Abstract:

Various approaches to the necessity of semantic/taxis interpretation have been substantiated. The perspective of the current paper allows us to take into account the interpretative aspect of linguistic consciousness, where it is extremely important to rely on the speaker's language competence, and the degree to which s/he creatively modifies the language. All the proposed provisions are illustrated by concrete examples. The main aims of the paper are, firstly to demonstrate the necessity of carrying out semantic/taxis interpretation analysis, and analysis of the speaker and listener cognitive interaction mechanism, in the struc-ture of communication; secondly, to describe the structure of the cognitive characteristics of subject activity. Taxis/semantics modelling methodology allows for the exploration of basic cognitive features: 1) the dyna-mism and activity of the speaker’s point of view; 2) characteristic multidimensionality, and 3); the struc-ture of the relationship between thought and language. It is shown that the chronological relation expres-sion, in the sphere of taxis, is differentiated by a high degree of sub-categorization, and is transmitted through a branched system means of expression. Illustrative material from the fictional text clearly demon-strates the vagueness of the boundaries between the temporal correlations of the differentiated and un-differentiated types. It is suggested that the represented real actions and states can objectively exist in relations of simultaneity / diversity. However, in the linguistic interpretation of the relationship, there is an implication which can be difficult to distinguish from the vaguely temporal type of action combination, in a single period of time. The processes of action direction, and the distribution of character formation over time, are considered through the prism of such cognitive mechanisms as representation, interpretation, intention, metaphor, comparison, and explicitness / implicitness of expression. The results of the investigation have a lingua-methodic potential: they allow us to carry out the semantic compression of educational material by mastering pathways of compressed information presentation, through models and diagrams in the process of teaching languages.

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