Methodology for forming linguocultural competence in the study of borrowed phraseological units in the English language

Abstract

The article is devoted to a methodological reflection on the formation of linguocultural competence in the study of borrowed phraseological units of the English language within the context of a multicultural educational paradigm and the increased intensity of intercultural contacts. The English phraseological stock is considered as a heterogeneous system that accumulates elements of various linguocultures and demonstrates the dual nature of borrowings: adaptation to the norms of the recipient language while simultaneously preserving or transforming the cultural code of the source language. It is emphasized that reducing work with idioms to the mechanical memorization of equivalents leads to superficial understanding, stylistic errors, and communicative inappropriateness, whereas productive mastery of idiomaticity requires the decoding of internal form, historical allusions, and axiological connotations. The theoretical analysis, based on a synthesis of principles from linguodidactics, cognitive linguistics, and cultural studies, is supplemented by a hermeneutic interpretation of scholarly approaches, a comparative examination of semanticization algorithms, a systematic clarification of the conceptual framework, and the modeling of the educational process; data from lexicographic description and corpus observation are employed to account for frequency and stylistic coloring. Linguocultural competence is described as an integration of cognitive, axiological, and behavioral components, and a borrowed phraseological unit is interpreted as a mediator of the dialogue of cultures that links contemporary discourse with ancient, biblical, and other prototexts. A staged organization of instruction is proposed: identification of borrowings and their sources, linguocultural semanticization through etymological reconstruction and visualization of images, followed by communicative-pragmatic automatization in contexts that make it possible to practice register, evaluativity, and the prevention of interference, including cases of international idioms and false friends of the translator. The necessity of selecting material according to criteria of frequency, communicative value, and cultural significance, profiling in accordance with professional trajectories, and the reasonable use of digital tools (corpora, multimedia) as instruments of contextualization while preserving analytical depth is substantiated; taken together, this transforms the foreign into meaningful and functionally applicable knowledge without the loss of cultural specificity.