Психолингвистические механизмы восприятия экономического метаязыка при аудировании и чтении в профессионально ориентированном обучении РКИ

Abstract

The article analyzes the psycholinguistic mechanisms involved in the perception of economic metalanguage in listening and reading within professionally oriented teaching of Russian as a foreign language. It is shown that comprehension of professional discourse depends not only on knowledge of terminology, but also on the functioning of recognition, prediction, information retention, and semantic integration mechanisms. The study demonstrates that listening relies primarily on phonemic and intonational segmentation, phonological access, working memory, and online meaning integration. In reading, a crucial role is played by visual recognition, lexical-semantic processing, syntactic analysis, the identification of implicit semantic relations, comprehension monitoring, and semantic compression. It is concluded that a differentiated analysis of listening and reading makes it possible to reveal more precisely the specific features of professional comprehension among economics students