Teaching English on a linguocognitive basis: an extralinguistic aspect

Abstract

The features of the nonverbal side of communication in teaching English at a language university are considered. The basic postulates of linguocognitive science are given, justifying the importance of attention not only to language, but also extralinguistic means of communication in a foreign language lesson. The main obstacles that do not allow to focus properly on the nonverbal aspect of communication in English classes in the university environment are indicated. The close connection of gestures, facial expressions, body movements with the linguistic and cultural space within which they exist is substantiated. Classifications of such extralinguistic means are given with special emphasis on various types of gestures. Based on the analysis of a wide range of scientific papers on the problem of research, two large groups of functions of nonverbal communication tools and a number of private functions included in them are identified. The possible roles of extralinguistic means of communication in foreign language classes and scenarios of their use are determined. The possibility of widespread use of video materials, in particular, authentic English-language feature films for teaching students of a language university the non-verbal side of communication is substantiated. An example of one of the possible sequences of such training in extralinguistic means of communication on a linguocognitive basis is given.