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a foreign language. It is especially important to take into account the student’s temperament in the distribution of tasks, determining the volume and time of their completion, when setting grades. Taking into account the specifics of the student’s temperament will significantly increase the effectiveness of training.

It is safe to say that the psychological characteristics of the person are very important in the process of learning a foreign language, since when teaching a foreign language, the main mental cognitive processes and psychological characteristics of the perception of information by a person are involved, which must be taken into account for the most effective learning.

In addition to the psychological characteristics of the personality in the learning process, it is necessary to take into account the socio-cultural factor, which has recently become the subject of close attention of methodologists.

The state standard on a foreign language states that the formation of communicative competence is inextricably linked with socio-cultural and regional geographic knowledge. In a technical university, this is especially important, since here the goal of teaching a foreign language is to teach future specialists a more fruitful and successful dialogue with foreign colleagues. Intercultural competence becomes a part of professional competence, one of the components of professional success.

One of the factors to increase the motivation for learning a foreign language is the use of tasks in foreign language classes, the purpose of which is the formation of socio-cultural competence as a means of increasing the motivation for learning a foreign language [11, p. 185].

Interest in learning activities and motivation are always conditions for successful learning, and when learning a foreign language - these are determining factors. In psychology, motivation is “the process of interference or the internal state of an organism that induces or leads it to action” [2 **, p.378]. I.A. Zimnyay emphasizes that motivation is “a combination of a wide variety of motivators, needs, motives, feelings, rules, norms, desires, etc.” [12, p. 117].

Successful communication requires both internal and external motivation. External “motivators” can be the need for a successful exam and knowledge of the language for successful employment. Internal aspirations and needs - communication with foreign friends, reading nonadapted literature, watching movies, listening to music - also stimulate and motivate the student. The presence of cognitive interest and internal stimulus mobilizes will and attention and helps easy and lasting assimilation. And the ability to understand and accept a foreign language culture, the willingness to use a foreign language as a means of communication, the need to learn it - all this helps to increase the motivation of learning, the development of needs and interests, as well as a more conscious study of a foreign language. The problem of stimulating and developing cognitive activity is addressed by psychologists, educators, and even philosophers such as S.N. Kaznacheeva L.I. Ruvinsky, T.I. Shamova, T.A. Mathis, A.B. Orlov, A.K. Markov [13].

Difficulties in the process of learning a foreign language, which were mentioned above, reduce the interest and motivation for successful language learning. Low self-esteem by students of their abilities appears against the backdrop of failures, which complicates the process of mastering the material and negatively affects the learning outcome.

It is important to pay attention to the organization of targeted adaptation of students - the process of optimal and active inclusion of students in new learning conditions [14, p. 110].

Considering the factors affecting the process of learning a foreign language, and analyzing the behavior of students in the communication process (monologue, dialogue) in a foreign language classes, the behavioral aspects of communication were identified. They can conditionally be divided into negative and positive. The conditional nature of their separation is explained by the mismatch of behavior with existing linguistic knowledge. Positive emotional manifestations are sometimes not at all a sign of deep knowledge and do not end with successful communication. Conversely, a negative aspect in behavior can imply good knowledge and result in successful communication.

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To identify how fully the behavioral aspects are manifested in the learning process, we conducted an experiment, which consisted of observing students in the process of communication in a foreign language classes. Diversified groups of 1st year students in the amount of 200 people with different language training were involved as participants in the experiments. The criteria for observation were the norms of behavior in a group environment.

So, as the results of observation showed, the above-mentioned behavioral aspects can be conditionally divided in percentage terms into the following behavioral categories:

1.Complete external calm in the process of communication (negative manifestation, since this behavior is not the result of deep knowledge, but is due to the protective reaction of the individual, the desire to achieve psychological comfort in order to compensate for the lack of knowledge) - 25 percent of those observed.

2.Calmness (positive manifestation) is observed in 6 percent of the experiment participants. Students who are calm have high emotional stability, the constancy of interests and needs.

Both categories of behavior are two sides of one aspect: in the first case, superficial knowledge is observed; in the second case, such behavior is the result of good fundamental knowledge.

