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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

Object of study: independent work of undergraduate students specializing in “Pedagogical education”.

Subject of research: the process of forming grammar skills of freshmen who are specializing in “Pedagogical education” during extracurricular independent work organized with the use of distance learning technologies.

The purpose of the study is the theoretical justification of the organization of extracurricular independent work of students of the faculty of foreign languages with the use of distance learning technologies and the development of a model of organizing independent work using the eLearning Server 4G platform.

Research hypothesis: the methodology for the formation of grammatical skills of freshmen who are studying undergraduate course will be effective if:

•intermediate control and self-control of the formation of a grammar foreign language skills in the distance education system is organized;

•methods of using of distance learning technologies are developed and implemented in the organization of extracurricular independent work of students in the discipline "Practical Grammar".

In accordance with the purpose and hypothesis of the study, the following tasks are de-

fined:

1. identify the scientific and didactic basis for the organization of independent work of undergraduate students specializing in “Pedagogical education (with two specialization profiles)” and the didactic capabilities of the distance learning system to optimize this type of work;

2. identify and justify the pedagogical conditions and factors in effective organization of independent work of freshmen studying the discipline "Practical grammar of the First Foreign Language" using distance learning technologies;

3. develope and test a model for organizing independent work of students studying in the first year of undergraduate studies using the eLearning Server 4G platform.

The theoretical and methodological basis of the study was: scientific papers on the formation of competencies of students of language universities in the implementation of FSES 3

++(N.V. Merkulova) [1], the use of relevant information technologies in teaching grammar in modern higher education (Yu.V. Mashkina) [3], analysis of the use of distance learning technologies in the organization of independent work and extracurricular activities (I. M. Vlasova) [4]; works devoted to the formation of independent work skills of students in a university (E.F. Zeer [2], T.A. Kulikova [5], P.I. Pidkasisty [6] and others). The works of N.V. Serkova are devoted to the issues of the impact of distance learning on the cognitive and personal development of students [7]. Theoretical and methodological aspects of the use of distance learning technologies are considered in the works of A.A. Andreeva [8], E. G. Skibitsky and A.G. Shabanova [9]. The regulatory framework of the study is: The Act of the Ministry of Education and Science of Russia dated 08.23.2017 N 816 "On approval of the Procedure for the use by organizations engaged in educational activities of e-learning, distance learning technologies in the implementation of educational programs" Federal state educational standards of higher education 3 ++ [1 *].

Base of research: the study covered 176 full-time undergraduate students of the faculty of foreign languages of the Voronezh State Pedagogical University 2015-2019.

The first stage is the search-theoretical (2015-2016). At this stage, the relevance of the research topic was determined, a study was made of the current state of the problems of organizing independent work of undergraduate students in a pedagogical university, the use of distance technologies in teaching English grammar.

During the second stage (ascertaining stage - 2016-2017) of the pedagogical experiment, theoretical approaches were developed, the research hypothesis was formulated, the pedagogi-

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Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 4 (27), 2019 ISSN 2587-8093

cal conditions for the use of distance educational technologies for the effective organization of independent work of undergraduate students during forming grammar skills were determined.

At the formative stage of the pedagogical experiment (2017-2018), tasks for teaching the grammatical aspect using distance educational technologies, tasks for self-monitoring, tests for self-monitoring and control of the studied material were developed.

At the control stage (2018-2019), the hypothesis was tested; the use of distance educational technologies was tested for the effective organization of independent work of full-time undergraduate students who are studying English grammar.

Research results

Analyzing the independent work of students, it seems necessary to consider the concept of independence as a personality trait. In Russian works on Psychology, independence is seen as “a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activity and behavior” [10, p. 9]. Independence is considered as “the ability to focus on one’s personal positions, make one’s own decisions and implement them, independence from situational external influences” [1 **, p. 404].

In our research, we relied on the didactic points put forward by P.I. Pidkasity, according to which the classification of independent work is predetermined by the structure of cognitive activity. The procedural side of students' activities was considered as a principle in identifying types of independent work, together with the logical and meaningful side. P.I. Pidkasisty identifies independent work of students at the university as “a means of organizing implementation of certain activities in accordance with the goal, which in a specific learning situation corresponds to a specific didactic goal and task, that allows a student to develop a psychological setting for self-replenishment of his knowledge, ability to navigate the flow of scientific and political information in solving educational, scientific and industrial problems” [6, p. 65-67].

