Cognitive science today makes it possible to combine independent studies under the auspices of one focal problem-the workings of the human mind in knowledge acquisition. Foreign language teaching draws heavily on linguistics, psychology, and philosophy. In this article we come up with a cognitive approach to teaching language for special purposes. The focus of our attention is on terms belonging to a specific domain (options). The acquisition of terminology in a foreign language presupposes knowledge of a non-linguistic conceptual structure (conceptual content) and means of verbalization (linguistic content). To expose the conceptual content of an individual term we employ the notion of qualia which allows us to study a term from four cognitive aspects. In order to give students a holistic picture of the domain in question we make use of cognitive modeling which means constructing an abstract "infrastructure" of the subject area and showing possible links among its elements. The objective of teaching is to help students create a "personal construct"-a personal model of knowledge-which enhances their information processing capacity and lays down the foundation of their future progress in advanced knowledge acquisition and comprehending and generating professional discourse.

At all times economists resorted to metaphors to explicate abstract phenomena like money, market, labor and so on. The article is devoted to the analysis of metaphoricity in the works of philosophers and preclassical economists of the 17th century with the aim to trace the source of economic metaphors and look into the factors that have bearing on the proclivity of metaphorical mappings of the nascent intellectual discipline. Each epoch is characterized by a specific metaphorical paradigm which is a result of systematic correlations across domains and carries an impact of the general state of knowledge, relative significance of different areas of learning, national and cultural specificity. These paradigms supply basic guiding images to express new cognitive contents and shape the ways in which reality can be visualized and a new theory constructed. We proceed from the assumption that metaphoricity is the foundational feature of economic discourse and the basis for the conceptualization of economic reality and postulate that economic metaphors are dependent on and epistemologically correlated with the general metaphorical paradigm of the period in question. Adaptations and modifications of universal absolute metaphors (organicmechanical) are carried out in full conformity with the existing metaphorical paradigm. A historical perspective adopted in this article allows us to discover the cognitive basis of economic metaphors, their pattern setting capacity and implications for modern-day economics.

Money is a matter of functioning four, a medium, a measure, a standard, a store. (Jingle) The current research is the first in a series of articles devoted to the study of money names in different periods of the English language history and is an attempt to reconstruct cognitive foundations for designating the concept of money in the Anglo-Saxon period (AD 410-1066) and look at how specific historical processes and human practices might have affected the naming. Money as an object of cognition has been the prerogative of economics, and as artifacts of numismatics. Linguistics has yet to contribute to the study of the phenomenon in question as its methods of semantic, etymological, and comparative analyses can help expose sociolinguistic forces at work in setting consistent patterns of denotation. In the history of concept formation figurative transfers played an important role in creating grounds for naming an object by the cognizing subject. Thus, onomasiology draws on cognitive schemes and image-schemata as its foundational elements. The aim of the current research is to study these elements. Diachronic cognitive onomasiology and social cognitive linguistics provide cross-disciplinary frameworks for the research.

Ever since the publication of Durkheim's pioneering works, collective consciousness has been studied in philosophy, sociology, psychology, anthropology, and other sciences. The present article takes a linguistic view of the phenomenon of collective consciousness and hypothesizes that archetypes from which people draw the basis of their behavior and attitudes are encoded in the language and may be construed through the analysis of written artifacts. Archetypes, which are viewed as conceptual wholes stored in human minds and represented by language units (mainly vocabulary), contain archetypal features that vary and change over time under the influence of religious beliefs, ethical norms, moral values, mainstream economic ideas, and popular wisdom. The conception and continual change of archetypal meanings take place in discourses which are acts of social use of a language. The article takes an integrated approach to the meaning of discourse and postulates that it has a threefold intentional dimension: authorial intent, subject (aboutness), and intended impact (dialogicality). Archetypal features are inferred from the analysis of the semantics of discourses which incorporate ideational, conventional and intentional meanings where the last one plays a major role in imbedding ideas in collective consciousness. Changes in conventional meaning are looked into at the attitudinal level over a long time span, which provides sufficient evidence concerning the driving force behind these changes. Finally, ideational meaning is studied against a broad background of the changing social and economic environment.