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The article seeks to reveal the concept of compressive processes implemented in the professional slang of Ukrainian military people and volunteers. It is a conti nuati on of a series of works covering the cur- of Ukrainian military people and volunteers. It is a conti nuati on of a series of works covering the cur- of Ukrainian military people and volunteers. It is a conti nuati on of a series of works covering the cur- Ukrainian military people and volunteers. It is a conti nuati on of a series of works covering the cur- Ukrainian military people and volunteers. It is a conti nuati on of a series of works covering the cur- military people and volunteers. It is a conti nuati on of a series of works covering the cur- military people and volunteers. It is a conti nuati on of a series of works covering the cur- people and volunteers. It is a conti nuati on of a series of works covering the cur- people and volunteers. It is a conti nuati on of a series of works covering the cur- and volunteers. It is a conti nuati on of a series of works covering the cur- and volunteers. It is a conti nuati on of a series of works covering the cur- volunteers. It is a conti nuati on of a series of works covering the cur- volunteers. It is a continuation of a series of works covering the cur- rent processes in language and speech. The main focus here is placed on abbreviation and univerbation as the processes able to create compressed modification of nominative units – both analytical, and synthetic, i.e., the processes belonging to internal, speech-based word formation. The topicality of the paper lies in its focus on phenomena that gradually become the history of the Ukrainian language and Slavic studies as a whole, including neologization and adjacent phenomena. Тhe research aims to define the productivity of compressives as units of military discourse, on one hand, and as the emergent linguistic material, on the other. The objectives of the study are as follows: 1) to separate compressives from the traditional derivates; 2) to determine the criteria for distinguishing the main compressive processes – abbreviation and univerbation; 3) to formulate the causes of the emergence of the investigated slang; 4) to give reasoning for the study of compressives in military discourse as a pro- spective research issue. The main research methods include the descriptive and structural ones, as they help demonstrate the specificity of univerbs and abbreviation as instances of speech compression. We have utilized the dis- tributive analysis approach to determine the types of nominative units’ transformation. Military discourse is the field of language functioning that fosters the production of neologisms emerging as a result of different types of compression. It reflects the dynamic nature of military discourse with its need to convey maximum amount of information within the minimum period of time, striving for clearance, laconic forms, and rich content. Within the range of Ukrainian military lexicon under analysis, we single out nouns (formed by means of abbreviation, univerbation, and simulation of univerbation) as well as verbs and their verb forms (which often result from univerbation). The emergence of compressive nominations in question follows the general tendency of lexical nomination towards modifying analytical or complex synthetic units into shorter speech segments, being a universal feature of the current state of the Indo-European languages as a whole.

Modern methods of teaching foreign languages in non-linguistic universities are determined by the need to effectively combine language and professional training that meets the requirements of the Federal State Educational Standard of Higher Education (FSES HE). The key goal of this system is to develop students’ skills in understanding professionally-oriented information and developing the competence to communicate in a foreign language in professional situations.The article discusses issues related to the formation of professionally oriented lexical competence among students of the Federal State Budgetary Educational Institution of Higher Education «Maikop State Technological University» in the training program «Technosphere Safety». The study emphasizes the relevance of the topic, since when studying a professional foreign language it is impossible to develop lexical competence without the ability to work with thesaurus in one’s professional field.The goal of the research is to clarify the methods of developing professionally-oriented lexical competence among students of non-linguistic universities in the training program 20.03.01 «Technosphere Safety» in the process of reading texts in the specialty in English. The extent to which it is necessary to select lexical material and compile an individual thesaurus with a professional focus is assessed, which allows students to better understand professional texts, expand their vocabulary and accurately use professional terminology.Professionally oriented texts were the research material; linguistic and lexical units were analyzed, the skill of developing lexical competence among students was practiced.The research is based on complex research methods, consisting of theoretical methods (deductive analysis, method of statistical work with lexical material, comparative analysis) and empirical methods (observation method and data analysis).As a result of the research, a strategy for working on vocabulary when reading professionally oriented texts has been proposed, and the most effective exercises for developing lexical competence among students in the training program «Technosphere Safety» have been identified.Key conclusions: the formation of professionally oriented lexical competence among students of non-linguistic universities when working with foreign language texts on the topic «Technosphere Security» helps to analyze the information received and to form lexical competence and the skill of using an individual terminological thesaurus in the professional field, expanding the vocabulary in the specialty.

