А. Salimova master of Arts, KAZGUU named after M.S.Narıkbaev, Nur-Sultan, Kazakhstan, aqerke.salim@gmail.com
COGNITIVE ASPECTS OF TEACHING SCIENTIFIC TERMS
The article discusses the study of scientific terms in the Kazakh language through new paradigms and features in learning. Since the information passed through the term expresses special concepts and has a special property, the term is a medium and keeper of valuable information in a special conceptual system. Therefore, in the course of the study of terms, it is necessary to teach these in terms of the cognitive aspect. For this reason, the creation of terms through the semantic enlargement of words in the Kazakh language while compensating the demand for social services is the main goal of the terminological process. It is also the goal of using the full potential of national vocabulary in accordance with the public interest.
Keywords: terms, cognitive terms, cognition, critical thinking, associative approach.
INTRODUCTION
Terminological vocabulary is an important part of any developed literary language. Thus, it establishes clear-cut relationships between people in various scientific fields. That is, the term, apparently, most vividly represents a particular scientific field, because it describes one branch of intellectually-organized social truth. For this reason, it is important to use it more frequently, demonstrating that the terminology of the Kazakh language used in each branch of science is due to the scientific understanding and continuity of the language.
The basic principle of the modern national term is that the concept of “using one’s own wealth of each language” is closely linked to termination process of the use of national vocabulary. The process of searching for a linguistic alternative in forming the terminology system of our language is defined as the scientific principle of the Kazakh terminology formation.
Based on this, questions arise regarding many new terms used today. For example, how frequently can terms be used by the internal capabilities of our language? What opportunities are there for specialists from different industries to master the terms in the Kazakh language?
Using terms you can determine the level of scientific development, cultural and social similarities and characteristics of any nation. The widespread use of terms in the Kazakh language may indicate the level of the scientific language.
So, we consider it important to explain its importance and reelvance.
Currently, there are different opinions regarding the terms used in textbooks used by students in the Kazakh group at the university. For example, when evaluating students’ opinions regarding terminology, it was found that for some the meaning of the terms was not fully understood, and some did not attach importance to the terms at all. As a result, of this assessment, many students are not encouraged to use Kazakh terms translated from other languages. Since each student is a potential specialist in their profession, we can show how rich our scientific language is using the Kazakh version of the terms used in this area. Proceeding from this, we think that the range of the language will also be expanded. Learning the terms through their final meaning helps to achieve good results. Therefore, when teaching terminology, it is necessary to study new methods based on new paradigms of linguistics. To clarify our understanding, let’s look at the information below based on the ‘new scientific paradigm’.
In accordance with the new scientific paradigm, the main objective of the study is to transfer to linguistic identity. In this regard, new goals, theoretical foundations, important concepts and approaches began to form. For example, in the anthropomorphic paradigm, a person takes the first place, and language is considered to build the human psyche. Systematization of human perception of words, vocabulary, unification and interpretation of their result, as a result of which systematization of information and data in memory is a way to analyze all the language units from perspective of internal and external effects. And structural principles in psychological, philosophical, logical and cognitive rules contribute to the expansion of language science.
Cognitive vocabulary refers to one of the above anthropoactive paradigms. Cognitive Terms are currently studied cognitively. In accordance with this, how effective is it to study the terms in Kazakh linguistics on a cognitive basis? First of all, let’s look at what the cognitive aspect of a term is.
Professional terminology prodeeds from everyday necessity. Before the advent of the literary language and its functional styles, professional vocabulary is naturally created, sometimes even its various variants live in combination with one other. Most of the terms are distinguished by their specific, constant meaning and standardization.
MAIN PART
For clarity, let’s look at a variety of scientific and factual information about the term. Encyclopedic dictionaries designed to differentiate the definition of a term are defined as follows:
O.S. Akhmanova’s paper reads the following. ‘Term’ (English) – these are special words and word combinaitons in the language intended (accepted, introduced etc…) to exactly notate special concepts (scientific, technical etc.) and special subjects’ [1].
According to definitions cited, K. Zhubanov states that: ‘we see that the two definitions have a small difference between each other but these are mostly homogeneous. It is necessary to determine the limit, boundaries of the word, which will be the term. That is, its difference from other words means that its meaning is limited’ [2, 10].
