Metaphorical And Frame Models as Means of Cognitive Representation of Medical Knowledge in Teaching Medical English

Abstract

This article explores metaphorical and frame models as key mechanisms of cognitive representation in medical discourse. It argues that metaphors and frames are not merely linguistic devices but fundamental cognitive tools that shape the perception, organization, and transmission of medical knowledge. Metaphor enables conceptual transfer and emotional interpretation of abstract biomedical phenomena, while frame structures provide systematic organization of professional reasoning. The study analyzes dominant conceptual models such as the body as a machine, disease as an enemy, and the immune system as a defense network, as well as the evolution of digital and informational metaphors that reflect the shift toward systemic and cybernetic thinking in modern medicine. Particular attention is paid to multimodal metaphors that combine verbal, visual, and symbolic modes of cognition. The article also examines how frame networks structure medical discourse through typical scenarios—diagnosis, treatment, and consultation—and how these models are employed in medical English teaching to foster both linguistic and cognitive competence. Integrating metaphorical and frame approaches transforms language learning into a process of conceptual understanding and clinical reasoning formation. The study concludes that metaphor and frame function as complementary mechanisms of knowledge representation and generation, forming the cognitive architecture of professional medical thinking.