FORMATION AND DEVELOPMENT OF COGNITIVE AND LINGUOCULTURAL APPROACHES IN LINGUISTICS

Abstract

The article proposes an assessment framework for linguocultural vocabulary competence in Russian-language instruction at Uzbek universities. It is argued that culturally marked vocabulary cannot be evaluated adequately through translation or isolated definition tests because successful use depends on genre, register, pragmatic boundaries, and culturally conventional scripts. The paper outlines a scenario-based assessment model supported by corpus evidence and learner-data diagnostics. The model integrates five constructs: contextual interpretation, register control, collocational stability, pragmatic appropriateness, and cultural-script awareness. A practical workflow is presented for test design: selecting target items from course texts, verifying meanings via dictionaries, profiling usage patterns with corpus contexts, constructing scenario tasks for comprehension and production, and applying analytic rubrics with reliability checks. The article also discusses digital implementation through tagged feedback banks and micro-corpus links, which increases transparency and supports formative assessment. The conclusion emphasizes that systematic assessment helps teachers move from intuitive judgment to measurable development of intercultural communicative competence.