Secondary evaluative categorization of educational activities in English

INTRODUCTION. We examine the secondary evaluative categorization of educational activities in English. Secondary evaluative categorization is based on already formed knowledge obtained through experience, which is the basis for the processes of cognitive modeling, represented by metaphorical, metonymic, metaphtonymic models and conceptual comparison. The identified types of modeling, which are activated in the processes of secondary evaluative categorization of educational activities, lead to the formation of inferential knowledge of the evaluative type which reveals the specifics of evaluative focus in the domain of educational activities. The figurative nature of such knowledge helps to enhance the expressive potential of the statement. MATERIALS AND METHODS. The methodological basis of this study is the method of cognitive modeling, which allows us to comprehend the hidden processes of formation of secondary evaluative knowledge. The works of domestic and foreign scientists were used as material for theoretical analysis. The material for practical analysis was the examples obtained by the method of continuous sampling from the enclosures (BNC, COCA). Journalistic texts, data from English-language dictionaries and Internet information resources were also used as illustrative material. RESULTS AND DISCUSSION. The research shows that the evaluative knowledge about educational activities is presented in the form of ethical, normative, psychological, utilitarian and teleological evaluations. The objects of evaluation are the characteristics of the concept UPBRINGING. The analysis proves that metaphorical modeling has the greatest potential in the formation of secondary evaluative knowledge, since in the process of such modeling the observer’s attention is focused on a larger number of aspects of educational activity, and the largest number of types of evaluative knowledge in comparison with other cognitive models. CONCLUSION. The prospect of the study lies in the possibility of using the given results in the research of secondary evaluative categorization of other objects and in the study of the processes of cognitive modeling in the formation of evaluation.