3.Minor excitement, the desire for fast communication (rapid communication), as a result, the student’s response is characterized by the absence of logical transitions, confusion, it turns out not to be accurate and clear. This occurs due to poor knowledge and then communication cannot take place to the full, but at first glance, the goal of communication may seem to be achieved, which is observed in 20 percent of the experimented. This category of students is characterized by low emotional stability, they have inconsistency of interests, impulsiveness, imbalance, and inattention. In this category, two subtypes are distinguished: extroverts, which are sociable and optimistic, feel relaxed during speech communication, rarely get lost, and also introverts who are closed, pessimistic, and experience some confusion and stiffness when communicating.

4.Over (hyper-self-confidence). With a “+” or “-” sign - this is a question requiring a separate detailed consideration. This group of students has a well-formed language base and preparation for communication is minimal, on the other hand, their excessive self-confidence prevents the development of communication skills and is an obstacle to improvement. About 4 percent of students fall on this share.

5.Self-confidence. With a “-”sign. This category of students has a small amount of knowledge. The habit of being a leader in any environment, even unfamiliar, and the fear of being rejected and not self-affirming against the background of interpersonal relationships and the existing learning environment, fear of losing their established status are basic personality characteristics of this category of students, which account for 2 percent of the participants in the experiment.

The last two categories are also two sides of the same behavioral aspect.

6.Confidence. It present in 25 percent. The positive aspect. But this confidence is somewhat exaggerated, although students demonstrate good knowledge and a fairly high level of language training.

7.Hidden excitement is observed in about 20 percent. Quite a positive manifestation. The communication process is quite successful, but with some shortcomings.

8.Strong excitement and constant fear of an answer, anxiety - manifests itself in 5 percent of the participants in the experiment. It can be inherent in both conscientious and diligent students, and poorly prepared. There is knowledge, but there is uncertainty in one's strengths, or weak knowledge, and hence a feeling of discomfort. In any case, such behavior adversely affects learning outcomes.

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In connection with the above-mentioned behavioral aspects, those categories of students who have a strong excitement and fear of an answer require special attention; self-confidence; complete calm (as a sign of a lack of knowledge) and students with fast communication.

Communication is a complex psychological process, and when communicating in a foreign language, the level of complexity is twice as high. The teacher, first of all, needs to destroy the prevailing stereotype of the unnecessity of a foreign language and form a positive attitude towards the subject and convince him of the need to study it. The positive emotions received in the lesson create a psychological base that promotes successful and high-quality assimilation of the material.

A differentiated approach to students helps in the development of communication skills. In this case, it is important to apply not only the correct methodologically differentiated approach to the trainees, but also take into account their personal and psychological attitude.

It is necessary to constantly stimulate the communicative activity of students with various behavioral aspects in the foreign language classes in order to achieve psychological balance in the group and to reveal the potential communicative abilities of students for successful communication. Let us present a list of categories of students and methods of stimulating their educational activities:

1.The category of "nuleviks" - students with a beginner level - feels the need for a strictly individual approach, the use of simple communicative tasks. Creation of motivation, interest in communication is necessary in order for the communication process to be more comfortable and complete with tasks corresponding to their level of knowledge.

2."A core" you can rely on. " This category includes students with the makings of a leader, which should be used in their communication with other students. When working with these students, it is possible to study the most extraordinary situations. This category of students can be involved in the independent preparation of presentations and reports. It is also advisable to attract students to perform at student scientific conferences.

3."Swift communicators." This category can be divided into extroverts and introverts. A highly extrovert type of students allows students to be involved in the implementation of situational games, and a highly introverted type of students requires tasks for them to independently search for information, write essays, and translate texts with a dictionary.

4.Overconfident type of behavior. Excessive confidence characteristic of this category brings its positive effect, but the negative side of this behavioral category is that excessive unjustified confidence interferes with the progressive development and perception of knowledge. There is an internal psychological barrier to the perception of information. When working with this group of students, it is necessary to help unleash the existing potential and prepare the ground for further perception of the material.

