Education of the republic of uzbekistan state university of world languages

CHAPTER II. MAIN TASKS OF COGNITIVE LINGUISTICS
2.1. Determining the role of language in the emergence of human knowledge……
2.2. Realizing the significance of the processes of categorization of the universe and its objects, conceptualization and naming………………………………………
2.3. Determining the relationship between the conceptual system and language system………………………………………………………………………………..
2.4 Revealing issues related to linguistic and cognitive (conceptual) images of the world
SUMMARY OF THE CHAPTER TWO……………………………………………
CHAPTER III. CONTRASTIVE ANALYSIS OF THE EVALUATIVE CATEGORIZATION OF THE CONCEPT OF “INTELLIGENCE”
3.1. Procedure of the experiment: research questions, methods…………...
3.2. Data analysis and Results …………………………………………
SUMMARY OF THE CHAPTER THREE……………………………………........
CONCLUSION…………………………………………….………….…….….......
LIST OF USED LITERATURE………………………………………………......
APPENDIXES....……………………………………………………………………


INTRODUCTION
CHAPTER I. THEORETICAL REVIEW OF CURRENT ISSUES OF COGNITIVE LINGUISTICS
1.1. Knowledge structures and their representation in language(verbalization)
One of the key concepts in cognitive linguistics is knowledge structure. Therefore, it is crucial to describe it as well as its various varieties. Knowledge structures are described as informational building blocks that include a system of interconnected ideas. Here is another way to define knowledge structure: Language units allow access to a system of linguistic and non-linguistic knowledge called knowledge structure. Linguistic and non-linguistic knowledge structures can be distinguished as the two basic categories. The understanding of lexics, grammar, semantics, syntax, and other linguistic concepts is included. Cultural, communicative, social, religious, historical, mythical, literary, encyclopedic, etc. are all examples of non-linguistic knowledge. Cultural knowledge includes details on the history, literature, art, cultural values, symbolisms, and religion of other countries, as well as their cultures, traditions, and customs. The concept of culture has several definitions. As a member of a society, a person can acquire information, beliefs, arts, morality, conventions and traditions, capacities, and habits. Culture can be described as a complicated system. Additionally, culture can be understood as a way of life as well as the attitudes and behavior patterns of a population.
The following factors can be used to describe a communicative situation: the topic and goal of the communication; the addresser and addressee, as well as their social, ethnic, and personal traits; the place and time of the communication; and the sociocultural setting. Each of these factors is crucial for good communication that results in comprehension. Both linguistic and nonlinguistic variables are present in a communication scenario. It also reflects the communication's substance and suggests a theme at the same time. However, extra-linguistic factors such as the purpose of communication (to inform, ask, persuade, make somebody do something, etc.); the setting (at the office, at a party, at a stadium, in a hospital, at a theater, etc.); and time (now, yesterday, tomorrow, in the future) will define the form of expression. gender, age, nationality, occupation, social status, education, role relationships, etc.); the communicants’ linguistic personalities; and the sociocultural milieu (social, political, and cultural beliefs and values).
The primary components of communication are the addresser and addressee factors. The message is sent to the addressee by the sender. The individual to whom a message is addressed is known as the addressee. The addressee expresses his thoughts, opinions, assessments, attitudes, and worldview during the conversation.
In terms of literary communication, the issue of addresser is crucial. The text he wrote reflects the addressee's viewpoints, attitudes, assessments, and global perspective. He wants to have an effect on the reader in some way. The text's social and cultural setting are extra-linguistic aspects. In other words, in order to comprehend the text's deeper layers, the reader must be aware of the author's sociocultural background, which includes knowledge of the nation's political and social structure as well as its ideology and cultural distinctiveness. The historical backdrop, which also includes the era in which the literary work was written, is another important consideration. The reader's comprehension of the text is influenced by this environment. These environments encompass culture, education, individuals, organizations with which people interact, ideologies, cultural traditions, and individual beliefs. All of these elements have an impact on how the reader perceives and comprehends the text. Religious knowledge includes information on faith, convictions, myths, tales, symbols, and other topics. The reader should be knowledgeable about many religions, including their types, core beliefs, moral principles, etc. For instance, idioms, proverbs, and idea units from the Bible are used often in English literature. These linguistic constructs are known as bibliosims. The Bible serves as both the cornerstone of Christian society and the primary literary source for phraseological constructions. It aids in the development of moral principles and ethical ideals. The Bible's imagery and symbolism are used to create pictures that express ideals of morality, nationalism, and a way of life.
History, historical eras, historical figures, etc. are all included in the category of historical knowledge. Additionally, English literature contains phrasal constructions that allude to historical events. Historical facts and events are included in historical knowledge. Historical events like the Pilgrim Fathers, the Wars of the Roses (a conflict between two families), the Battle of Waterloo, and the Titanic are noteworthy examples.
