Cognitive-pragmatic approach in professional linguistic education

Abstract

Introduction. This article concentrates on the concept of implementing the cognitive-pragmatic approach into professional linguistic education. For this reason, the author conducts a comparative analysis of pedagogical approaches applied to teaching a foreign language in higher education, highlights key concepts and describes the crucial theoretical and methodological positions, taking into account the educational environment and future professional activity. The purpose of the study is to identify the potential for introducing the cognitive-pragmatic approach into professional linguistic education when teaching foreign languages with the aim of developing discourse competence as the ability and readiness to perceive and create meanings in professional activity.Materials and Methods. The theoretical basis of the study involves philosophical, linguistic, psychological, cognitive, pedagogical, pragmatic concepts that reveal the essence of the cognitive-pragmatic approach in professional linguistic education. The article uses methods of comparative analysis of theoretical and methodological literature on this scientific issue. These methods enable to determine the main positions of the cognitive-pragmatic approach which are to be taken into account for elaborating further methodological recommendations.Results. As a result of scientific understanding and systematization, the article presents the main positions for the implementation of the cognitive-pragmatic approach in professional linguistic education. As a result of comparative analysis, the similarities and differences of such pedagogical approaches as cognitive, pragmatic, sociopragmatic, communicative, reflexive, and functional ones have been studied to substantiate the advantages of the cognitive-pragmatic approach in teaching foreign languages in higher education. Potential areas for improving the process of professional education of language students as well as teaching methods and techniques have been defined for further investigation.Discussion and Conclusions. In the conclusion, the author emphasizes the importance and effectiveness of the implementation of the cognitive-pragmatic approach in professional linguistic education. The results of this study present theoretical and practical interest for researchers regarding the problem of developing linguistic and professional skills of language students.