PSYCHOLINGUISTIC FACTORS IN TEACHING TERMINOLOGICAL VOCABULARY IN NON-PHILOLOGICAL HIGHER EDUCATION INSTITUTIONS
Keywords:
psycholinguistics, terminology, lexical competence, language acquisition, passive vocabulary, active vocabulary, foreign language teaching, speech perception, cognitive principle, non-philological studentsAbstract
This article explores the psycholinguistic factors that influence the teaching of terminological vocabulary in non-philological higher education institutions. It highlights the importance of integrating psychological principles—particularly those related to speech perception, word acquisition, and lexical competence—into the methodology of foreign language instruction. The study discusses the cognitive, communicative, and personal principles of psycholinguistics and examines how these contribute to the development of both passive and active terminological vocabulary among students. Emphasis is placed on the complex psychological structure of lexical units and the necessity of fostering both receptive and productive speech skills in specialized vocabulary learning.
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