COGNITIVE APPROACH AS A STRATEGY FOR TEACHING HIEROGLYPHIC WRITING TO STUDENTS

The article examines the cognitive approach to training modern Orientalists from the positions of psychology, linguistics and linguodidactics (based on the example of students mastering the hieroglyphic writing of the Chinese language). Growing interest in the Orientalist profession involves the training of highly qualified specialists with a wide range of functions. The areas and applications of such specialists have great potential for development. In psychological projection, the cognitive approach is the most appropriate in training Orientalists since it focuses on the features of mental actions within the framework of the hieroglyphic activity of Orientalists. The cognitive approach in teaching Orientalists involves the study of mental processes in the act of hieroglyphic writing, the specifics of the orientalist’s thinking: perception of hieroglyphically designed information, its comprehension, storage in memory and application in future professional activity. From the point of view of linguistic projection, the cognitive approach allows to consider the role of the Chinese language in the cognitive activity of an orientalist. In the linguodidactic projection, the cognitive approach provides a focus on the development of a special cognitive style of an orientalist in the process of immersion in hieroglyphic culture. Thus, the use of a cognitive approach in teaching Chinese characters to students considers the specifics of training an orientalist as a specialist with the ability to comprehend cultural knowledge through the study of hieroglyphic writing. Considering the specifics of Chinese hieroglyphic writing, the goals and objectives of training Orientalists, as well as special mental actions within the framework of the communicative activities of Orientalists, the article concludes that the cognitive approach is the most appropriate in hieroglyphic writing training of future specialists.

Chinese language, orientalist, cognitive approach, oriental languages, teaching oriental languages, psychology, linguistics, linguodidactics, Chinese characters, teaching Chinese characters

Pavlova A. S. Cognitive approach as a strategy for teaching hieroglyphic writing to students. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2024;1(66):496—502. DOI: 10.25683/VOLBI.2024.66.929.