Ideas in context: the experience of using conceptual analysis while teaching reading skills in a foreign language

The article is dedicated to the analysis of the application of the method of conceptual analysis in the process of teaching reading in foreign language classes. Special attention is paid to the experience of linguistic and cultural studies in the practice of teaching English as a productive strategy aimed at helping learners master culture through the understanding of national and cultural concepts embodied in literary texts. The subject of this study is the process of forming lexical and linguistic cultural competencies of learners based on the method of conceptual analysis. The aim of the work is to reveal the linguistic and didactic potential of using linguistic research methods in teaching reading in English classes. The solution to the linguistic and didactic tasks of the research is based on methodological principles of communicative orientation, authenticity (relying on authentic text samples), and sociocultural conditioning. The methodology of the research employs a comprehensive approach that includes methods of analysis and synthesis of theoretical material, as well as conceptual and contextual text analysis. The scientific novelty of the work lies in the fact that it analyzes for the first time the linguistic and didactic potential of the concept of LAW in the context of teaching foreign language reading using the novels of Jeffrey Archer, "First Among Equals" (1984) and "Shall We Tell the President?" (1977). In conclusion, it is emphasized that the introduction of the findings and methods of cognitive linguistics in general, and conceptual analysis in particular, into the theory and practice of foreign language teaching, where the concept is viewed as a universal unit of knowledge formation, is a productive linguistic didactic strategy, and the methods of language modeling of concepts used in this work can be successfully transferred to other textual materials in foreign language teaching contexts.