ЕМОЦІЇ У КОНТЕКСТІ ПРОБЛЕМНОГО ПОЛЯ КОГНІТИВНО-ДИСКУРСНОЇ МОВОЗНАВЧОЇ ПАРАДИГМИ ТА АНТРОПОЗОРІЄНТОВАНОЇ ЛІНГВОДИДАКТИКИ

Abstract

The article characterizes the emotional dominant as a motivational basis of human cognitive and communicative activity and a powerful regulator of the formation of the pragmatics of speech. The focus of the linguistic description of emotions, focused primarily on elucidating the mechanism of realization of the emotional potential of language units and on the formation of emotional additions to their linguistic semantics in the context of a certain linguistic culture, enables the study of emotional meanings that a linguistic personality transmits through language, and the creation of an effective method of formation her emotional competence. Modern linguistic concept is focused in the problematic field of emotiology (linguistics of emotions), which studies the typology of emotional signs-fixators of various emotions and their national and cultural specificity presentations The pragmatics of description and expression of emotions, their concealment and imitation determined the place of the linguistics of emotions in the pragmalinguistic and communicative-activity paradigms. In this regard, the author substantiates the expediency of forming the professional communicative competence of a philologist on emotional and value bases and shares the reasoning of scientists regarding the definition of such basic criteria for the formation of emotional competence of a linguistic personality as the ability to generate emotionally correct texts and adequately perceive the personal emotional dominants of other people's texts as a reflection other conceptual spheres and cultures. In the context of the raised problem, the method of forming the professional communicative competence of a philologist on emotional and value bases, which orients him to emotionally healthy communicative interaction and harmonization of life activities, becomes relevant. Having analyzed the content of textbooks, training manuals and collections of exercises and tasks from traditional linguistic disciplines for students of higher education in philological specialties of higher education institutions, the author came to the conclusion that language is represented in them primarily as a semiotic system. Therefore, the article presents considerations regarding the place of emotiology in the professional formation of a philologist. The author emphasizes the practical value of the linguistic and cultural approach to the study of emotions.