THE STUDY OF LITERARY NAMES IN PEDAGOGICAL-LINGUISTIC RESEARCH
Keywords:
Literary onomastics, linguistic competence, anthroponyms, PLATO methodAbstract
The present paper explores the pedagogical and linguistic significance of literary onomastic units – such as anthroponyms, toponyms, mythonyms, and culturally loaded proper names – in developing students' linguistic competence. The present study is predicated on the notion that literary names function not merely as identifiers, but as carriers of rich cultural, historical and aesthetic meanings. By analysing literary onomastics through a linguo-cultural approach, the research identifies how these units contribute to cross-cultural understanding, enhance interpretative reading skills, and deepen semantic awareness. Anthroponyms are of particular interest in this study due to their elevated artistic significance in comparison to other types of names. Methodological frameworks such as the PLATO model, task-based learning, and digital-based approaches are integrated into the teaching process. The findings indicate that the integration of literary onomastic analysis within curricula enhances students' intercultural communication proficiency, nurtures creativity, and fosters independent critical thinking.
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