COGNITIVE MECHANISMS OF THE CONCEPT EDUCATION: CONTRASTIVE ANALYSIS OF VERBS DENOTING THE CONCEPT

Abstract

The article focuses on the comparative analysis of the verbs denoting the concept EDUCATION in English, French, Ukrainian and Russian. The paper investigates the semantics of the verbs representing the concept under analysis. The study looks into the semantics of key verbs denoting the concept EDUCATION in the English, French, Ukrainian, and Russian languages using the methodology of cognitive and applied grammar. Within the framework of this approach key verbs denoting a concept are analyzed on three levels: phenotype level (syntactic relations), genotype level (predicate schemes), cognitive level (semantic-cognitive schemas). Since verbs denoting the concept EDUCATION are polysemous, at every level of the analysis verbs are seen as the sum of individual meanings, each of which is later used to create an invariant. Semantic-cognitive schemas of the verbs represent them as parts of the dynamic, kinematic or static situations. Description of the meaning is carried out by means of logical primitives that constitute the formal metalanguage. Analysis of verbs that denote the concept EDUCATION in the languages under analysis demonstrates that the process of conceptualization of education appeals to the sensory experience, including visual perception and spatial orientation. Conceptualization of education relies on two major models: dynamic model that is observed in English and French, and kinematic model established in Ukrainian and Russian.