Volume 04 Issue 01-2024
52
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
52-56
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article is one of the significant topics that are relevant today, and it gives information about the importance of
using the specific language terms by the future foreign language teacher correctly. The professional terminology of
the future foreign language teacher is the main link of pedagogical education, the need to teach it to students and the
features of this terminology make the article important.
KEYWORDS
Professional terminology, linguodidactics, linguistics, methodology, terminological system, neologisms, academic
terminology, pedagogy.
INTRODUCTION
Currently, the development of the terminological
culture of the future foreign language teacher is
considered an important process and is considered one
of the main factors of improving the education system.
Of course, the professional terminology of a future
foreign language teacher should be considered as an
aspect of pedagogical terminology. It combines the
most important concepts of pedagogy and
linguodidactics, as well as related disciplines, including
philosophy, psychology, applied linguistics, and others.
In this article, we will consider that the terminology of
linguodidactics is the same as the terminology of
Research Article
SPECIFIC CHARACTERISTICS OF THE PROFESSIONAL TERMINOLOGY OF
THE FUTURE FOREIGN LANGUAGE TEACHER
Submission Date:
January 01, 2024,
Accepted Date:
January 06, 2024,
Published Date:
January 11, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue01-08
Robiya Gafurova
Lecturer, The Department Of "Practical English Language Course" Faculty Of Foreign Languages, Tashkent
Pedagogical University Named After Nizami, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 01-2024
53
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
52-56
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
foreign language teaching methodology. For this
purpose, first of all, it is permissible to categorize the
concepts used in the foreign language teaching
methodology and expressed in terms.
The main results and findings
The categories of foreign language teaching
methodology are as follows:
-
Philosophical concepts
-
General scientific concepts
-
Acquired concepts
-
Local methodological concepts
Lingvodidactic (methodical) terminological system is a
system that includes widespread methodological
terminology, reveals the current system of
lingvodidactic (methodology) concepts, and defines its
language. The difficulties in systematizing the terms of
linguodidactics are the same as the difficulties in
systematizing the terms of pedagogy. At the same
time, the systematization of the terms of
linguodidactics and methods of teaching a foreign
language requires the mandatory consideration of the
specific characteristics of their foreign language
colleagues, because specialists in the field of foreign
language teaching need to know foreign professional
terminology and translate it. Thus, for a future foreign
language teacher, it is equally important to master
both terminological systems of language didactics:
English and other foreign languages. The need to
master local and foreign academic terminology, to
interconnect these terminology systems, to solve the
problems of adequate and uniform naming and
interpretation of terms is justified by the reality of the
modern higher education system, globalization trends,
internationalization trends at the international level.
The problem of cross-linguistic transfer of academic
terminology, which is particularly relevant at present,
has become the focus of attention of many scientists.
Although both terminological systems (Uzbek and
English) refer to "macro-terminologies" and their sizes
are considered equal, terminological systems differ in
the sources of filling the terminological dictionary.
Thus, the local academic terminological system is
characterized by borrowing (tutor, master) and a
greater expression of neologisms. At the same time, it
contains specific terms that require explanation when
translated into English (juftlik-pair, avtomatik-
automatic) [3]. Comparative analysis of both term
systems according to the criterion of "motivation" It is
important to note the conclusion of M.E. Kupriyanova
based on the analysis of both terminological systems:
in Russian, there is a clear excess of language units, and
in English, their economy, that is, their insufficiency.[3]
Differences in the system of terms lead to the
formation of interlinguistic gaps and cause difficulties
in finding correspondence between academic Uzbek
and English terms. A small percentage of direct
correspondence in the translation of linguodidactic
Volume 04 Issue 01-2024
54
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
52-56
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
terms leads to the need to use different translation
strategies to transfer them into another language.
It is important to distinguish three types of
correspondence between linguodidactic terms and
terms. They are: [6]
-
linear (one term in English corresponds to one
term in Uzbek, for example: "analytical reading" -
"analitik o'qish");
-
vector (one term in English corresponds to several
terms in Uzbek and vice versa, for example: "skill"
- "mahorat", "talant", "xato" - "mistake", "error";
-
-gaps (lack of special terms, for example:
"language awareness" there is no translation of
the term in Uzbek language)
As an example of the linear correspondence of
linguistic didactic terms, we can name the following:
“teacher” –
“o`qituvchi”, “skill”
-
“mahorat”, "visual
aids" - "ko'rgazmali qurollar", "class" - "sinf".
As noted above, the linear type accounts for only a
small percentage of the total number of terms.
The incompatibility of most of the terms of
linguodidactics creates difficulties in working with two
terminological systems. For example, the key term
"linvodidactics" has no direct equivalent in English.
Local scholars call this subject "English language
teaching methods" and it is part of the general
methodology of teaching foreign languages. Teaching
English as a foreign language in English-speaking
countries is independent and represents a separate
field.
