COLOR CONCEPTS IN LINGUOCULTURAL CONTEXT: PEDAGOGICAL CONDITIONS FOR EFFECTIVE TEACHING
Keywords:
color concepts, linguoculture, intercultural communication, language teaching, cognitive model, bilingual education, symbolismAbstract
This paper analyzes the pedagogical conditions for teaching color concepts through a linguocultural approach. Color concepts reflect cultural values and emotional associations unique to each language. By comparing English and Uzbek, the study explores how different meanings of color words influence intercultural communication. The use of multimodal tools—images, digital media, and games—is recommended to teach the cultural depth of colors. A cognitive-methodological model is proposed to help learners understand colors as symbolic concepts. The research emphasizes the importance of intercultural competence in bilingual education and offers practical suggestions for culturally informed English language teaching.
References
Berlin, Brent & Kay, Paul. (1969). Basic Color Terms: Their Universality and Evolution. University of California Press.
Wierzbicka, Anna. (1992). Semantics, Culture, and Cognition: Universal Human Concepts in Culture-Specific Configurations. Oxford University Press.
Byram, Michael. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
[Additional authors on multimodal learning, e.g., Mayer, R.E. (2009). Multimedia Learning. Cambridge University Press.]
