Ukrainian language for specific purposes: a didactic model for developing the terminological culture of future specialists

Abstract

Objective. The article aims to substantiate and develop a didactic model for cultivating the terminological culture of future specialists within the course “Ukrainian Language for Specific Purposes.” The study conceptualizes terminological culture as an integral linguo-professional construct that encompasses linguistic, communicative, and lexicographic dimensions. Methods. The research is grounded in structural-functional, competence-based, and communicative approaches, which enable a comprehensive examination of the phenomenon. Methods of theoretical analysis, content analysis of normative documents, systematization, classification, and elements of modelling were employed to define the conceptual framework of the model and determine its structural and methodological components. Results. The findings demonstrate that terminological culture is shaped by three interrelated components that collectively determine the quality of professional discourse and the learner’s linguistic resilience. Based on these components, a four-part didactic model was developed, comprising target, content, procedural, and result-oriented blocks. The study specifies the content of normative adaptation modules, gender-related linguistic standardisation, and language hygiene, as well as intensive methods aimed at forming terminological navigation skills. Additionally, the research outlines the principles of students’ independent work involving the creation of terminological databases. A system of criteria and indicators for assessing terminological culture is proposed, covering normative, lexicographic, and communicative parameters. Conclusions. The objectives of the study have been fully achieved: the conceptual foundations of terminological culture have been clarified, a didactic model has been designed, and the tools for its implementation and assessment have been identified. Prospective directions for further research include the empirical validation of the model across various educational specializations and the development of automated tools for assessing terminological competence.