Teaching political communication through cognitive metaphors according to the cognitive-linguacultural approach.
Keywords:
cognitive linguistics, cognitive-linguacultural approach, modern foreign language education, political communication, cognitive metaphor,Abstract
The article is devoted to the cognitive-linguacultural approach in the modern foreign language education and justifies the need for application of this approach to teaching political communication through metaphors. The author examines evolution of cognitive-linguacultural approach from 17th century to our time, gives characteristics of the reasons of implementing this approach to the process of foreign language education in the Republic of Kazakhstan, and examines the main provisions of the proposed approach, developed by Kazakhstani scientists. It is also considered that the need and the importance of cognitive-linguacultural approach in the modern foreign language education exist not only for foreign language education itself, but also for the teaching of political communication. Political language is an integral part of modern society. Cognitive metaphors in political discourse can reveal the world picture features of the representative of any linguistic culture.References
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4 Brigitte Nerlich, David D. Clarke. Cognitive Linguistics and the History of Linguistics. –The Oxford Handbook of Cognitive Linguistics. – Print publication date: Sep 2012.
5 Куличенко Ю.Д. Лексическое выражение перцептивных образов политического дискурса. – Вестник КазНУ. Серия филологическая. – 2012. – № 1 (135). – С. 119.
6 Lakoff, George, and Johnson , Mark. Metaphors we live by. – Chicago: University of Chicago Press. – 1980.
7 Joseph E. Grady. Metaphor. – The Oxford Handbook of Cognitive Linguistics. – Print publication date: Sep 2012.
8 Obama B. 2012 «@Barack Obama We Will More…» – 31 May 2012. – URL <https://twitter.com/BarackObama/status/208360332819841025 /photo/>. – Consulting 10 December 2012.
9 Longman Dictionary of Contemporary English, 2013a. ‘Forward, adverbe’. – URL <http://www.ldoceonline.com/dictionary/
forward_1>. – Consulted 10 January 2013.
10 Longman Dictionary of Contemporary English, 2013b. ‘Forward, adjective’. – URL <http://www.ldoceonline.com/dictionary/forward_2>. – Consulted 10 January 2013.
11 Longman Dictionary of Contemporary English, 2013c. ‘Forward, verb’. – URL <http://www.ldoceonline.com/dictionary/forward_3>. – Consulted 10 January 2013.
12 Longman Dictionary of Contemporary English, 2013d. ‘Forward, noun’. – URL <http://www.ldoceonline.com/dictionary/
forward_4>. – Consulted 10 January 2013.
13 Tully M.M. ‘Mind Mirror Projects: A Tool for Inegrating Critical Thinking into the English Language Classroom’. – English
Teaching Forum. – Vol. 47, # 1, – 2009 – P. 10.
14 Facione P.A. 2011. ‘Critical thinking: What it is and why it counts’. – Millbrae, CA: California Academic Press. – URL
<http://www.student.uwa.edu.au/__data/assets/pdf_file/0003/1922502/Critical-Thinking-What-it-is-and-why-it-counts.pdf>. –Consulted 10 August 2013.
15 I. Goshkheteliani D. Megrelidze. Lingua-cultural approach to teaching English idioms to Georgian students. – Revista Nebrija de Lingüística Aplicada 13 (número especial – Actas de Congreso). – URL <http://www.nebrija.com/revistalinguistica/revista-linguistica-nebrija13 /htm/GoshketelianiMegrelidze.htm>. – Consulted April, 10 2013.
How to Cite
Trichik, M. V. (2015). Teaching political communication through cognitive metaphors according to the cognitive-linguacultural approach. Eurasian Journal of Philology: Science and Education, 148(2). Retrieved from https://philart.kaznu.kz/index.php/1-FIL/article/view/314
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