EFFECTIVENESS OF THE METHODOLOGY OF USING THE WORD-FORMATION COMPONENT IN TEACHING TERMINOLOGY TO FUTURE FOREIGN DOCTORS

Abstract

The purpose of this article is to describe the main parameters of the effectiveness of the methodological system of teaching foreign students of higher medical education, with a focus on professionally oriented vocabulary using word-formation tools. To determine the effectiveness of the developed methodology, the author defines the concept of “lexical and word-formation competence (LWC) of the student”, which, together with the central concepts of the study (“criterion”, “indicator”, “level of formation” and “assessment”), made it possible to develop such parameters as comprehensive criteria for assessing academic achievement, indicators of LWC formation, a system for assessing the level of LWC, etc. To achieve this goal, the following research methods were used: observation of students’ learning of educational material, experimental training, statistical analysis of the results of experimental work and qualitative analysis of the data obtained. The integral complex was formed by cognitive normative, activity-normative and activity-communication criteria, which correspond to certain groups of skills (language knowledge, word-formation language skills and word-communication skills). At the same time, the criterion directions for assessing the levels of formation of the LWC with detailed characteristics (indicators) are formulated. It is emphasized that the modeling of the content of experimental teaching of UFL involved reliance on the created educational and methodological word formation complex (EMC), which includes the Frequency Dictionary of Professionally Oriented Vocabulary in Medicine, the Word Formation Minimum of Productive Models of Term Formation, the system of exercises on professional word formation, represented in the textbook “Let’s Learn Ukrainian Together!” for foreign students of 1–2 years of medical universities.The article analyzes the course and implementation of experimental activities to test the effectiveness of this methodology in teaching the discipline “Ukrainian as a foreign language” (UFL) in the 1st and 2nd years of medical higher education institutions (HEIs), the implementation of its principles in the teaching practice at the Department of Language Training of the Bogomolets National Medical University. The analysis of the responses of the control group made it possible to determine the increased effectiveness of this teaching practice based on the selected criteria.Conclusions. The results of the experimental work on testing the effectiveness of the developed methodology showed that the language training of future foreign doctors according to the specified educational trajectory makes it possible not only to optimize the process of mastering professional terminology, but also to master the language in general and form an appropriate level of professional communication skills.