Cognitive Structures in the Language Consciousness of a Secondary School Student Represented by Everysemantic Verb to Support

   The relevance of the study is justified by the fact that schoolchildren’s language consciousness psycholinguistic specifics are studied in little detail.

   The research focuses on the studies of formation of cognitive structures in the language consciousness of a modern pupil studying the first foreign language. The material of the study is new as well. The latest scientific research on formation of mental representations considered mainly adults, consequently, the cluster of secondary school children (artificial bilinguals –  the term coined by V.I. Belikov and L.P. Krysin) is studied not enough, though the topic is essential in the modern scientific world. Relying on the experiments conducted by E. N. Guts and N. V. Antonova, in our research we aimed to unveil the cognitive structures in the language consciousness of a modern pupil. The material for the research was selected according to its relevance in printed press, in mass media, in speeches of political leaders, in the Internet. The following everysemantic words were chosen to act, to claim, to support, support, to deliver, delivery, to expose, exposure. The paper describes the results of the experiment within one verb to support. It is studied in the 6th form according to the curriculum for schools advanced in the English language. The paper looks at multiple meanings of the lexical unit and gives their complex analysis based on the comparison of the meanings envisaged for learning by the school children and those registered by the dictionary. The research was performed with the students of secondary and high school within various educational specializations. On the basis of the empirical data analysis some dominant trends characterizing the method of working with the word based on the language of the reaction as well as relating to the formation of the corresponding cognitive structure were noted. They characterize every educational level group. The grammatical relationship between the stimuli and the reaction was registered as well as the associative field of everysemantic verb to support.

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