Knowledge of myths and tales, mythologemes, and fictional beings and creatures is referred to as mythological knowledge. A myth is an idea or a story that is widely accepted but is untrue. When science and logic were not as accurate as they are now, myths existed. Myths provide valuable information about historical figures and events. In other words, they assist in educating and informing people.
A mythologeme is a literary text's linguistic interpretation of a myth. Many contemporary researchers believe that mythological themes fall within this category (Maslova V.A., Yung K.G.). According to other experts, myths might be viewed as elaborate analogies. Like metaphors, myths can aid in making sense of our experiences within a community. They help a civilization organize its common conceptualizations of many ideas. In English literature, mythological phraseological units are frequently utilized. Literary knowledge includes understanding literary fads, literary characters, literary phrasal structures, etc. The best examples of literary figures that can be extensively utilized as references for showing literary knowledge include Robin Hood, the Merry Man, Alice in Wonderland, the Headless Horseman, Humpty Dumpty, Cinderella, Prince Charming, Romeo and Juliet, Othello, and Robinson Crusoe.
We cannot overstate the importance of intertextuality in literary works when analyzing literary knowledge structures.
Intertextuality is the particular tendency for some texts to correlate with other texts. The issue of intertextuality can be examined from two perspectives: from the standpoint of literary theory and from the perspective of linguistics. In literature, any text is regarded as an intertext. The evidence demonstrates that all books relate to our understanding of the universe and represent the cultural and historical experiences of their readers. Because of this, every text contains components of other writings in a form that is more or less recognizable. From a linguistic perspective, intertextuality is only possible in texts that explicitly refer to other texts. In these instances, the author consciously conceptualizes the connections between the two texts with the aid of unique formal techniques¹. To put it another way, specific intertextual signals, indicators, and markers must be present in the text. Different types of intertextual interactions are recognized in specialized literature on this subject. Title, epigraph, "sounding names," antonomasia, parody, recurrence of text forms (structure, rhythm), lexical units, allusions, and other intertextual relationships are examples. The most common intertextual insertion might be termed an allusion. An allusion is a subtle allusion to real or imagined religious, literary, mythological, or historical truths or occurrences. An explicit reference to another literary work that is sufficiently overt for a knowledgeable reader to notice and understand is referred to as a literary allusion.
Examples include Vanity Fair, Last of the Mohicans, and Uncle Tom. Allusion serves the purpose of an "intertext" in the fictitious text, whose decoding necessitates making real connections to the original text. It is accomplished by contrasting and comparing two texts and highlighting the similarities between them. The general knowledge that encompasses all other types of knowledge is encyclopedic knowledge. In other words, it's knowledge of things like politics, education, the media, science, religion, sports, medicine, the law, etc. The most well-known dictionary with information on all aspects of the world's knowledge is Britannica. Encyclopedic knowledge, particularly in cognitive linguistics, is extensively employed in linguistics, to put it briefly. In our perspective, it encompasses all the knowledge categories that we have already covered.
Coming to verbalization, Verbalization involves expressing knowledge structures through spoken or written language. This process allows individuals to externalize their thoughts and ideas, making them more concrete and accessible. Verbalization is an important tool for learning, as it enables individuals to communicate their knowledge to others, receive feedback, and refine their understanding.
There are different types of verbalization that individuals can use to represent their knowledge structures. These include description, explanation, argumentation, and narration. Description involves providing a detailed account of a concept or idea, focusing on its defining features and characteristics. Explanation involves providing a rationale for why something is the way it is or how it works. Argumentation involves making a case for a particular point of view, using evidence and reasoning to support one's position. Narration involves telling a story or a sequence of events, highlighting the relationships between different elements. The type of verbalization used depends on the context and purpose of the communication. For example, when teaching a new concept, a teacher may use description and explanation to help students understand the key features and underlying principles. When engaging in a debate or discussion, individuals may use argumentation to defend their position and persuade others.
Verbalization is not only useful for communicating knowledge to others but also for enhancing one's own understanding. By verbalizing their knowledge structures, individuals can identify gaps in their understanding, clarify their thinking, and develop more nuanced perspectives. Verbalization also helps individuals to consolidate their knowledge by creating stronger connections between concepts and ideas. It is important to note that verbalization is not the only way in which knowledge structures can be represented. Individuals may also use visual or symbolic representations, such as diagrams, graphs, or mathematical equations. These representations can be particularly useful for conveying complex or abstract concepts that are difficult to express in words. Knowledge structures are essential for learning and cognitive development, and verbalization is an important tool for representing these structures. Verbalization allows individuals to externalize their thoughts and ideas, communicate them to others, and enhance their own understanding. By using different types of verbalization, individuals can tailor their communication to the context and purpose of the communication. Verbalization is just one way in which knowledge structures can be represented, and individuals may also use visual or symbolic representations to convey complex or abstract concepts.