Shkoliar N. Forming Terminological Competence of the Future Graphic Designers in the Process of Professional Training

The dissertation outlines didactic and methodological approaches to forming terminological competence of the future graphic designers in the process of their professional training. The author defines the content of «terminological competence of the future graphic designers» as ability to appropriately apply professional terms and notions in various situations of professional communication as well as understand texts containing professional terminology, both in written and verbal forms and act respectively. According to the research, terminological competence contains the following components: motivational, cognitive, operational and information-communicative. Each component is thoroughly analyzed and their content is defined. Motivational component is deemed as a factor stimulating student’s interest and desire to master professional terminology and develop skills necessary for professionally-oriented communication. Thus, motivational component determines students’ academic awareness and their readiness for self-education. Cognitive component reflects knowledge of terminological vocabulary and peculiarities of its application in real-life professional situations. Operational component represents students’ ability to use professional terminology for the purposes of professional activity. Acquiring skills in operating professional terminology is a gradual process, which is indispensable from students’ practical activity. Thus, academic environment is to be adjusted in order to provide students’ effective involvement in professional communication, which relies on using corresponding vocabulary. Information-communicative component of terminological competence represents students’ readiness, ability and skills to use ICT to enhance their professional vocabulary. The author defines criteria for evaluating each component of terminological competence (cognitive criterion defines level of students’ knowledge in terminological domain; motivational criterion defines students’ academic awareness, their readiness for self-improvement and professional development; operational criterion describes ability to use all the scope of professional terminology in professional activity; information-communicative describes students’ readiness to use ICT for shaping and enhancing their knowledge and skills in professional terminology). The author defines levels of forming terminological competence (low, medium, sufficient, high). The research outlines pedagogical conditions necessary for forming terminological competence i.e.: creating positive motivational environment for mastering terminological vocabulary; updating content of professional training of future graphic designers according to the latest and predictable trends on the basis of competence-based approach; providing development of professional skills of future graphic designers via application of interactive methods of education. Practical implementation of the first pedagogical condition relied on ICT in order to organize virtual excursions and galleries, application of gaming method in education based on Proprofs.com and Jeopardy Labs platforms. According to the second pedagogical condition, the content of professional training was reconsidered and enhanced due to more effective interdisciplinary connections and introducing up-to-date didactic materials. Interactive methods such as web-quests, interactive games and modeling situations of professional communication were aimed at providing the third pedagogical condition. A model of forming terminological competence of future graphic designers was suggested and its reliability was empirically supported.