Psycholinguistic Peculiarities Research Articles

The impact of emotional intelligence on the psycholinguistic peculiarities of speech

Emotional intelligence is an indicator of students’ development, which affects their psycholinguistic peculiarities and ensures effective professional training. The aim of the research is to identify the impact of the level of emotional intelligence on the psycholinguistic peculiarities of students. The survey and testing method was used, diagnostic techniques: S. L. Bratchenko’s Orientation of the Individual in Communication, V. M. Rusalov’s QFDPI, EQ-test. Descriptive statistics and correlation analysis were used to analyse the obtained results. It was established that high emotional intelligence has a positive effect on dialogic speech (r=0.832, p≤0.01) and focus on the interlocutor (r=0.835, p≤0.01). Students with developed emotional intelligence have ease in establishing communicative relationships (r=0.867, р≤0.01), a wide range of communicative programmes (r=0.745, р≤0.01), high speech activity (r=0.640, р ≤0.01), emotional stability and confidence in communication (r=0.856, p≤0.01). It was established that emotional intelligence affects the psycholinguistic features of speech. In the process of professional training, developed emotional intelligence ensures the preparation of highly qualified specialists capable of active communicative interaction. The obtained results, which reflect the regularities of the development of emotional intelligence and its influence on the psycholinguistic features of students, provide an opportunity to build professional training programmes, to develop correctional classes for the complex speech development of students by means of emotional intelligence.

TEACHING FOREIGN LANGUAGE TO FUTURE AGRONOMISTS: FEATURES TO CONSIDER

The article depicts some approaches of organizing the process of teaching a foreign language to students of the specialty “Agronomy” taking into account the psycholinguistic peculiarities of speech perception, understanding, absorption and communicating i

Taras Shevchenko’s Neologism Снігоквіт (Snihokvit): Psycholinguistic, Lexico-Semantic and Cultural Aspects

The article focuses on the study of Taras Shevchenko’s linguistic identity through the free word association test results. The psycholinguistic experiment, “Author Neologisms of Taras Shevchenko,” held in 2019 involved four hundred forty-eight participants aged 14 to 61 y.o. Among them were professors, graduate students, and students from Rivne State Humanitarian University, Lesya Ukrainka Volyn National University, Sarny Pedagogical College, National University of “Ostroh Academy”, Rivne Economic Technological College, National University of Water and Environmental Engineering, Borys Grinchenko Kyiv University, and M. Ocheret Zhytomyr City Humanitarian Gymnasium #23 (Ukraine). The responses of the recipients to the word-stimulus снігоквіт/snihokvit (“snow blossom”), Shevchenko’s neologism, have been characterized based on grammatical (paradigmatic, syntagmatic, word-building), meaningful (thematic, reminiscent, reactions-personalities), and formal connections. The following semantic spheres to which the verbal responses belong have been defined: “Names of Flora”, “Natural Phenomena”, “Names of Actions”, “Colour Features”, “Haptic Features”, “Temporal Features”, “Abstract Notions”, as well as types of responses within the boundaries of associative fields. The specificity of a modern Ukrainian speaker’s perception of the meaning of a neologism taken out of the literary context has also been discovered. The authors have come to the conclusion that the poet created a highly artistic lexical neologism with the help of which he tried to communicate to the reader not only the primary meaning of the word лілея/lileya “white lily” (a flower) but also to provoke aesthetic feelings, and actualize the imagination about this special flower that is empowered with magic properties in the national linguistic map of the world. All the responses of the considered semantic spheres that belong to the associative fields of the author’s neologism снігоквіт/snihokvit give a better understanding of the lexicon of modern Ukrainian, the psycholinguistic peculiarities of the perception of Shevchenko’s figurative word. They also make it possible to trace specific changes in the conceptual map of the world and its perception.

