ON COGNITIVE AND COMMUNICATION CAPABILITY OF SYNTAX
Abstract
10.18522/1995-0640-2026-1-178-194
The article deals with the problem of the cognitive and communicative potential of syntax and syntactic skills on the example of the topic “One-member sentences”. The relevance of this problem is due to various reasons, including, firstly, the lack of development of theoretical and practical aspects of teaching syntax based on a cognitive-communicative approach; secondly, the social demand for schools to develop a thinking, feeling, and acting personality in the process of teaching Russian; and thirdly, the underdevelopment of syntactic thinking among students, which hinders the successful formation of communicative and cognitive competencies and therefore does not meet the goal of developing speech and speech-thinking abilities in modern schoolchildren. The research objectives include the analysis of linguistic, psycholinguistic, psychological, and methodological works on the selected issue, which was achieved using theoretical research methods, observation, reflection, and generalization. In the process of analyzing linguistic and psycholinguistic sources, the cognitive and communicative potential of syntax has been identified, which lies in the interconnected interaction of thought and word, with the active participation of psychological mechanisms that ensure the movement of thought into word and its implementation. The article presents arguments that prove the possibility of considering syntactic skills as cognitive and communicative. The cognitive potential of one-member sentences is contained in those operations that ensure the active cognitive activity of students in the formation of syntactic concepts, and most importantly, the ability to think, compare, differentiate, classify, and choose a sentence model to solve a communicative task. The communicative potential of one-member structures provides an opportunity to realize the functional purpose of syntactic one-member structures for solving various communicative tasks. The theoretical significance of the problem is to develop a cognitive-communicative approach in the field of syntax. The practical significance is determined by the consideration of methodological conditions for implementing a cognitive-communicative approach in teaching syntax. In conclusion, conclusions are drawn about the ways of implementing the cognitive-communicative approach in the formation of students' syntactic skills.
Key words: syntax, syntactic skill, cognitive and communicative component, training, approach
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Copyright (c) 2026 Olga A. Skryabina, Yulia V. Afonina
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