TERMINOLOGICAL SYSTEM OF UKRAINIAN LANGUAGE TEACHING AND LEARNING: FORMATION FEATURES AND FUNCTIONING ISSUES

Abstract

The author draws attention to the specifi cs of terminological system in Ukrainian language teaching and learning,
raises the problem of unprofessional usage of terms at different stages of researches and implementations of their results:
in the process of promulgation during scientifi c conferences, round tables, seminars, during dissertation discussions,
public speaking, in publications, in personal websites materials and even in educational documents. The author
offers recommendations for solving the issue and ways to avoid divergent interpretations in scientifi c papers.
The author pays attention to the specifi city of terminological system in Ukrainian linguodidactics, suggests recommendations
concerning solutions for the raised problems and for avoidance of misinterpretations in scientifi c works.
In particular, it is highlighted in the article that stocktaking of students’ competencies in general educational institutions
and in institutions of higher education by searching for pronouns for creating a hierarchy is essential, not by
«specifi cation» of terms «competency», «key competencies» etc. or by inventing new competencies. The author considers
logical the emphasis within every subject on one subject competency.
Also the author takes notice of problem of terminological revision, since the typical form of demonstration of terminological
negligence is mixing and interchanging terms. During the last decades the number of methods extremely
increased and that made them impossible to categorize. Lexical compatibility of terms with other words is stressed
separately. Due to modernization of Ukrainian education the psychological aspect was noticeably actualized and scientifi c apparatus of linguodidactics got enriched with psychological terminology. However, sometimes authors copy
unprofessional translations of terms from other languages in psychological literature.
It is concluded in the article that signifi cant difference in interpretation of the same scientifi c categories can disorientate
the young researchers, to create the obstacles to form a powerful domestic linguodidactic institution.