Preparation of Cadets of Higher Military Educational Institutions in Ukraine for Teaching (Perception) of Professional Vocabulary (Terminology) in English Classes

Abstract

The article reveals the problem of the functioning of verbal memory based on hermeneutical methods, that is, the problem of perception of English professional vocabulary (terminology) by cadets of higher military educational institutions in Ukraine. The training of cadets to learn professional vocabulary is based on a powerful methodological basis - a hybrid method with the application of memorization techniques. The aim is to demonstrate the main directions of teachers' work and professional disclosure of cadets in combination with motivation and hybrid learning of English professional language. External problems faced by cadets in memorizing military vocabulary are described. The paper considers didactic approaches that can facilitate or accelerate the process of learning English (communicative and action-oriented perspectives, distance work, and combined learning, consolidation, and repetition of vocabulary) in the perspective of memory theory. The results of the study showed that the method of blending text into two parts; and the search for associations between mental image and textual information improves the process of memorization, the reorganization of the material, which is necessary for mastering military terminology when using mnemonic and metacognitive strategies in English classes, contribute to the effective assimilation of the material. The conclusion is that the blending method is more effective than intensive teaching, does not cause rapid brain exhaustion and loss of motivation. The main aspects of solving the problem of perception of military terms are communication, cadet autonomy, memorization of everyday or professional vocabulary by finding the best strategies, and active approaches such as metacognitive strategy with an explicit-demonstrative approach. Using Atkinson's memory model: repetition-control-retrieval-analysis-search for associative relationships allows for control and improvement of teaching. Thus, the obvious connection between qualitative memorization and associative connections indicates that learning and teaching English to future servicemembers depends on the quantity and quality of the content outlined, as their psychosocial manifestations of professional mindset are specific.