According to A.Yu. Bugay the independent work of students at the university is " wellplanned cognitive, organizational and methodically guided activities carried out without the direct assistance of a teacher to achieve a specific result" [11, p. 68].

In the developed methodology, four types of independent work of students were used in accordance with the nature of cognitive activity: 1) reproducing according to the model; 2) re- constructive-variable; 3) heuristic or partially search; 4) creative independent work.

Organization of students' independent work on “Practical Grammar” involves the following steps: determining the goal of independent work, setting and concretizing cognitive tasks; the choice of the most effective mode of action, which will lead to the solution of tasks; student assessment of their readiness for independent work; work planning; consistent performance of tasks; self-control of intermediate and final results of work; making adjustments based on the results of self-control. However, it is said by many teachers and lecturers who work with freshmen that most first-year undergraduate students are not ready for independent work.

A questionnaire conducted among students of the Foreign languages faculty studying in the profiles “English, German”, and “English, French” revealed the following reasons for the ineffective organization of independent work: many students (64%) lack self-control skills; students have difficulty planning time (68%); almost all students note a decrease in motivation in the absence of external control. Teachers and lecturers who work with freshmen face with the challenge of teaching students how to organize independent work correctly, providing methodological assistance to first-year students in organizing their independent work, and finding effective methods for analyzing independent work in order to help students make adjustments to the organization of independent work. The use of distance educational technologies is able to solve these problems and offer a variety of forms of independent work of students. According to G.V. Kravchenko, “it is necessary to ensure the right combination of volumes of classroom and independent work” and “control over the course of independent work” [12, p. 24]. I.M. Vlasova pays attention to the fact that “independent study of educational material forms the basis of the productive development of academic discipline” [4, p. 4].

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Language competence is one of the components of the foreign language communicative competence of undergraduate students, and its formation is considered as one of the learning objectives in the framework of the subject-methodical module in the first year. Grammar knowledge and skills are necessary for improving speech skills, as they are designed to ensure that undergraduate students realize the specifics of the expression of thoughts, communicative intentions using English. Considering grammar as a morphosyntactic system of language, methodologists emphasize that teaching grammar is aimed at familiarizing with the functions and properties of elements, this system of components [3]. Distance educational technologies help to translate the implementation of language exercises aimed at the formation of grammatical skills into independent work mode. In this case, in classroom classes you can pay more attention to conditional speech and speech exercises.

Using the distance learning portal allows teachers to vary the various forms of presentation of educational material, upload additional exercises for better mastering grammatical material, and organize control over the formation of grammatical skills after passing through each topic. In the distance e-learning system, you can track the work of each first-year student (not only how successfully the student copes with the tasks, but also how much time he has spent in the system, working with reference materials, doing exercises) and objectively assess the quality of its implementation. The teacher can analyze the typical mistakes made by students during the tests, and develop a program for their correction in classes. The use of distance learning technologies allows each student to work on the formation and development of grammar skills at an individual pace, to master the material at a convenient time for him, to receive advisory support from teachers, and to apply for tasks an unlimited number of times.

Recently, the number of students who often miss classes due to poor health has been increasing. In this case, it can be difficult for students to cope with the material provided for by the work program for the discipline. Irregular attendance of classes leads to the fact that: firstly, the process of forming grammar skills is slow, which leads to a decrease in motivation to study the discipline; secondly, working with grammar rules occurs unevenly, so the more new grammatical forms they study, the more intralingual interference is involved, as a result, the number of errors is increasing; thirdly, these students often do not have further automation of the skill in the process of using grammatical forms and constructions in speech. In addition, as there is little practice, the previously acquired skills are de-automated. In 68% of first-year students who missed more than 40% of classes, the formation of grammatical skills on some topics stopped at the stages of familiarization with the grammatical phenomenon and / or differentiation from similar forms.

The students who work at grammar material independently at home read the rules, do language exercises. However, they have some difficulties in trying to perform conditionalspeech exercises independently and do not use the revised material in oral or written speech. This approach to the organization of independent work leads to the fact that there is no further automation of the skills in the process of performing conditional-speech exercises and speech exercises. Students’ productive grammar skills remain poor, which leads to numerous errors in their speech, as the form and the meaning, if they are not connected with a specific speech context, are forgotten quickly or the student confuses them with similar structures in form or meaning.