The article deals with the issue of organizing cadets’ independent while studying professional terminology. The need for individual study of professional vocabulary lies in the fact that in the course of their professional activities, future employees will use unambiguous and clear terms that will ensure a correct understanding of the content of documents and regulations, which will help to avoid mistakes. After all, the tasks’ success depends on the accuracy of the timing, particularly in crisis situations. There are several reasons for the need to learn military terminology. The state language is used in all regulations, orders, laws, and other official acts. To understand and accurately perform their duties, cadets have to be fluent in the language and terminology. Future officers or civil servants will interact with colleagues, superiors and citizens, so their professional communication must be at a high level. After all, the use of correct terminology and clear formulation of thoughts in the state language ensures effective communication and prevents misunderstandings. A perfect command of foreign and Ukrainian terminology is an indicator of a high level of competence and professionalism. This creates a positive image of a serviceman and civil servant both to colleagues and the public. It is analyzed that independent learning contributes to cadets’ search activity, development of intellectual potential, and creative abilities. The objectives of independent learning that will help to expand students’ vocabulary, and learn to accurately and correctly use terms in both oral and written speech are outlined. The organization of cadets’ independent learning while studying professional terminology contributes to better consolidation of new material. It helps to assimilate the knowledge gained in lectures and practical classes, simulates conditions close to real-life situations in professional activities. It helps cadets to gain and develop confidence in their knowledge and skills, which is valuable for future military personnel and specialists in the field of state security. Independent learning is a significant tool for training cadets, which not only improves their knowledge and skills, but also forms responsibility, self-control and readiness to perform professional duties. [ABSTRACT FROM AUTHOR]

The article seeks to reveal the concept of compressive processes implemented in the professional slang of Ukrainian military people and volunteers. It is a continuation of a series of works covering the current processes in language and speech. The main focus here is placed on abbreviation and univerbation as the processes able to create compressed modification of nominative units – both analytical, and synthetic, i.e., the processes belonging to internal, speech-based word formation. The topicality of the paper lies in its focus on phenomena that gradually become the history of the Ukrainian language and Slavic studies as a whole, including neologization and adjacent phenomena. Тhe research aims to define the productivity of compressives as units of military discourse, on one hand, and as the emergent linguistic material, on the other. The objectives of the study are as follows: 1) to separate compressives from the traditional derivates; 2) to determine the criteria for distinguishing the main compressive processes – abbreviation and univerbation; 3) to formulate the causes of the emergence of the investigated slang; 4) to give reasoning for the study of compressives in military discourse as a prospective research issue. The main research methods include the descriptive and structural ones, as they help demonstrate the specificity of univerbs and abbreviation as instances of speech compression. We have utilized the distributive analysis approach to determine the types of nominative units’ transformation. Military discourse is the field of language functioning that fosters the production of neologisms emerging as a result of different types of compression. It reflects the dynamic nature of military discourse with its need to convey maximum amount of information within the minimum period of time, striving for clearance, laconic forms, and rich content. Within the range of Ukrainian military lexicon under analysis, we single out nouns (formed by means of abbreviation, univerbation, and simulation of univerbation) as well as verbs and their verb forms (which often result from univerbation). The emergence of compressive nominations in question follows the general tendency of lexical nomination towards modifying analytical or complex synthetic units into shorter speech segments, being a universal feature of the current state of the Indo-European languages as a whole. [ABSTRACT FROM AUTHOR]

This study investigates the impact of cognitive strategies on professional vocabulary acquisition in CLIL curricula, employing a mixed-methods approach. Results from quantitative analysis, specifically an ANCOVA test, decisively reject the null hypothesis and reveal significant improvements in vocabulary proficiency due to targeted cognitive strategies. Thematic analysis of student feedback supports the efficacy of these strategies in creating interactive learning experiences. The Experimental Group (EG) consistently demonstrates enhanced vocabulary acquisition, particularly at advanced levels, while the Control Group (CG) shows stable proficiency with less progress. This divergence is attributed to the application of cognitive strategies by the EG. The study emphasises the importance of integrating cognitive strategies into CLIL curricula, highlighting customisation to address unique challenges. Future research should explore long-term effects on vocabulary retention, their applicability across diverse subjects, and effective methods for training educators to implement these strategies in various educational settings.

