Language Structure and Cognitive Processes: A Context-Based Learning Model

This study proposes a context-based model of language learning grounded in how languages distribute meaning across lexical and contextual dimensions. Assuming that languages differ in their degrees of meaning density and context dependency, this study examines how these structural differences may influence cognitive processes during language acquisition. The model suggests that language learning involves not only acquiring vocabulary and grammar but also adapting to different systems of meaning organization. The potential implications of this approach for cognitive flexibility, ambiguity resolution strategies, and language pedagogy are discussed. Furthermore, within the framework of phonological constraints and the principle of functional preservation of information, it is demonstrated that language can be understood as a process of adaptation to a 'loss-tolerant information transfer system' (LTITS) – i.e., a system where successful communication depends not on perfect signal transmission but on the reconstruction of meaning from incomplete input.