Deykticheskiye elementy so znacheniyemvremeni v yazyke i tekste

The deictic elements of time in language and text. Time is an abstract category, but it is closely related to human beings. The perception of time may vary depending on the linguistic, social and cultural environment. That is why it is so important to pay special attention to the diversity of the perceptions of time when learning a foreign language. In this article, we explore deictic elements with the meaning of time in the discourse of Russian artistic and publicist magazines. The material of the study were texts published in copies of the «Novy Mir» magazine at the turn of the 20th and 21st centuries. In the cognitive approach, text is viewed as a discourse and time is one of the key concepts behind this discourse. As the discourse develops, several deictic centres are formed, and non-temporal words become secondary deictic elements. The results of this study may be used in teaching Russian as a foreign language, in particular in teaching reading at an advanced level of learning Russian as a foreign language, as well as in courses on translation or historical interpretation of text. Keywords: cognitive linguistics, discourse, temporal deixis, secondary deixis, discursive deixis

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Concept of the time in language and text (contextual time markers)

Językoznawstwo ◽

10.25312/2391-5137.14/2020_09ng ◽

2021 ◽

Vol 14 (1(14)/2020) ◽

pp. 143-149

Author(s):

Natalia Grushina

Keyword(s):

Foreign Language ◽

Cognitive Linguistics ◽

Dimensional Space ◽

Human Life ◽

Three Dimensional ◽

Cognitive Approach ◽

The Social ◽

Russian Literary ◽

Dimensional Space Time ◽

Perception Of Time

The aim of this paper is to study different time representations in language and text. Time is an abstract category firmly connected to human life, it can be considered to be the fourth dimension of reality, used to describe events in three-dimensional space. Time has been studied from different points of view and in different aspects. The perception of time can vary depending on the social and cultural environment. That is why it is so important to pay special attention to a variety of time representations when studying a foreign language. In this article I consider different time markers represented in language (English and Russian) and contextual time markers we can find in texts for reading comprehension activities at advanced levels when studying Russian as a foreign language. I compare language and contextual time markers using a cognitive approach to text units. As an example, I take time markers from the texts published in a popular Russian literary magazine Novy mir at the turn of the 21 century. Novy mir is a very famous in Russia for its liberal position and history within the dissident movement during Soviet epoch Keywords: concept of time, time markers, text and discourse, cognitive linguistics

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Peculiarities of foreign language teaching on a linguocognitive basis in modern educational reality (by the example of negation in English)

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2021-26-195-50-59 ◽

2021 ◽

pp. 50-59

Author(s):

Sergei V. Motov

Keyword(s):

Foreign Language ◽

Cognitive Linguistics ◽

Language Teaching ◽

Role Playing ◽

Foreign Language Teaching ◽

High Potential ◽

Teaching English ◽

Cognitive Approach ◽

Role Playing Games ◽

Key Aspects

We consider the peculiarities and prospects of modern methods of teaching English in their connection with the cognitive sciences. The key aspects of teaching English within the framework of the communicative-cognitive approach using cognitive linguistics as a linguistic basis are considered. The importance of the balance of the communicative and cognitive aspects of a foreign language lesson is substantiated while providing evidence in favor of the effectiveness of teaching a foreign language, which is of a communicative and cognitive nature. We provide examples of possible difficulties occurring while organizing foreign language teaching and suggest some ways to overcome those difficulties. The prospects for the development of communicative-oriented teaching of a foreign language are outlined. We provide evidence for high potential of foreign language teaching organized on a linguocognitive basis, in particular in a number of cases that are difficult for traditional approaches. By the example of negation in English, the effectiveness of teaching a foreign language on a linguocognitive basis is substantiated. We provide a classification of functional characteristics of negation from the standpoint of cognitive linguistics. It substantiates the potential of using role-playing games and sketches in the structure of a communicative-cognitive lesson, based on the principles of cognitive linguistics. We provide a set of examples of role-play games and sketches for teaching negation in English on a linguocognitive basis and provides evidence for their high potential in teaching the theoretical and practical aspects of English.

