance for psychology comprised in the fact
that it is revealed in the form of a model experiment,
involving the construction of a multidimensional model
of consciousness, two dimensions of which serve as
thinking and speech. Consciousness itself is understood
here as the integrity changing in the process of human
development.

36 American Sci entific Journal № ( 28) / 20 19
Another feature of the L.S.Vygotsky’s research
approa ch [1, p.56] consists in constructing, in the
contextual model of consciousness created by him, a
synthetic image of «verbal thinking» that represents the
re-creation of a new dimension of a communicative
subject, which in this case is represented in the s tat us
of a single entity. «Verbal thinking», as it should be in
the structure of a systematic unity (the entire
consciousness), should be represented not only by
speech and thinking, but also by organic integrity. In
this case, it becomes possible to isola te a unit of «verbal
thinking» that embodies all the properties of this
organic whole. Such a unit, which serves
simultaneously as speech and intellectual phenomenon,
is the meaning of a word.
The originality of the concept «meaning of a
word» worked out b y L .S.Vygotsky was that it was
endowed with the semantic structure expressing
historical variability and development of
consciousness. The semantic structure of the meaning
of the word embodied a constantly evolving process of
thinking as an action of tran sfe rence of thought to a
word and from a word to thought. «Thought is not
expressed in the word, but is accomplished in a word».
According to L.S.Vygotsky [1, p.63], a monologue in
its essence is «inner speech», which «operates with
semantics, but not with phonetics (sound) of speech.
Noting the tremendous importance of «inner
speech» for the formation o f human consciousness and
thinking, L.S.Vygotsky believed that it was its activity
that provided not only work with the meaning of a word
as «a dynamic, com ple x formation», but also a
transition from the syntax of meanings to the syntax of
a word, transfor mation of the grammar of thought into
the grammar of words. Constructing the «vertical line»
of speech thinking or the «longitudinal line» of the
concept in the model of consciousness, the nature of the
act of thought is revealed in the dynamic relationshi p of
«discursive (conceptual) thinking - the semantic
structure of inner speech». We should not forget about
the «extensiveness» of the concept of speech th ink ing
and consciousness, denoting, according to
LS.Vygotsky, «the concept and the object correlatio n».
In this intended dimension of consciousness, the socio -
genetic pattern of the formation of «verbal thinking» is
getting unfolded.
The analysis of the co nce ptual scheme
«development – training» makes evident the functional
load of the temporal and commu nicative components of
«verbal thinking» in the framework of the «horizontal»
range of consciousness. He also reveals grounds for
understanding the reason t hat inspired L.S.Vygotsky to
introduce the figure of the «Other» into all the schemes
of the chronot opic deployment of «verbal thinking»
developed by him. With its help, they are finally
transformed into operational -functional schemes as
«verbal thinking» of the subjects of the educational
process. Explaining the role of the «Other» in the
formation of t he child’s mind and consciousness,
L.S.Vygotsky writes: «The whole history of the child’s
mental development teaches us that from the very first
days his ad apt ation to the environment is achieved by
social means through the people around him» [2, p.147 -
164 ].
Developing L.S.Vygotsky’s targeted schematic
sequence of mental motions revealing the nature and
mechanisms of the functioning of human consciousness
the t hird mental movement can be formulated that
brings us closer to an understanding of the specifics of
constructing a conceptual model of a communicative
subject.
«The Other» is also the researcher himself, whose
position is shared and realized by L. S. V ygo tsky. He
explores not only the consciousness of another person,
but also the reflexive movement o f his own
consciousness, immersed in the element of another
consciousness. Describing the phenomenon of «verbal
thinking», he, in fact, carries out reflexiv e a cts of
awareness of his own verbal description of «verbal
thinking». The closest consequence of t his reflexive
movement of research idea is the conceptual model of
the communicative subject, which embodies «the
Other» mind explorer.
This model is a mod el of the researcher’s
activities, describing the acts of constructing the
consciousness of another person as his own
consciousness.
Summing up and trying to assess the
methodological significance of the conceptual model of
the communic ative subject const itu ted by
L.S.Vygotsky and reconstructed by us, it is worth
asking some questions that require additional
clarification. Indeed, why and for what reason it was
necessary to conduct a rigorous study of
L.S.Vygotsky’s texts, formulate a sy stem of arguments
and evidence, recreating, in the end, an obviously
speculative model of a communicative subject? The
matter of concern is that in attempts to limit oneself to
a description of such practices, the researcher obviously
falls into a methodol ogical trap: the su bje ctive -
anthropological initiation of verbal communication and
thinking, i.e. within the framework of such
descriptions, the living person himself «dissolves»
either in the speech activity itself, or in the acts of
information exchange, or in symbolic -sig n s tructures of
the process of communication [3].
In this case, the advantages of the conceptual
model of the communicative subject developed by L. S.
Vygotsky become apparent. It allows you to «hold»
anthropological position in various acts of
communicati on autonomous beginning of the
«speaking person» and combine it with thinking as a
«system of internal organization of experience», which
in this particular case embodies the conceptual design
of the communicative subject.
In the works o f M.M.Bakhtin a com mun icative
subject acts as a figure of the «speech world of society».
«Speech world of society» is not a simple combination
of figures or genres of speech, but a special device of
speech communications that asserts the style of social
and political life, a nd with it the style of thinking and
mode of action. «The experience of Russian history and
the history of so -called «civilized» countries show that
the growth of economic and social well -being started

