Interrelation_of_Comparative_Typology_with_anthropocentric_trends

1.

Interrelation of Comparative
Typology with anthropocentric
trends of Linguistics

2.

Typology in Modern trends inLinguistics
It is known that linguistics and variety fields of it were
developed in every period of developing process. Hence,
we can observe that in XVIII century, there were mostly
done researches of comparative-historical investigations
among related languages and in the last century collection
of anthropocentric, functional, cognitive and dynamic
paradigms occupied the position of structural paradigm.
Movement of interests of researcher from the object of
cognition to the subject in anthropocentric paradigm, with
another word it can be understood the analysis of
language in ahuman being and human being in language.

3.

The anthropocentric paradigm is the last and modern
scientific paradigm where the problem of human in
language and language in ahuman being is analyzed,
i.e. interrelation of human and language becomes the
main object of linguistic researches. This paradigm
appeared in the 30s of the XXth century with the
linguistic works of American philosophers and linguists,
and a number of great linguists all over the world
developed it.List of areas are developing in the
anthropocentric paradigm of the modern linguistics
such as pragmatics, sociolinguistics, ethnolinguistics,
psycholinguistics, linguistic anthropologyand cognitive
linguistics, linguistic culturology and gender linguistics
are considered the urgent directions of it.

4.

Cognitive linguistics investigates language as
amechanism of transformation and codification of
it. The aim of this linguistics covers the cognition
of the world from one's point of view and ways of
appearing of receiving processes, categorization,
and classification of it. According to a number of
specialists,
cognitive
linguistics
and
linguaculturology are progressing in the frame of
the collection of single general cognitive sciences
[Kubryakova, 1994, 37-47]. The term of “Cognitive
science” includes learning processes jointly,
receiving them and reworking, saving and using,
organizing thestructure of knowledge and
collection, furthermore, it arranges collection of a
certain scientific thought which is joint for forming
the mental activity of these structures. Cognitive
science is closely connected with mathematics,
logic, philosophy, anthropology, and linguistics.

5.

Typology of cultural concepts of
English and Native languages
Traditionally, theculture was understood in terms of
formal or "high" culture (literature, art, music, and
philosophy) and popular or "low" culture. From this
perspective, one main reason for studying a language is
to be able to understand and appreciate the high culture
of the people who speak that language. The pop culture
is regarded as inferior and not worthy of study. Some
scientists define culture as an integrated pattern of
human behavior that includes thoughts, communications,
languages, practices, beliefs, values, customs, courtesies,
rituals, manners of interacting and roles, relationships and
expected behaviors of a racial, ethnic, religious or social
group; and the ability to transmit the above to
succeeding generations.

6.

In this understanding of "deep
culture," language and culture
are integral to one another. The
structure of language and the
ways it is used reflect the norms
and values that members of a
culture share. However, they
also determine how those norms
and values are shared because
language is the means through
which culture is transmitted.

7.

The communicative competence model is based on
this understanding of the relationship between
language and culture. Linguistic, discourse,
sociolinguistic, and strategic competence each
incorporate facets of culture, and the development
of these competences is intertwined with the
development of cultural awareness. Key points for
discussion:
Lingua culture in linguistics.
Understanding culture and language.
Cultural concept in compared languages. "The
exquisite connection between the culture that is lived
and the language that is spoken can only be
realized by those who possess a knowledge of both"
[National Standards in Foreign Language Education
Project, 1999, p. 47].