PEDAGOGICAL BASIS FOR STUDENTS’ INGUOCOGNITIVE MASTERY OF WORD FORMATION

Abstract

This article explores the pedagogical foundations for developing students’ linguocognitive competence in mastering word formation. The aim of the research is to identify effective ways to enhance both linguistic and cognitive abilities through the integration of a cognitive approach in teaching. The authors highlight that in addition to understanding the structural elements of word formation, such as affixes and roots, it is essential for students to grasp the underlying concepts and meanings that shape linguistic expression. The study emphasizes that cognitive learning strategies promote meaningful engagement with language by connecting words with mental imagery, context, and conceptual frameworks. The research methodology combines linguocognitive analysis, classroom observation, comparative methods, and the development of practical exercises that require students to analyze, construct, and deconstruct words with attention to meaning. The findings indicate that this approach helps learners move beyond rote memorization toward deeper comprehension and creative use of language. Students begin to understand word formation not only as a grammatical process but as a tool for organizing and expressing thought. Positioned at the intersection of linguistics, psycholinguistics, and pedagogy, the study contributes to innovative practices in language education. Its practical value lies in applying the findings to improve curriculum design and instructional methods, particularly in the context of teaching the Kazakh language in higher education.