ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
533
PRODUCTIVE WAYS IN TEACHING PEDAGOGICAL TERMINOLOGY
Mavlanova Mohira Umrbek qizi
ESP teacher TUACE.
https://doi.org/10.5281/zenodo.11670088
Abstract.
The article discusses effective ways to teach pedagogical terms. It also helps
students to practice with pedagogical terms, while such activities help them to strengthen their
vocabulary and develop their lexical skills.
Keywords
: pedagogical, terminology, method, interactive, teaching process, foreign
language, lexical competence.
ПРОДУКТИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ ПЕДАГОГИЧЕСКОЙ
ТЕРМИНОЛОГИИ
Аннотация.
В статье рассматриваются эффективные способы преподавания
педагогических терминов. Это также помогает студентам попрактиковаться в
педагогических терминах, а такие занятия помогают им укрепить словарный запас и
развить лексические навыки.
Ключевые слова:
педагогический, терминология, метод, интерактив, учебный
процесс, иностранный язык, лексическая компетентность.
Introduction
Teaching students pedagogical terminology in the course of English for Academic
Purposes (EAP) has always been a subject of interest for researchers. This interest has been
enhanced by the necessity to acquire pedagogical vocabulary for the successful organization of
pedagogical activity. Therefore, it is evident that scholars and teachers must find the most effective
ways to make students practice pedagogical terminology in EAP classes.
During the selection of an effective method, it became evident that interactive activity can
enhance the process of acquiring pedagogical terminology and ensure effective utilizing lexical
competence in constructive communication. The following thesis statement can be formulated as
the necessity to maintain professional information while listening to or reading academic works,
and the need to use pedagogical terms in oral and written communication to urge the students to
master the terminology. Thus using an interactive method in the teaching process can promote the
process of studying and learning vocabulary and provide students with the knowledge of terms
and skills to use pedagogical vocabulary to lexical discourse. Being preoccupied with the task of
finding an effective method of teaching pedagogical terms, an idea that interactive teaching can be
a proper mechanism for students’ vocabulary development, has been put forward. Interaction helps
involve students in performing activities with pedagogical terms, and such activities can enhance
vocabulary acquisition and promote the development of lexical subskills. Interactive teaching has
long been used in the practice of foreign language education, but applying interactive methods of
teaching pedagogical terms to the 3rd year students in the specialty of Foreign Language and
Literature, is new. A great number of foreign researchers discussed the successful ways of teaching
vocabulary (Carter & McCarthy, 1988; Gairns & Stuart, 1989; Lewis, 1997).
But we are interested in the methods and techniques which can be organized under
interactive teaching. So we address Arend's experience (2000), which highlights interactive
ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
534
methods of teaching as presentation, direct instruction, concept teaching, cooperative learning,
problem-based instruction, and classroom discussion. Interactive teaching includes role-plays and
simulations (Ellis, 2003; Diamond & Gutloyn, 2006; Ellis, 2003; Borshchovetska & Semenchuk,
2009).
Therefore, interactive teaching is an adequate didactic means for the development students’
skills of producing and presenting products of their common activity. It also provides comfortable
conditions for making projects, conducting educational processes, achieving “high results in the
development of professional competence and student’s personality” (Chernylevsky, 2002. p. 53).
Modern multimedia also helps to provide interactive cooperation, and constant
communication of students and allows the teachers to lead students’ work aimed at mastering a
foreign language. Besides, through interacting with native-speaking partners through multimedia
(chats, emails, etc.), students acquire the experience in cross-cultural competence, which is
essential in the modern globalized world. Now we move to the analysis of pedagogical literature
in the part of teaching/learning vocabulary. Well-known scholars have paid considerable attention
to teaching students different facets of foreign-language terminology. In particular, Berman (1970)
indicated close relations between teaching special terminology and teaching students their
professional disciplines. He emphasized a wide range of techniques for disclosing the meaning of
receptive (passive) vocabulary: (a) translating with a parallel explaining new words and searching
for adequate equivalents of such terms in the students’ mother tongue; (b) guessing the meaning
from the context; (c) revealing the meaning of a word by analyzing its world-building elements,
etc. The scientist claims, it is important that learning new vocabulary and fixing it in the student’s
memory should be not only contextual but must be conducted with the help of sufficient examples
which show different collocations of new words and their variety of meanings in different contexts.
To reveal the efficacy of interactive methods for development of vocabulary subskills, in
particular, pedagogical terms we undertook the experiment with four groups of the 3-rd year at the
EAP classes. The material of the experiment was series of exercises and tasks with the emphasis
on interactive performance. The exercises and tasks were worked out on the basis of authentic
materials. Based on educators' instructions and good experiences in teaching vocabulary through
reading (Gardner, 2004; Diamond & Gutloyn, 2006) we created three groups of interactive
activities for pre-reading, while-reading and post-reading stages.
Experimental teaching pedagogical terms within three-stages framework showed good
results: the students were active and master pedagogical vocabulary in the context combining
various types of interaction for practice. Thus, the interactive methods for teaching pedagogical
terms proved their efficacy. Based on the findings, it is possible to conclude that interactive
teaching techniques help students to gain experience in using pedagogical terminology through
context.
REFERENCES
1.
Arends, R. (2000). Learning to Teach. 5th Ed. Boston: McGraw-Hill.
2.
Berman, I. N. (1970). Methodology of Teaching English in Non-Linguistic
Universities. Moscow: Vysshaya Shkola, 132–136.
ISSN:
2181-3906
2024
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 3 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
535
3.
Borshchovetska, V. D. & Semenchuk, Yu. O. (2009). Using Educational
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Carter, R. & McCarthy, M. (1988). Vocabulary and Language Teaching.
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Chernylevsky, D. V. (2002). Didactic Technologies in High School. Moscow:
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Diamond, L. & Gutloyn, L. (2006). Vocabulary Handbook. /Retrieved August
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Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: OUP.
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