THE LINGUOCULTURAL TYPE OF “TEACHER” IN THE LINGUISTIC CONSCIOUSNESS OF RUSSIAN AND CHINESE STUDENTS

Abstract

According to experts in the field of cultural linguistics, any national culture is built on the foundation of key linguocultural types, which, in the broadest sense, are defined by researchers as recognizable images of representatives of a particular culture, the totality of which constitutes the culture of a given society. Therefore, the co-study of language and culture, as well all for for educational purposes, must take into account the national specifics of key linguocultural types. Such phenomena include the linguocultural type of “teacher,” which occupies a special place in the value hierarchy of Chinese and Russian cultures. Therefore, this article aims to describe and compare the main characteristics of the value-marked linguocultural type of “teacher” as they exist in the linguistic consciousness of Russian and Chinese students. This goal requires the use of a psycholinguistic experiment. The article uses data from the “Russian Associative Dictionary,” edited by Yu.N. Karaulov, as well as a directed associative experiment conducted among Russian students in 2025, which allows to identify the dynamics of linguacultural personality types in the consciousness of students of different generations. Using the associative field segmentation technique, we compare the main characteristics of the linguacultural personality type “teacher” in the linguistic consciousness of Russian and Chinese students. We identify common areas of association related to the universality of national values and the significance of the teacher’s personality in both cultures, as well as those reflecting the uniqueness of national linguistic worldviews.