The Content of Terminological Training of Specialists and Its Realization on the Basis of Pedagogical Scaffolding

Kulamikhina, I. V.; Abrosimova, Elena; Esmurzaeva, Zhanbota B.; Kamysheva, E. Y.

doi:10.17513/spno.30063

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…Also, a modeling method allows the development of a conceptual model of an educational glossary. The present study is based on the results obtained from our previous study devoted to the systemic components of terminological training in universities [9]. Methodologically important ones for our study are the ideas about the terminological competence of a specialist proposed by N.V. Bordovskaya & E.A.…”

Section: Methodsmentioning

confidence: 99%

Building terminological competence in ecology students through creation of glossaries

et al. 2022

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The present study deals with the problem of development of terminological competence in students in professional ecological education by means of creation of students’ glossaries. The authors describe specifics of terminological competence of future ecologists as the ability to competently use terminology in the field of environmental protection, inspection and management to solve academic, research and environment-related tasks by means of communication. The authors develop an original conceptual model of the student’s glossary that makes it possible to improve students’ knowledge and understanding of professional terminology and lead to their professional and cultural development. The use of international term elements of Latin and ancient Greek origin in the student’s glossary solves the problem of ecological terminological ambiguity and promotes internalization of the professional knowledge and development of terminological competence in ecologist students. In ecological education, the student’s glossary is a systematizing multilingual and multifunctional open-type list of international term elements, terms and terminological phrases related to ecological sciences, with a possibility to be modified or added with new terms in accordance with the stages and goals of professional training. The specifics and roles of the student’s glossary are described at different stages of professional training. The authors formulate the basic principles and requirements for the creation of the student’s glossary.

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Section: Methodsmentioning

confidence: 99%

Building terminological competence in ecology students through creation of glossaries

et al. 2022

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“…Using the text material, the teacher introduced vocabulary on the topic (energy consumption, reduce, a sustainable life, contribute to, conservation, save, safe) and offered a series of tasks for vocabulary practice. This stage also provided the process of the conceptual terminological apparatus development in order to its practical application in solving educational tasks (Kulamikhina et al, 2020b).…”

Section: The Knowledge Of Reliable Foreign Sources On Environmental Issuesmentioning

confidence: 99%

The Foreign Language Course Ecologization In Training Of Specialists For Agrarian Economy

Esmurzaeva¹

2022

European Proceedings of Social and Behavioural Sciences

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The problem of training of specialists with a certain set of competencies comes as a result of the process of globalization, technology development and world economic competition. The formation of a social and ecological competence plays an important role in specialists' training, since sustainable development includes environmental, economic and social components. We believe that the university subject "Foreign language" has sufficient potential for the formation and development of social and ecological competence. The major objective of our research is to present a model of the English course ecologization in training of specialists for agrarian economy on the example of Omsk State Agrarian University. The study was carried out within the framework of a competence-based approach. The following conceptual principles became essential for this work: the concept of sustainable development; the principle of ecologization of humanitarian, socio-economic and natural science cycles subjects; the principle of continuity and integrity of the ecological component within the disciplines of environmental cycle; the principle of reflexive activity. We present a three-component model of the foreign language course ecologization which includes cognitive, motivation and activity elements. A case study method was chosen as an effective educational technology. It can be used in studying interpersonal communication (everyone's contribution to solving environmental problems), intercultural communication (comparative analysis of environmental problems in different countries), academic communication (environmental activity at the university), and professional communication (agriculture and ecology, sustainable development). The case method is aimed at acquiring knowledge, developing practical skills, and the system of students' ecological values.

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“…There is a growing number of researchers who recognize the importance of learning terminology for building a professional worldview in students in university training (Kiseleva, 2018;Lukoyanova & Madzhaeva, 2016;Madzhaeva et al, 2019). Teaching terminology provides continuity and stability of scientific knowledge (Koshkina, 2012); terminological competence enables professional cooperation and development (Kulamikhina et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Building Veterinarian’S Professional Worldview: Terminography-Based Approach

Kulamikhina¹

2022

European Proceedings of Social and Behavioural Sciences

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The study is devoted to the practical aspect of the problem of building the professional worldview in veterinary students. The terminography-based approach has been used to introduce the creation of the student's glossary as a key factor in the development of the in-depth professional knowledge and terminology skill that are an integral part of the veterinarian's professional worldview. The purpose of the study is to conceptualize a model of the student's glossary as an essential element of terminological training in veterinary education. The study focuses on the distinctive features (selectivity, systematization, multilingualism and multifunctionality) and functional characteristics (a combination of systematizing, informational, educational and motivational functions) of the student's glossary. The specifics of the student's glossary have been described at different stages of professional training. The importance of using Latin and Greek term elements, terms and terminological phrases in the glossary entry has been justified by the specifics of veterinary terminology and learning objectives of terminological training. The formulated requirements for the creation of the student's glossary in the learning process contribute to the practical significance of the study. The authors have developed a model of the student's glossary which is defined as a systematizing multilingual and multifunctional open-type dictionary made up from Latin or Greek term elements, terms or terminological phrases related to a narrow professional area, the selection of which is determined by the stage of professional training. The creation of the student's glossary in veterinary education leads to the building of the holistic veterinarian's professional worldview.

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The Content of Terminological Training of Specialists and Its Realization on the Basis of Pedagogical Scaffolding

Cited by 4 publications

References 7 publications

Building terminological competence in ecology students through creation of glossaries

Building terminological competence in ecology students through creation of glossaries

The Foreign Language Course Ecologization In Training Of Specialists For Agrarian Economy

Building Veterinarian’S Professional Worldview: Terminography-Based Approach

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