ON THE ISSUE OF DIACHRONIC TYPOLOGICAL STUDIES

Abstract

This article examines the problem of the relationship between synchronic and diachronic approaches to language analysis, emphasizing their complementary nature. Contemporary achievements in semantics and cognitive linguistics, which are based on the influence of cognitive factors on the semantic development of words, raise important questions about how to integrate these approaches for a deeper understanding of linguistic processes. This work proposes overcoming one-sidedness in the training of linguists in higher education to more fully consider both aspects—synchrony and diachrony—in language analysis. Special attention is given to interdisciplinary methods that allow for the combination of synchronic analysis of linguistic structures with diachronic study of their historical development. Such an approach helps form a comprehensive understanding of language as a dynamic system, accounting for both its current states and historical changes, which, in turn, can enrich the educational process and improve the quality of training specialists in linguistics.