COGNITIVE SEMANTICS WHEN TEACHING ENGLISH GRAMMAR (BY THE EXAMPLE OF THE SEQUENCE OF TENSES)
Druzhinin Andrei Sergeevich, Polyakov Oleg Gennadievich
Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of the Russian Federation
Tambov State University named after G. R. Derzhavin
Abstract. Teaching English grammar at the explication stage nowadays is based mainly on the principles of logical and structural-semantic analysis, which often does not help students to understand the essence of the analyzed phenomenon and to integrate it in their foreign-language experience and thinking. The article shows the potential of cognitive-semantic analysis of the word for teaching English grammatical units by the example of the so called sequence of tenses.
Key words and phrases: когнитивно-семантический анализ, обучение грамматике, согласование времен, глагол, языковое сознание, cognitive-semantic analysis, teaching grammar, sequence of tenses, verb, linguistic consciousness
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