ФОРМУВАННЯ ТЕРМІНОЛОГІЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ-ІНОЗЕМЦІВ. ПРАКТИЧНИЙ АСПЕКТ

Abstract

The article analyzes the theoretical and practical heritage of linguists in the field of teaching Ukrainian as a foreign language. The problem of classification of exercises in Ukrainian for foreign students has been raised. The essence of the concept “exercise” is outlined, the basic approaches to the typology of exercises are defined and their role in the organization of the process of mastering of knowledge by students, providing of motivation of educational activity, activation of creative initiative are analyzed.The Ukrainian language for foreign citizens acts as a means of communication, communication with representatives of other nations. Knowledge of the Ukrainian language is one of the leading requirements of Ukrainian employers. In this regard, it is the university that is responsible for the training of a highly qualified specialist with a complex of linguistic knowledge, skills and competences.Teaching professional terminology in many cases involves the introduction of new lexical units in the process of reading special texts as carriers of information. In such a situation, the need to optimize the learning process of terminological vocabulary becomes apparent. From a methodological point of view, the process of perception of profile texts is complicated by the peculiarities of their semantic aspect – a significant concentration of special vocabulary, unknown or completely unknown to students.Studying the theoretical and practical legacy of the Methodists in teaching Ukrainian as a foreign language leads to the idea that the issues of typology of exercises were still one of the main issues of methodology, since it depends on the ultimate goal of learning – successful mastery of Ukrainian.The offered exercises serve the formation and development of cognitive universal educational actions, as well as successful mastering of knowledge, development of monologue speech and thinking of foreign students. They also create favorable conditions for identifying links between grammar and spelling material in the process of applying knowledge in new conditions: in the context of unusual formulation of the task, handling new language material, in conditions that require one’s own conclusion and generalization.