5.Self-affirming type of behavior. In this case, it is important to create conditions for successful communication so that the student fully realizes himself, without “dropping” his status, realizing his contribution to the solution of the general problem, and not undermining authority [14, p. 112].

6.A confident category of students. For these students, it is important to create and ensure a calm and welcoming environment that contributes to the consolidation of existing skills.

7.An exciting type of behavior. Providing comfortable conditions for communication and, to a greater extent, engaging in work in small groups or independent work.

8.Anxious behavior. Constant evaluation of the results of activity, psychological support, involvement in work in small groups, constant contact with classmates are necessary. Involvement in role-playing games. An individual approach is especially necessary for this category of students.

The use of interactive teaching methods that successfully influence students regardless of their psychotypic characteristics is very effective. These teaching methods are focused on the dominance of student activity in the learning process, conditions are created for students' initia-

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tives and their motivation for independent search. Interactive methods develop communication skills, as they teach to work in a team. Interactive learning includes a variety of technologies (project method, situation analysis method, business and role-playing games, active reading, blitz-survey method, etc.), which D.V. Dobrynina refers to in her study [15, p. 173].

In view of the emphasis in the methodology of teaching foreign languages on a communicative approach, an important methodological technique is to stimulate the communication process in the classroom.

What can stimulate the communication process?

Firstly, the creation of a positive psychological attitude is an integral component of training. The next important point for the communication process is motivation. And the third component is the provision of an individual differentiated approach. These basic elements ensure the effectiveness of the entire communication process.

A friendly atmosphere, a positive attitude are the very first motivators that prompt action. Thanks to them, the coefficient of interaction with students is significantly increased, satisfaction comes from verbal communication, which can play the role of a “triggering factor” in overcoming the barrier for students with poor language skills. Stereotypes about the uselessness of a foreign language are destroyed and various forms of work are offered taking into account the psychological characteristics, abilities and interests of students - what is known as a differentiated approach. Active teaching methods, in turn, encourage students to actively think and practice in the process of mastering the material, which will inevitably lead to positive results [14, p. 130].

The teacher must take into account the behavior models of different categories of students in order to apply the most effective methods of teaching students with different abilities and different types of temperaments. This will allow for an individual approach to learning, since the properties of temperament affect not only the process of activity, but also the result. And taking into account the psychological properties of the personality of students can significantly increase the effectiveness of the educational process.

According to our observations, successful activities include:

1.Independent work of students (search for necessary information, translation, compilation of annotations, writing essays), self-education. This type of educational activity is especially important for introverts.

2.The use of verbal and visual supports that help organize your perception and provide freedom of interpretation of the situation.

3.Public speaking, contributing not only to the assimilation of terminology, but also contributing to the improvement of communication in a foreign language.

4.Communication lessons in the form of a discussion of prepared presentations and projects (individual and group).

5.Creation of real situations vital for students, and their discussion.

6.Multimedia technology. Computer tools allow students to independently work with authentic professional information in a foreign language. The use of Internet resources makes it possible to improve listening skills, replenish vocabulary, and form a stable motivation for foreign language activities [16, p. 39]. Multimedia technologies contribute to the development of creativity, the ability to reflect, analyze, draw conclusions [17].

7.Conferences, stimulating the development of technical terminology, contributing to the development of the ability to clearly and logically formulate thoughts in a foreign language.

8.Role-playing games in the form of dialogues, polylogues, organization of exhibitions, excursions, business trips, negotiations and meetings. According to A.V. Konysheva, “the game is a special type of activity in which the motive lies in the process itself, in the content of the action itself” [18, p. 70]. The game contributes to the self-affirmation of everyone in the team, it models interpersonal group communication. Role play is necessary for students of any behavioral category, since everyone plays a role convenient for him. Thus, the psychological

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barrier of fear of a language mistake is removed and the opportunity to express oneself is provided.

9. An integrated lesson in the framework of foreign language communication of students of various specialties on general professional topics. During this lesson, the abilities of students of various behavioral categories are fully revealed.

It is proved that cognitive interest helps easier and more durable memorization and is an integral component of motivation [19].

