COGNITIVE-PRAGMATIC APPROACH TO UNDERSTANDING THE ESSENCE OF PEDAGOGICAL TERMS
Abstract
In this study, the need to make additions to the existing definitions of pedagogical terms was determined, and the cognitive-pragmatic aspect was studied. It also aimed to reveal the achievements related to the usefulness and possibilities of these pedagogical terms. Also, it is worth noting that in general terms related to pedagogy are generally used in all areas and situations of oral speech, except for the direction of pedagogy. For this reason, we set ourselves the goal of studying the cognitive-pragmatic aspect of the terms related to pedagogy and creating a theoretical basis for a wider understanding of the terms in this field of linguistics.
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Abstract
In this study, the need to make additions to the existing definitions of pedagogical terms was determined, and the cognitive-pragmatic aspect was studied. It also aimed to reveal the achievements related to the usefulness and possibilities of these pedagogical terms. Also, it is worth noting that in general terms related to pedagogy are generally used in all areas and situations of oral speech, except for the direction of pedagogy. For this reason, we set ourselves the goal of studying the cognitive-pragmatic aspect of the terms related to pedagogy and creating a theoretical basis for a wider understanding of the terms in this field of linguistics.
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