E-Learning 2.0: Psycholinguistic Analysis (Article 2)

Keywords: social media, psycholinguistics 2.0, education 2.0, directed associative experiment, method of incomplete sentences, Russian language


Introduction. The paper enlightens e-learning 2.0 linguistic consciousnesses through psycholinguistic research. An additional objective is to perfect the methodological foundation of psycholinguistics 2.0 – a new direction in linguistics, which studies psychological and linguistic aspects of human speech activity running through web 2.0 platforms, and social and psychological aspects of language use in communication through these services.

Methods. The methods of free and directed associative experiment were chosen as the main method of research. A total of 150 teachers and 179 students of humanities and technical disciplines (329 people in total) took part in the experiment. The native language of the informants was Russian and/or Ukrainian. The experiment was conducted online in two stages. First, the participants were asked to answer the first word they came up with for a number of concepts – the most popular social web services and Internet technologies – and then they had to complete sentences that also included the same social web concepts.

Results. The conducted associative experiment reveals that informational, communicative and functional components of the Global Network are most actualized in the language consciousness of informants – participants of the educational process regardless of the form of carrying out the associative tests (free or directed), but it is the method of incomplete sentences as a variety of the method of directed associations that as a matter of fact directs associations in a functional mainstream more often. Also, the reactions obtained through directed associative test are more often motivated by the syntactic component – the prevalence of syntagmatic associations over pragmatic ones. It is also shown that the way that the experiment is carried out influences which component may be actualized – functional or informational.

Conclusions. The study shows that the educational component of social media is not fixed practically in the linguistic consciousness of our recipients, which indirectly indicates that the use of social media in the educational process doesn’t present a regular practice. It can be argued also that conducting psycholinguistic experiments online is another form of their use, along with the oral and written ones.


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Goroshko, H., & Pakhnin, N. (2021). E-Learning 2.0: Psycholinguistic Analysis (Article 2). PSYCHOLINGUISTICS, 29(2), 46-75. https://doi.org/10.31470/2309-1797-2021-29-2-46-75