Technological Aspect of Terminological Training of Professional Workers

Abstract

This paper deals with the content-process and the result components of terminological training of specialists. We specified the notion of terminological training of professional workers as a gradual formation of genetic and complementary result components: (1) terminological literacy, (2) terminological competence, and (3) terminological culture. We separated three directions of terminological training: (1) informational (learning terminology of the field of studies); (2) practical (learning the methods of applying terminology for solving various tasks); and (3) reflective (developing motivation for learning terminology during continuous self-learning). Moreover, the study demonstrates how digital technologies can be used for effective terminological training in education. We developed a technology of terminological training that includes three stages of scaffolding (demonstration, guided practice, and independent practice) that correspond to the constituents of the result component (informational, practical, and reflective). The scientific novelty of this study lies in the use of scaffolding in terminological training within education. As a result of these interactions, students should be able to master terminological literacy, terminological competence, and terminological culture.