Developing students’ social competence in teaching linguistic disciplines based on a linguocognitive approach
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Abstract
This article examines contemporary methodological challenges in
teaching linguistics disciplines in higher education and addresses the formation of
professional competence among future native language teachers. The theoretical and
practical foundations for developing social competence of philology students on the basis
of cognitive linguistics principles are analyzed. A structural model of social competence
grounded in the communicative-linguocognitive approach is proposed, integrating
pragmatic, pedagogical, and cognitive dimensions of language education.
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References
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