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A crosslinguistic study into culturally motivated resemblances and variations in transferred epithet metaphors in Chinese and English

Cognitive Linguistic Studies ◽

10.1075/cogls.00003.sun ◽

2017 ◽

Vol 4 (2) ◽

pp. 216-248

Author(s):

Yi Sun ◽

Yishu Yang ◽

Monika Kirner-Ludwig

Keyword(s):

Real World ◽

Cognitive Linguistics ◽

Human Beings ◽

Cognitive Approach ◽

The Real ◽

Chinese And English

Abstract It has been postulated that a cognitive approach may lend itself well to the study of transferred epithets, as this traditional rhetoric device possesses all the essences of metaphor from the perspective of Cognitive Linguistics. Transferred epithet metaphors are gradually cognitively cultivated upon human beings’ repetitive and recursive experiences of the real world and it has been well established that they cannot be separated from culture’s limitations or reformulation. The coupling between experientialism and culture in transferred epithet metaphors necessitates the establishment of a double paradigm to comprehensively and profoundly delve into the twofold restraints.

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Using Cognitive Structures in Teaching Vocabulary (On the Example of English Synonymous Poly-Semantic Verbs Feel and Sense)

Prepodavatel XXI vek ◽

10.31862/2073-9613-2020-1-289-298 ◽

2020 ◽

pp. 289-298

Author(s):

A.V. Bolshakova ◽

M.А. Soloshenko

Keyword(s):

Foreign Language ◽

Cognitive Linguistics ◽

English Language ◽

Approaches To Teaching ◽

Cognitive Approach ◽

Amount Of Information ◽

New Meanings ◽

Teachers And Students ◽

The Mind

The article deals with the role of the cognitive approach in teaching students foreign vocabulary. The authors note the need to find new approaches to teaching a foreign language, since the development of electronic resources for both teachers and students faces the problem of organizing a significant amount of information in such a way as to track changes in the language: the appearance of neologisms, the development of new meanings in existing lexemes, the disappearance of various words and phrases. If changing grammatical constructions and their use is not critical, since it does not interfere with communication, then the constantly appearing new meanings of words and the expansion of existing meanings require not only attentiveness, but also certain skills for structuring in the mind in order to be further used in the corresponding situation. Based on the approach of cognitive linguistics and considering the most effective systems of exercises, the authors propose the use of the phenomenon of conceptualization in teaching vocabulary using the example of poly-semantic synonyms of the English language — the verbs feel and sense, which belong to the group of perceptual verbs.

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A cognitive analysis of Proverbs 1:20–33

HTS Teologiese Studies / Theological Studies ◽

10.4102/hts.v75i4.5257 ◽

2019 ◽

Vol 75 (4) ◽

Author(s):

Pieter M. Venter

Keyword(s):

Cognitive Linguistics ◽

Human Beings ◽

Target Domain ◽

Cognitive Analysis ◽

Cognitive Approach ◽

Metaphoric Language

This article uses cognitive linguistics and an embodied cognitive approach to analyse the passage of Proverbs 1:20–33. The poem, presented as a prophetic threat, uses metaphoric language to depict the dialogue between personified wisdom and metaphorised human beings. The analysis indicates that there is a coherence of metaphors in the target domain shared by both metaphorised source domains of wisdom and the hearers. Using bodily metaphors it stresses the need of wisdom to be internalised by men.

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The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language

Chuzhdoezikovo Obuchenie-Foreign Language Teaching ◽

10.53656/for21.32dida ◽

2021 ◽

Vol 48 (3) ◽

pp. 241-254

Author(s):

Elena Tareva ◽

◽

Elena Porshneva ◽

Indira Abdulmianova ◽

◽

...

Keyword(s):

Foreign Language ◽

Cognitive Linguistics ◽

Language Teaching ◽

Active Phase ◽

Educational Process ◽

Teaching System ◽

Avant Garde ◽

Key Concepts ◽

Theory Of Language

The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.

