On the history of the issue of stratification of semantics: didactic aspect
Authors:   Nizhny Novgorod State Linguistics University, Golubeva Nadezda A. 
Published: December 2024

The article is devoted to the substantiation of the method of stratification of semantics and its specific use in didactic practice. The article highlights the research concept of stratification of semantics in diachronic and synchronic aspects. The author shows specific approaches, techniques and methods of semantics research within the framework of domestic and foreign linguistic schools and directions, highlights the meaning and meaning as key concepts that are operational units of semantic analysis, reveals their ontogeny and phylogeny. The novelty and relevance of the article is determined by the author's unconventional approach to the stratification of semantics as a method of linguistic analysis, and the differentiation of meaning and meaning as one of the aspects of this method, which indicates the scientific and didactic significance of the material under discussion. As a method, it is universal and finds a priori its application also in cognitive modeling, for example, in the form of a concept, and conceptual analysis in identifying cognitive-semantic features. This determines the scientific and didactic significance of this method.
Taking into account the scientific and didactic advantages of different approaches and concepts to the study of semantics – meaningful grammar, conceptual categories, field theory, etc., the author substantiates the relevance of the modern cognitive–semantic direction, in which the a priori correlation and interaction of language structures and underlying knowledge structures is postulated, shows the role of the predecessors of cognitive linguistics in the formation of this direction. The use of the method of stratification of grammatical semantics in line with the cognitive-discursive direction with the description of other methods used is shown by the example of a textbook on the German language, which aims to form the grammatical competence of students. For the effective assimilation of grammatical semantics by students, the thematic material has a uniform structure representing two subsystems of grammatical knowledge – its formal-grammatical and cognitive-semantic features. In this manual, along with the primary grammatical topics (article, gender, voice, mood), such “contextually sensitive” ones as comparison and assignment are developed. The latter, as a rule, when compiling educational materials, remain out of the field of view of specialists in general, at best occupy their periphery. The logic of the presentation of grammatical knowledge and the way of its organization in the textbook take into account the patterns of formation and improvement of grammatical competence as a dynamic combination of knowledge, understanding and abilities. In addition, the textbook is compiled in German, which should contribute to improving the language skills of forming a grammatical terminological apparatus in order to use it adequately in linguistic discourse. The illustrative material has different discursive coloring in accordance with the solution of a particular linguodidactic problem. This significantly increases the relevance and didactic significance of the analyzed manual within the framework of specific academic disciplines.