COGNITIVE LINGUISTICS AND UNIVERSAL DESIGN FOR LEARNING: INNOVATIVE APPROACHES IN TEACHING FOREIGN LANGUAGES

Abstract

The article explores the relationship between language and cognitive processes, their role in education, and practical applications in teaching foreign languages. Cognitive linguistics, based on the principles of motivated linguistic forms and meanings, reveals the mechanisms of language acquisition through conceptual metaphors, frame semantics, and cognitive grammar. Principles of Universal Design for Learning propose flexible and inclusive educational environments that take into account the diversity of cognitive styles and learner needs. Metacognitive strategies, such as planning, monitoring, and evaluation promote the development of learner autonomy in foreign language learning. Practical applications of these principles include the use of multisensory approaches, reflective tasks, learning journals, and digital tools, allowing the adaptation of the educational process to individual learner needs. The article emphasizes the importance of creating a learning environment that not only facilitates the acquisition of linguistic knowledge but also develops self-regulation and autonomous learning skills, which is particularly relevant in the context of modern education.