PSYCHOLINGUISTIC PECULIARITIES OF VERBAL AGGRESSION IN ENGLISH POLITICAL DISCOURSE

Psycholinguistic peculiarities of verbal aggression in English political discourse. The article examines aspects of speech aggression that allows social pressure to be exercised in the conditions of the asymmetric social status of participants in verbal communications. The factors of linguistic objectification are investigated from the perspective of age, social, gender, personal characteristics and characteristics of subjects of discourse. As an example of verbal aggression, the speech acts of public speeches of the incumbent President of the United States of America D. Trump, which are considered as an integral part of an individual's activities, due to high semantic significance and the necessary level of interpersonal interaction, were subjected to linguistic analysis. The use of aggression in Trump's political discourse is is guided by reason, not emotion. His consistent use of derogatory nicknames, constant attention to the media, as well as the selection of offensive words that draw attention to the specific shortcomings of his addressees indicate that aggression is not based on impulsiveness or randomness. Verbal aggression aimed at lowering the opponent's social status is one of the methods of an offensive strategy and affects, sometimes significantly, the decision-making of an offended person. The use of methods of verbal aggression by D. Trump in the context of political discourse can be a powerful "weapon" both in relation to the internal political situation and in the external political arena. Such aspects, in the context of the increasing influence of forms of digital culture on the psycho-emotional sphere of a person, leave researchers with ample opportunities in the field of scientific research.

English Intercultural Tutorial for University Students Majoring in Japanese

This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students’ English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students’ cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.

Psycholinguistic peculiarities of speech of the classic heroines of the feminine novel

This work presents comparative analysis of the main characters’ speech parts belonging to Elizabeth and Bridget as given in the famous English novels “Pride and Precedence” by Jane Austen and “Bridget Jones’s Diary ” by Helen Fielding, both written in the same language and genre, but separated in time by almost two centuries. The topicality of this study follows from the profound linguo-gnoseological importance of the problems of inner mechanisms between the human cognition and its reflection in their speech. The work looks at communicative organization of the dialogue in the speech parts of Elizabeth Bennett and Bridget Jones. The main objective of this work is to establish regularities in the use of semantically different types of dialogue preferred by the main female characters of these typically feminine novels. The paper considers such problems as concretisation of the concepts of language and speech personality, speech portrait and communicative personality; the cultural and historical basis motivating psychological characteristics of Elizabeth and Bridget; and poly functionality of the dialogue parts of the both heroines studied in the aspect of the communicative techniques used by the both girls. Conceptually the analysis undertaken rests on the presumption that it is possible to penetrate into the depths of person’s cognition and emotional state through his/her speech, on the other hand, we note that a person’s speech does not always reflect his/her real thoughts and emotions, but can hide true feelings and motives due to the implicative character of the speech communication. Hence, a speech portrait, as a forming component of the speech personality, is not a functional model of it, but a functional implementation of this model from the point of view of reconstruction of a speech personality. Therefore, a comprehensive analysis of the speech portrait of the virtual speaker is aimed at reconstructing his/her lingual cognition. Comparing the communicative varieties of the typical dialogue organisation of the novels under study, in our work we investigate seven communicatively different types of the main characters’ dialogues. The work results in the conclusion about similarity of the psycholinguistic peculiarities of the dialogue parts of the female personages studied.

The analysis of psycholinguistic peculiarities of a foreign language studying: suggestopedia approach

Language competences are at the heart of building the European Education Area. They define personal identities, but are also part of a shared inheritance. For millions of Ukrainians all over the world the knowledge of a foreign language, mainly English is more than a means of communication, but sometimes the only way to be heard. Multilingualism is one of eight key competences needed for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion. For many reasons the goal to improve language teaching at different stages of life-long education is of primary importance. Hence, the article aims at studying psychological and linguistic features at various stages of language learning. The object of the article is the psycholinguistic features of studying a foreign language. The subject of the research is the suggestopedia approach to the language learning. Language mastery includes three close but not identical concepts, mainly acquisition of the native language, secondary awareness of the native language and finally mastering (learning) another non-native language. A speech skill is a speech operation performed according to optimal parameters. Such parameters are unconsciousness, complete automaticity, compliance with the language norm, normal tempo (speed) of execution and stability. Motivation, level of anxiety, level of self-esteem, rigidity (looseness), readiness to take risks, empathy, extroversion have been defined as the most important conditions for mastering a foreign language. The research has defined the following positive achievements of suggestopedia approach, mainly the increasing learning resistance, stimulation the learning readiness, the feeling of relaxation, fostering hope and trust in students’ own power, helping the learners to overcome the barriers to learning, facilitation of the learners’ change.