The above definitions defined the term in studies of the pre-cognitive period as a language feature used in various thematic environments, and in research of the cognitive period, it was addressed as the result of a specially directed and organized cognitive process arranged by a certain team of people in the environment whose main goal is to identify and explain consonant correlations between linguistic and cognitive structures. A linguistic attribute manifests itself as a complex structured phenomenon. Here, such concepts as the category of the true world, categories of thinking, pragmatic facts and the relationship of linguistic features in the system interact, which means that we can talk about the information-conceptual degree of the term.
According to V. Vorobyov: ‘a person can cognize the world through the cognitive system and depict his point of view using the lexical system. To determine any sustainable national model of the world, it is necessary to try to find out the structure, relationships of the national elements of life” [3, 52-57].
According to cognition scientists, meaning can exist only as the meaning of a conditional attribute of a particular language form expressing only a typical context and some of the information about an object that was associated with its use in a certain environment. The main feature of the educational structure is, first of all, the fact that it manifests itself in a strict hierarchy as a set of concepts organized and objectified in the term. It should be noted that the term, like the word, is the result of cognition. This means that when analyzing a word, one can use the principles applied in the analysis, that is, analyzing the term also shows that from the perspective of cognitive linguistics, one can come to an analysis of a person’s communicative needs. The term ‘cognitive structure’ means a more detailed structure of special knowledge changed through the cognitive paradigm of scientific knowledge and defined as the result of specific human activities. However, in cognitive linguistics, the relationship between a linguistic trait and mental units and structures defined as the basic nature of nominative traits, requires a conceptual description of the basic terminological units.
All this helps trace what is happening in the depths of consciousness not only of an individual but of the whole nation. Since collective consciousness is an exceptional national phenomenon that is not related to both individual consciousness and the totality of individual consciousness, the study of the concepts of social and political terminology should demonstrate collective knowledge as the true image of a social medium. These facts indicate that the concept manifests itself in a diverse worldview in various cultures.
Basically, any word can be a term but it depends on its specific activity (function). In industrial conditions, the terms are used as a means of interaction of a certain group of people.
Тhese are used among certain specialists in a special field.
Answers given above to such questions as the general scientific paradigm and cognitive terms. Let us consider methods of teaching terms from the perspective of the cognitive aspect in accordance with the value of ‘cognition’ depending on the given comments. It is necessary to develop students’ metatological skills using any method in teaching topics. In the social and critical sense, the concept of training is based on ‘new approaches to knowledge acquisition and knowledge transfer’ set forth in this program. Students should relate the acquired knowledge and understanding to social life. Well-known pedagogical approaches called ‘Teach and learn based on dialogue’, meta-consciousness or ‘learn to learn’ are used as modern important interpretations of the ideas of socially critical thinking. Despite the fact that the ideas addressed in all seven modules can be considered new ways of teaching someone and teaching themselves, we are looking into the technology of ‘critical thinking’. Teaching and learning through critical thinking is one of the ways that helps students systematize and develop their thoughts through learning and understanding a specific term. In this case, we should dwell on the term ‘meta-consciousness.’ Meta consciousness or metacognition is a word that means knowledge about thinking. Another distinctive feature of human consciousness is remembering the past. Physiologically, it is a person’s property to preserve the previous information. You can specify two of its main types. The first is an emotional image, the second is a verbal-understandable form. Emotional knowledge does not give us a mirror image of things, it reflects the needs and interests, goals and ideals of a person in his making. Therefore,
when studying the terms, we address the ‘critical thinking’ and the ‘cognitive’ aspect.
In the process of teaching terms according to the cognitive aspect, students should be introduced, first of all, to a generalized linguistic information through Syllable thing. 1.That is a person’s thing or animal’s and bones interconnected (linked) in the mobile form.
2. Botany. Plant stems in leaves or buds, i.e. in bunches. (The location of leaves or buds is a sprout (т. Musakulov, Botany))
3. A separate scope, a divided branch of something whole.
4. A group of people of all ages, contemporaries; generations, races.
Syllable. lit.ling. A chain of one or more sounds that appear when words are interrupted at the rate of air. [5, 464-465]
Syllable in Russian. A syllable is an element of a word consisting of one or several sound groups, during the sound (acoustics) of which phonation air.
Writing syllable in Russian. Syllable writing — a spelling based on a syllable. It has a sound sign denoting a syllable. Ср. Ideographic writing. Pictographic record
Syllable language in Russian. Syllabic languages are languages that are the main linguistic unit in the phonological system (most languages of China and Southeast Asia) [5, 62].
