Abstract
The article conducts a comparative analysis of the conceptual-cognitive scenario “examination” in language consciousness of the Chinese and Russian students. The study aims to identify similarities and differences between “examination” scenarios in China and Russia. The results of free associative and cognitive psychological experiments are presented. The associative fields “考试 examination, to exam” and “экзамен (examination)” are analysed. The scenarios “考试 examination”, “written examination”, “oral examination” are constructed and juxtaposed. As a result of the study, principal differences between conceptual-cognitive “examination” scenarios in language consciousness of the Chinese and the Russians are identified.
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