Email this article Peculiarities of foreign language teaching on a linguocognitive basis in modern educational reality (by the example of negation in English)
- Authors: Motov S.V.1,2
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Affiliations:
- University of Illinois at Urbana-Champaign
- Derzhavin Tambov State University
- Issue: Vol 26, No 195 (2021)
- Pages: 50-59
- Section: ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В ВЫСШЕЙ ШКОЛЕ
- URL: https://ogarev-online.ru/1810-0201/article/view/298508
- DOI: https://doi.org/10.20310/1810-0201-2021-26-195-50-59
- ID: 298508
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Abstract
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 communicativeoriented 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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About the authors
S. V. Motov
University of Illinois at Urbana-Champaign; Derzhavin Tambov State University
Author for correspondence.
Email: sv-motov@wiu.edu
ORCID iD: 0000-0003-2897-5128
Research Scholar of Slavic Languages and Literatures Department; Senior Lecturer of Foreign Languages and Professional Translation Department
707 S Matthews St., Urbana, Illinois 61801, United States of America; 33 Internatsionalnaya St., Tambov 392000, Russian FederationReferences
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