Researchers through familiarization with the dictionary accepted general information about well-known concepts, then got used to self-analysis, grouping to numerous definitions. Because during the study there was a need for analysis, synthesis. As a result, using the ’brainstorming’ method, through mutual discussion determining the cognitive aspect of their research, the following conclusion is made
Only one name has terminal activity in several fields of science. In particular: anatomy, linguistics, botany. The basis of this phenomenon is that one object passes information about another object. In the term, such information is recorded through elements that give the relevant terminological information about the sub-function of the ‘speaker’ or the ‘motivated’ internal form of the term and the specific sign that served as the basis for name assignment.
Subsequently, the effectiveness of the comparison method was analyzed so that students would understand enough.
For example, to analyze the term ORIS, the definitions given in the dictionaries of the Kazakh and Russian languages are addressed in comparison.
ORIS- a set of linguistic units (mainly lexical units) based on affinity having a conceptual, objective and service identity of phenomena expressed. In the 19th century, scientists paid attention to the existence of various lexical units (M. M. Pokrovsky). These were observed when creating some thesauruses of the lexical field (P. Roger, F. Dornzeif, R. Hallig, V. Von. Wartburg). The theoretical concept of the field was given in the work of J. Trier, G. Ipsen and the name ‘semantic field’ was formed [5, 242]. ORIS Thing.
1. Grazing lands in the village.
2. Level of education, understanding the world.
3. Descendants.
ORIS Thing. prof.
1. The length of a cobweb being created [5, 577].
Field, — s, pl. -s, — ex. 1. Treeless plain, space. 2. A large flat ground, space, special protection intended for it N 3. Work in natural conditions, research activities (specific). The magnetic field, a field of force. 4. Pepper, of. Field of activity, field [5, 577].
ORIS , treeless plain, space. 2. Large flat area, space, special protection. 3. Work in natural, natural conditions, research activities. The magnetic field, force field.
To explain the semantic differences of the term, it is advisable to use a comparative method, and for it to be understandable in cognitive terms, to use the sociogram method on a graphical basis. The method of «working with the Association» — training aimed at the formation of students ‘ critical thinking, which in turn is aimed at the formation of an independent creative personality. This contributes to the development of the creative abilities of the student and the ability to apply the knowledge in real life. Example,
Students with sociogram by comparing the value of two terms, understand that each of them has a cognitive basis. The term «magnetic ORIS» in the Kazakh language is used in the physics of the Russian people under the term «magnetic field». From the current term «ORIS» and «field» displays the life of the two peoples. The term «ORIS» gives an associative idea about the pastures of the Kazakh people. Kazakh people were engaged in nomadic cattle breeding. Our national knowledge is connected with the wide steppes. Russian scientists use the term «magnetic field» to describe the Russian people as settled people who were engaged in agriculture.
To date, the Word «ORIS», used in the daily life of the nomadic people, is used as a term. At the same time, the term used not only in one field but also in several sciences, is expanding in scope and a certain system. As can be seen from the above example, a special role is played by national knowledge in filling the Kazakh language with terms, increasing the scientific stylistic power. As we can see, the word «ORIS» is used in different uses and has different meanings, but has a common meaning and a national cognitive motive that combines these meanings.
If the above-mentioned term «ORIS»(field) is comparable with the Russian equivalent, we will find the main core, comparing the following terms with the interrelated semantic features in the dictionary.
Currently, one of the activities of scientists is the definition of terms in close contact with professional (specific area) activities and the unity of the language of communication, coinciding with the unity of professional consciousness. Each system of terms is a cognitive-logical model in any field of human knowledge and activity.
Since the information transmitted through the Term is special, expressing special concepts, the term is the custodian and carrier of information of particular value in a specific conceptual system.
Shygys n. 1. geogr. One of the four sides of the world, the globe; the solar side.
SHYGYS n. Econ. 1.costs incurred or retained by an entity that reduces funds or increases liabilities in the course of business.
2.an item that has no use, empty (free); damage, harm.
SHYGYS n. (Expense balance) Econ. In macroeconomics, the balance of total, consumption, and use of the produced national gross product for final consumption [5, 519].
The basis for these terms is the verb «go out». As a geographical term «Shygys» was born in connection with the sunrise.
As an economic term «released, spent funds» are associated with the name of the movement outputs «shygys».
