UDC

[81’42+2:811.111’37]:72 (045)

DOI

https://doi.org/10.37482/2687-1505-V514

Authors

Olesya A. Yakimova - Candidate of Philological Sciences, Associate Professor at the Department of Foreign Languages and Professional Communication
Moscow State University of Civil Engineering (National Research University), Moscow, Russia,
e-mail: yakimovaoa@inbox.ru, ORCID: https://orcid.org/0000-0003-2095-9289

Abstract

The article deals with the study of architectural knowledge, reflected in English lexicographical sources, in the form of cognitive matrix. The purpose of the paper is to analyse the structure and content of the integrative concept ARCHITECTURE by identification and systematisation of its cognitive features represented in English dictionaries. following the Russian and foreign scholarly tradition, matrix-type knowledge is investigated by means of cognitive-matrix analysis. The article tests the scheme of cognitive-matrix modelling of the integrative concept ARCHITECTURE. The developed scheme of cognitive-matrix modelling is determined by the subjectivity of perception, the current event context, and the vector of historical development. It has been established the core of the concept is objectified by the lexeme “architecture”, which belongs to the layer of professional vocabulary. It has been found out the periphery is formed by different cognitive contexts. The examination of various aspects of knowledge, as well as the identification of cognitive features of the integrative concept, ensures an understanding of architecture. It has been revealed the concept ARCHITECTURE finds its verbal expression through a system of specific cognitive contexts, such as art, computer science, scientific activity, and the anthropocentric dimension. The importance of cognitive matrix’s creation is defined by its ability to convey multifaceted knowledge while interpreting architecture as a special lexical unit. The theoretical value of the article lies in its comprehensive contribution to the development of cognitive linguistics methods in the study of integrative concepts. A key practical implication is the application of the cognitive matrix model as an effective tool for teaching architecture students. The description of the concept ARCHITECTURE through the cognitive matrix contributes to the further development of linguistic concepts of cognitive modelling in English. The results can be applied in the development of educational materials for courses in linguistics and linguistic concept science. The article is addressed to linguists interested in the issues of cognitive-matrix language research.

Keywords

cognitive matrix, linguistic and cognitive modelling, integrative concept, cognitive context, concept ARCHITECTURE, cognitive linguistics, the English language

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