Psychologists V.S. Rotenberg and S.M. Bondarenko point to the following factors that contribute to maintaining enthusiasm for the learning process itself [20, p. 202]:

Any activity is interesting when it is diverse.

For the emergence of interest, motivation is necessary - the suggestion of the importance and expediency of the material.

The connection of the studied material with the already learned leads to an increase in interest in this material. Everything new complements and enriches the old.

Overloaded with new information quickly tires and blocks new information.

Activities should be feasible - too light or too difficult material is not interesting.

Evaluation of results, approval and praise increase confidence and desire to achieve

more.

Bright and imaginative presentation of the material, emotionality and dedication of the teacher - a sure way to increase interest [21, p. 50].

The possibility of practical application of acquired knowledge is an effective way to increase motivation.

Conclusion

Communication is one of the most important human needs, both in his professional activity and in everyday life. The behavioral aspect is associated with communicative and cognitive abilities, social factors and psychological characteristics (both individual - temperament, and objective in nature - motivation or lack thereof).

In psychology, motivation, search, perception, memorization and application of information, as well as consistency can be considered the components of successful learning. As the study showed, the effectiveness of the learning process depends on the implementation of the following principles:

1)the principle of problematicity forms an interest in educational activities, thereby increasing motivation, contributing to mental independence and initiative;

2)the principle of a differentiated approach, taking into account the individual characteristics of the person;

3)the principle of a communicative-situational approach involves the use of situations of real communication, covering future professional activities;

4)the principle of variable work, combining individual and group communication, classroom and independent work.

Important points in the implementation of these principles are: 1. Motivation.

The more motivated a person is, the better and faster he will learn. Obviously, one of the best methods of motivation is to believe in yourself and in your ability to learn a new language.

2. A gradual approach to learning.

The learning process will have better results if the development of new information is carried out only when the previous topic is 100% learned. Thus, a beginner who uses a gradual approach in the process of learning a foreign language will achieve better results than a beginner who wants to learn everything at once

3. Emotional involvement.

Human memory is capable of storing information, which is based on emotional or logical connections, much longer than memorized information. For example, creating associative con-

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nections of new words with something important and interesting for a student will be more effective than just reading and repeating words from a dictionary.

4. Interest.

An insufficiently interesting presentation of the material of the lesson leads to a weakening of attention, and, as a result, to a decrease in the effectiveness of training. Involvement and interest in the process of learning foreign languages makes us more susceptible to new information.

5. Readiness for mistakes.

Error preparedness also plays a significant role. Often, learning does not have enough effect, because students are shy and afraid to look silly or funny. However, by making mistakes, we get the opportunity to constructively criticize and improve the level of knowledge.

Thus, several behavioral aspects can be distinguished in the process of communication between students of a technical university in a foreign language classes. The degree of successful mastering of a foreign language by these categories of students is determined by a number of factors of motivational, emotional, cognitive, personal, psycho-physiological and interactive order, as well as a differentiated creative approach to solving educational problems.

References

[1]Pochepcov G.G. Teorija kommunikacii. – Moskva – Kiev, 2001, 651 s.

[2]Xanceva G.G. Formirovanie professional`noj napravlennosti studentov v processe izucheniya inostrannogo yazy`ka (na materiale texnicheskogo vuza). Diss. . kand. ped. nauk. Rubczovsk, 2000.

[3]Kol'cova V.A. Obshhenie i poznavatel'nye processy /V.A.Kol'cova. – Izdatel'stvo Nauka. – 110 s.

[4]Kly`chnikova Z.I. Psixologicheskie osobennosti obucheniya chteniyu na inostrannom yazy`ke. M., 1983. – 134 s.

[5]Gal'perin P.Ja. Vvedenie v psihologiju /P.Ja.Gal'perin. – M., 2000. – 263 s.

[6]Mezhlichnostnoe obshhenie / V.N. Kunicyna, N.V. Kazarinova i dr.: Ucheb.dlja vuzov. - SPb.: Piter, 2001. - 544 s.

[7]Zimnjaja I.A. Lingvopsihologija rechevoj dejatel'nosti. - M.: MPSI; Voronezh: MODJeK, 2001. – 432 s.