Copyright of International Journal of Engineering & Management Sciences (2498-700X) / Műszaki és Menedzsment Tudományi Közlemények is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article considers the types of phraseological nominations of the terminological system of international law, and also determines the type of connection between the components in their structure. The relevance of the work stems from the need to develop the professional language of international relations, which is one of the most important social areas of legal regulation. The study of terminological units as part of the terminological system of international law in the cognitive aspect allows to establish the prerequisites leading to the method of verbalization of professional knowledge in this area. Connecting the term with real-life realities helps to understand the thought process of the actor who chose the nomination. The terminology of international law, developed taking into account the rapidly changing reality, contributes to the effective solution of the tasks faced by specialists in the field of interstate interactions. Phraseologisms are recognized as a special form of terminological nomination. The problem of interpretation of term- phraseological units is caused by the specificity of lexical units, which combine in their semantics, on the one hand, features of phraseological units, and on the other hand, professional lexicon. The combination leads to the representation of professionally relevant information by combining ordinary (contained in phraseological units) and professional knowledge. With the help of the methods of definitional analysis and component analysis, it was possible to reveal the peculiarities of the formation of the semantic structure of term-phraseological units of international law, as well as to reveal the connections of various types of knowledge in it. Phraseological terms of international law are formed by means of three models, where the components in the structure of phraseological units enter into various types of relations: association, intersection, imposition. At the same time, the most frequent type of communication is the combination of professional and common knowledge in the structure of terms-phraseology. The conceptual analysis showed the presence in the professional lexicon of international law units, formed by means of a visual-image perception of an object or phenomenon, which indicates the absence of a clear boundary between two types of knowledge – ordinary and professional.

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relevance of the research is due to the fact that teaching Latin is an integral part of a competent specialist’s training. The main goal of studying this subject at a university is to lay the foundations of the terminological competence of a future medical professional who is able to competently and consciously use medical terminology of Greek-Latin origin in both Russian and Latin spelling. An analysis of the results of the survey conducted at the Faculty of Dentistry has revealed the need to use techniques that can significantly increase the motivation of students to learn the Latin language. Weakened motivation or its absence affects negatively any human activity, including educational one. The interconnection of external and internal motives contributes to an understanding of the meaning of learning, awareness of the need to learn the Latin language, which in turn contributes to the formation of positive motivation. In the framework of this research, an attempt has been made to identify the most effective innovative methods of teaching the Latin language. Empirical, diagnostic methods and methods of mathematical statistics have been used. As a result of the study, it has been shown that the use of a variety of innovative methods helps to increase motivation to learn the Latin language and is an effective way to solve this problem.

The relevance of the research stems from the fact that the role of professional foreign language communication is significantly increasing in the context of expanding international contacts, establishment of relations with foreign partners. The purpose of the research is to substantiate the importance of a foreign language in the process of a modern specialist’s training in the non-linguistic university. FSES demands professional specifics when learning a language. A foreign language is considered not as a separate, independent discipline, but as the one allowing to acquire special knowledge of terminology in a selected area. The problem of modern specialists is that the low level of foreign language literacy can significantly reduce their competitiveness in the labor market. In this regard, professional-oriented training in foreign languages is a priority direction in modern education. Relying on their own teaching experience, the author emphasizes that professional-oriented texts are easier to cope with the issue of improving motivation to the study of a foreign language. Using a tutorial for bachelors “Horticultural and Landscape Design in English”, the author introduces thematic sections and methods used in working with “Landscape architecture” students. When selecting a material for a textbook in a foreign language, a teacher may face certain difficulties. The article provides ways to solve this problem. The author has analyzed scientific literature on the stated topics. Methods of observation, comparison, analysis have been used. It has been concluded that foreign language is a necessary component in the process of training a specialist of any profile.

This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers' classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching practice and the ideas they hold that underpin these acts of teaching. Our analysis, across our respective studies, revealed insights to the questions: how teachers name their practices; how teachers articulate their understanding of these practices; and, how teachers identify priorities for their practice. Insights drawn from our meta-synthesis explore the implications of naming practices and the importance of considering teacher voice in determining visions of effective teaching. What teachers believe and do needs to be taken into account if professional development and reform initiatives are to be enacted in ways that are relevant and sustainable. The findings have implications for improving the quality of education and approaches to teachers' professional development. [ABSTRACT FROM AUTHOR]

В статье проводится сравнительный анализ профессиональной лексики в британском и американском вариантах английского языка.Актуальным представляется изучение механизма реализации профессиональной лексики британского и американского вариантов английского языка, исследование и использование на примерах англоязычных СМИ.Объектом исследования является профессиональная лексика (сленг) британского и американского вариантов английского языка.Цель статьи выявить сходства и различия, специфику употребления профессиональной англоязычной лексики.Вывод. Таким образом, профессиональная лексика служит для обозначения терминов, объектов, техники, тактики и стратегии, а также для сокращения времени передачи сообщения, профессиональная лексика постоянно обновляется за счет появления новой специальной техники.

