Psycholinguistic Determinants of Meaning Formation in Students with Different Levels of Self-Disclosure

¹ Don State Technical University, 1, Gagarin sq., 344003 Rostov-on-Don, Russia
² Southern Federal University, 105/42, Bolshaya Sadovaya str., 344006 Rostov-on-Don, Russia

^* Corresponding author: sveta-ya7@ya.ru

Abstract

The authors consider a meaning essay as a semantic technique, not only as convenient for any learning format (distance, full-time, mixed), but also as effective, capable of initiating the formation of students' meaning and launching a mechanism for comprehending the subject content at a deep, internal level. The formulation of an essay during the lesson at any of its stages, as well as as homework, is, according to the authors, a kind of «meaning task.» Delivered by the teacher or formulated by the students themselves at any level of learning, it is capable of activating the semantic sphere, launching the mechanism of «interest», comprehension. The authors conducted an empirical study using interdisciplinary methods of pedagogy and psychology: S. Jurard's self-disclosure questionnaire (modified version), psycholinguistic analysis of essays, content analysis of essay texts, statistical analysis - Student's t-test. technologies for the development of the semantic sphere of adolescents. The sample consisted of adolescents 12-15 years old (girls and boys) of secondary schools in Rostov-on-Don and the Moscow region. The novelty of this research lies in the use of the method of psycholinguistic analysis of meaning essays to assess the semantic sphere of adolescents.