Modern principles of teaching professionally-oriented vocabulary in a technical university
DOI:
https://doi.org/10.25726/g7828-4146-4533-aKeywords:
Professional-oriented vocabulary, training, digital skills, education.Abstract
Proficiency in professionally-oriented vocabulary is one of the most important factors that determine the success of communication in the academic, business and professional spheres, as well as a means of expanding knowledge in the subject area and developing extralinguistic competencies. In this regard, the training of professionally-oriented vocabulary is one of the most important areas of improving the quality of language training of specialists of a technical university. Despite the growing need for mastering a foreign language and the significant theoretical development of the issues of formation and development of lexical skills and teachings, the practical results of training often do not meet the goals set. We see one of the reasons for this contradiction in the insufficient or isolated implementation of the set of fundamental principles of teaching vocabulary, as well as their modern interpretation, taking into account the peculiarities of teaching the digital generation. It is also necessary to take into account the "unfavorable" pedagogical conditions of teaching a foreign language in a technical university, such as time constraints (2 hours per week, 2-4 semesters, depending on the university, along with the required increase in vocabulary from 1200 - 2600 units); the low level of educational motivation in relation to the disciplines of the humanities cycle, the rapid obsolescence of methodological literature and the high dynamics of the development of the professional sphere. Taking into account the above, this paper attempts to summarize the available theoretical and practical material on the principles of teaching professionally-oriented vocabulary, considering it through the prism of the modern social order, clarifying some traditional principles taking into account the characteristics of students of the digital generation, as well as demonstrating the complementarity and interdependence of these principles.
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