Categorial and concept model of the terminosphere of the subject area «additional education»

   This study is based on a categorical-conceptual analysis of the terminology of the subject area «Additional Education». At the present stage of the study of linguistic doctrines, it is relevant to consider terminology as a set of terminological units used in a particular subject area as an object of study. In connection with the effectiveness of modern linguistics and the need for society to obtain information and knowledge, the nature of the scientific interpretation of terminology is changing. The term is part of a certain complex of units of the language - the terminological system, which, in turn, is correlated with the concept of «terminosphere». A termosphere, unlike a terminological system, can consist of several terminological systems. Such an understanding of the terminology most accurately reflects the specifics of the subject area «Additional Education». This terminology sphere consists of terminologies and terminological systems of various fields of knowledge, which are directly interconnected with the studied subject area. The very term «additional education» first appears in the Law on Education since 1992. The adoption of additional education as an independent area of educational activity at the legislative level occurred in 2012. At this time, this educational area is divided into “Additional education for children and adults” and “Additional professional education”. Given the relevance of modern cognitive terminology, it should be understood that the categorial-conceptual structuring of the terminology of any subject area is the leading one. The conceptual and thematic modules of the subject area “Additional education” (“Methods and techniques of educational activity”, “Didactic means of educational activity”, “Forms of organization of educational activity”, “Area of quality of educational activity”) that we have considered, form a model of the terminology sphere, which, in its turn, has a high semantic potential. The use of the conceptual-categorical approach made it possible to systematize the terms of this professional field and to identify the structural relationships of terminological units. In the course of systematization of terms, we found that «Additional education» as a professional area of human activity is distinguished by a well-formed terminological apparatus.

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