Personal Meanings of Safety in the Minds of Professional Francophones

Cover Page

Cite item


Safety, which is currently recognized as the leading condition for the organization of the educational space, remains little studied in relation to language training. Meanwhile, its representation in the minds of subjects of learning a foreign language allows us to predict the vectors of efforts to improve their activities. The aim of the study was to identify personal meanings of safety in the minds of professional francophones. The respondents were teachers and graduate students of the French language. The methods used in the study included: directed statements, content analysis and scaled survey. The study revealed the following semantic groups of the category ‘safety’ in the educational space of learning the French language: (1) the environmental parameter of the educational process; (2) the characteristics of the interaction of the subjects of the educational process (teacher and students); (3) the internal state of the subjects as a predictor of learning a foreign language; and (4) the expectation of French language proficiency. The situations of its ‘binding’ by professional francophones to the educational space of learning the French language are established, namely: the organization of the educational space; the construction of methodological approaches to teaching the language; the implementation of educational interaction; and the French language acquisition. Based on the results of the study, the significance of the category of ‘safety’ for professional francophones was confirmed in three aspects of the organization of the educational space for learning the French language, i.e., general methodological, general linguistic and private linguistic ones. In the process of teaching the French language, it seems appropriate to take into account the safety needs relevant to the modern educational space, to highlight in it the features that are significant in general for the practice of language training as a direction of pedagogical activity, as well as the nuances that are characteristic exclusively for teaching a particular language.

About the authors

Valery G. Tylets

Moscow State Linguistic University

ORCID iD: 0000-0002-5387-6570

Doctor of Psychological Sciences, Professor, is Professor of the Department of Phonetics and Grammar of the French Language

38 Ostozhenka St, bldg 1, Moscow, 119034, Russian Federation

Tatyana M. Krasnianskaya

Moscow University for the Humanities

Author for correspondence.
ORCID iD: 0000-0002-4572-6003

Doctor of Psychological Sciences, Professor, is Professor of the Department of General and Social Psychology and History of Psychology