The article investigates the process of formation of the conceptual and terminological apparatus of the new segment, whose activities are based on the use of digital information and communication technologies – Internet media, websites, forums, multifunctional web portals, blog platforms, wiki projects, search engines, social networks, audio and video hosts, messengers, service applications, and much more. The research focuses on the problem of digital media terminology in the paradigm of the media education process. It is important to identify the genesis, typology and functioning of the system of terminological usage, and to analyze it in the framework of terminology studies. Considerable attention in this article is paid to the sphere of knowledge of media educators. The concept of "special vocabulary" is considered as a scientific definition. The most important and relevant concepts, representing methodological terminology, are identified. The article reveals the content of the requirements for the terms of new media. The pragmatic requirements, conditioned by the term specific functioning, are singled out; they include the following ones: adaptability, modernity, internationality and euphony of the term. With regard to the problem in question, the aim of text-based professional vocabulary teaching is to develop students' language competence in the context of media education. The study showed that students can successfully complete professional media thesaurus tasks in the classroom. They gain experience by studying professional media language in the Journalism for Schoolchildren unit and by independently producing vocabulary articles on new digital media communication terms. [ABSTRACT FROM AUTHOR]

A significant distinguishing characteristic of the International Classroom Lexicon Project was the documentation of classroom pedagogical practices of mathematics teachers in the original languages of ten communities. These lexicons provide us with an opportunity to compare identified teacher practices within these communities. In this paper, we explore the challenges of conducting a cross-lexicon comparison to explore the possibility of moving towards an international lexicon by focusing on the Australian, Chilean, Czech and French lexicons. We focus on two clusters of terms, namely, those related to assessment and those related to mathematics. Inspired by theories and studies related to networking and boundary crossing, strategies were conceived and tested in order to accomplish the following objectives: to support a meticulous and comprehensive comparison of the lexical items; to classify the complexity of similarity of lexical items; and to reveal connections amongst the four lexicons in a bid towards developing an international lexicon. This analysis has the potential to contribute significantly to the study and promotion of mathematics teachers' reflective practice and highlights the cultural underpinning of the way classroom practices are perceived. [ABSTRACT FROM AUTHOR]

Teachers of Russian as a foreign language are increasingly taking into account modern international experience of teaching foreign languages. In this regard, it seems relevant to revise methodological approaches and methods of teaching new vocabulary, which are used mechanically in domestic textbooks. The purpose of the article is to give a comprehensive analysis of existing approaches in working out methodological support for teaching vocabulary, in creating teaching aids, which reflect the authors’ system of presenting and teaching new vocabulary. The article analyzes manuals written by the teachers of the Russian language department of the Military Science and Training Center branch of the Navy “Naval Academy” in Kaliningrad. The analysis has revealed the most effective methods of teaching vocabulary: practising grammar skills in everyday speech situations and common vocabulary followed by learning the same grammar models in specialty texts, incorporating new vocabulary into a broader context, not only memorizing new vocabulary and grammar rules, but forming typical cognitive and grammar models, increasing the amount of tasks on text producing.

This article is devoted to the topic of analysis of borrowed vocabulary in Russian and Chinese languages that is relevant in modern linguistics and language processes based on the lexicon of Internet communication in the field of computer and network technologies. The article provides a comparative analysis of the ways of borrowing foreign language lexical units in the field of information and communication technologies in the Russian and Chinese languages. The authors identify such types of borrowings as phonetic and semantic (word-formation and combination of tracing paper; etymological tracing, semantic tracing paper) in Russian and phonetic and semantic borrowing in Chinese, as well as graphical borrowed computer and network terms used in Russian and Chinese-language forums, and borrowing of English abbreviation terms in Russian and Chinese. Separately considered professional and slang vocabulary in the field of information and communication technologies, used in the Russian-speaking and Chinese-speaking forums. The main attention is paid to the peculiarities of their formation and functioning in the Russianspeaking and Chinese-speaking communicative space of the Internet.