The use of distance learning technologies allows a student, even if he missed classes due to health problems, to study the materials posted on the eLearning Server 4G portal, to get access to the necessary literature, to perform tests as they progress through the topics. In case of prolonged absence due to illness, the student may, in agreement with the teacher, perform tasks remotely and send them for verification. This form of work allows teachers to upload not only text tasks, but also upload audio files, which give more opportunities to perform speech exercises. While performing and checking tasks in the distance learning system, it is possible to send them back to a student to redo after indicating the main errors. This allows not only to im-

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prove the quality of work, but also to motivate first-year students to correct their mistakes, prepare the tasks for verification more attentively. This is more effective than traditional error correction, as the students’ desire to correct their mistakes increases.

The organization of independent work of first-year students on Practical English grammar with application of distance educational technologies is determined not only the principles of general methodology, but also some special principles, such as: 1) the principle of individualization of training; 2) the principle of interactivity in learning; 3) the principle of integration of distance learning technologies in educational process; 4) the principle of automation control of level of formation of grammatical skills.

In the distance learning system called eLearning Server 4G teachers place materials for independent work of the students. The organization of grammar material should be based on the principles of 1) communicative orientation; 2) functionality; 3) consistency; 4) systematicity and consistency; 5) taking into account the typology of grammatical difficulties and areas of interlingual transference; 6) situationality.

Each module contains a theoretical part, which presents grammatical rules, tables; a methodical part, which gives guidelines for the development of the discipline, a list of basic and additional literature on the topics studied in the course, the requirements for the test; a practical part, which contains exercises for independent work and tasks for self-control; and a control part. The control part contains tests for each unit and a final test containing at least 20 questions and including assignments for all topics studied during the semester. The student himself allocates time, organizes his work so that during the semester he could perform all the tests.

The work with the posted materials is recommended to start with the methodical part, as here you can find a list of basic and additional literature, recommendations how to do the tests and work with the materials. In addition, this part contains requirements for the credit of the discipline, which facilitates the preparation for the session.

The survey of the first-year students revealed that they face a number of difficulties while performing the tests: 1) 29% of the students note that they usually spend too much time on the first tasks and do not have time to pass the test until the end; 2) at school, not all the students were familiar with various test technologies, such tasks as classification (34% of students), error correction (41%) and filling in gaps (26%) cause difficulties. In addition, the survey of the students revealed that it was difficult for them to conduct self-assessment and correction of their knowledge and skills during their independent work. 46% of the students noted that they started to perform tests without fully completing the proposed exercises for independent work. During the conversation with the students, it was found out that the freshmen, after analyzing the rule and performing several exercises, often start doing the tests, they are sure that they have mastered the material. It happens due to the fact that at school most of them are accustomed to perform only language exercises, without doing conditional speech and speech ones that require more time. Since the skills are not brought to automatism, the test result can be unsatisfactory.

It can be concluded that for successful extracurricular independent work, students need skills of self-organization and self-control, the ability to set personally significant goals in mastering the skills necessary in the future profession, and build trajectories of educational routes. As it asnoted by I. M. Agibova and T. A. Kulikova, the search for new means and methods of training leads to the fact that the "the formation of skills to acquire new knowledge" [14, p. 226] and process them creatively are the most important things.

To overcome these difficulties the following was done: first, the recommendations for working with different test technologies were loaded in the guidelines posed in the distance learning system; secondly, when performing tests in the first year, a second attempt to perform the test is provided, but the teacher can track the time spent on the test and the results of both attempts in the system. In addition, freshmen often have problems with the time management skills to perform the tests. The analysis of the results of the tests done in the system demon-

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strated that 57% of the students perform tests on various topics at the end of the semester within a few days (2-4 days), that is shown that students face problems with time management and the organization of independent work. To activate the students’ independent work, teachers have the opportunity to post a message in the "News" section, and in this case, the student, entering the distance learning system, immediately receives a message that he needs to study the material on the topic and pass the test as soon as possible. The points for the completed tests are taken into account when setting a credit for the discipline according to the existing faculty point-rating system in accordance with the Regulations on the use of point-rating system of evaluation in the University.

