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Процесс изучения иностранного языка как концептуальная метафора: опыт лингвокогнитивного эксперимента
This research is devoted to analyzing the functioning of the conceptual metaphor «LANGUAGE LEARNING IS A JOURNEY» in contemporary English-language linguodidactic discourse. The study's objective was to identify the suggestive potential of this metaphor for transforming cognitive representations, emotional patterns, and social roles in the educational process. A longitudinal experiment involving students of HSE University (experimental group, *n* = 12; control group, *n* = 11) revealed its influence on cognitive and emotional aspects of learning. In the experimental group, the metaphor was systematically integrated into the educational process, and the following results were observed: cognitive reorientation with emphasis on process dynamics; deconstruction of the educational hierarchy: replacement of the «teacher-wizard and student-neophyte» model with «guide – fellow travelers», where the student became an active cartographer independently determining their learning trajectory; as well as emotional regulation through reframing difficulties: errors were reinterpreted as «points of interest», not threats – while stress-inducing metaphors endured in the control group. Thus, the journey metaphor confirmed its status not only as a verbalization tool, but as a mechanism of cognitive-motivational restructuring that humanizes the educational space through rethinking the language learning experience