Cognitive-discursive analysis of the Russian verb "посредничать (mediate)" in the aspect of cognitive linguodidactics

The article aims to describe the semantic-cognitive and discursive features of the lexeme "посредничать" (to mediate) from the perspective of cognitive linguodidactics. The postulates of cognitive linguodidactics are considered, and the expediency of their use in Russian language classes for foreigners is demonstrated. Significant cognitive-discursive properties of the verb "посредничать (to mediate)" are identified, as well as its cognitive structure. The novelty of the research lies in the representation of lexical units from the perspective of cognitive linguodidactics, which allows illustrating the key characteristics of the word, revealing the knowledge structures behind it, thus facilitating the presentation and consolidation of new words to foreign audiences. The relevance of the work is justified by the inclusion of the verb "посредничать (to mediate)" in an important lexical-semantic group of helping verbs for native speakers, the lack of cognitive-discursive description of the verb in scientific research, and the insufficiency of information in Russian language dictionaries. Semantic-cognitive, situational, and discursive features of the lexeme are described, components of the verb's cognitive structure are identified, and scenarios are constructed. Important properties of the unit "посредничать (to mediate)" for presentation to a foreign audience are established.