INTEGRATING COGNITIVE STRATEGIES INTO TEACHING ENGLISH IDIOMS: A MODEL FOR ENHANCING PHRASEOLOGICAL COMPETENCE
Keywords:
idioms, cognitive strategies, phraseological competence, pedagogical model, conceptual metaphor, mental imagery, semantic networks, integrative approach, English language teachingAbstract
This article examines the theoretical foundations and practical model of integrating cognitive strategies into the process of teaching English idioms. Idioms were analyzed as the most complex and culture-bound elements of language, and the importance of the cognitive approach in their effective acquisition was substantiated. The article presents an integrative model of teaching idioms using conceptual metaphor theory, mental imagery, semantic networks, and schematic knowledge. A three-stage pedagogical model aimed at enhancing phraseological competence was developed: cognitive awareness, reinforcement, and creative application stages. Specific strategies, exercises, and assessment mechanisms applicable at each stage were recommended. According to the research results, systematic integration of cognitive strategies significantly improves long-term memory retention of idioms, contextual understanding, and the ability to apply them in spontaneous speech.
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