THE NOTION OF PEDAGOGICAL MODEL AND ITS THEORETICAL BASIS FOR TEACHING MEDICAL LATIN–ENGLISH TERMINOLOGICAL COLLOCATIONS IN A TRILINGUAL CONTEXT

Аннотация

This thesis elaborates the notion of a pedagogical model as a conceptually coherent design integrating objectives, content, methods, tools, and assessment to attain specified learning outcomes. It proposes a model for teaching Medical Latin–English terminological collocations in a trilingual (Latin–English–Uzbek) framework, grounded in the lexical approach, data‑driven learning (DDL), and trilingual contrastive analysis. The lexical approach re‑centres collocations as primary pedagogic units, while DDL operationalizes corpus‑based discovery learning; trilingual contrastive analysis systematically maps structural and semantic differences across Latin, English, and Uzbek to reduce interference. The thesis argues that integrating these foundations into a single pedagogical architecture yields a model capable of developing collocational competence, metalinguistic awareness, and translational accuracy in medical education. Conceptual analysis is accompanied by a design of model components and hypothesized indicators of effectiveness, which can be tested empirically in higher medical and pharmaceutical institutions.