THE CATEGORY OF EMOTIVITY IN PHILOSOPHY AND FUNCTIONAL GRAMMAR: AN INTERDISCIPLINARY ANALYSIS

Abstract

The article is devoted to an interdisciplinary study of the category of emotiveness, combining philosophical and linguistic approaches. The work traces the evolution of the concept of emotions in philosophy – from the ancient teachings of Aristotle, who considered emotions as a manifestation of the soul, to modern phenomenological and cognitive theories of Merleau-Ponty and Nussbaum, emphasizing the cultural and bodily determinacy of emotions. Particular attention is paid to how philosophical reflection influenced the understanding of emotions not only as individual experiences, but also as socially constructed phenomena formed in the process of human interaction with the surrounding world. The linguistic part analyzes the role of emotiveness in functional grammar, where emotions are considered through a system of linguistic means, including vocabulary (emotionally colored words), morphology (diminutive suffixes), syntax (expressive constructions) and prosody (intonation, speech rate). The article examines how these elements interact with the pragmatic aspects of communication, influencing speech perception and the formation of interpersonal relationships. The relevance of the topic is especially increasing in the context of the digital age, where emotional content (emoji, stickers, intonation markers in voice messages) plays a key role in social interactions. Modern technologies not only transform the ways of expressing emotions, but also create new forms of emotional exchange, which requires rethinking traditional linguistic and philosophical models. The study demonstrates that the synthesis of philosophical and linguistic approaches deepens the understanding of emotions as a complex socio-cognitive phenomenon, opening up new perspectives for the study of communication, education and technology. Such interdisciplinary analysis allows not only to expand the theoretical base, but also to offer practical solutions for improving human-machine interaction, psycholinguistics and methods of teaching foreign languages.