COGNITIVE-PRAGMATIC APPROACHES TO TEACHING PHRASEOLOGICAL UNITS IN FOREIGN LANGUAGE EDUCATION

This article explores cognitive-pragmatic approaches to teaching phraseological units in foreign language education. The study investigates the linguistic, cultural, and pragmatic complexity of idiomatic expressions and highlights the necessity of innovative pedagogical strategies for their effective instruction. Special attention is paid to context-based learning, communicative interaction, multimodal teaching techniques, and digital educational technologies. The paper argues that phraseological competence constitutes an essential component of communicative competence and intercultural literacy. Furthermore, the research demonstrates that cognitive-pragmatic instruction enhances learners’ interpretative skills, emotional engagement, and contextual awareness in language acquisition. The theoretical and methodological implications of interactive and learner-centered approaches are discussed within the framework of modern language pedagogy.

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