Frame analysis of metaphor in the practice of teaching Russian as a foreign language

The article is devoted to the study of the cognitive theory of metaphor and provides the teacher with tools for a deeper theoretical understanding of the teaching process, as well as for a more accurate use of linguocultural methods in explaining a topic. The aim of the article is to investigate the methodological area of teaching Russian as the foreign language using the concepts of metaphor and frame. The tasks of the article are to determine the main concepts of the theory of cognitive metaphor in the beginning of the XXI century and to support didactic knowledge. Metaphorical lexicon is described as a linguodidactic resource of teaching Russian as the foreign language competencies. The article discusses methods of working with linguistic and text metaphors, which take into account analytical (the process of interaction between the original and figurative meaning) and synthetic (text-forming function – the ability to generate associative-derivative connections within the boundaries of the text). The search and interpretation of key metaphorical images helps students build a model of the text in its figurative and semantic deployment. When students understand the specifics of the metaphorical conceptualization of a text, they perceive it not only from the point of view of eventfulness, but also in its value-semantic embodiment. A special role in this process is given to frame analysis, with the help of which “nodal” moments in the text are determined: subjectspecific fragments are highlighted and connections are established between them, which generally helps to optimize the communicative competence of students, the transition from the impulse inherent in the task to communication and generating your own text. Based on the material of the historical and philosophical work of N. Ilyina “The Expulsion of the Normans. The next task of Russian historical science” examines the possibilities of frame analysis within the framework of the linguocultural approach. We assume that the text, rich in metaphorical images, cultural and historical references and mythopoetic ancient Slavic symbolism, will arouse students’ interest not only for its content, but also for the ways of working with metaphors in which its conceptual content is revealed.

metaphor, frame, linguocultural competence, cognitive theory of metaphor