Bryansk State University named after acad. I.G. Petrovsky, Russia, Bryansk, chugunovasveta1@rambler.ru
The article presents a free-association test results in two groups of foreign languages faculty students with upper-intermediate and advanced levels of foreign language proficiency. The stimuli included semantic equivalents in Russian and English, representing mostly political vocabulary. The two groups used different languages. It was hypothesized that in the context of classroom bilingualism the specificity of relationships between linguistic and world knowledge in the subject’s conceptual system does not depend on the language of the stimuli, native (L1) or foreign (L2). Despite the quantitative diversity and the English language of a large number of outputs to English inputs, still the overwhelming majority of the outputs to both Russian and English inputs were semantic equivalents or close in meaning.
individual speech function; free-association test; classroom bilingualism; political language; semantic equivalent
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