It can be concluded that for successful extracurricular independent work, students need skills of self-organization and self-control, the ability to set personally significant goals in mastering the skills necessary in the future profession, and build trajectories of educational routes. As it asnoted by I. M. Agibova and T. A. Kulikova, the search for new means and methods of training leads to the fact that the "the formation of skills to acquire new knowledge" [14, p. 226] and process them creatively are the most important things.

To overcome these difficulties the following was done: first, the recommendations for working with different test technologies were loaded in the guidelines posed in the distance learning system; secondly, when performing tests in the first year, a second attempt to perform the test is provided, but the teacher can track the time spent on the test and the results of both attempts in the system. In addition, freshmen often have problems with the time management skills to perform the tests. The analysis of the results of the tests done in the system demonstrated that 57% of the students perform tests on various topics at the end of the semester within a few days (2-4 days), that is shown that students face problems with time management and the organization of independent work. To activate the students’ independent work, teachers have the opportunity to post a message in the "News" section, and in this case, the student, entering the distance learning system, immediately receives a message that he needs to study the material on the topic and pass the test as soon as possible. The points for the completed tests are taken into account when setting a credit for the discipline according to the existing faculty point-rating system in accordance with the Regulations on the use of point-rating system of evaluation in the University.

After the experimental training, during which all the necessary materials, such as tasks for self-control, materials on "Practical grammar", tests for self-control, which can be done several times, tests for control were loaded at the distance learning portal posted, the results of the subject tests in the experimental group increased by 23% compared to the control group, which used ICT technologies only in the classroom. More than half of the students (61%) completed the tests several times to improve their score (points for the students’ independent work were taken into account in the rating at the credit).

The pedagogical conditions of the effective organization of independent work with the use of distant educational technologies were determined: 1) readiness of the student (cognitive, motivational and technical) to the independent work; 2) motivation of the teacher to use distance educational technologies for the organization of the students’ independent work; 3) technical equipment, allowing to organize the independent work using e-learning platform.

After the experiment, the survey of the students allowed to find out that 94% of the students at the end of the course believe that the use of the distance education technologies is convenient, since it involves performing the tests at home at a convenient time for the students, it allows them to view the materials for consolidation and revising at any time. 82% of the undergraduate students said that the distance testing is perceived more positively, as they experience less stress while performing the test at home. 79% of the students noted that the need to pass tests at the end of each topic allows them to organize their independent work systematically, not to postpone everything until the dead line. In addition, the students of the experimental

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group who worked at a distance with the materials and several times redid the tests, if they were not satisfied with the results, showed 31% higher results at the final test at the end of the semester than the students of the control group.

Conclusion

The experimental technology has shown that the use of the distance learning technologies in the organization of the students’ independent work on the discipline "Practical Grammar" contributes to the motivation to study the discipline, the emergence of students’ stable inner motivation, promotes the development of self-organization and self-control skills, improves academic performance.

The research allowed to draw the conclusions that in the conditions of modernization of higher education and introduction of new Federal state educational standards of higher education 3+ and 3++ the role of independent work of students-bachelors increases, and the effective organization of this work is possible in the conditions when each student has remote access to the course materials, can organize work with these materials at a convenient time, that is, out of class, which is especially important for students with health problems. Block-modular model of the organization of materials in the distance learning system, the use of chat rooms, various types of tests allow to make the work in the distance learning system productive, to develop skills of independent work which are necessary for the teacher in the future professional activity. Distance learning is a prospective sphere, and the proposed work does not run out the entire content of the problem, as the emergence of new platforms can bring the study of the possibilities of using distance education technologies in teaching grammar to a new stage.

References

[1]Merkulova N.V. Universal'nye kompetencii discipliny «Inostrannyj yazyk» pri realizacii FGOS 3++ v sovremennom vysshem obrazovanii [Universal Competence of the Discipline "Foreign Language" in the Implementation of FGOS 3++ in Modern Higher

Education] / Gumanitarnye chteniya «Svobodnaya stihiya» : materialy nauchno-prakticheskoj konferencii, Sevastopol', 13–15 sentyabrya 2018 goda / FGAOU VO «Sevastopol'skij gosudarstvennyj universitet» ; pod red. E.A. Barminoj, O.A. Moskalenko. – Sevastopol' :

FGAOU VO «SevGU», 2018. – S. 248-252.

