IDENTIFYING LEXICAL-SEMANTIC FIELDS AND TYPES OF RELATIONS OF LEXICAL UNITS FROM THE STANDPOINT OF COGNITIVE APPROACH IN TEACHING A FOREIGN LANGUAGE TO PHILOLOGY MAJORS

Authors

  • Zoia Kornieva Faculty of Linguistics at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” in Kyiv, Ukraine, Ukraine https://orcid.org/0000-0002-8848-4323
  • Tetiana Kyrylenko Faculty of Linguistics at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” in Kyiv, Ukraine, Ukraine https://orcid.org/0000-0002-1122-6318

DOI:

https://doi.org/10.17721/2663-0303.2021.7.03

Abstract

Background. The article addresses the conceptual issues of enhancing the linguistic competence of Philology majors in a foreign language classroom. The cognitive approach is applied to boost understanding of the concepts such as “lexical-semantic field”, “categorization”, “conceptualization”, “conceptual category” and “semantic category”. The article also focuses on developing the skills of identifying semantic relationships within a lexical-semantic
field, namely polysemy, antonyms, and synonyms as well as metaphoric transference.
Purpose. With the issue being underresearched, the purpose of the article is to discuss the ways to enhance
students’ awareness of semantic relationships within a lexical-semantic field. Achieving the goal involved pursuing
the following tasks: to clarify the hierarchical relationships between the processes of cognition of categories and
concepts; use a generalized definition of “lexical-semantic field” and to present its structure; determine the main
relationships between the components of a lexical and semantic field to make use of in the process of learning a
foreign language.
Results and discussion. It is proposed to organize the process of mastering the key categories of linguistics by applying the following techniques: analysis of a lexical-semantic field, detailing a lexical-semantic group of words, defining a common semantic component within a group. To successfully master the second language,
students need to distinguish between semantic and conceptual categories, as well as to inference their meaning in a certain sign form. It is envisaged that by examining the semantic relationships within a lexical-semantic field students learn to effectively analyze the metaphorical transfer of meaning, which is an indispensable skill of language competence.
Key words: cognitive approach in foreign language teaching, development of student’s language personality,
lexical-semantic field, semantic and conceptual categories.

Author Biographies

Zoia Kornieva, Faculty of Linguistics at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” in Kyiv, Ukraine

Department of the English Language Theory, Practice and
Translation, Faculty of Linguistics at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” in Kyiv, Ukraine

Tetiana Kyrylenko, Faculty of Linguistics at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” in Kyiv, Ukraine

Department of the English Language Theory,
Practice and Translation, Faculty of Linguistics at National Technical University of Ukraine “Igor Sikorsky
Kyiv Polytechnic Institute” in Kyiv, Ukraine

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Published

2021-10-10

How to Cite

Kornieva, Z., & Kyrylenko, T. (2021). IDENTIFYING LEXICAL-SEMANTIC FIELDS AND TYPES OF RELATIONS OF LEXICAL UNITS FROM THE STANDPOINT OF COGNITIVE APPROACH IN TEACHING A FOREIGN LANGUAGE TO PHILOLOGY MAJORS. Ars Linguodidacticae, (7), 24–34. https://doi.org/10.17721/2663-0303.2021.7.03

Issue

No. 7 (2021)

Section

THEORY AND METHODOLOGY OF TEACHING FOREIGN LANGUAGES IN TERTIARY AND SECONDARY SCHOOL

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Copyright (c) 2021 Зоя Корнєва, Тетяна Кириленко

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