LINGUISTIC INTERFERENCE AS A TRANSFER OF SOCIOCOGNITIVE STRUCTURES

Abstract

Тhe study of linguistic interference has attracted the attention of scientists for many decades, there are diff erent views and approaches to the study of this phenomenon. So far, interference has been studied mainly from sociolinguistic, psycholinguistic and linguodidactic points of view in the context of problems of bilingualism, borrowing, neologization, translation and foreign language learning. This study is based on the latest trends in the development of linguistics and considers linguistic interference as a sociocognitive phenomenon, i.e. as a process of transfer, dissemination and transformation of knowledge structures due to the transition from one society to another. The purpose of this paper is to develop and construct a model of a socially conditioned knowledge structure that is transferred and transformed in the process of interference. The starting point for the construction of the sociocognitive model of interference is W. Croft's "semiotic triangle" model, which distinguishes form, meaning, and society, emphasizing that the relationship between form and meaning is shared by members of society and is based on convention. The study shows that linguistic interference does not represent an exclusively mechanistic process of knowledge exchange, but involves the initiation of processes of reinterpretation of reality, accompanied by transformations of sociocognitive structures. The sociocognitive models underlying the semantics of words include both knowledge about the world (the natural world and the world of artifacts) and knowledge about language, and are conditioned by the specifi cs of the corresponding linguoculture. Consequently, the way in which sociocognitive models relate form and meaning is determined by the perspective given by social practices and social structure. Shifting from one society to another involves a shift in perspective, which is accompanied by a shift in the focus of attention.