THE ROLE OF COGNITIVE-SEMANTIC THEORIES IN LINGUISTICS EDUCATION: A MODERN PERSPECTIVE
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This article explores the fundamental cognitive-semantic theories in linguistics, including the works of Lancaster, Lakoff, Fillmore, and Croft. It discusses the foundations of cognitive semantics in the context of educational policy changes necessary for enhancing linguistic disciplines amid transformations in higher education. The focus is on improving the qualifications and development of the industry, especially regarding the effective training of specialists in linguistics and the creation of efficient language teaching methods. The relevance of these theories is underscored by the need for high-quality training for students in linguistic fields and the development of their knowledge and skills. The aim of this study is to establish key theoretical positions and directions within cognitive-semantic theory in linguistics, assess the benefits of teaching the fundamentals of cognitive linguistics, and evaluate the appropriateness of employing cognitive-semantic methods in educational practices. Various research methods were utilized, including linguistic description, observation, analysis, and synthesis. The findings highlight the necessity of studying foundational linguistic theories and general theoretical principles of cognitive linguistics, which remains a vital approach within the postmodern academic landscape.
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