S.V. Myskin
INTERPRETATIVE CHARACTERISTICS OF A CREOLIZED EDUCATIONAL TEXT
The article attempts to reveal the deep mechanisms of interpretation of the creolized educational text. The creolized educational text is analyzed from the standpoint of the theory of speech activity, in which communication is considered as a process aimed at organizing joint activities. The author substantiates the key idea about the conditionality of interpretative characteristics by the structures of communication and joint activity. The experimental part of the study is devoted to the analysis of factor structures obtained during the assessment of various stimulus material by respondents: the whole creolized educational text, and its individual verbal and non-verbal components. Categorical differences of factor structures are revealed. The phenomenon of interpretative affect is described, the presence of which creates significant difficulties in the semantic processing of sensory units. The criteria for evaluating the potentials of a creolized educational text and its verbal and non-verbal components that contribute to the organization of joint educational activities of a teacher and a student are highlighted.
Keywords: interpretation, creolized educational text, semantic perception, interpretative affect, communication, joint educational activity.