The article is devoted to the problem of forming professional communicative competence of foreign students. The main attention is paid to professional phraseological terms, because they (due to their idiomatic nature) often have national and cultural specifics, causing considerable difficulties in studying. Material for analysis was the author's card file of medical phraseological units (more than 100 units), compiled on the basis of dictionaries of medical terms and works on the vocabulary of the medical field. Based on the traditional definition of phraseological units as stable formations, the importance of which is not motivated by the values of the components included in them, the authors offered several classifications of medical phraseological units. In teaching phraseological units it is advisable to use classifications based on structural or semantic principles. It is shown that the division of phraseological units that is traditional for linguistics in terms of the degree of adhesion of words in their composition cannot be used in a foreign language audience, since students have difficulties in understanding this criterion. The article substantiates the necessity of studying medical phraseology already at the initial stage of mastering the language of the profession. The system of tasks (for the initial and advanced stages of learning of Russian language) is proposed, the sequence of which is determined by the structure and semantics of phraseological units. Recommendations for working with professional phraseology can be applied when studying by foreign students of Russian professional idioms not only in medical schools, but also in other universities that provide training for students in other areas.

The paper is a preliminary presentation of the concept of a research project Diachronic Aspects of Polish Logopedic Terminology, carried out by members of the Department of Polish Language of the Pedagogical University in Cracow. The multiauthored study briefly characterizes the beginnings of speech therapy as an independent scientific discipline, and the directions of its development in the past 50 years. It draws attention to the deficiencies and inconsistencies in the usage and understanding of specialist terms in contemporary logopedics, while setting as the primary goal of the enterprise an attempt to standardize Polish terminology related to speech disorders. The basis for this should be the etymology of the terms in question, as well as excerpts from medical and anatomical lexicons and source materials which employ the vocabulary that became the foundation of the logopedic jargon. [ABSTRACT FROM AUTHOR]

In the era of globalization and social distancing, intercultural dialogue plays a crucial role and requires a thorough reinterpretation. It is impossible without foreign language proficiency. Therefore, teaching foreign languages is a key to professional competency and personal growth. Language reflects the culture and functions as a universal tool of mutual understanding. It makes it possible to embrace the interlocutor’s mentality through grasping the peculiarities of the language. The proposed article is devoted to the validity study of the associative field technique. Its application contributes to the successful memorizing of terms and terminological expressions in a foreign language. The research considers the corresponding theoretical background devoted to the issues of intercultural communication, associative fields, and metaphorization of terms and terminological expressions in English. The methods applied in the study include comparative analysis, the method of continuous sampling, and a questionnaire survey. After the survey, the authors identified the terms that evoke associations with the notions “death” and “dead”. The article contains a number of interim conclusions with a further perspective on this issue. It is determined that the notion of “death” stands out as a representative of the “naïve” picture of the world and an initially expressive concept. In the case of a formal concept, the notion functions as a successful component of terms, especially metaphorical ones. The results of the study may be implemented in teaching a foreign language and intercultural communication, as well as in comparative linguistics and cultural studies.

Use of captioned video in classrooms has gained considerable attention in the second and foreign language learning. However, the effect of application of captioned video embedded with glosses on incidental vocabulary enhancement has not been explored. This study aims to examine the effect of video captions with glosses on EFL students' incidental business vocabulary acquisition; 50 students from a college of management served as participants. A pretest was adopted to ensure participants lacked familiarity with the target vocabulary. All participants watched three video clips presented in three modes (noncaptioned, captioned, and caption-gloss modes). After each mode session, all participants took an immediate posttest and a 3-week-delayed posttest. Following the final posttest, the participants completed a questionnaire. The findings revealed that the caption-gloss mode significantly outperformed the other 2 modes in both the immediate and 3-week-delayed posttests. Retention of the target business words did not significantly decline at the 3-week-delayed posttest. Therefore, glosses in the captioned video improved the participants' short-and long-term incidental business vocabulary retention. The participants also provided positive feedback regarding the efficacy of the caption-gloss mode for incidental business word acquisition. Pedagogical implications regarding use of captioned video with glosses for incidental professional vocabulary acquisition are discussed. [ABSTRACT FROM AUTHOR]