FORMATION OF THE TERMINOLOGICAL COMPONENT OF THE PROFESSIONAL DISCOURSE OF THE FUTURE LANGUAGE TEACHER IN KAZAKHSTAN

Abstract

The article is devoted to the problem of forming a terminological component of the professional discourse of the future language teacher. Under the conditions of social changes (globalization, informatization, computerization, integration, etc.) at the end of the 20th and in the 21st centuries, one can notice increasing requirements for professional specialist training that meets the needs of modern times. In this regard, the problem of forming a professional discourse of the future specialist and his competencies is of particular relevance. The purpose of the study is to consider the features of the language teacher professional discourse under the conditions of multilingualism in Kazakhstan in the context of its terminological component, and in particular, linguistic terminology. The paper notes that in the multi-level education system of the Republic of Kazakhstan, based on the credit technology of education, a number of changes are being made in the state standards in all areas of training of multilingual specialists. As an example, the educational program of the Kazakh National University named after. Al-Farabi for bachelors for specialty "The Russian language and literature". The scientific and practical significance lies in the development of new educational content that allows mastering professional terminology at a different qualitative level. The purpose of the study is to present a system of tasks based on an interdisciplinary approach aimed at the assimilation, memorization and representation of highly specialized vocabulary.In the course of the study, the following methods and techniques were used: analysis and synthesis, comparative analysis, generalizations and classifications, a descriptive method, etc. The authors present an attempt to show that a phased, systematic and in-depth study of highly specialized terms of major disciplines based on the texts on the students’ specialty will contribute to improving the quality of future philologists’ professional training. The practical value lies in the possibility of using creative tasks in the classes of the philological cycle, which provide for systematization and complexity in the presentation and assimilation of special terms and contribute to increasing students' motivation for professional growth.The results of the study can be used in the compilation of dictionaries, in the development of educational and methodological complexes in the specialty.