[8]Teplov B.M. Problemy individual'nyh razlichij. M, 1961, s. 9—20.

[9]Rubinshtejn, S.L. Osnovy obshhej psihologii / S.L. Rubinshtejn. - Sankt-Peterburg [i dr.] : Piter, 2015. – 705 s.

[10]Sumcova O.V. Social'no-psihologicheskie faktory v prepodavanii inostrannogo jazyka studentam tehnicheskogo vuza // Molodoj uchenyj. — 2011. — №11. T.2. — S. 174176.

[11]Jusupova R.A. Sociokul'turnyj komponent kak sredstvo povyshenija motivacii izuchenija inostrannyh jazykov v vuze // Aktual'nye problemy lingvistiki i metodiki prepodavanija jazykov v vuze: Materialy mezhdunarodnoj nauchno-metodicheskoj konferencii pamjati M.P. Petrova. – Ufa: BGAU, 2008. – S. 184-186.

[12]Zimnjaja I.A. Psihologicheskie aspekty obuchenija govoreniju na inostrannom jazyke /I.A.Zimnjaja. – M// 2-e izd. – M.: Prosveshhenie, 1985. – 160 s.

[13]Kaznacheeva S.N. Studencheskij vozrast i organizacija poznavatel'noj dejatel'nosti: dajdzhest/ S.N. Kaznacheeva // Psihologija obuchenija. 2007. №5.

[14]Ruvinskij L.I. Problemy adaptacii studentov mladshih kursov k uslovijam vuza. /L.I.Ruvinskij.-M., MGU. 1980. – 143 s.

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[15]Dobrynina D.V. Innovacionnye metody obuchenija studentov vuzov kak sredstvo realizacii interaktivnoj modeli obuchenija // Vestnik Burjatskogo gosudarstvennogo universiteta. 2010. No5. – S. 172-176.

[16]Hutimaeva, S.Z. O principah realizacii innovacionnyh tehnologij v sisteme sovremennogo vysshego professional'nogo obrazovanija [Tekst] / S.Z. Hutimaeva // Innovacii v obrazovanii. - 2003. - № 4. - S. 38-43.

[17]Akaj O.M., Carevskaja I.V., Zhuravleva N.S. Sposoby povyshenija motivacii k izucheniju inostrannyh jazykov posredstvom social'nyh setej interneta // Sovremennye problemy nauki i obrazovanija. – 2018. – № 5.

[18]Konysheva A.V. Igrovoj metod v obuchenii inostrannomu jazyku, KARO, S.- Peterburg, 2006. – s.57-81.

[19]Son I.S. Faktory, vlijajushhie na podderzhanie motivacii k izucheniju inostrannyh jazykov v vuze [Tekst] // Pedagogicheskoe masterstvo: materialy II Mezhdunar. nauch. konf. (g. Moskva, dekabr' 2012 g.). — M.: Buki-Vedi, 2012.

[20]Rotenberg V.S, Bondarenko S.M. - Mozg. Obuchenie. Zdorov'e - / V.S. Rotenberg, S.M. Bondarenko. - M. : Prosveshhenie, 1989. – 238 s.

[21]Zimnjaja I.A. Pedagogicheskaja psihologija. Uchebnoe posobie dlja vuzov. 2-e izd., ispr., pererab. – M., 1999, 220 s.

Dictionaries used

[1**] Bolshoy tolkovyy psikhologicheskiy slovar. T.2. – Veche.Ast. M.. 2000, 560 s. [2**] Kratkiy psikhologicheskiy slovar /Red. Sost. L.A. Karpenko. pod obshch red.A.V.

Petrovskogo. M.G. Yaroshevskogo. 2 izd.. rassh..ispr. i dop.- Rostov N/D. Izdatelstvo Feniks. 1999. – 512 s.

