THE COGNITIVE-DISCURSIVE PARADIGM OF READING AS A COMPLEX TYPE OF SPEECH ACTIVITY
Abstract
The article examines reading within the framework of the cognitive-discursive paradigm as a complex and integrative type of speech activity. It analyzes the theoretical foundations of the works of Teun A. van Dijk, Nikolai I. Zhinkin, and Elena S. Kubryakova, focusing on the mechanisms of strategic information processing, semantic compression, situational model construction, and the universal subject code. Particular attention is given to the role of cognitive structures, conceptualization, and discursive context in text interpretation. The study argues that meaning is not extracted from the text in a ready-made form but is constructed through the interaction between the text, the reader’s cognitive system, and the socio-cultural environment. The pedagogical relevance of the cognitive-discursive approach is emphasized in relation to the development of deep reading strategies, critical thinking, and learners’ intellectual growth.
References
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