The motivation of terms is closely related to the internal semantic structure of the word. B. Kasim speaks about this as follows: «the main method of the internal semantic structure – definition and linking unit between the internal sense and the external type the words»[7, 125]. That is, the internal semantic structure is the image of the sign selected in the motive, in the language. Therefore, the cognitive basis of term formation, firstly, is manifested in the form of dependence on background data, that is, the sphere of knowledge about the language. Because language is a manifestation of the human cognitive system during speech activity, its perception. According to the theory of cognitive science, perception, remembering, and rethinking reflect the nature of the General and universal human thinking. If the thinking abilities of a person, the productivity of mental activity depends on his linguistic unity, then national thinking is carried out based on the national language and is determined by its possibility.
In term formation, it can be seen that words in the Kazakh language are used in the vocabulary and fall into the process of termination. For example, the word «Тап» is used in the Kazakh language in four meanings.
Task n. 1. a large group of persons who in the production historical system differ depending on the place and the ratio of the means of production, the organization of labor by public means, the size of the share received from it and the method of obtaining.
Тask n.2.. «The heat of the bush is hot and hotter »
Таsk n. 4. Etn. ancient. Hats [5,708]. This basis denotes the meaning of the words «sign, trace, seal, spots» in the system of production and historical system of society as a large number of people who differ depending on the place and the ratio of the means of production, the social organization of labor, the size of the share received from it and the method of obtaining.
At marking the term «distinction» participates in the development of the term based on the similarity of concept with the word «Sign» in the semantic structure of the word «Task». S.S.Gusev accepts such cognitive metaphors as an element providing the formation of new meanings in scientific language, a means of systematization of scientific knowledge about the world. «The use of metaphors loosens the traditional scheme, creates intermediate zones in which heterogeneous elements are comparable, which provides an opportunity to Express in a linguistic form a new experience of interaction with objects, for which there is still no corresponding form in the thoughtconceptual structures» [8, 15].
The word «TAP» is also involved in the creation of a complex term. For example, in language knowledge, the term «Word grops» means word classes – groups of words with categories formed based on common lexico-semantic, morphological and syntactic features, peculiar to them lexicosemantic, morphological and syntactic words. As the object of cognitive research of the term, created analytically, we will focus on the meaning of the word «TAP». As a second meaning, the word «TAP» means the name of one social group, which is known as a social term. If analyzed from the cognitive perspective, the meaning of «TAP» was used in the meaning of «individualization, grouping, differentiation». The semantic fraction is a terminal name that is a General concept grouping words based on common features. Here the word is metaphorized and takes a leading place in term formation. Grouping is a term that is common to «grouping words based on common definitions». Hence, class speech is metaphorical and serves as a keyword in terminology. Hence, here the word «tap» is metaphorized and takes a leading place in term formation.
Let consider the linguistic term «AYALYK», based on the original Kazakh language: AYALYK ru. background (franz. fond) is a natural phenomenon characteristic of certain phenomena.
«AYALYK » is a general representation of the knowledge of the reality of the speaker and the listener. It is the basis of language communication.
As already mentioned above, in the process of motivation to name an object, the choice of cognitive and categorical features and the consolidation of its language skills is carried out.
Therefore, we define the meaning of the word «ая», which served as the basis for the terminal name: AYA n. The pit in your palm.
AYA n. 1. Territory, size. 2. Coagulation, slope. 3. A shelter, a cover. 4.Circle. 5. care, education. 6. Impact, impact. 7. At times more/less.
The place around the eyes [5, 596]. As we can see, the semantic part of the word «Аya» in the term «Ayalyk» is metaphorized and means the main meaning «the Amount of knowledge known to the speaker and the listener, the General concept, and the word «knowledge» is used in the literal sense. On the analysis of analogies in names, T.A.Muminov says: «the Similarity of naming objects is revealed as a result of the allocation of parallel properties of comparable objects. This process involves a sufficiently detailed analysis of the properties and qualities of the so-called reality, and the nature of this analysis allows us to omit the predominant mass of specific and unique features that are unstable » [9, 24].
