THE VALUE COMPONENT OF CONCEPT “EDUCATION” IN ENGLISH AND RUSSIAN PHRASEOLOGICAL SYSTEMS
Introduction
Modern linguistics is characterized by the application of the cognitive aspect to the study of the problems of nomination, meaning, sense and informativeness of language units at different levels. This is due to the understanding of the mechanisms of verbalization of concepts. In modern linguistics there are three main approaches to understanding a concept. They are based on the position that concept is a synonym of meaning which names the content of a concept.
The first approach considers culture as a set of interrelated concepts. The concept is understood as the main element of culture in the mental world of a person. According to the second theory, the only way to form concept is semantics. Proponents of the third approach believe that concept does not arise directly from the meaning of a word, but is the result of a collision of meaning with the national and personal experience of a native speaker. Other leading linguists and cognitive scientists of our time view concept in their own way, introducing their own idea of this mental formation.
Contents
Introduction ......................................................................................... 4
Chapter 1. Comparative Characteristics of Idioms
and Paremias Representing Concept ‘Education’ ......... 9
1.1 The Notion of Concept in Modern Linguistics............................................ 9
1.2 Modern Research of the Composition of Concept ‘Education’.................. 13
1.3 The Study of Phraseological Systems in the Cognitive Aspect................... 16
1.4 Media Texts on the Internet as an Object of Study in Modern Linguistics.. 21
1.5 Summary of Results................................................................................... 24
Chapter 2. Representation of concept ‘Education’ through idioms and paremias in modern English
and Russian media texts ............................................................ 27
2.1 Functioning of English and Russian Idioms That Represent Concept ‘Education’ in Modern Internet Media Texts (Comparative Aspect)..................................................... 27
2.1.1 Thematic Block "Learning Process"................................................... 27
2.1.2 Thematic Block "Mind / Stupidity"................................................... 33
2.1.3 Thematic Block "Boundaries of Studying"........................................ 34
2.2 Comparative Characteristics of the Use of English and Russian Paremias
Expressing Concept ‘Education’ in Modern Media Texts................................ 36
2.2.1 Thematic Block "Learning Process"................................................... 37
2.2.2 Thematic Block "Need for Training"................................................. 41
2.2.3 Thematic Block "Mind / Stupidity"................................................... 42
2.3 Results of Discussion................................................................................. 46
Chapter 3. Practical relevance of the research results in different spheres of knowledge ......................................... 47
3.1 Application of the Research Results in Linguistics..................................... 47
3.2 Application of the Research Results in Rhetoric........................................ 49
3.3 Application of the Research Results in Psychology.................................... 50
3.4 Application of the Research Results in Pedagogy....................................... 51
3.5 Practical Relevance of the Research............................................................ 54
Conclusion ............................................................................................ 56
References ............................................................................................. 61
Appendix ................................................................................................... 68
References
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As mentioned above, concept can be represented in the form of idioms and paremias. Such a representation in each national language reveals the value part of a concept. In the compared languages, idioms established and fixed in dictionaries can, when they function in texts of a certain stylistic orientation, show additional semantics to the display of this component of the concept. To identify this kind of semantics, let us turn to the analysis of the functioning of some idioms in modern English and Russian media texts of the Internet.
2.1.1 Thematic Block "Learning Process"
In both languages, you can observe the representation of idioms of the thematic block "Learning process". The following thematic groups of idioms of this block function in these texts:
- "Training";
- "Skill";
- "Experience";
- "Knowledge";
- "Abilities";
- "Studying results";
- "Traditions of learning".
Let's analyze each of these groups in more detail.
In the media texts of the Internet, the idioms of the thematic group "Training" can be used in the form in which they are presented in the dictionary: "Learners who are not efficient at generating concept imagery and also struggle with memorization are just reading the words. These words seem to go in one ear and out the other if there is no picture or image created to anchor the meaning in the brain." (RRCI)