STUDYING ACTIVITY IN THE STUDENT’S LANGUAGE CONSCIOUSNESS

Many studies of the student’s language consciousness are characterized by a common psycholinguistic methodology that allows identifying the features of the mental lexicon. There is no need to use any other concept in such studies except the concept of «mental lexicon». However, among the psycholinguistic studies of student’s language consciousness, there are those in which the stimuli are selected taking into account the fact that the participants in the experiment are students. The material obtained in these studies is processed using special methods to show the influence of educational activities on the student’s mental lexicon. It is in such studies that the concept of «language consciousness» is most appropriate. Studies of the language consciousness differ from studies of mental lexicon in that the former reveal the simultaneous influence of external (activity) and internal (personality) factors on the meanings of words. In this case, it is necessary to give the following definition: language consciousness is a psycholinguistic concept that shows how the speech experience of a certain socio-cultural group changes under the simultaneous influence of regularly performed activities and its personal experience. Based on these methodological principles, an associative experiment was conducted, in which SCIENCE, SESSION, STUDY, UNIVERSITY, STUDENT, SCHOLARSHIP, LECTURE, TEACHER, EXAM were used as stimuli. The obtained empirical material was subjected to cluster analysis, which allows us to identify the emotional and personal experience of the phenomena named by the studied words. The general conclusion of the study is as follows. The student’s language consciousness reflects not just images of objects and phenomena of the educational environment, but their images refracted through the personal experience of experiencing educational activities in which these phenomena are constantly involved.