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практическая конференция
«Современные тенденции при обучении
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FEATURES OF MEDICAL TERMINOLOGY TEACHING IN ENGLISH
LESSON AT UNIVERSITY
Guzachcheva Nadiya Islamovna,
senior teacher Foreign Languages department Tashkent Pediatric Medical
Institute
nadiaguzaceva@gmail.com
Annotation.
As you know, English is an integral part of professional career in
medicine. In addition, various international projects in the field of medicine are
becoming more widespread, participation in which is also an important part of
professional development for medical workers. In this article, the authors
substantiates the importance of reviewing certain aspects of teaching English to
medical students and offer their concept of English course for medical purposes.
Keywords:
English for special purposes, Medical English, medical
terminology, professional communication.
INTRODUCTION
Taking into consideration all of the above requirements and challenges that
reality throws at us, the need to rethink some aspects of teaching English to
medical students is becoming more acute. This is explained by the fact that only
the full development of competencies that ensure high-quality communication
between future doctors with their foreign colleagues in various academic and
professional situations is a key factor to the productivity and success of the work
of our country medical workers
Consequently, there are some difficulties in working with students, who
study a foreign language for special purposes. Firstly, it is the fact that the time
for preparation can be seriously limited. Secondly, specific requests and needs of
students create additional difficulties, which are associated with the actualization
of English language in the field of highly specialized professional communication.
This situation often requires from the teacher to develop creative materials,
which will be up to the academic needs of students. The solution of such problems
are caused by the specificity of the professional field and the individualization of
approaches to education is possible by attracting various authentic medical
documents in English -newsletters for patients, medical questionnaires, video
materials and brochures in English that are distributed in medical institutions in
English-speaking countries with the purpose of educational work among
population, in English-language medical sites and television shows, which allow
people to have a healthy lifestyle. All of these resources are extremely valuable
for developing this type of course purpose of this study is to consider issues
related to the teaching English for medical purposes in modern higher education.
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The aim
is to consider issues related to the teaching English for medical
purposes in modern higher educational institution medical terminology in the
lessons of the English language with a foreign audience. Medical terminology is a
macro-term system consisting of subsystems, each of which has its own
characteristics. This phenomenon must be considered in creating a system of
tasks and exercises for teaching English as a foreign language to medical students.
MATERIAL AND METHODS
The use methods of semantization for medical terms, describe the
principles of planning the program of the English language course for medical
students, and suggest methods for developing the skills of dialogical speech at
different stages of the lesson. We review and group the most productive methods
of language aspects teaching, their use in writing and speaking; we present the
criteria for the selection of educational material aimed at the formation and
improvement of phonetic, lexical, grammatical, morphological and syntactic skills
[2]. Listening is a mandatory component of any English as a foreign language
lesson. We present the possible topics and options for working with anatomical
and clinical terminology. We conclude that teaching the language of the specialty
for medical students should be diverse, multidisciplinary and include work to
realize three main aims: teaching, developing and educational.
In professional context, in the methodology of teaching English language for
special purposes to medical students, it is important to know and understand all
the features of medical terminology.
The work with professional vocabulary goes through the following stages:
1) presentation of new vocabulary;
2) formation of lexical skills;
3) the organization of conditions to review new vocabulary.
Conclusion. Scientific and technical literature is characterized by the use of
terminological units. Hundreds of thousands of words and word-combinations
belong to the terminological systems of science, technology, trade, law, sports.
These linguistic units are not used or even understood by people outside the
particular specialty. Every field of science or activity has its specialized here is a
special medical vocabulary, and similarly special terminologies for chemistry,
physics, power engineering, economics, building construction, aviation, and many
others [3]. Teaching vocabulary is one of the priority tasks of teaching English for
special purposes. The relevance of teaching a foreign language to a specialty is
determined by the need to use this language in professional activities and
mastering communication skills on professional topics, as well as reading,
Annotationing and translation of specialized literature.
Terminology, as traditionally understood, is a word or a word-combination
which is specifically used within a particular branch of science, technology, trade,
law, sports or the arts to convey a concept peculiar to this particular field.
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As it is known, teaching terminological vocabulary as part of a foreign
language course for special purposes is one of the most important components of the
task of forming a professionally-oriented communicative competence of non-
philological students. Terminology is a means of providing information and mutual
understanding of communicators in the process of implementing joint professional
activities. Terms form a professional component of information, are language units
that form statements, and are included in both the receptive and productive
vocabulary of specialists. Terminology is one of the necessary conditions for the
implementation of intercultural communication in the professional sphere.
Medical terminology is a specific terminology used to achieve the purpose
of communication in the health care field efficiently and precisely. Medical
vocabulary may present a hurdle even to those who are very good in English, and
also to those who cannot understand the borrowings from Greek and Latin
languages. Medical terminology has a number of specific features, which differs it
from other term systems. The majority of medical words are made of combining
forms of Greek and Latin origin. This feature of word building can be used to help
students deal with these words. Medical vocabulary is an open system with a large
number of low-frequency words and newly created words. Teaching and learning
all the words seem to be an impossible task. Hence, teaching students
’
vocabulary
learning strategies for inferring the word meanings is more efficient than teaching
every vocabulary item encountered. Besides, the abbreviations used in medical
field are quite difficult and “the connections cannot be traced from the English”.
As we all know very well, medical terminology is an important part in
learning medical English. Terminology-centered study allows the students to
overcome the obstacles and makes the study easier and more effective. Our
investigation demonstrated overall positive assessment of the subject by the
students. Thus, all this proves that the decision to teach medical terminology to
the English medium students was correct. In conclusion, the opinion of the
teachers throughout the world and findings of our survey demonstrate
practicality of the course English Medical Terminology taught to English medium
students. Students
’
opinion on the subject elicited during on-going needs analysis
can show the ways of improving the teaching process.
Though students are relatively familiar with colloquial English phrases for
describing medical conditions and anatomy, they are much less familiar with
medical terminology. This thesis provides both a rational and suggested approach
for teaching medical terminology. Acquiring proficiency in this specialized
language is one of the fundamental challenges of medical studies.
Medical terminology is not commonly taught separately, but rather as
incidental to clinical studies. Acquiring medical terminology will occur
concurrently along with the vast div of clinical information that students must
assimilate. Students develop some grasp of medical terminology through repeated
encounter, inference and memorization, but this thesis considers these learning
methods inherent in common practice both inefficient and insufficient [4].
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From all of the above, we can make the following:
–
The terminology expresses special concepts firmly mastered by students,
that is, those concepts that they freely operate and actively use when necessary.
–
Terminologies are included in the active vocabulary of students, since
they are necessary for the full implementation of professional activities, the
formation and formulation of thoughts in a foreign language.
–
The terminologies are used not in isolation, but in the professional context
of foreign language speech, the degree of which is determined by the level of
communicative competence.
–
Teaching terminology in the framework of a communicative-oriented
approach is directly related to the development of speech behavior that simulates
real situations of professional activity.
CONCLUSION
Based on this research
’
s findings, we can sum up, that teaching terminology
in the process of verbal communication allows English teachers to provide a
successful solution to the problem of forming a professionally-oriented
communicative competence of non-philological students, which consists in
developing their ability to carry out full-fledged professional communication in a
foreign language.
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