CONCEPTUAL METAPHOR AND EMPROVING STUDENTS’ COGNITIVE COMPETENCE
https://doi.org/10.24833/2410-2423-2018-2-14-101-111
Abstract
The article looks at the role conceptual metaphor and its cognitive mechanism play in developing students’ cognitive competence in a language and content integrated course at tertiary level. At present, knowledge has become the main resource and driver of social and economic development. That is why studying human intelligence and its cognitive mechanisms are at the core of the XX1 century interdisciplinary competences. The article shows that second language acquisition from the perspective of cognitive psychology and cognitive linguistics has a potential for raising effectiveness of learning and implies new techniques in foreign language pedagogy. Conceptual metaphor is viewed in the article as a universal cognitive instrument that surfaces in the language and at the same time reveals the underlying conceptual system of a professional domain. A conclusion is drawn that conceptual metaphor is a natural cognitive and language mechanism, which makes it, as well as a system of metaphor-based tasks, an effective learning technique contributing to cognitive competence development in professional language training of international relations students.
About the Author
Tatiana V. Andryukhina
Moscow State Institute of International Relations (University)
Russian Federation
Russian Federation
76, Prospect Vernadskogo, Moscow, 119454
Tatiana V. Andryukhina – PhD (Philology), Assistant Professor of Department of Foreign Languages, MGIMO University (Russia, Moscow). Spheres of research and professional interest: text linguistics, political and professional discourse, conceptual metaphor, TEFL methodology, course design and materials development for General English and ESP.
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Review
For citations:
Andryukhina T.V. CONCEPTUAL METAPHOR AND EMPROVING STUDENTS’ COGNITIVE COMPETENCE. Linguistics & Polyglot Studies. 2018;2(14):101-111. (In Russ.) https://doi.org/10.24833/2410-2423-2018-2-14-101-111
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