The conceptual core of local linguodidactics, the
methodology of foreign language teaching is a
psychological-pedagogical direction in linguistics,
which, in turn, develops within the framework of
cognitive and anthropocentric directions. Similarly, the
foreign professional field has developed mainly on the
basis of linguistics, applied linguistics, social and
applied psychology. Even the name of the professional
field and the search for an adequate correspondence
to the term "linguodiactics" in translation are
complicated by the "dispersion" of terms within one
concept. The terms "Linguodidactics", "Methodology
of foreign language teaching", "Theory of foreign
language teaching" correspond to a number of terms
in the English language: "Methodology", "Pedagogical
grammar", "(Second) language pedagogy", "Second
or teaching foreign languages", "Applied Linguistics".
[5]
Uzbek and English linguodidactic (methodical) terms
have a developed semantic structure, in which all
meanings are equivalent and can be used in a certain
context. However, this often leads to difficulties,
because over time concepts become complicated and
their meaning is fragmented. Thus, for example, the
term "motivation" is a common concept for two
defining terms: "internal motivation" and "external
Volume 04 Issue 01-2024
55
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
52-56
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
motivation". Therefore, it is not enough for the teacher
to know the equivalent of one original term, it is
necessary to be able to choose a term suitable for the
context. S. M. Fedonina's study of the terms of
linguodidactics into 4 groups is of great interest:[2]
1.
Terms taken from didactics (“technique”
-
“texnika”,
“exercise”
-
“mashq”;
“teaching
proced
ure”
-
“o‘qitish tartibi” );
2.
Terms from psychology (“habit”
-
“odat”,, “skill”
-
“mahorat”,
“learning
process”
-
“o‘rganish
jarayoni”);
3.
Terms taken from the science of linguistics
(“word”
-
“so‘z”,, “sentence”
-
“gap”,“utterance”
-
“urg`u”, “language units”
-
“til birliklari”);
4.
Original linguodidactic terms ((“pyramid drills”
-
“piramida mashqlari”, “speaking skill”
-
“nutq
mahorati”).
In this process, the researcher studies the process of
the origin of the terms in our language and divides
them into 4 main groups. Many difficulties can be
encountered in the process of translating terms from
one language to another, and they should be divided
into several categories. These are the following:
- Terms that are misunderstood and seem simple in
translation:
“technique”
-
"texnika",,
“design”
-
"dizayn",“Total Physical Response”
- "To'liq jismoniy
javob".
-
Synonymous terms: reading aloud”
-
“o‘qish
texnikasi”, “silent reading”
-
“axborotni ajratib o‘qish”,
“bottom
-
up processing”
-
“analitik o‘qish”, “top
-down
process
ing”
-
“sintetik o‘qish”.
- Terms with conflicting definitions: "communicative
competence"-"kommunikativ
kompetensiya".
In
scientific and educational literature in the English
language, this term means knowledge of grammar,
rules of speech, communicative culture and their
correct application. Scientific and educational sources
in Russian interpret this competence as general
knowledge of the language.[1] One of the unique
features of the terminology of linguo-didactics in
English is parallel naming of one concept, clarification
of existing concepts. This is due to the differences in
the context of foreign language teaching in the West
and the differentiation of terms depending on the
direction (goal) of teaching. In general, linguodidactic
terminology in the English language is characterized by
diversity, openness, dynamism, rigidity and a large
number of synonymous terms.
CONCLUSION
In conclusion, it is worth saying that in the process of
teaching a certain language or science, future teachers
should know the origin of the terms and terms used,
and the tasks of their use very well. Because these
terms are important for the deep assimilation of
science and its acquisition of meaning.
Volume 04 Issue 01-2024
56
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
01
P
AGES
:
52-56
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
REFERENCES
1.
Azimov, E. G. New dictionary of stylistic terms and
concepts (theory and practice of language
teaching) / E. G. Azimov, A. N. Shchukin. - Moscow:
ICAR, 2009. - 448 p. - ISBN 978-5-7974-0207-7.
2.
Fedonina, S. M. English and Russian linguodidactic
terminology in linguistic and extralinguistic aspects
of research: specialty 02/10/19 Theory of language:
dissertation abstract for the degree of candidate of
philological sciences / Saratov, 1988. - 19 p.
3.
Kupriyanova, M.E. The formation and activity of
the term system of higher education in the
conditions of globalization, specialty 02/10/20
Comparative-historical,
typological
and
comparative linguistics: dissertation for the degree
of candidate of philological sciences / M.E.
Kupriyanova. - Moscow; Peoples' Friendship
University of Russia, 2014. - 259 p.
4.
Kupriyanova, S. A. The task of education as a means
of developing professional competences of the
future teacher / S. A. Kupriyanova // Bulletin of
Kostroma State University. N. A. Nekrasova. - 2016.
- No. 22. - P. 176-179.
5.
Sarvarov, R. A. Professional pedagogical culture as
the main basis of a teacher's professional activity /
R. A. Sarvarov // Pedagogical education, 2009. - P.
148-152.
6.
Understanding Pedagogy and its Impact on
Learning / edited by P. Mortimore. - London : Paul
Chapman Publishing, 1999. - 236 p.
