METHOD OF STUDYING THE LEVEL OF TERMINOLOGICAL COMPETENCE OF STUDENTS

N. Bordovskaia1, E. Koshkina2, N. Bochkina3

1St. Petersburg State University (RUSSIAN FEDERATION)
2Northern (Arctic) Federal University (RUSSIAN FEDERATION)
3University of Edinburgh and Maxwell Institute, Edinburgh (UNITED KINGDOM)
The article describes an innovative, proprietary method used to study important aspects of development of students' terminological competence as an indicator of their preparedness for professional activity and professional communication. The method is based on a system of pedagogical knowledge in the field of "Didactics", implementation of which allows to identify the level of terminological competence of a student intending and not intending to pursue a career in pedagogy. It describes the logic behind selection and implementation of pedagogical knowledge according to manifestation of structural components of terminological competence (object-cognitive, intellectual-reflective, and communicative-speech). The method has been adopted by Russian higher education institutions to study 369 students. Levels of development of terminological competence and its components were compared for students looking and not looking to pursue pedagogical careers. Importance of the object-cognitive component as the basis for development of terminological competence by future teachers has been proven.