Features of perception and understanding of creolized literary text by high school students

Textual perception and comprehension issues remain pertinent. The aim of the study was to examine the specific features of perception and understanding of a creolized literary text with various types of connectedness by high school students. The specifics of perception and understanding by 15-18 years old learners of a creolized literary text with a repetitive, additive and selective connection between the verbal and the visual components are investigated. A total of 100 students from grades 9-11 took part in the study. Methods: psycholinguistic experiment, questionnaires, analysis, synthesis. Conclusions: only texts with an emphatic connection between the components of a creolized artistic text are more clearly differentiated. The verbal and visual components of most high school students' perception and understanding of creolized literary text merge into a mental conglomerate that does not contain data on what is derived from the text and what is derived from the illustration.