American Scientific Journal № ( 28) / 20 19 37

with reforms in education and speec h communications
[4].
But, possibly, the main socio -cultural function of
speech communications both of an individual and the
nation as a whole lies in the formation of cultural
national, social grouping and personal identity. These
types of identity ultima tely come to the pr oce sses of
human acceptance, shared by one or another social
community, cultural patterns, values and norms, as well
as drawing up a sample of the «Other» («others») in his
self -consciousness. These recent mental actions of
constructin g the image of the «Ot her» and the
attainment of personal identity and become the subject
of thorough concern by M.M.Bakhtin [5].
Consideration of the communicative subject as a
member of the «world speech» M.M.Bakhtin’s and the
language community of peopl e lays an indelible
im print on the essence perception of processes of socio -
genesis and psychogenesis of the communicative
subject. They arise and constantly exist in the acts of
speech and verbal communication. In this case, the
speech and the word are in terpreted by the Ru ssi an
thinker not as formal symbolic -sign structures of
communication, but as aggravated by social and
cultural -ideological connotations of the expression of
psychosomatic states - experiences of the presence of
the «Other» in the inner world of the commun ica tive
subject as a «heavy» sensual body and energetic
complex fits of passion.
The third area in which the creative act goes
beyond the limits defined by the master is the language.
Discovering the «real» human existence necessary, the
linguistic traditi on involves a person into co -being, the
unawareness of which doesn’t mean the mind denial
consciousness, but recognizing the fact of meeting with
others that are fundamentally not reducible to the
results of human finite understanding». Another
necessary c irc umstance for original presentation of
«the word» by M.M.Bakhutin’s point of view is the
nature of «speech communication» as the basic
structural unit of «physical contact» in a «speech world
of society». In the word itself, as M.M.Bak htin
believes, the per son’s «inner personality» is fully
expressed.
Thus, it turns out that in a separate word of a
person at the time of his utterance, the «inner
personality» manifests itself in the completeness of its
concrete historical being. In the w ord one can hear no t
only his own sounding but ideological and vital
connotations. It is this understanding of the word that
finally gives the opportunity to proceed to the
description developed by M.M.Bakhtin, the
methodology for constructing a conceptual model of a
communi cat ive subject as a kind of creature that arises
and «lives» in the dialogue with himself as the «Other»
and «Others» with themselves. It is the word in which
all the sufficiency of the concrete historical being of the
«inner personality » is embodied, a pe rso n enters into a
conversation, revealing the voices that sound in him.
The meaning itself, as suggested by M.M.Bakhtin,
manifests itself primarily in the dialogue.
So, the communicative subject by the definition of
M.M.Bakhtin is a su bject modeling the act of acquiring
the personal identity of the moments of awareness of
the uniqueness of his involvement in to the historically
accomplished being, the exceptional and inimitable
creative act of generating activity [5, p. 103 -127].
These moments of awarenes s a re united by
M.M.Bakhtin into acts of inner pronunciation, verbal
auto -communication, and the concept of «action».
M.M.Bakhtin’s statement of the «two -
dimensional estimation of the world» marks not only
the apotheosis of the process o f acquiring persona l
identity by the creator and master, but also clearly
outlines the internal space of the communicative
subject, who begins to see his own nature as the nature
of the moral subject» [6]. The formulation of this
provision not only complet es the description and
analysis of the conceptual model of the communicative
subject, but also builds «bridges» to the questions
raised by M.M.Bakhtin. The issue under discussion is
the question of ethos and discourse of the
communicative activity and comm unicative subject .
An attempt to formulate our own research position
implies the explanation of the principles for choosing
the concept of discursive ethics by Jurgen Habermas
[7]. In this conception, it seems to us, the line is to
displayed that consisten tly continues and d eve lops
those directions of a conceptual model of the
communicative subject accepted by L.S.Vygotsky and
M.M.Bakhtin. Although J.Habermas was not, judging
by the texts of his works, familiar with the works of
Russian thinkers, the existe nce of the combinat ion
«communicative community» - an «invisible collage»
of scientists from different countries and different
historical epochs allows the establishment of mental -
communicative, debatable composition.
There is a single logic of research th ought
movement with in the framework of a single
problematic character and a single array of historical
and cultural information. This logic dictates the choice
of J.Habermas’s discursive ethics. In it, as in the
concepts of L.S.Vygotsky and M.M.Bakhtin, the issues
of appeari ng «verbal thinking» background in the
practical usage of a speaking person of a special type
of the social subject that produces self -identification.
In the framework of research and development of
communicative procedures of social con tact, as well as
revea ling moments of conceptual comparison in
composing models of a communicative subject,
conducted by researchers of different professional
fields – a psychologist L.S.Vygotsky, a philologist
M.M.Bakhtin, a sociologist J.Habermas, are un animous
in their in ter est to study the phenomenon of speech
communications. Their role in the development of
psychology, consciousness and social behavior of a
person is undoubted.
Final identification of the research position,
carried out by J.Habermas [7 ] within the limits of

