distinguished by the level of structural and linguistic complexity, the depth and
accuracy of the reality reflection.
Based on the statement by O. Leontiev [15, pp. 358-362] concerning the transition
of the language from the subject form into the form of activity in the process of its
appropriation, we arrive at the conclusion that the phenomenon of the linguistic
personality is closely interrelated with the phenomenon of speech (communicative)
personality. In considering the latter, as the opposition, the first in the context of
dichotomy "language – speech", "individual – general", the model of linguistic
personality by V. Krasnykh acquires a special significance. The researcher identifies
in it the following components: 1) person who speaks –personality, one of whose
activities is speech activity; 2) proper linguistic personality – a person who manifests
himself in speech activity, possesses a set of knowledge and conceptions; 3) speech
personality – a person who realizes himself in communication, chooses and implements
this or that strategy or tactics of communication, repertoire of means;
4) communicative personality – a concrete participant in a specific communicative act,
who actually works in real communication [16, p. 151]. It is clear that such a distinction
is possible solely for the purpose of theoretical understanding, since it is evident that
every person as a speaker at the moment of speech activity appears simultaneously in
three hypostases: as a linguistic personality, as a speech personality and a
communicative person. All this gives grounds to conclude that the type of language-
speech-communicative
personality
significantly
influences
the
choice
of
communication style.
In order to successfully communicate, you need to choose an appropriate
communication style. One that is considered appropriate by N. Sobol takes into account
four variables of the communication process: time, information, acceptability for
another, potential opportunities, which in turn consist of abilities and motivation [17].
Our vision of the communication style adequacy is based on five variables: the content
of the information (what to speak), the identity of the addressee (whom to speak), the
time, the conditions of communication (when to speak), the purpose of communication
(why to speak) and its tone (how to speak). We believe that the consideration of these
variables by the teachers of pre-school establishments will significantly increase the
efficiency of professional communication. Obviously, such an approach leads to the
development of an individual communication style.
Within the personal approach M. Koval defines the style of communication as "an
individually stable form of communicative behavior of a person, which manifests itself
in all conditions of interaction" [18, p. 9]. It is within this approach that the concept of
an individual activity style and an individual style of communication arose, which, in
turn, as N. Sobol notes, gave impetus to the development of two directions of
consideration of the individual communication style by the modern science: individual-
- 384 -