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EXPLORATION OF CONCEPTS THROUGH A COGNITIVE-STYLISTIC
LENS
Albina Bazarbaeva
DSC., Associate Professor, Department of the Teaching English Methodology-3,
Uzbekistan state university of world languages, Uzbekistan
E-mail: babai77700@list.ru
https://doi.org/10.5281/zenodo.15167280
Modern cognitive linguistics actively applies interpretive strategies that
take into account not only the characteristics of a particular utterance and the
general div of knowledge, but also pay special attention to the personal
aspects of the interpreter and his/her subjective perception of the text in
his/her own mental space. Justification allows for a deeper and more complete
understanding of the processes of text interpretation and perception, taking into
account the individual characteristics of each reader or researcher.
The approach is justified because in real life the uniqueness of the author's
and reader's personalities precludes a complete coincidence of their semantic
perceptions. The author's freedom in choosing interpretative solutions,
individual approaches to text enrichment and differences in the linguistic,
cultural upbringing and ethical experience of the reader may differ significantly.
For this purpose, modern linguistics applies cognitive-discursive analysis in the
analysis of the artistic text, which is not limited to the consideration of the text
only from linguistic positions, but in addition, takes into account extra-linguistic
factors.
The problem of studying the interpretation of knowledge about the world is
often associated with many factors and complexities. A key aspect that arises
when investigating this problem is the subjectivity of interpretation since,
people have different background knowledge, cultural contexts and personal
experiences that influence how they interpret information about the world. This
subjectivity can create diversity in the ways in which different people perceive
and understand facts. And also the limitations of language, as language, as a
means of communicating knowledge, is sometimes limited in its ability to
accurately and completely describe complex phenomena and concepts.
This can
cause distortions in the transmission of information and its subsequent
interpretation. The influence of bias and stereotyping is justified, as people can
be subject to bias and stereotypes that affect their ability to interpret
information objectively, leading to distorted perceptions of events and
phenomena in the world. There are also cognitive distortions, such as
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confirmation of existing beliefs, that affect the way people interpret new
information, which can make it difficult to perceive facts objectively.
The dynamic nature of knowledge also plays a special role, due to the fact
that knowledge about the world is constantly changing and evolving, which
creates a challenge in tracking changes in knowledge interpretation over time
and in adapting to new data. Finally, communication barriers, where lack of
clarity in the expression of information, misunderstandings between cultures or
language groups create obstacles to the correct interpretation of knowledge.
To better understand the problem of interpreting knowledge about the
world, research must take these aspects into account and take into account the
socio-cultural and individual contexts that shape and perceive knowledge.
The linguistic elements are aimed at realising the overall communicative-
creative strategy. For the interpreter-linguist, language and its components
serve as the "instrumental" basis of artistic communication, ensuring the
synergy of all aspects of the form and content of the text. The action of language
in this context exceeds the impact of each individual element on the semantic
integrity of the literary work.
The study of a fiction text using the cognitive-
discursive method is one of the main trends in literary studies, which combines
the analysis of cognitive and discursive aspects, allowing us to consider texts
taking into account their content, structure and contextual relationships.
The study of the cognitive aspect focuses on analysing the processes of
perception, interpretation and creative re-creation of artistic texts. This
approach highlights the role of the reader in the formation of meaning from the
text, his/her ability to organise information, form images and construct
representations.
The cognitive-discursive method facilitates the discovery of deep meanings
and ideas embedded in artistic texts and the analysis of their aesthetic value.
The method supports literary scholars and critics, stimulating the development
of new research methods and the formation of a more complete perception of
artistic works.
The study within cognitive linguistics focuses not only on linguistic abilities,
but rather on their use and how language develops in the process of a person's
personal formation. The field of cognitive linguistics is vast and closely
interconnected with scientific disciplines such as sociolinguistics,
psycholinguistics, and ethnolinguistics.
In conclusion, it is important to note that when using cognitive analysis to
analyse artistic discourse, attention is paid to comprehension and
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interpretation, which is a cognitive procedure aimed at identifying the semantic
content of the text. Consequently, discourse comprehension and interpretation
is a complex cognitive process involving the processing of textual information.
Of particular importance in this process are the conceptualisation and
categorisation of various knowledge structures underlying artistic discourse.
The list of used literature:
1.
Koch P. Frame and Contiguity: On the Cognitive Bases of Metonymy and
Certain Types of Word Formation. Metonymy in Language and Thought. −
Amsterdam and Philadelphia: Benjamins, 1999. − P. 139-167.
2.
Lakoff G. Women, Fire, and Dangerous Things: What categories reveal
about the mind. – Chicago and London: The University of Chicago Press, 1990. –
607 p.
3.
Rosch E. Cognitive Representation of Semantic Categories // Journal of
Experimental Psychology № 104. − 1975. − P. 192-233.
4.
Sarapik V. Red, The Colour and The Word. Folklore. – Vol.3. − April, 1997. –
P. 93-131.
5.
Saunders B. Revisiting basic color terms // Journal of the Royal
Anthropological Institute. № 6. − 2000. − P. 81-99.