38 American Sci entific Journal № ( 28) / 20 19
«decentralized understanding of the world», affects the
characteristics of a «speaking person» in the conceptual
model of the communicative subject, which in a
concentrated form contains the reflective and rationally
positioned self -consciousness of th e r esearcher while
investigating discursive practices. The characteristics
of a «speaking person» in the conceptual model of the
communicative subject are as follows:
a) the communicative subject is oriented towards
mutual understanding, precisely distingu ish ing this
orientation from the orientation towards success;
b) the communicative subject perceives mutual
understanding as a coordination mechanism connecting
«among themselves the action plans of various
participants and connecting ta rgeted actions into a
single and coherent interaction ...»;
c) the communicative subject understands the
communicative action as mastering the circumstance,
simultaneously acting as a situation of action and as a
situation of speech, in which acting charac ters
alternately as sum e the communicative roles of the
speaker and the addressee»;
d) the communicative subject follows a setting that
is «oriented towards mutual understanding», where «a
speaking person with his articulated utterance puts
forward pretensi ons for that:
e) co mmu nicative subject fulfilling all the
requirements and prescriptions set forth above can
require the status of the «competent subject of speech»,
disposing the possibility of choice between
«objectifying», «standardizing» and «expressiv e»
course of action [8, p.200 -205].
Ultimately, the communicative subject comes to a
«decentralized understanding of the world», in which
the opportunities provided to him form the core of the
conceptual model of the communicative subject. This
subject obt ains the form when he becomes «public
discourse initiated by its autonomous entities» [8,
p.75]. In other words, the conceptual model of the
communicative subject becomes objectively significant
only if it embodies the moral and practical discourse of
the «communicative comm uni ty».
The presented characteristics of the
communicative subject allow fixing various forms of
its existence in the educational process. These forms
include:
- reproduction of the communicative subject in the
form of a conceptual model that provides an i nte gral
vision of the active nature of this subject;
- the communicative active nature of the
communicative subject, exposed by methods of
practitioners and innovators, and introduced into the
practice of schools;
- expos ure of the communicative subject in the
forms of interactive pedagogical communication;
- fixing the communicative subject in the context
of situational discursive practices, where the discourse
acts as a carrier of common principles (rules, norms,
instruc tions) of communication.
The above presented characteristics of the
communicative subject and its systemically isolated
forms (the first relates to the form -structure, the second
to the form -function, the third and the fourth to the
form -conditions for th e implementation of the
pedagogical communication) symbolize the main
organizational moments of the communicative subject
existence and the integrity of its manifestations in the
educational process and introduce the structural basis
of the communicative p aradigm of contemporary
education. [10 , с. 75].
For its visual presentation, it is worth mentioning
the symbolic -graphic image of the communicative
subject, reproducing it in a generalized model form
(Figure 1). But for the start, it is necessary to determ ine
the place of the communicative sub ject in the
communicative organization of education as a social
system.
3. Model of the communicative organization of
the modern educational system
The place of the communicative subject is
displayed as the concentration of inter -subjective –
interactive , s ituational -conversational «live»
pedagogical communication in the structural -
communicative organization of education as a social
system.
Within the framework of the proposed model -
schematic representation of the communicative subject,
positions 1), 2), 3), 4), 5) denote the following:
1) the socio -communicative organization of
education as a process of personality activity
development, where communication appears as a set of
communication channels between variou s elements and
levels of social organization of the educational system;
2) intergenerational -intercultural communication
through «age barriers»;
3) mass organization of communicative
informational sources and media streams (media,
fiction and educational books) ;

