Abstract
The relevance of comparative studies of structurally heterogeneous languages has not diminished recently in science. One of the problems attracting such scientific attention is the “creation/destruction” dichotomy in English and Russian. Researchers in this field have prioritised the study of the “creation/destruction” dichotomy in terms of a deep understanding of human cognition and behaviour. This dichotomy includes cognitive and structural-semantic aspects, each of which has a great capacity to convey information from a cognitive perspective. Cognitively, it includes processes such as imagination, creativity, cognitive biases, and mechanisms such as memory, attention, and perception. Structurally and semantically, it takes on a conceptual character that defines the essence and application of structures‘ of “creation/destruction”. The article analyses empirical material in two languages in order to explain the essence of the “creation/destruction” dichotomy found in English and Russian, and describes the relative meaning. The study will consider linguistic, cognitive and structural aspects of the mentioned structure and review the works of researchers and investigators in this field. The paper also discusses the cognitive and structural-semantic aspects of the dichotomy “creation/destruction” and their use in an educational setting. Empirical studies have shown that cooperative learning, reflection, imaginative play, and addressing cognitive biases have a positive impact on the educational experience. Critical thinking, problem-solving skills, creativity, and metacognition have been found to be enhanced in students by incorporating these outcomes into the teaching and learning process.