Teaching English negation on linguocognitive basis: pragmatical aspect

We consider the peculiarities of teaching the pragmatical aspect of negation in English on linguocognitive basis. We analyze such a functional aspect of negation as negative communicative reaction and prove its importance in communication. We provide a classification of negative communicative reactions, as well as the peculiar features of each of them. The possibility for simultaneous teaching the verbal and non-verbal means of conveying negative meanings while teaching English within the framework of linguocognitive basis, is substantiated. We provide a number of successful examples for such an approach to education. It includes teaching through gestures and bodily movements that are the instruments of language teaching and the objects of studying at the very same time. The necessity of teaching students the peculiarities of non-verbal communicative behaviour of native speakers is an important aspect of the linguoculture under analysis. Certain recommendations on optimization of the educational process, build around the linguocognitive foundations, are provided. Such an approach to teaching allows for integration of the methods of traditional didactics into teaching a foreign language on linguocognitive basis, thus demonstrating an integrative property of this innovative teaching. We mention certain difficulties that may be encountered while organizing linguocognitive-oriented classes, as well as the ways to overcome them.

linguocognitive approach, cognitive linguistics, linguodidactics, communicative competence, negation, linguoculture