Linguodidactic foundations of phraseological conceptualization of quantity in the context of professional competence formation

Abstract

The article is devoted to the study of the linguistic and didactic potential of phraseological units that implement the concept of magnitude in the English and Russian language worldviews, in terms of the formation of students' professional competencies. The relevance of the research is determined by the need to develop effective methods of teaching a foreign language based on cognitive-linguistic principles that promote a deep understanding of the cultural and conceptual features of the language being studied. The work applied a comprehensive methodological approach, including a contrastive analysis of phraseological bodies of English and Russian languages, cognitive modeling of conceptual structures and an experimental study of the effectiveness of the proposed linguistic and didactic methods with the participation of 37 students. The results of the study demonstrate qualitative differences in the ways of conceptualizing magnitude between the languages under consideration: English phraseological units demonstrate the predominance of a quantitative conceptualization model, while Russian units are characterized by the dominance of a qualitative evaluation model. An experimental study has shown an increase in the efficiency of assimilation of phraseological material when using cognitive-oriented methods compared with traditional approaches. The data obtained indicate the high linguistic and didactic potential of the conceptual analysis of phraseology for the development of intercultural communicative competence and the formation of professional skills in the field of language education.