Discourse space of the texts regulating the teaching of literature at school (based on the academic programs reception)

The article shows the modeling of subjective semantic space of texts of literature for academic programs for 5-7 classes of school by the method of semantic differential. This type of modeling is applied to identify the mechanisms of perception of planning-instructional texts that function in an official-business type of educational discourse. Perceptions of the official-business text are analyzed by the psycholinguistic approach to speech activity and its results. Mental representation (mental image) of the text content is formed during the perception in the mind of the recipient and included in the semantic field of the recipient. Official-business text of the instructional planning type is interpreted as the product of a standardized speech activity, which is limited to professional, genre framework, realized the speakers intention to instruct the sphere of education as a specific subject. His perception actualizes cognitive mechanisms aimed at the identification of the semantic fields related to specific fragments of the professional mental lexicon of native speakers associated with educational activity. The texts of the literature curriculum for middle level pupils were qualified as official-business texts such as instructional and planning on the base of their content and formal features. The author proves the possibility of obtaining a subjective space (the result of “semantic differential”), which is the type of fixation of emotional experience by experts of professionally-oriented speech product in the process of perception through the use of psycholinguistic procedures. The use of a significant number of parameters shows the different levels of intensity of feelings by recipients of different parts of the text, despite the similarity of the experience gained in their professional activities.