Особенности семантических отношений стимулов и реакций в ассоциативной деятельности учебных билингвов

Abstract

The article examines the type of semantic connections between stimuli and responses shown during free association in an experimental situation with the participation of educational bilinguals — Chinese students studying Russian. It was assumed that the predominance of certain methods of response in educational bilinguals is due not only to the syntactic connections of words of different parts of speech, but also to a greater or lesser breadth of mastery of the syntagmatic and paradigmatic relations of units of the language being studied. Analysis of the results of the associative experiment in the aspect of classifying semantic relations with stimuli showed the highest frequency in any associative field of the deployment reaction, which is associated with the dominance of the tactic of “attributing a sign to an object”, as well as with the educational nature of bilinguism — foreign speakers reproduce the syntax (S — R) used by them in Russian language classes in various exercises and texts.