COGNITIVE AND PRAGMATIC ASPECTS OF PHRASEOLOGICAL COMPETENCE IN ENGLISH PHILOLOGY STUDENTS

Phraseological competence is a crucial component of communicative competence in foreign language learning, particularly for English philology students. This study investigates the cognitive and pragmatic dimensions of phraseological competence and examines how these aspects influence students’ ability to use idiomatic and fixed expressions effectively in both spoken and written communication. The research employs qualitative methods, including theoretical analysis, comparative analysis of phraseological units, and discourse analysis. Findings indicate that cognitive awareness of conceptual metaphors and pragmatic understanding of context significantly enhance learners’ phraseological competence. Integrating cognitive and pragmatic strategies into teaching methodologies is recommended to improve language proficiency and intercultural communicative skills.