Влияние стилистических особенностей турецкоязычных кинослоганов на психику человека

The paper aims to identify psycholinguistic peculiarities of slogans for the Turkish-language movies of 2010-2020. Scientific originality of the study involves analysing influence of stylistic peculiarities of modern movie slogans on perception, memorability and involvement effect. Movie slogans are examined from the viewpoint of perception, memorability and involvement effect. A quantitative analysis of movie slogans is conducted taking into account slogan memorability and created “involvement effect”. The research findings allow concluding about the role of stylistic means in raising recognizability and memorability of slogans and development of a human’s motivational sphere.

Psycholinguistic Specifics of Understanding by Ukrainian Students the Principles of Nomination of Linguocultural Models “clothing” in English and Ukrainian

The purpose of the article is: to show psycholinguistic peculiarities of understanding by Ukrainian students the principles of nomination of linguocultural models “clothing” in the English and Ukrainian languages.
 The methods of the research are: theoretical ones – categorical and structurally-functional analysis of the texts, the methods of systematization, modeling, generalization; empirical methods – the analysis of lexical units, the experiment. For the purpose of studying the motivation of linguocultural units we used “The methods of studying of motivation by linguocultural units of the thematic group “clothing” in the English and Ukrainian languages” (Mykhalchuk & Ivashkevych, 2020).
 The results of the research. For the understanding of linguocultural units of the thematic group “clothing” in the Ukrainian language the laws of organization of usualized (a priori) and actual (a posteriori) communicative meanings, their interaction, movement, etc. are quite important. For understanding linguocultural units of the thematic group “clothing” in the English language it is sufficient superficial perception of lexical units that denote the nominations of clothing, understanding the features of their motivation, in particular, verbs, nouns and adjectives, as well as mastering the form of presentation of this or that lexical unit.
 Conclusions. As a result of the research psycholinguistic features of students’ understanding of linguocultural units of the thematic group “clothing” in the English and Ukrainian languages were established. Productivity of students’ understanding of linguocultural units of the thematic group “clothing” in the Ukrainian language is determined by (a) the deep meaning of lexical units; (b) semantics and spatio-temporal meanings of linguocultural units; (c) syntactics of lexical units; (d) verb and noun basis of clothing nomination; (e) various connections between explicit concepts (metaphorical and metonymic transference); (f) assertive content of the nominative unit denoting “clothing”; (g) understanding of inferences, implications, intentions of the expressionж (h) explication of usualized (a priori) communicative meanings.

Psycholinguistic Peculiarities of Employing Antonymic Translation (based on translation of modern fiction for young adults)

Psycholinguistic Peculiarities of Employing Antonymic Translation (based on translation of modern fiction for young adults)

Psycholinguistic Features of Students’ Acquisition of Visual-Semantic Image of a Hieroglyph in Studying Japanese

Introduction. The article highlights psycholinguistic features of students’ acquisition of visual-semantic image of a hieroglyph in studying Japanese. The choice of the image category is justified by its ability to reflect in individual’s consciousness a complete picture of the object of cognition, which corresponds with the specific character of the hieroglyphic script. The visual-semantic image of a hieroglyphic sign has been defined as a complicated cognitive complex (mental image), which is an integral product of visual sensory-perceptual reception of all graphic elements of the hieroglyph formal structure, a coherent vision of it and conceptual representation, embodied in the meaning.
 Goal. The purpose of the article is to present results of the study of psycholinguistic features of students’ acquisition of visual-semantic images of hieroglyphs. The following techniques have been chosen as the main psychodiagnostic tools: «Pictograms» by О. Luria, «Hidden Figures» by K Gottschaldt, «Matching Familiar Figures» by J. Kagan, «Free Sorting of Objects» by R. Gardner in modification by V. Kolg.
 Results. Results of theoretical explorations on the psychological features of the problem of a personality’s acquisition of foreign languages, particularly, hieroglyphic, have been presented. It has been shown that interpretive capabilities of hieroglyphic signs are fundamentally different from the usual European method of linguistic codification of reality and that optimization ways of Oriental languages acquisition should be based on the differences between phonemic and hieroglyphic writing. Psycholinguistic peculiarities of students’ acquisition of the visual-semantic image of a hieroglyph have been revealed – character and structure of students’ visual and meaning images of hieroglyphic meanings have a significantly expressed individuality. The study of individual cognitive learning styles the educational information by students has shown that main cognitive skills and abilities are one of the factors of this success in combination with others; quality of the hieroglyphics acquisition improves with a good ability in systematization, generalization, unification of the unit into broad classes, as well as in the tendency to reasonableness.