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On Cognitive Approach When Teaching Foreign Language Through Electronic Educational Resources

10.15405/epsbs.2020.12.04.34 ◽

2020 ◽

Author(s):

Larisa Generalova

Keyword(s):

Foreign Language ◽

Educational Resources ◽

Cognitive Approach

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من الاشتراك الدلالي إلى تغير المعنى

10.31221/osf.io/7z4q8 ◽

2019 ◽

Author(s):

saber lahbacha

Keyword(s):

Cognitive Linguistics ◽

Arabic Language ◽

Pragmatic Approach ◽

Cognitive Approach ◽

Meaning Change ◽

Language And Literature ◽

Lexical Concepts

From polysemy to meaning change: lexical cognitive perspectivesSaber Lahbacha By:PhD. Arabic language and Literature, University of Manouba, Member of association of Arabic lexicology in TunisAbstract:Many essays to find a model to study polysemy in most words emerged in several semantic, lexical, cognitive and pragmatic perspectives. Diverse dimensions of this phenomenon are activated according to the requirements of each discipline. If the lexical treatment gives priority to distinguish between polysemy (one entry) and homonymy (many entries), the pragmatic approach includes the contextual non-linguistic operators in building polysemy. The cognitive approach considers that lexical concepts are sets of semantic complicated nuances built on polysemy. This cognitive approach considers that there is no way to distinguish between meanings and the boundaries between them are ambiguous.Key words: Semantics – Polysemy – cognitive linguistics – lexicology – homonymy. ملخصلم تنقطع محاولات إيجاد منوال لمقاربة الاشتراك الدلالي (تعدّد المعاني) في معظم الكلمات عن البروز ضمن منظورات دلالية ومعجمية وعرفانية وتداولية متعددة. وبحسب مقتضيات كلّ فرع لساني، يجري تنشيط الأبعاد المختلفة للظاهرة ويتم التركيز على مناحٍ دون أخرى. فإذا كانت المعالجة المعجمية تضع أولوية اهتمامها في توضيح التمييز بين الاشتراك الدلالي (مدخل واحد) والاشتراك اللفظي (مداخل متعددة)، فإن المقاربة التداولية تؤصل مشاركة العوامل السياقية غير اللغوية في تأسيس الاشتراك الدلالي. أما المقاربة العرفانية فترى أن المفاهيم المعجمية هي مجموعات من الفروق الدلالية المتراكبة التي تقوم على الاشتراك الدلالي ولا ترى أن التمييز بين المعاني ممكن بل إن الحدود بين المفاهيم المعجمية ضبابية.الكلمات المفاتيح: علم الدلالة - الاشتراك الدلالي – اللسانيات العرفانية – المعجمية - الاشتراك اللفظي.

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СОЦИАЛЬНЫЕ СЕТИ НА УРОКАХ РКИ КАК СРЕДСТВО ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ

EurasianUnionScientists ◽

10.31618/esu.2413-9335.2020.1.80.1087 ◽

2020 ◽

Vol 1 (11(80)) ◽

pp. 28-31

Author(s):

A. Sehpeyan

Keyword(s):

Social Networks ◽

Cultural Competence ◽

Foreign Language ◽

Cross Cultural ◽

Educational Process ◽

Cultural Environment ◽

Internet Technologies ◽

Modern Technologies ◽

Creative Tasks

With the advent of modern Internet technologies, the ways of teaching Russian as a foreign language are changing rapidly. Social networks become part of the educational process and serve as a tool for creating new creative tasks aimed at developing cross-cultural competence. Modern technologies help to prepare students to communicate with representatives of other cultures, create situations that are close to those that exist in the natural cultural environment. This article discusses ways to use social networks to develop cross-cultural competence.

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TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽

10.22216/jk.v1i2.2002 ◽

2017 ◽

Vol 1 (2) ◽

pp. 153

Author(s):

Niza Syaveny

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Teaching Method ◽

Main Idea ◽

Teaching Reading ◽

Foreign Language Reading ◽

Teaching Of Reading ◽

Expert Theory ◽

Reading Activities ◽

Source Of Information

Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah. Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.

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