Theoretical Principles of Terminology Acquisition in Agricultural Higher Education
Keywords:
Theoretical framework, cognitive mechanisms, pedagogical principles, sociocultural dimensions, assessment considerationsAbstract
This study explores the theoretical foundations of terminology acquisition in agricultural higher education. In modern agricultural science, students must not only understand subject-specific concepts but also accurately apply professional terminology in academic and professional communication. The research analyzes conceptual, cognitive, pedagogical, and sociocultural dimensions of terminology learning. The study is based on theoretical analysis of literature in applied linguistics, cognitive psychology, English for Specific Purposes (ESP), and Content and Language Integrated Learning (CLIL). The findings demonstrate that effective terminology acquisition requires conceptual understanding, contextualized learning, and integration of language and disciplinary knowledge. Cognitive mechanisms such as schema formation and depth of processing significantly influence how students retain and apply specialized vocabulary. Sociocultural interaction, collaborative learning, and practical agricultural tasks also contribute to the development of professional lexical competence. The study concludes that an integrated model combining cognitive, linguistic, and pedagogical approaches improves the acquisition of agricultural terminology and supports students’ professional communication skills.
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