Trends in the research of world-modeling from the perspective of Russian linguistics: Paradigmatic framework and conceptual apparatus

Abstract

In the first quarter of the XXI century, world-modeling has been actively discussed in the theory of literature, text studies and discourse studies. The concept of world-modeling in linguistics significantly differs from that in literary studies, which determines the relevance of this research. The paper aims to review the publications by Russian scholars that raise the problems of world-modeling in communication, to highlight the dominant tendencies of research within the framework of the cognitive-discursive paradigm and to discuss their theoretical potential. The sample consists of 334 publications retrieved from eLibrary database. The paper argues that due to the influence of the dominant paradigm in linguistics, an independent cognitive and discursive trend of world-modeling research is being developed in Russia, and is becoming more specific, which leads to the emergence of discrete areas of research that accumulate their own system of concepts. The paper discusses the research potential of lingua-cognitive, conceptual, functional, axiological, semantic, stylistic, lingua-ideological, cognitive and pragmatic trends. The author argues that the logic of the development of discrete trends is determined by the inter-paradigm interaction, thanks to which knowledge about the representation of the world in communication is built on general paradigmatic principles as well as the achievements of particular disciplines. The paper concludes by drawing attention to the lingua-cultural, socio-semiotic, lingua-personological and psycholinguistic research traends observed in some recent publications. The interdisciplinary nature of modern linguistics makes it possible to combine several perspectives of the world-modeling analysis. The results of the study can contribute to the further development of the cognitive and discursive world-modeling theory in linguistics and social studies.