Psycholinguistic methods for evaluation of educational vocabulary internalization

The article deals with the phenomenon of «internalization» and the methods of its evaluation. To determine the level of education vocabulary internalization in the consciousness of university students and teachers the psycholinguistic research methods have been used. We present the results of two experiments. One of them is a test task on new vocabulary acquisition and the other is a free associative experiment aimed at identifying psychological meanings of the words. Psychological meanings have been considered from the perspective of activity approach. This approach assumes that the system of meanings is not static in individual consciousness. We have found that the level of education vocabulary internalization depends from one hand on professional and linguistic development of a person, and from the other hand on demand for its use in practice.