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INTERCULTURAL COMMUNICATION

UDC 811.111-26

LINKING MARKEMES IN BRITISH PROSE

OF THE FIRST HALF OF THE TWENTIETH CENTURY

O.G. Artemova

Voronezh State Technical University

PhD in Philology, Associate Professor of the Department of Foreign Languages and Translation Technology

Olga G. Artemova

e-mail: olgaartemova65@yandex.ru

Statement of the problem. The paper aims at identifying and analyzing the markeme links in the texts of British writers of the first half of the twentieth century. According to the purpose, the tasks of determining the preferred markeme links between the authors and semantic analysis of markeme links of maximum power have been solved. Results. The article presents the analysis of linking markemes in the reference to the number of determined links and the index of textual markedness in the texts of British prose writers of the first half of the twentieth century. Using the method of visualization the links between literary contemporaries the author identified a centre of attraction, zero-order, first-order and second-order intermediate centres, determined total centripetal links capacity of the centre of attraction.

Conclusion. Markeme analysis does not allow uniting the authors of the chronological interval 20-2 into a unified oriented connected graph. There distinguished two graphs in the interval 20-1: ‘detective and adventure’ and ‘social psychological’. The centre of attraction ‘A. Conan Doyle-A. Christie’ represents ‘detective and adventure’ graph and the centre of attraction ‘V. Woolf-J. Galsworthy’ represents ‘social psychological’ one. The analysis of linking markemes results in determining markemes, which constitute the linking core and the periphery of the chronological interval 20-1 and establishing its total markeme capacity.

Key words: markeme, Index of Textual Markedness, Index of Markeme Closeness, centre of attraction, markeme linking power, British prose, authors markeme distance visualization.

For citation: Artemova O.G. Linking markemes in British prose of the first half of the twentieth century / O.G. Artemova // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2019. - № 3 (26).

– P. 71-80.

Introduction

The transition from the description of separate language facts to their generalization and as a consequence to the search for laws, which could explain the existing array of facts, led to the use of mathematical methods in linguistic studies. Quantitative linguistics that employ the machinery of probability theory and mathematical statistics enables not only to determine statistical properties of speech but also to study different tiers of language system. The compiling of frequency dictionaries is the first result of quantitative methods application in lexical studies. The development of information technologies and their use in linguistic studies make possible using formal statistical and quantitative methods to authorship identification based on the detection the specific features of an author language [1].

The quantitative approach that modern linguistic studies employ makes possible to formalize and objectify the text study procedure. A.A. Kretov proposed one of the methods to formalize semantic analysis of any texts among which a literary text is above all. The base of the method is markeme analysis [2]. Markeme analysis forms the basis of markemology that represents an individual DH – Digital Humanities – prospect. Markemological studies aim at

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© Artemova O.G., 2019

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extraction and semantic interpretation of key words – markemes. The study subject is texts of individual authors or groups of authors, who belong to one or different chronological periods that are available in digital form. Markemological approach to a literary text study enables studying both the evolution of markeme lexis based on the analysis of the markemes dynamics in chronological intervals and the influence of social and cultural processes on markemes dynamics [3; 4]. What is more, markemological studies make it possible to establish literary and genetic links between authors who belong to the same or different chronological intervals and as a result to ascertain continuity in literature [5-7]. Markeme analysis is followed by visualization of the obtained data in the form of graphics, bar graphs, graphs, clusters, semantic networks and their further semantic interpretation.

Methodology of the research

The study subject is available in digital form texts of 16 English writers of the first half of the 20th century. The works of Arnold Bennett (Bnt), Virginia Woolf (Wlf), John Galsworthy (Gwth), Jerome K. Jerome (KJm), Rudyard Kipling (Kpl), Arthur Conan Doyle (CDl), Joseph Conrad (Crd), Agatha Christie (Chr), D.H. Lawrence (Lrn), W. Somerset Maugham (Mghm), George Orwell (Orw), H.G. Wells (Wls), Jeffery Farnol (Frn), Henry Rider Haggard (Hgd), Aldous Huxley (Hxl), G.K. Chesterton (Chst) were chosen for this analysis (contracted notations of the authors that we use in this paper are given in brackets). The texts for the analysis are taken from the collection in Project “Gutenberg” [1*]. The total number of words is 36 676 450.

