| Annotation |
The article raises the pedagogical problem of creating an integrated system of training foreign students receiving higher medical education using an intermediary language (English) for the state final certification, which takes place in Russian. The analysis of the texts of situational tasks in examination disciplines (therapy, surgery, obstetrics and gynecology, pediatrics) allowed us to identify their standard structure with the allocation of a finite number of typical syntactic blocks in the tasks, which allowed us to focus on their lexical content and, above all, on the systemic word-formation analysis of different parts of speech, understanding the meanings of words and their significant parts. The formation of students’ systematic understanding of language occurs through the use of functional-communicative, structural-semantic, component methods, modeling methods in word-formation refraction, methods of systematization and classification of word-formation material. This is facilitated by the innovative generalizing course “Scientific activity of a doctor” (8–10 semesters) developed by the authors, the purpose of which is to create motivational attitudes that ensure the use of system data of derivatology in teaching Russian as a foreign language. It is concluded that the creation of an idea of the Russian word structure and its assimilation, form the ability to correlate the basics of different types, to identify word-formation morphemes that make it possible to predict the meaning of previously unknown words and facilitate the understanding of a complex special text of clinical situational tasks, which contributes to the formation of a professional terminological dictionary of a medical university student. It is confirmed that methodological techniques that ensure knowledge of the semantics of communicatively significant derived lexical units make it possible to fully perceive and generate speech. |
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