The usage of a song discourse as a source for precedent names during English lessons (based on «We Didn't Start the Fire»)

The subject of this article deals with precedent names found in the English song discourse and the way they can be taught at English lessons. The methodology of the study is based on the discourse theory, the theory of precedent phenomena, cognitive theory and the theory of song discourse. As part of the study, a set of methods was used: continuous sampling, statistical and typological data processing, comparative and descriptive methods, and a discourse analysis method. The novelty of this research lies in the development of exercises for practicing the precedent names found during the research within the framework of English lessons. The article describes sample tasks for three stages of working with text: pre-text stage, text stage and post-text stage. The practical significance of this work lies in the possibility of its using while teaching the foreign language, intercultural communication, linguoculturology, stylistics, cognitive linguistics. The value of using this composition also lies in phonetic practice, since very often the pronunciation of proper names in a foreign language does not coincide with the pronunciation of the same realities in the native language. In addition, working with this composition also develops listening skills, since students need to understand the meaning of the composition by ear, and in this case it is quite difficult to do this, since to fully understand the meaning of the composition it will not be enough to add up the meaning of each word, it is necessary to have background knowledge in order to understand what the author had in mind when creating this composition. The implementation of the proposed methodology for using precedent units allows to broaden the horizons of students, introduce them to the linguocultural base of the English language, which helps them to understand authentic texts correctly.

song discourse, precedent phenomenon, precedent name, teaching methods, precedency, cognitive linguistics, song, discourse, lingvocognitive base, proper name