SPECIFIC FORMATION OF THE TERMINOLOGICAL COMPETENCE OF STUDENTS
Modern science is characterized by the development of many scientific schools and a variety of emerging terminological systems, which significantly complicates the ordering of terminology and leads to definitional inaccuracy. The practice of teaching Russian and Russian as a foreign language shows that many students at various stages of study have poorly developed terminological competence and metalinguistic function in the field of professional communication. The use of various methods of monitoring the retained knowledge of the students can contribute to an effective solution to this problem. It is also necessary to include special language courses in the learning process along with the discipline Introduction to the specialty. This is necessary at all levels of language proficiency, including at the initial stage of training, for the further successful systematization of knowledge and the formation of skills and abilities to work with scientific discourse. Strengthening the interactive aspect of learning can be achieved with the help of such innovative technologies as testing and experiment. The research and linguo-didactic potential of the associative experiment is still underutilized both in terms of scope and content. Expanding the scope of such experiments would allow not only to identify the problem of the formation of terminological competence in various groups of students, but also stimulate linguists to actively work on improving terminological derivation and scientific and didactic discourse.