Abstract:
The phased transition to trilingual education in secondary schools
in Kazakhstan led to the need to undertake professionally oriented foreign
language teaching, as well as updating curricula and learning materials through
the integration of subject content with language learning. The effectiveness of
studying comprehensive subjects depends on proficiency in subject-specific
target terminology. The article mainly focuses on the principles of implementing
linguodidactic approaches in the pre-professional level learners` specialized
vocabulary formation, providing insights for teachers according to terminology
teaching. This paper presents a short theoretical overview and practical research
observations in the field of specialized vocabulary instruction to students.
The purpose of the study is to identify an effective implementation practice of
linguodidactic approaches in the content of specific lexical acquisition by preprofessional level students of the comprehensive subjects (Physics, Biology,
Chemistry, IT/ Computer Science) taught in English. The study uses methods of
observation, monitoring, and comparative analysis, as well as literary analysis of
secondary education and its pre-professional level requirements in Kazakhstan
and ESP methodology of teaching. The article formulates methodological
recommendations for effective pre-professional classroom management as an
efficient realization of linguodidactic approaches in terminological vocabulary
teaching in the target (English) language.