5 Yunosti St, Moscow, 111395, Russian Federation


  1. Baeva, I.A. (2002). Psikhologicheskaya bezopasnost' v obrazovanii. Saint Petersburg: Soyuz Publ. (In Russ.)
  2. Baeva, I.A., Gayazova, L.A., & Kondakova, I.V. (2019). The psychological safety category in resilience studies. Nauchnoe Mnenie, (11), 18–24. (In Russ.)
  3. Bondarenko, I.N., Fomina, T.G., & Morosanova, V.I. (2020). The role of conscious self-regulation, language competence and non-cognitive properties in the success of the Russian language in secondary school. Personal and Regulatory Resources Achievements Educational and Professional Goals in the Age of Digitalization: Conference Proceedings (pp. 70–84). Moscow: Znanie-M Publ. (In Russ.)
  4. Braun, T.P. (2021). Aspects of psychological security of the individual in the modern educational environment. Russian Journal of Education and Psychology, 12(1–2), 57–65. (In Russ.)
  5. Buivolova, S.V. (2020). Problems of foreign language learning: the inclusive aspect. Forum. Seriya: Gumanitarnye i Ekonomicheskie Nauki, (3), 15–18. (In Russ.)
  6. Fedyukovskaya, M.G. (2020). Psychological and linguo-didactic aspects of reading foreign professional text. Nauka i Praktika Global'no Menyayushchegosya Mira v Usloviyakh Mnogozadachnosti, Proektnogo Podkhoda, Riskov Neopredelennosti i Ogranichennosti Resursov: Conference Proceedings (pp. 87–89). Saint Petersburg: Saint Petersburg State University of Economics. (In Russ.)
  7. Ivanov, M., Yanitskiy, M., Pelekh, Y., Rudiuk, O., & Tomanek, M. (2021). Fears concerning own future and personal safety strategies of student-athletes. Fears concerning own future and personal safety strategies of student-athletes. Journal of Physical Education and Sport, 21(Suppl. issue 3), 2112–2119. (In Russ.)
  8. Kabakhidze, E.L. (2020). Myshlenie na inostrannom yazyke v psikholingvisticheskoi sisteme recheporozhdeniya. Aktual'nye Voprosy Prepodavaniya Inostrannogo Yazyka v Vysshei Shkole: Conference Proceedings (issue 4, pp. 87–93). Cheboksary: I. Yakovlev Chuvash State Pedagogical University. (In Russ.)
  9. Kislyakov, P.A., Sorokoumova, S.N., & Egorova, P.A. (2020). Psycholinguistic security of the student’s personality and its provision in the process of studying at the university. Language and Culture, (49), 199–218. (In Russ.)
  10. Kolinichenko, I.A., & Basanova, E.E. (2021). Invariable and group categories of students’ identity in context of the striving for security. Psihologiâ Obučeniâ, (3), 21–32. (In Russ.)
  11. Krasnianskaya, T.M., & Tylets, V.G. (2020). The principle of security in psychological research into the issues of digitalization. Znanie, Ponimanie, Umenie, (2), 152–166. (In Russ.)
  12. Krasnyanskaya, T.M., & Tylets, V.G. (2015). Conceptualization of safety principle of educational practices. Zhurnal Ministerstva Narodnogo Prosveshcheniya, (4), 180–188. (In Russ.)
  13. Lupeta, A.A. (2020). Game teaching of a foreign language in the problem field of modern linguodidactics. Molodezhnaya Nauka: Tendentsii Razvitiya, (3), 27–33. (In Russ.)
  14. Medvedev, P.N., & Maliy, D.V. (2021). Future technology teachers’ training for designing a psychologically safe educational environment in the context of its digitalization: Interdisciplinary approach. Bulletin of Pedagogical Sciences, (2), 214–220. (In Russ.)
  15. Nikiforova, D.M., & Boyko, A.D. (2019). Development of a program of optimization of safe defensive and coping students’ behavior in the educational environment. Pedagogical Education in Russia, (1), 105–112. (In Russ.)
  16. Nosakov, I.V. (2019). Features of effective training in foreign languages of pupils of different age groups. Akmeologiya Professional'nogo Obrazovaniya: Conference Proceedings (pp. 180–183). Yekaterinburg: Russian State Vocational-Pedagogical University. (In Russ.)
  17. Pavlov, V.N., & Kakadiy, I.I. (2020). Threats to the security of an educational institution. Bulletin of Science and Practice, 6(6), 305–311. (In Russ.)
  18. Polyakov, A.V., & Unusyan, U.V. (2020). Sociological aspects of assessing security at the organizational level (on the example of preschools). RUDN Journal of Sociology, 20(1), 124–136. (In Russ.)
  19. Shamina, N.V. (2020) Foreign language acquisition as a psycholinguistic problem. Colloquium-Journal, (5–4), 43–45.
  20. Tatianchenko, N.P. (2021). Psychological conditions for the formation of adaptation potential of an individual in the learning process. Psychology and Psychotechnics, (1), 62–77. (In Russ.)
  21. Tylets, V.G., & Krasnianskaya, T.M. (2020a). Psycholinguistic meaning of the concepts “danger” and “safety” in the language consciousness of students. Journal of Psycholinguistic, (1(43)), 84–97. (In Russ.)
  22. Tylets, V.G., & Krasnyanskaya, T.M. (2016). Integratsiya printsipa bezopasnosti v psikhologicheskuyu strukturu obrazovatel'nykh praktik. Education Sciences and Psychology, (5(42)), 91–98. (In Russ.)
  23. Tylets, V.G., & Krasnyanskaya, T.M. (2017b). Principle of the electronic educational environment security in the professional training of university students. Information Technologies and Learning Tools, 62(6), 203–215. (In Russ.)
  24. Tylets, V.G., & Krasnyanskaya, T.M. (2017а). Moderativnyi potentsial printsipa bezopasnosti v modelirovanii psikhologicheskoi real'nosti. Molodezh' v Sovremennom Obshchestve: K Sotsial'nomu Edinstvu, Kul'ture i Miru: Conference Proceedings (pp. 710–713). Stavropol: OOO ID TESERA Publ. (In Russ.)
  25. Tylets, V.G., & Krasnyanskaya, T.M. (2020b). Psikhologicheskie problemy lingvisticheskoi bezopasnosti prepodavatelya inostrannogo yazyka. Nauka Bez Granits: Sinergiya Teorii, Metodov i Praktik: Conference Proceedings (pp. 308–311). Moscow: Moscow State Linguistic University. (In Russ.)
  26. Vsevolodova, A.H. (2019). Personal-activity approach in teaching foreign languages. Scientific Development Trends and Education, (51-1), 29–31. (In Russ.)
  27. Yarullina, L.R. (2020). Digital learning in higher school: Psychological risks and effects. World of Science. Pedagogy and Psychology, 8(6), 30. (In Russ.)

Copyright (c) 2022 Tylets V.G., Krasnianskaya T.M.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies