Cognitive basis of teaching professional economic vocabulary (on the English language material) features of using cognitive and communicative ways to develop professional economic vocabulary of university students in the process of teaching English

Statement of the problem. The article is devoted to the problems of optimizing students’ cognitive processes and operations while mastering a foreign language. Traditional teaching vocabulary to students does not always lead to the planned results due to many reasons. One of the possible ways to solve this problem is the use of cognitive linguodidactics. The purpose of the article is to consider the possibilities of practical application of cognitive and communicative paradigm of linguodidactics at different stages of professional economic vocabulary learning (on the English language material). The research methodology includes analysis of special literature, observation, description, and analysis of teaching experience. Research results. The relevance of the use of cognitive linguistics in the methodology of teaching English language vocabulary has been revealed. The effectiveness of cognitive linguistics methods application at different stages of work with professional economic vocabulary is proved by the analysis of teaching activities. Three stages are distinguished and described: 1) conceptualization; 2) interiorization; 3) training. Conclusion. Teaching professional economic vocabulary involves forming special concept sphere in the minds of economics students, which consequently becomes the cognitive basis for the mastery of the special language.