Abstract:

Currently the actual process of university education (bachelor and master's levels) is inclusive learning. This type of learning is characterized by certain specificity, for example, short time of education in the host country, which presents certain difficulties for foreign students.

These difficulties are dictated by the following factors:
1) the discrepancy between the educational programs of the host university and the programs of universities, from which students come;
2) an intensive form of teaching;
3) the difference in the language’s level of inclusive learning;
4) linguistic and cultural characteristics of students.

The experience of teaching of the programs with the inclusive learning has showed the necessity of the development of teaching recommendations taking into account the cultural component. This fact will allow the foreign student to integrate more efficiently into the system of training in a foreign university, as well as to remove the psycholinguistic difficulties caused by the mismatch of cultural codes.
To identify the cultural component in the RUDN University in 2016-2017 an associative experiment was conducted to establish associations of emotive vocabulary with features of the objective world that arise in the mind of the speakers of the Chinese language. The emotives which we suggested as stimulus words denote basic emotions: joy, sorrow, happiness, grief, anger, love, hatred, fear, envy, jealousy, will, conscience, patience, feelings, hope. Respondents - 100 students aged 17-25. Analysis of the results of the experiment made it possible to reveal the peculiarity of the emotional sphere of the native Chinese speakers.

The associative experiment is understood as the most convenient method of visualization of the linguistic consciousness of a certain category of native speakers. Russian psycholinguist Natalia Ufimtseva emphasizes the possibility of modeling language consciousness through the construction of an associative-verbal network according to the data of a mass associative experiment.

The development of the methodology of including foreign students with regard to the cultural component is in line with the current psycholinguistic tendencies that apply the associative experiment as a method of understanding the language (Kacharava, M.D.); as a study of emotive vocabulary (Choi, Y., Deng, L., Wiebe, J.); creation of bilingual associative dictionaries (Karaulov, Yu.N.); creation of the corpus of metaphors of the Russian language (Badryzlova Y., Lyashevskaya, O.); creation of a data visualization (Mitrofanova, O.A., Panicheva, P.); work in the field of computational approaches to the analysis and generation of emotions in statements (Mohammad, S.M., Turney, P.D.); visualization of abstract lexical units (Donina, O.V.).

The results of the associative experiment have demonstrated the discrepancy between the semantic codes of the emoticons of the Russian and Chinese languages. For Chinese respondents, emotive vocabulary with negative evaluation causes associative series of darkness, bitterness, immobility, cold and emotive vocabulary with a positive evaluation associatively approaches fire, light, heat, sweetness, movement. The materials of the study can be used in the lexicographic field, to create manuals. In the future, we see joint projects to develop a mathematical model for visualizing abstract vocabulary, creating a corpus of emotives.

Keywords:

Cultural component, inclusive learning, emotives, semantic code, visualization of linguistic consciousness.