[2]Zeer E.F. Psikhologiya proffessionalnogo obrazovaniya: ucheb. Posobiye / E.F. Zeer.

–2-izd. – Voronezh: Izdatelstvo NPO «МODEK», 2003. - 480 s.

[3]Mashkina U.F. Informatsionno-kommunikatsionniye technologii v reshenii zadach obucheniya inoyazichnoi grammatike / U.F. Mashkina // Vestnik Vyatskogo gosudarstvennogo guanitarnogo universiteta. - 2011. - № 2 (3). - S. 60-64.

[4]Vlasova I.M. Organizatsiya vneauditornoi samostoyatelnoi raboti studentov kolledzha s ispolzovaniem distantsionnih tehnologii (na primere uchebnoi distsiplini “Informatica” ): dis.

…kand. ped. nauk 13.00.01, 13.00.08 / Vlasova Irina Mikhailovna ; Moskva, 2007. - 198 s.

[5]Kulikova T.A. Organizatsiya samostoyatelnoi raboti studentov vusa v informatsion- no-kommunikatsionnoi obutchayuszhey srede: avtoref. dis. … kand. ped. nauk /13.00.08: /

Kulikova Tatyana Anatolyevna ; Stavropol, 2011. - 25 s.

[6]Pidkasistii P.I. Organizatsiya uchebno-poznavatelnoi raboti studentov / P.I. Pidkasistii .- М.: Pedagogicheskoye obszhestvo Rossiya , 2004.- 112 s.

[7]Serkova N.V. Vliyaniya distantsionnogo obucheniya na poznavatelnoye I lichnostnoye razvitiye studentov / N.V.Serkova . Seversk : SЕТI, 2002. - 122 s.

[8]Andreev A.A. Didakticheskiye osnovi distantsionnogo obucheniya / А.А. Andreev. - М.: RАО, 1999. - 120 s.

[9]Skibitskii E.G. Distantsionnoye obucheniye: teoretiko-metodologicheskiye osnovi: monographiya / E.G. Skibitskii, A.G. Shabanov; Sib. Int finansov I bank. dela, Sovrem gumanitar akad. – Novosibirsk : GPNTB SO RAN, 2004. - 223 s.

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[10]Tchebrovskaya S.V. Psikhologicheskiye usloviya formirovaniya samostoyatelnosti studentov dis. … kand. psih. nauk 19.00.07: / Tchebrovskaya SvetlanaVladimirovna ; Kom- somolsk-na-Amure, 2003. - 157 s.

[11]Bugai A.U. Samostoyatelnaya rabota studentov vusa: sovremennoye sostoyaniye problemi / A.U. Bugai // Pedagogicheskoye obrasovanie v Rossii. — 2014. — № 12. — S. 6771.

[12]Kravchenko G.V. Ispolzoniye distantsionnoy sredi Moodle v obrazovatelnom protsesse studentov dnevnoi formi obucheniya / G.V. Kravchenko // Izvestiya Altaiskogo gosudarstvennogo universiteta, № 2-1 (78), 2013. - S. 23-25

[13]Agibova I.M., Kulikova T.A. Samostoyatelnaya rabota studentov: tipi, vidi, klassifikatsiaya // Vestnik Stavropolskogo gosudarstvennogo universiteta, 2010. №71(6). S. 221-227.

Analyzed sources

[1*] Federalnii gosudarstvenii obrazovatelnii standart visshego obrazovaniya po napravleniyu podgotovki 44.03.05 Pedagogicheskoye obrazovaniye (s dvumya profilyami podgotovki) (bakalavriat), URL: http://fgosvo.ru/uploadfiles/FGOS%20VO%203++/Bak/440305_B_3_16032018.pdf ( vremya obrashcheniya – 15.09.2019).

Dictionaries used

[1**] Enikeev M.I. Psykhologicheskii entsiklopedicheskii slovar: spravochnoye izdaniye / M.I. Enikeev . - М.: Velbi: Prospekt, 2007. - 560 s.