The study object is markeme links in literary texts of British prosaic writers of the first half of the 20th century (henceforward 20-1).

The use of the method of markeme analysis [10] as a tool for formalized semantic analysis of a literary text is based on the computation of the Index of Textual Markedness for each word of the text and the extraction of markemes from the word list. The formula for computing InTeM [11] expresses a functional relationship between the word length and the word frequency in a particular text based on the difference between their weights values. The formula for computing weights [12, p. 15] enables to lead both the word-length and word-frequency weights to one form and put each of them into the range from 0 to 1. It should be noted that the word-length weight (L-weight) is an objective parameter that is determined by the number of letters in the word only whereas the word-frequency weight (F-weight) is a subjective parameter because it depends on the distribution of the word in the text. Therefore, InTeM could take positive and negative values. Negative value of InTeM means that the distribution of a particular word does not approach the limit of its normal distribution in the text. InTeM value becomes positive when limits of distribution for the word of such length exceeded. Thus, InTeM value means the level of textual significance of each individual word for a particular text and it represents one of the criteria used to identify markemes from a word list.

To compute InTeM the texts of each author were collected into an integrated text file and processed with English lexis analysis manipulation program "ProTemAL-Engl" (producer – A.S. Guselnikova, project manager – I.E. Voronina, D.Sc. (Engineering), research advisor – D.Sc. (Philology)).

Markemes being the key words that make possible differentiating between content and target components of the text, we consider a noun as the least specified and focused on nonlanguage reality part of speech as a markeme source. To single out a target component each potential markeme should pass through the system of special filters - grammatical, grammar and semantic, thematic and semantic, stylistic, dialogue, classifying (for detailed information refer to [13]). It has been found realistic to extract 50 markemes for one author. Thus, a markeme is one of 50 words that passed through all the filters and are ranked in descending order of their maximum InTeM value.

To avoid the influence of the text length on the InTeM value and provide comparative markeme analysis it is necessary to normalize each markeme InTeM in the author’s markeme

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list. Normalized InTeM (NormInTeM) is the ratio of markeme InTeM to total InTeM

(TotInTeM) of all markemes in the author’s markeme list. In this case, values of markemes NormInTeMs lie in the range 0 – 1. This procedure allows markeme weights comparability for all authors. The extraction and analysis of linking markemes provide establishing preferred markeme links between British prosaic writers of the first half of the 20th century. When identifying linking markemes only mutual markemes for each pair of authors are considered. The source of mutual markemes is each author markeme list.

Then we should calculate Index of Markeme Similarity (IMaS) for mutual markems in each pair of the authors. IMaS is a quantitative parameter that makes possible determining the level of two authors’ markeme vocabulary similarity. The formula for computing IMaS is as follows:

IMaS = MМ1 × MМ2,

where IMaS – Index of Markeme Similarity, TotNormInTeMMМ1 and TotNormInTeMMМ2 – total normalized InTeM of mutual markemes in the pair. The values of IMaS lie in the range 0 – 1.

Let us consider the pair Arnold Bennet – Agatha Christie. TotNormInTeM of Arnold Bennt’s mutual markemes (MM) is 0.463 and TotNormInTeM of Agatha Christie’s MM is 0.529. Hence, IMaS = 0.463 × 0.529 = 0.245. IMaS value of 0.245 is at the intersection of the line ‘Bnt’ (Arnold Bennet) and column 1 ‘Chr’ (Agatha Chrisite) in Table 1. Table 1 presents IMaS values for each pair of authors rounded to three decimal places.

The linking markemes are the markemes of that pair of authors in which IMaS is the largest for one or both authors. The value of IMaS characterizes the force of markeme link between two authors. If IMaS is the largest for one author, we get oriented link of maximum force.

In case the largest value of IMaS for Author 1 (Christie – ‘Chr’) is at the intersection with

Author 2 (Conan Doyle – ‘CDl’) and the largest value of IMaS for Author 2 (‘CDl’) is at the intersection with Author 1 (‘Chr’), we call such a link between Author 1 and Author 2 a mutually oriented link.

Table 1. Indices of Markeme Similarity for the authors of 20-1.

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