Psycholinguistic Peculiarities of the Development of Communicative Competence of Teachers of Secondary Schools

The purpose of the article is to analyze psycholinguistic peculiarities of the development of communicative competence in the structure of social intelligence of teachers and directors of secondary schools in contemporary Ukrainian society.
 Methods of the Research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also we used empirical methods – the methods of observation, conversation, testing with the aim to study the structure of communicative competence and social intelligence of teachers; psychological and pedagogical experiment in a form of the research of the development of the structure of communicative competence and social intelligence of teachers.
 The results of the Research. In the content of communicative competence of teachers we can emphasize the ability to optimize interpersonal relationships in the group; social sensitivity; a set of communicative skills, behavior patterns and communication techniques; a communicative potential; the interpretative competence. Teachers with a low level of communication competence have characterized by communicative failures caused by a violation of their orientation onto the process of communication: non-motivated change of speech strategies, mental orientations and the register of speech; failure by the speaker communicate postulates; neglecting by the speaker the linguistic means, which involve the maxim of the tact; unsuccessful choice by the speaker the tone and the register of communication. Scripts of role deixis, explicit and implicit pragmatic constituents in the structure of teacher’s communicative competence were formulated, their content was revealed.
 Conclusions. Psycholinguistic peculiarities of the development of communicative competence of the teachers and the directors of schools were established: the composite assessment of the teacher’s communicative competence positively correlates with social intelligence, reflexive and empathic personal abilities; communicative competence of the teacher depends on the actualization of scripts of role deixis, explicit and implicit pragmatic constituents in its structure, etc.

Psycholinguistic peculiarities of verbal-logical thinking formation of modern engineer

Psycholinguistic peculiarities of verbal-logical thinking formation of modern engineer

PREPARATION OF FUTURE EDUCATORS TO WORK ON THE SPEECH DEVELOPMENT OF CHILDREN WITH LEARNING DISABILITIES IN THE CONDITIONS OF INCLUSIVE EDUCATION

The article analyzes the theoretical principles for the preparation of future educators who influence and create the child’s personality in the first educational level – pre-school institution, since the period from birth to six years is the most intense for child’s mental and physical development. The article describes the concept of inclusive educational environment; the psycholinguistic peculiarities of speech activity of children with learning disabilities have been established, in particular the peculiarities of communicative skills formation and mental development; the analysis of learning disabilities is generalized and it is figured out that research is developed in three directions: clinical (clinical and pathopsychological), psychological and pedagogical. Psychological and pedagogical characteristics of children with learning disabilities, identified in numerous studies, provided the basis for recommendations on the conditions, orientation and impact of special training on preschool children with learning disabilities. Thus, the following pedagogical conditions of communicative skills formation as a component of communicative competence of senior preschoolers are: communicative orientation of teaching, namely reinforcement of communicative expressions, use of everyday situations; motivation of communicative activity, namely taking into account the personal interests and needs of the child; the positive incentives, reliance on the reserves of norm analyzers, sensitivity of the age period, the area of immediate development; immersion of children into active communication and speech activity; carrying out special and developmental work by all members of the escort team. Competent Approach to Specialist Training – Defining competencies and learning outcomes make it possible to qualitatively prepare students for professional activity in an inclusive educational environment. It is on the level of educators training that the tasks and requirements of vocational education depend.

