Representation of conceptual knowledge in teaching foreign languages: cognitive and discursive aspects

Abstract

The relevance of the research is determined by the need to find effective methods of teaching foreign languages in the context of globalization and the intensification of intercultural communication. The purpose of this work is to identify the role of conceptual knowledge in the acquisition of foreign language communicative competence and to develop a cognitive-discursive learning model on this basis. The methodological base consists of cognitive and discursive approaches to the analysis of linguistic phenomena, as well as experimental training with the participation of 120 students of language specialties. As a result of the study, it was found that the systematic representation of conceptual knowledge in the educational process contributes to a deeper understanding of the semantic structure of foreign language discourse (φ=0.37; p<0.01), accelerates the development of speech skills (t=4.82; p<0.001), increases the motivation of students (r=0.64; p<0.01). The theoretical significance of the work is determined by its contribution to the development of cognitive linguodidactics, the practical value is associated with the possibility of widespread application of the developed model in teaching foreign languages. The prospects for further research include the creation of integrative methods of conceptually oriented learning.