А cognitive-communicative method of teaching English grammar based on metaphorical models for medical students

This research is devoted to the study of the metaphorical representation of grammatical categories in teaching a foreign (English) language using a cognitive-communicative approach aimed at improving the effectiveness of students in non-linguistic specialties mastering grammatical material. The aim of the research is to develop and experimentally test a methodology for using metaphorical models to visualize and conceptualize grammatical categories in order to increase the level of grammatical competence among students in non-linguistic specialties. The scientific novelty of the research lies in the justification of a cognitive-communicative model for the use of metaphors to facilitate the assimilation of abstract grammatical concepts, based on identifying the relationship between specific metaphorical images and the cognitive processes that ensure the understanding and use of grammatical constructions in speech. The developed methodology involves the structured use of metaphorical models in the context of communicative exercises aimed at activating language material and forming stable skills in grammatically correct speech. The article discusses the theoretical foundations of the use of metaphors in linguodidactics and analyzes specific examples of metaphorical models for representing various grammatical categories (tense system, word order). The results of the research indicate that the application of the proposed methodology using metaphorical models significantly increases the level of understanding and memorization of grammatical rules, and also contributes to increasing student motivation and reducing cognitive load.