The theory of cognitive terminology describes a language medium as a symbol. According to scientists, defining a sign, we get not only information about what is in the sign, but also about the linguistic personality and consciousness of the subjects of communications. Speaking of a new direction in terminology, it seeks to consider the term from different angles, taking into account the human factor. This defines the multi-paradigm nature of cognitive terminology and serves as the basis for getting multi-paradigm analysis into its methodological framework. Multi-paradigm analysis of a term is a consideration in several research aspects that complement it to each other, which will help to fully analyze the term and obtain detailed information about it. Methodological approaches in various forms of research complement each other in the analysis of the term in determining its role in the life of society and personality.
CONCLUSION
The cognitive peculiarity of the term lies in its assessment and experience through the eyes of specialists working with a specific fragment of the sphere of science, reflecting the meaning and observance of scientific facts.
In a professional environment, it is important to consider the communicative function of the term when working with the structure of knowledge. An important role in language is played by the connection of information with knowledge for special purposes and the use of terms as a specific unit of information processing in speech activity.
Term formation is a cognitive process with a complex structure, including the presentation and acceptance of information encoded by linguistic units, the implementation of which in this sense plays an important role.
Summing up the results of this article, the translation of terms using the internal capabilities of the Kazakh language and its application allows raising the scientific style, the language of science to a new quality. Thanks to this, we can expand and develop the boundaries of the Kazakh language. The significance for students of explaining the cognitive aspect of terms, the internal meaning is given below.
In the course of the study, it was noted that the cognitive basis of term formation, firstly, is expressed depending on the background data, that is, the sphere of knowledge about the language. That is, a certain term is a national code that gives information not only about the existence of the name but also about the life of these people. Therefore, any specialist should be well aware of the aspects of terms in the field in which he works.
Second, through Association, we can define what cognition is. Thus, in term formation, it was established that the process of Association thinking plays a leading role.
Third, it turned out that some words in the Kazakh language perform terminal activities in several areas of science. It demonstrates the potential of our internal lexical capabilities.
Based on the above, students easily understand the importance of the meaning of Kazakh terms and easily apply them in life. This, in turn, allows us to activate the term, increase the number of users.
REFERENCES
1 Akhmanova O.S. Dictionary of linguistic terms. – M.: 1966.
2 Zhubanov K.O. The specification of the glossary of terms // Bulletin of the State Terminological Commission. No. 2. Alma-Ata. – 1935.
3 Vorobiev V.V. On the Russian national personality in language and culture // Language and Culture. M., 1998. No. 10-15, – S. 52-57.
4 Babansky Yu.K. Pedagogy. M., 1988.
5 Dictionary of Kazakh literary language. Fifteen volumes. Volume 14 / Comp. M. Balakov, G.-Almaty: Arys. – 2013.
6 Explanatory Dictionary of the Terms of Linguistics-Almaty: Dictionary-Dictionary, 2005. – 440 с.
7 Kasym B. G. Theoretical foundations of complex subject names in the Kazakh language: Almaty, 2002. -313 C.
8 Gusev S. S. Metaphor as a means of organizing theoretical knowledge: Author. dis. Doc.– L. – 1985. – S. thirty.
9 Muminov M. Problems of the second nomination in vocabulary: Author. disk. Cand. – M.: SCIENCE, 1978. – S. 26.
А.Салимова
Ғылыми терминдерді оқытудың когнитивтік аспектісі
М.С. Нарикбаев атындағы КАЗГЮУ Университеті,
Нұр-Сұлтан қ., Қазақстан
Мақалада қазақ тіліндегі ғылыми терминдердің жаңа парадигмалар арқылы зерттелуі мен оларды оқытудағы ерекшеліктер қарастырылды. Термин арқылы берілетін ақпарат арнайы ұғымдарды білдіре отырып айрықша сипатқа ие болғандықтан, термин ерекше ұғымдық жүйеде өзіндік құндылыққа ие ақпараттың сақтаушысы мен тасымалдаушысы болып табылады. Сондықтан терминдерді оқыту барысында оларды когнитивтік аспектісі тұрғысынан үйрету қажет.
А.Салимова
Когнитивный аспект обучения научных терминов
Университеті КАЗГЮУ им. М.С. Нарикбаева, г. Нур-Султан, Казакстан
Russian language: В статье рассматриваются особенности изучения и преподавания научных терминов в казахском языке через новые парадигмы. Информация, заключенная в терминах, носит специфический характер и выражает особые денотаты. Термин является хранителем и носителем информации, имеющей особую ценность в научном категориальнопонятийном аппарате. В связи с этим исследование терминов необходимо проводить с точки зрения когнитивного аспекта.