Terminological competence in teaching Kyrgyz as a second language

In modern education, according to the competency-based approach, new requirements are imposed on university graduates, which are reflected in a certain set of universal, general professional and professional competencies. As is known, the set of competencies represents competence, which, in turn, is also divided into various types. This article discusses the formation and development of terminological competence of a Kyrgyz language teacher who teaches the language as a second language. It is obvious that for a successful professional activity of a teacher, it is necessary to possess not only the skills and abilities of the main subject, that is, the Kyrgyz language, but also the methods of teaching a related language. For future full-fledged teaching activities when studying methods of teaching foreign languages, it is necessary to pay special attention to the formation and development of terminological competence. Terminological competence here means not only knowledge of the conceptual and categorical apparatus of foreign language teaching methods and the ability to apply terms in practice, but also the ability to take into account the dynamics of the terminology system in connection with the emergence of new approaches and, accordingly, new terms, changes in the meanings of basic terms, and analyze them and apply in teaching activities in order to effectively solve professional problems. Important in this regard are the issues of monitoring the formation of the teacher’s terminological competence. The article, based on a level system for monitoring the formation of terminological competence developed by domestic methodologists, consisting of three components (subject-cognitive, intellectual-reflective, communicative-linguistic), offers sample tasks for assessing the level of formation of terminological competence of a Kyrgyz language teacher, who teaching as a second language.