AN INNOVATIVE METHODOLOGICAL MODEL FOR DEVELOPING THE LEXICAL SKILLS OF FUTURE ENGLISH TEACHERS BASED ON A COGNITIVE-LINGUISTIC APPROACH

Abstract

This article details the development and empirical validation of an innovative methodological model designed to enhance the lexical skills of future English language teachers using a cognitive-linguistic approach. Moving away from traditional rote-learning systems, the study integrates conceptual metaphor theory, mental spaces, and cognitive categorization into foreign language pedagogy. The framework balances structural and cognitive principles to transition vocabulary from passive recognition to active, fluent conceptualization. Methodological efficiency was verified through a structured pedagogical experiment involving undergraduate students at the Samarkand State Institute of Foreign Languages. The statistical outcomes indicate substantial quantitative and qualitative growth in the experimental group across all evaluation parameters