DESCRIPTION OF LINGUISTIC SIGNS AND REACTIONS IN THE MOSAIC MODEL OF THE CONDITIONAL REALITY

Background: Symbolic representation is a specific, uniquely human form of objectification of the real world, a powerful means of communication activity of its reflectivity. The role of language is to transfer messages, and also to contain the internal organization of the message, i.e. enshrined knowledge about the world in the language focus, which includes the national-cultural experience of a particular language community. Understanding of the phenomenon of sign representation, its modeling and the definition of the sign and its meaning depends on the sign language system and aspects of the language to be interpreted - dynamic or statistical, functional or structural aspects are taken as a basis. This article is an attempt to review the main components of the sign to disclose the problem of reaction processes in the structure of the group (the student's) consciousness as a problem of identifying the dynamics of associative, semantic, and emotive content of the fragments of consciousness of Russian-speaking students who learn English. Methods: It should be noted that in modern science there is a tendency to revise the linguistic nature of the sign. The application of the tools of psycholinguistics to the study of educational processes is becoming one of the most promising areas in applied sciences, because everything that happens in the social (student) life is reflected in the individual consciousness in the form of certain cognitive structures. Consciousness also appears in the form of text that can be read by the relevant rules of grammar, or, by using the decryption of codes. Foreign linguists developed a new direction in science: the main emphasis is placed on the special role of the interpretation procedures and the importance of reading both cognitive and communicative signs. The study suggests that thought cannot be just interpreted, but also disinterpreted in student discourse. One of the important issues of semiotic analysis of student discourse is to examine and identify the codes that exist to decipher all kinds of signs. The system of value orientations, encoded in the associative-shaped complexes of linguistic signs and restored through the interpretation of the associative-shaped complexes by means of appealing to determining signs and cultural concepts, constitutes the substantive basis of the language picture of the world. It assumes native speakers to reflect the presence of a certain set of shared background knowledge, linking culturally marked linguistic signs with "quanta" of culture. Thereby the world of speaking the language is formed, i.e. the language picture of the world is formed as the body of knowledge about the world, embodied in the vocabulary, phraseology, grammar. Conclusions: Thus, in the context of our research the quite relevant question is to define the temporal signs (linguistic or non-linguistic) to be expressed in the discourse of student anticipation while studying English. In our view, the essence of student discourse is a combination of mosaic codes, which include the following types of linguistic, cultural, semiological, interactive, and metatextual codes.