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EDUCATIONAL ACTIVITY AS INTERPRETED BY UNIVERSITY TEACHERS AND STUDENTS
Abstract
The subject of this article is to compare the structure of the frame “Educational Activity” in the mental lexicons of teachers and students – the social groups where people are connected by the fulfillment of contradicting activities but interdependent social roles. The research method is a kind of associative chain test, namely the method of revealing the actual lexicon. The qualitative analysis of the experimental data is based on the semantic classification of responses and allows representing the structure of the frame as a set of subframes and slots. The quantitative analysis made it possible to take into account the size of each component of the frame and represent the model as a hierarchical structure. The analysis of the results showed that the structure of the frame “Educational Activity” in the mental lexicon of teachers and students is not quite the same: the core of the students’ frame “Educational Activity” contains more subframes than that of the teachers’, the subframes’ ranks of the teachers’ and students’ frame structures are not the same. The qualitative variety of responses and the structure of each of the slots of the subframe also vary depending on the group of informants.
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