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INTERCULTURAL COMMUNICATION

UDC 801: 552.578.18

COGNITIVE-PRAGMATIC SPECIFICITY OF STRUCTURAL TYPES OF LEXICAL UNITS IN THE FIELD OF OIL AND GAS INDUSTRY

M.R. Miloud

____________________________________________________________________________

Algiers University 2 named after Abu Elkassem Saad Allah,

Doctor of Philology, Associate Professor of Turkish and Russian Languages Department, Teacher of Turkish and Russian languages Department, Member of the Scientific Council of the faculty of Arabic Philology and Oriental languages.

Miloud Mohamed Rachid

e-mail: medrachid.miloud@univ-alger2.dz ORCID ID: 0000-0003-0334-5859

____________________________________________________________________________

Statement of the problem. The paper is devoted to the analysis of structural types of lexical units of terminology of oil and gas industry. This article provides a classification of terms based on the analysis of their components and examines the terminology of oil and gas industry in terms of its structural and semantic features.

Results. In this paper, the structural types of lexical units of oil and gas industry terminology are described and studied in detail. The most common models of formation of terms-phrases in the Russian language are analyzed and proved in the article that the terms-words and binary terms-phrases are the most common types of terms in oil and gas sublanguage.

Conclusion. The obtained statistical results prove that two-component terms-phrases containing a technical term with another component belonging to the words of the general literary vocabulary are dominant in the oil and gas terminology. On the basis of the research the author offers the classification of terms-phrases of oil and gas sublanguage from the point of view of their refiners.

Key words: term, sublanguage, terminology of oil and gas industry, terms-words, symbol-words, terms-phrases. For citation: Miloud M.R. Cognitive-pragmatic specificity of structural types of lexical units in the field of oil and gas industry / M.R. Miloud // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”.

– 2019. - № 4 (27). – P. 81-88.

Introduction

There is no doubt that oil and natural gas as the most important sources of energy occupy a leading place in the world fuel and energy sector. The livelihood of the modern person and the welfare of the state largely depend on them: "Everyone knows that today we are experiencing a global financial crisis exorbitant prices for extracted oil and its derivatives, in particular, gasoline" [1, p. 37].

The oil and gas industry is one of the leading sectors of the Algerian economy. The world's largest energy companies are investing in this sector, including Russian companies, which are seeking to actively expand their activities in Algeria in the areas of oil and gas exploration, production and transportation. This activity affects not only the economic growth of Algeria, but also arouses interest in the study of the Russian language in the process of exchanging experience and information on the oil and gas industry in the framework of the Algerian-Russian cooperation. That is why there is a need to identify moving boundaries in the terminology of the oil and gas industry as a result of the improvement of scientific knowledge.

In the formation of oil and gas industry terms, the vocabulary of national languages was primarily used. At the same time, the need for a large number of new oil and gas terminological

___________________

© Miloud M.R., 2019

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units led to the activation of new ways of term formation. For example, many terms were the result of syntactic term formation. "This method becomes the leading one, which is reflected in the quantitative predominance of phrases in almost any terminology and increase their length, leading to the emergence of a composite of three terms, and at the end of the century four terminoelements" [2, p. 192].

In this paper, we study the structural types of lexical units in the terminology of the oil and gas industry, we classify terms based on the analysis of their components, and consider the terms of the oil and gas industry from the point of view of their structural and semantic features in modern Russian.

This publication is a continuation of the article "Lexico-semantic method of formation of Russian terms of oil and gas industry", published in the scientific journal of the Voronezh state technical University. Series "Modern linguistic and methodical-didactic researches", 1 (33), 2017 [3, p. 171-180].

Research methodology

One-component and multi-component terms of the oil and gas industry in the Russian language are the object of research. The subject of the study was the structural features of the terms of oil and gas sublanguage.

The purpose of this paper is to study the structural features of lexical units in the oil and gas industry, to consider the most common models of formation of Russian-language termsphrases in the oil and gas industry and to study the theoretical aspects of the formation of oil and gas terms and their functional characteristics. The proposed formulation of the problem is associated with the solution of several closely related problems:

1)identify the structural and functional characteristics of the oil and gas sublanguage;

2)classifying terms-phrases according to the morphological structure;

3)analyze the most common models of formation of oil and gas terms-phrases.

