Methodology for the formation of phraseological competence in learners of English (based on phraseological units of different origin)

Abstract

The article is devoted to the methodology for the formation of phraseological competence in learners of English grounded in the anthropocentric paradigm, which interprets language acquisition as the mastery of culturally conditioned ways of conceptualizing the world and the development of a secondary linguistic personality. Phraseology is regarded as the most culture-bearing layer of vocabulary, accumulating historical experience, value orientations, and emotive-evaluative meanings, while the difficulties of its acquisition are associated with the dual nature of phraseological units as systemic linguistic signs and simultaneously “compressed” microtexts with figurative motivation, as well as with native-language interference and a lack of linguocultural and etymological commentary. The effectiveness of a comprehensive approach combining cognitive, linguocultural, and communicative perspectives is substantiated; within this approach, a key tool is the classification of idioms by origin (native English, biblical, classical, Shakespearean, and international units), which makes it possible to reconstruct the inner form of expressions and to build stable associative links that support long-term retention and the correct choice of register. Techniques of semantization that go beyond translation substitution are described, including definition, analysis of figurative basis, identification of connotations and stylistic markedness, comparison of equivalents and pseudo-equivalents, work with intertext, and contemporary discursive variation. The productivity of conceptual-metaphorical grouping of idioms around basic cognitive schemas is demonstrated, as it reduces cognitive load and increases accuracy of use. Criteria for selecting a phraseological minimum (frequency, communicative value, methodological expediency, cultural significance) are proposed, and the role of contextualized instruction using authentic materials, interactive formats, corpus data, and digital visualization of imagery is emphasized, with the teacher adopting a facilitating position as a mediator between cultures.