Building terminological competence in ecology students through creation of glossaries

¹ Foreign Languages Department, Omsk State Agrarian University named after P.A. Stolypin, 644008, 1, Institutskaya ploshchad str., Russia.
² Foreign Languages Department, Russian State Agrarian University. Moscow Timiryazev Agricultural Academy, 127550, 49,Timiryazevskaya st., Moscow, Russia

^* Corresponding author: author@e-mail.org

Abstract

The present study deals with the problem of development of terminological competence in students in professional ecological education by means of creation of students’ glossaries. The authors describe specifics of terminological competence of future ecologists as the ability to competently use terminology in the field of environmental protection, inspection and management to solve academic, research and environment-related tasks by means of communication. The authors develop an original conceptual model of the student’s glossary that makes it possible to improve students’ knowledge and understanding of professional terminology and lead to their professional and cultural development. The use of international term elements of Latin and ancient Greek origin in the student’s glossary solves the problem of ecological terminological ambiguity and promotes internalization of the professional knowledge and development of terminological competence in ecologist students. In ecological education, the student’s glossary is a systematizing multilingual and multifunctional open-type list of international term elements, terms and terminological phrases related to ecological sciences, with a possibility to be modified or added with new terms in accordance with the stages and goals of professional training. The specifics and roles of the student’s glossary are described at different stages of professional training. The authors formulate the basic principles and requirements for the creation of the student’s glossary.