THE PSYCHOLINGUISTIC CHARACTERISTICS IDENTIFIED AT STUDENTS’ VALUE ORIENTATIONS BY THE MEANS OF METAPHOR

Abstract

The article aim is to identify and analyse the individual psycholinguistic features, value determinants of speech production via metaphorical image interpretations made by students in different art specialties. To achieve this goal, the following methods were used: analysis, synthesis, comparison and generalization, classification, verbal and projective methods, a free associative experiment, the content and intent analysis, the methods of quantitative and qualitative analysis, the structural method. Results. The social nature of speaking is stressed; a speech event is understood as an external result of an individual’s internal processes of perception, mental organization, his/her socialization and cognition. The role of metaphorical methods for cognition of unconscious value determinants is substantiated. An emphasis is laid on the emergence and linguistic presentation of mental and value models: metaphorization is regarded as a hidden mechanism and a driving force of the language ontogenesis. The performed psycholinguistic analysis of students’ values as a component of their worldview as artists, represented through their speech constructs, revealed their individual semantic content for used words. Conclusions. Basing on the analysed data from the used projective and verbal methods, we have revealed: 1) conceptual metaphors reflecting the cognitive function and embodying certain value groups; 2) the students’ psycholinguistic features and priority values, value projections onto their verbal self-presentation of their metaphorical image of “Self-book”: lexical saturation, emotional richness, egocentrism (“Adaptation” group); sociocentrism, emotionality, figurative and value elements of professional concepts, images of the future, the role of the social environment, the need for psychological support and harmonious life (“Socialization” group); detailing, egocentrism, moral and aesthetic values (“Individualization” group); predominance of the verbal, interrogative and imperative modalities in the metaphors presented by the students, their egocentric motivational orientations, generalized and specific nature of the used lexical units.