Metaphor as a means of linguo-semiotic interpretation in music education discourse

The interest of modern humanities In metaphor is determined by its modeling potential and ability to be a linguacognitive mechanism for the formation of national worldviews. The article addresses the challenge of achieving effective sociolinguistic communication within the framework of music education discourse, a hybrid domain that emerges at the intersection of educational and artistic institutions under conditions of intercultural interaction. The study aims to explore the mechanisms by which language becomes integrated into professional consciousness through the interplay of two semiotic systems—verbal and musical. The research objectives include identifying discourse-forming factors in academic communication and examining the role of metaphor as a key cognitive and linguistic tool for facilitating dialogue. The methodological framework combines discourse analysis with the theory of cognitive metaphor, enabling the interpretation of metaphor as a mechanism of intersemiotic transfer. The empirical basis of the study is derived from classroom observations of Japanese students from Sakuyo University (Kurashiki) enrolled in performance courses taught by professors from the Moscow State Tchaikovsky Conservatory. The analysis reveals ethnocultural barriers caused by differences in value systems, educational traditions, and communicative strategies characteristic of Russian and Japanese musical pedagogy. The findings indicate that metaphor-driven instruction enhances intercultural communication by bridging verbal and musical codes, activating associative thinking, and reducing psychological and linguistic barriers. Typical metaphoric expressions in Russian music pedagogy—such as “Play like an emperor” or “Glide as if on ice”—serve not only as interpretative tools but also as motivational triggers, providing students with a nuanced understanding of performance techniques and stylistic intent. These linguistic practices stimulate conceptual integration and foster skills in both musical interpretation and foreign language acquisition. The originality of the research lies in conceptualizing metaphor as a universal cognitive mechanism that underpins successful professional interaction and mediates the dynamic architecture of education discourse. Practical implications involve the application of metaphor-based techniques in teaching Russian as a foreign language within professional music programs, as well as in developing methodologies that combine verbal and non-verbal semiotic resources to promote interpretative and creative competencies. It seems that the competence base of international students can be strengthened by the skills of linguocultural analysis aimed at developing the ability to interpret the conceptual essence of a metaphor and its ability to convey linguocultural meanings in the communication process and within the limits of the text.

music education discourse, metaphor, linguacognitive and interpretative competence, cognitive theory of metaphor