Picture 1. Co mmunicative organization of modern educational system *
* Note - Developed by the author

American Scientific Journal № ( 28) / 20 19 39

4) organizational (structural) communication of
participants of educational process with purposeful
functional positions of a teacher and a student, a social
teacher an d a psychologist;
5) a communi cative subject uniting and
distributing in the process of situational -conversational
pedagogical communication, informational flows of the
education system, as w ell as creating a communicative -
informational training and upbringin g (in the diagram
it is rep resented as a circle covering all the above
components of the communicative organization of the
educational system).
It is important to determine the place of th e
communicative subject in the communicative
organization of the edu cational environment. This
creates the prerequisite for the proposed synthetic
model that integrates four theoretical constructions put
forward by L.S.Vygotsky, M.M.Bakhtin, J.Habermas
and the representatives of «pedagogical cooperation».
The proposed mode l of the communicative
orga nization of the present day educational system
requires theoretical comprehension of the existing
doctrines and research on the problems of the
communicative sub ject. All the above -mentioned
theoretical constructions in the integ ral model of the
communicat ive subject are united on the general basis
of the discursive practice of situational -conversational
inter -subjective communication.
In the schematic model of t he communicative
subject, the area of the discursive practice is f ixed by
number five, «L.S.V ygotsky’s line» - figure one,
«M.M.Bakhtin’s line» - figure two, «the line of
J.Habermas» - figure three, ««pedagogy of
cooperation» line» - figure four. As a re sult, the
following symbolic -graphic picture of the integral
model o f the communicative subject comes into view
(Figure 2).
The model proposed by us is based on the
principle of integration of several theoretical concepts.

Picture 2. Synthesis of the int egral model of contemporary communicative subject
* Note - Develope d by the author

This kind of integrative conceptual model of the
communicative subject allows being present in any
dialogue invisibly as a mediating figure - the «third».
This position should be occupied with the teacher,
carrying out a mediating effect o n children, directing
their attention to the general action: the development
and mastering of the reference signals and the reference
schemes of productive thinking. [10, с. 85]
4. FINDINGS.
Proceeding out of the above -mentioned statement,
it would be leg itimate to declare that our research is
interdisciplinary in nature, since it is built at the
juncture of pedagogy and psychology.
Firstly, the research is focused on solving th e
problems of the educational process, which are mostly
related to the pedagogi cal psychology.
Secondly, out of the diversity of forms of
communication represented in the organizational
structures of the educational process the forms of
«live», inter -subj ective pedagogical communication
are investigated, which are in great extent sa turated
with «psychologisms » - «entity -subjectivity».
Thirdly, the implementation of the author's model
is limited by the framework of the object of research
itself, which appears as the set of communicative acts
of «live» pedagogical communication stretch ed out
between the subjects of the educational process .
5. CONCLUSION.
Summarizing the above presented information the
following conclusions should be made:
- the consciousness and psychology of a person are
constructed and developed in the forms of variou s kinds
of speech practices ;
- various models of speec h practice, recreated by
us operating the works of L.S.Vygotsky, M.M.Bakhtin,
J.Habermas, demonstrate the possibility of obtaining by
researchers of an extremely high level of self -
awareness, self -ident ification as a creator and a master;
- reflexive proce dures in the framework of
analytical judgments of the basics of speech practice
lead out to the discovery of a deep level of
comprehension of the world, namely, the level of
understanding and meaning;
- an attempt to prove and de velop the rules of
speech p ractice directs the researcher to the
fundamental setting – «ethos» («I» and «Others») or
«moral and practical discourse» governing active
communication between people;
- «moral and practical discourse» can serve as a
form of exp ression of public interests and public
opinion, i.e. the reality of civil society.
Thus, the analysis of sources enables us to give the
essential characteristics of the communicative
organization of the modern system.

40 American Sci entific Journal № ( 28) / 20 19
Such a mode l of the communicative orga nization
of the educational system constitutes the basis of the
communicative paradigm of dual -oriented learning .

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