METHODOLOGICAL FOUNDATIONS OF USING A TERMINOLOGICAL MINIMUM IN TEACHING ENGLISH TO BIOTECHNOLOGY STUDENTS

Abstract

The article examines the problems of forming a terminological minimum in teaching English to biotechnology students in the context of training highly qualified specialists. It has been established that biotechnological activity encompasses a complex of processes that cannot be mastered without integrating knowledge from related scientific fields and an appropriate terminological apparatus. It has been clarified that the formation of a terminological minimum ensures students’ ability to work with professional texts, participate in international discussions, and create their own academic products. It has been emphasized that the effectiveness of mastering terms in English depends on their presentation in a professionally relevant context and the use of examples from authentic sources. The importance of the semantization of terms has been underlined, which may be carried out through translation as well as by demonstrating phenomena, word-formation models, or synonymic series. It has been stated that the educational process should provide for a gradual transition from recognizing terminology to its active use in professional communication. It has been determined that an effective tool is the combination of theoretical acquaintance with terms and their practical application in discussions, role plays, scientific projects, and conferences. It has been noted that introducing students to general scientific and specialized terminology is advisable from the initial stages of studying English for specific purposes. The significance of interactive teaching methods has been stated, as they integrate terminological work into professional situations and stimulate interest in foreign language communication. It has been determined that paraphrasing exercises in English foster the ability to explain scientific concepts without translating them into the native language. It has been emphasized that group discussions on current scientific issues contribute to the active use of terminology in the process of arguing one’s position. It has been established that interactive forms of learning create conditions for shaping a humanistically oriented personality capable of integrating professional and linguistic training. It has been clarified that the methodological organization of forming a terminological minimum should be systematic and focused on intercultural scientific dialogue. It has been concluded that the use of diverse methodological approaches ensures the comprehensive acquisition of English terminology by biotechnology students and enhances their readiness to participate in the international academic space.