The terms of the Russian-French dictionary of oil and gas industry M. R. Miloud [1*] are the material of the study. This dictionary includes 17088 most commonly used terms. The choice of dictionary is due to the fact that the dictionary is available under a free Creative Commons license (CC BY-NC-SA 4.0).

The method of semantic, quantitative and qualitative analysis together with the statistical method are the main methods of this work.

Research results

The development of scientific knowledge in a particular industry or field is closely related to the development of industry terminology. This is explained by the fact that "the development of science leads to the specification, refinement and modeling of existing concepts, in connection with which there is an increasing number of termelements: the more developed becomes a specific terminology, the greater the number of terms-phrases it observed" [4, p. 81].

According to the classification of terms proposed by V. M. Leichik and S. D. Shelov, the terms in the field of oil and gas industry are divided into the following structural types: termswords, terms-phrases, terms-abbreviations [5, p. 33-34]. As for the terms-abbreviations, in our opinion, they are still adjacent to the terms-words, because the terms-abbreviations, first of all, are words (name or designation), consisting of the initial letters or numbers of the phrase used to reduce and accelerate the transfer of information.

Along with this, V. P. Danilenko points out the following structural types of terms: symbol-words, terms-words, terms-phrases [6, p. 37]. In this article we will rely on the classification proposed by V. P. Danilenko, since in this classification the terms-abbreviations are considered as terms-words.

It is important to note that the purpose of the work was to focus on the Russian terminological system of the oil and gas industry, because, analyzing the above-mentioned dictionary [1*], we came to the conclusion that it would not be possible to give examples in

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French, since there is a certain discrepancy in the Russian and French languages, so it seems necessary to add an accurate translation for each Russian-language example.

1. Terms-words - "consist of the word basis or several bases, supplemented in most cases by affixes. Terms created with this method are either related to new concepts. metall — metallo-id or keep the old value shlifovanie — shlifovka" [7, p. 67].

Terms-words are divided into:

a) non-derivatives "single-rooted" (the basis of which coincides with the root) — bur

(perçoir), voda (eau), gaz (gaz), krylo (aile), krjuk (accroche), neft' нефть (pétrole), truba (tube);

b) derivatives (the basis of which contains the root and affixes) — perforirovanie (perforation), burovik (foreur), setka (maille), gazovyj (gazeux), neftjanoj

(pétrolier), betonirovanie (bétonnage).

The selected terms in the oil and gas terminology of the Russian language are represented by both non-derivative and derived lexemes. Non-derived terms are 4672 lexemes. This amount is 70.32% of the entire array of selected terms-words (6643 terms). The derived terms are 1971 lexeme. This amount is 29.68 % of the entire array of selected terms-words.

Table 1

Quantity of derivative and non-derivative terms-words

Analysis of oil and gas terms used in a special dictionary of M. R. Miloud [1*], showed that the largest number of terms-words appearing in oil and gas terminology, is non-derivative. The number of derived term-words is a smaller percentage.

c) complex-terms (terms containing two or more root morphemes) — gazoprovod (gazoduc), nefteprovod (oléoduc), svarochno-montazhnyj (soudage-montage), gazoprojavlenie (manifestation de gaz), neftegazoseparator (trappe). It is interesting to note that in Russian oil and gas terminology complex terms are formed mainly by combining the basics with the help of connecting morphemes: gazoprovod (gazoduc), puteprovod (passage) и т. д;

г) abbreviations — NDS (nalog na dobavlennuju stoimost') (T.V.A. taxe sur valeur additionnelle), NPD (nalog na professional'nuju dejatel'nost') (T.A.P. taxe sur activité professionnelle), GS (gorizontal'naja skvazhina) (puits horizontal)...etc. among the terms-the words of V. P. Danilenko also include the abbreviation that represents the reduction in longwinded scientific names to one-word. It is important to note that the formation of abbreviations in the Russian terminology of oil and gas sublanguage is subject to the rules of the general literary language.

2. symbol-words that, according to E.Sh. Dumitru, “can be attributed to the terms expressed by a complex word, but since their structure includes non-verbal means, we consider them as a separate group in which we can distinguish symbolic words consisting of an alphabetic character (or several alphabetic characters) and a single-word term: kSa-smazki

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