Psychological and linguistic factors of text perception and understanding
DOI:
https://doi.org/10.38014/ehs-ss.2019.2.12Keywords:
text generation, perception, information comprehension, memorization, speech, semantic strain, recurrency, deixisAbstract
The article is devoted to the problems linguistic and psycholinguistic factors influencing the processes of text perception and understanding as one of the aspects in preparation of future specialists in international relations. According to the modern researches text is the result of speech and thinking processes realization. Different approaches to the text analysis are described, i.e. linguistic, psychological, methodological, psycholinguistic. Lexical units recurrency and semantic strain which predetermine perception, comprehension and memorization of the text material are described. The semantic strain of the text is defined as a subjective category preconditioned by the degree of the meaning and content novelty for the recipient. Different means of semantic strain within the text are employed: lexical units with wide semantic meaning, special terminology, deictic units, occasional words, words with implicit meaning, abbreviations and proper names, referential ambiguity of lexical units etc. Thus, semantic strain fulfils two functions: constructive and destructive whereas the first is the source of new knowledge and the second requires additional efforts in the process of perception and comprehension. Recurrency is regarded as the mechanism of generation, representation and actualization of the meaning. Recurrency may be researched in anarrow and broad aspects. Within the narrow approach it is explicated on the level of the text structural organization represented by the repetition of the same units on lexical, phonetic, morphological, syntactic levels. The second aspect investigates recurrency as a cultural universal within the frameworks of the humanities. The negative influence of excessive usage of recurrent elements in written text for the process of perception is described. It can lead to the dispersion of attention, creation of the false image, simplification, declining of thinking activity and memorization, and then to incorrect reproduction. The theoretical foundations were substantiated by the experimental data. To stimulate the memorizing activity the recurrent coefficient should not exceed the limits of 0.20-0.25. The data obtained may be applied in the process of language teaching.
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