ПСИХОЛІНГВІСТИЧНІ ТА ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПІДГОТОВКИ ПЕРЕКЛАДАЧІВ ІЗ ЗАСТОСУВАННЯ АВТОРСЬКОЇ МЕТОДИКИ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ПРОФ. Х.В. ХАЧАТУРЯНА

ПСИХОЛІНГВІСТИЧНІ ТА ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПІДГОТОВКИ ПЕРЕКЛАДАЧІВ ІЗ ЗАСТОСУВАННЯ АВТОРСЬКОЇ МЕТОДИКИ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ПРОФ. Х.В. ХАЧАТУРЯНА

Psycholinguistic Peculiarities of Non-Canonical (Personal) Religious Discourse

Introduction. The article reveals universal and specific features of non-canonical religious discourse. Religious discourse is generally defined as the process of cognitive-speech activity in a religiously relevant social and communicative situation, which involves the reception, transmission and/or creation (compilation) of certain religious texts in a certain context; and as the current result of this activity, which creates the corresponding discursive picture (model) of the world. The main genre of religious discourse is prayer – canonical (institutionalized) and non-canonical (non-institutionalized, personal). Non-canonical prayer is defined as an appeal to God, the text of which may contain both canonical fragments and individual verbal formulations of the subject.
 Materials & Techniques of the Research. The sample of empirical research is 543 persons of different age, social status, from different regions of Western Ukraine. Due to the use in the first stage of «Methods for the Study of Religious Activity» (D. Smirnov) and subtraction of quartiles, the whole initial sample is divided into four sub-samples of persons with different levels of religious activity. In the second stage, the verbalization of non-canonical religious discourses was recorded. The thus obtained 543 texts were subjected to content-analytic procedures using the «Textanz» computer program. The methods of psychosemantic and psycholinguistic textual analysis are used as the basis for the mentioned processing and interpretation of results.
 Results. According to the results of the study, universal patterns of psycholinguistic structure of non-canonical religious discourse were identified, connected with the activation of the «I–You» system and the verbal explication of a certain personal request and gratitude. Some specific semantic variations of the corresponding discourse, due to the level of religious activity of the subject, are also revealed. It is stated, in particular, that at its higher levels, the number and, consequently, the importance of the tokens of the noun category «Spiritual, psychic life» («love», «heart», etc.) are increasing. This demonstrates the importance of prayer for high-religious individuals, not only as an external means of support, but as an effective psychological resource for self-control.

Semantics of Ironical Negation in Structure Semi-Phraseologized Sentences: Through the Prism of Psycholinguistic Peculiarities of Speech Activity

Objective. In the article the subject of the analysis is semi-phraseologized sentences with the value of an ironic negation. The purpose of the article is to characterize the specificity of semantic subtypes of semi-phraseologized sentences with the meaning of ironic negation as psycholinguistic units, to define their functions in the system of hierarchical relations «holistic act of speech activity – speech actions».
 Materials & Methods. In the article such methods are used as: descriptive method were used to characterize the components in the phras-scheme of semi-praseologized sentences, the modeling method – to create models of semi-praseologized sentences of ironically negation type. The associative experiment method has made it possible to find out the semantic characteristics of subtypes of ironically negation semi-phraseologized sentences in speech, to determine their expressive potential in different communicative situations.
 Results. The basis of semi-phraseologized sentences of the modern Ukrainian language is the phraseologized structural scheme, on which the fixed meaning does not depend on the specific lexical filling of structural components, since this value is idiomatic. The means of explicit manifestation of ironic negation in semi-phraseologized sentences are described. The mechanism of structuring such sentences is disclosed, one of their qualification features – stability has been analyzed and the effect on this feature of the morphological expression of the constant and variable components of the phrase-schemes is investigated. Interpretation of the semantics of semi-phraseologized sentences may be accompanied by some difficulties. In artistic text, this question compensates for the context, then dialogic speech does not always have enough questions and answers of the participants in the dialogue to perceive the idea adequately. Therefore, the meaning of a semi-phraseologized sentence is based on the speakers' background knowledge, associative parallels that the speaker can use. The author suggests to consider semi-phraseologized sentences as psycholinguistic units. The ordering of different semantic types and subtypes of semi-phraseologized sentences contributes to the optimality of speech, in particular, the dialogic conversational, adequate expression of thought, with the support on the thinking processes of the speaker, realizing it as the active subject of the communication process.
 Conclusions. The connotative shades in semantics of the ironic negation of semi-phraseologized sentences are traced. The means of expression of semi-phraseologized sentences with ironic negation, in particular the emphasis of the anaphoric modal component, are found. The implicit means of the ironic negation are determined: exclamation intonation, fixed sequence of components and the presence of the phraseologized connectivite complex.

Psycholinguistic Peculiarities of Contextual Realisation of Concept «MACHT» in Linguistic and Cultural Space of German’s

Research actuality has determined the necessity to study the peculiarities of contextual realization of the concept ”MACHT” in German communicative and cultural area by means of using the results of free associative experiment and contextual analysis of proverbs and aphorisms that made it possible to find out value preferences and priorities of Germans.
 The purpose of the article is to identify psycholinguistic peculiarities of the concept “MACHT” in German communicative and cultural area by comparing the results of contextual analyses of proverbs and aphorisms based on the results of free associative experiment.
 To describe the results of linguistic material we used such methods as semantic cognitive concept modeling which allowed us to identify macro models and describe the frame model of the concept “MACHT” organization which we present as a chain-organized structure: the concept “MACHT”, macro frame “MACHT UND GESELLSCHAFT” and subframes “MACHT UND DAS POLITISCHE”, “MACHT UND DAS SOZIALE” “MACHT UND DAS HÄUSLICHE”. To find out the psycholinguistic peculiarities of conceptual realization we have used the methodology of free associative experiment.
 The findings of the conducted analysis reveal that the concept “MACHT” is manifested in German communicative and cultural area as the subframes “MACHT UND DAS POLITISCHE”, “MACHT UND DAS SOZIALE” “MACHT UND DAS HÄUSLICHE”, where a typical representative of power is characterized by valuable possibilities to direct other, have respect, prosperity and some social characteristics, such as: medical insurance, social help in case of unemployment, possibility to implement himself/herself into society while having the refuges status or being a single parent, have the right to have holidays and free time, the right for sexual preferences. Valuable marker is very important here as it forms axiological personality marker of self-esteem and reflects in reaction of free associative experiment in nominations and markers of private properties, authority and keeping one’s own face in front of society and lifestyle.
 Conclusion. In this way the general prototype of an ideal power subject is seen as an ethnic and cultural carrier of the German linguistic and cultural studies concerning the power subject, its communicative behavior, personal features necessary for successful result of power object, his/her appearance and social state.

PSYCHOLINGUISTIC PECULIARITIES OF TEACHING SENIOR STUDENTS ENGLISH LISTENING SKILLS

Ukraine continues the processes of reforming and improving all the aspects of social life and its education is not an exception. Future professionals must be able to work with modern technologies, get to know as well as implement interesting projects and ideas using new methods of solving the existing problems. Under these circumstances the development of foreign language speaking skills, in particular English language competence, with the aim of exchanging experience and information with colleagues from other countries, implementation of common projects and developing interesting ideas become issues of primary importance. Foreign language communication involves not only the speaker’s ability to provide information, but also his/her ability to perceive and understand a certain text in a foreign language while communicating. The research of psycholinguistic preconditions of developing senior students’ listening skills will make it possible to organize the process of teaching a foreign language in a more effective way as well as will contribute to the formation of their listening skills. The aim of the article is to investigate psycholinguistic preconditions of developing senior students’ English listening skills in modern society. The research is based on the methods of the analysis of scientific articles and books on the methods of teaching a foreign language, psycholinguistics, psychology, didactics, pedagogy as well as the generalization of the experience of developing students’ listening skills with the aim of raising the effectiveness of teaching English. The effectiveness of developing English listening skills depends on the fact whether the teacher takes into consideration students’ psycholinguistic peculiarities. Perception, understanding and memorizing information will be more effective if it is interesting for students and is connected with their interests as well as future profession.

PSYCHOLINGUISTIC PECULIARITIES IN UNDERSTANDING OF INDIRECT MEANING OF PROVERBS BY CHILDREN OF PRE-SCHOOL AGE

The study reveales psycholinguistic peculiarities of understanding of indirect meaning of the proverbs of Ukrainian speaking pre-school children. The experiment took place on the basis of pre-school education establishments of Ukraine. Children were proposed to express themselves in order to find out how they understand given proverbs. If they had difficulties in meaning explication, so they were proposed some variants of proverbs interpretations, among which the first was correct (with indirect meaning) and the second with the direct meaning and the third with occasional associative meaning. The experiment proved such results: there are children with obvious intuitive language ability to feel the general meaning of proverbs. The proverb understanding is seen by child as complex cognitive task, which foresees decipherment of the common thought or conclusion, understanding its meaning (implication). That is why the proverbs cause problems among children.