ADAPTATION OF A TRILINGUAL PEDAGOGICAL MODEL FOR THE UZBEK LEARNER AND ITS PRACTICAL SIGNIFICANCE IN TEACHING MEDICAL LATIN–ENGLISH TERMINOLOGICAL COLLOCATIONS

Аннотация

This thesis section examines the adaptation of a trilingual pedagogical model to the specific needs of Uzbek learners in medical and pharmaceutical education. The model integrates Latin, English, and Uzbek and explicitly addresses syntactic and semantic transfer patterns arising from Uzbek and Russian into Latin and English medical terminology. Specially designed exercise types—such as “identify and correct the faulty collocation” and “transform a word-for-word translation into a normative medical collocation”—are used to raise metalinguistic awareness and to counteract negative transfer. By embedding these tasks in a corpus‑based, lexical-oriented framework, the model aims to achieve integrated mastery of Medical Latin and Medical English collocations, improve terminological precision in scientific and clinical writing, and update the methodological basis of medical language teaching in Uzbekistan. The theoretical and practical significance of the dissertation “Medical Latin–English Terminological Collocations: A Trilingual (Latin–English–Uzbek) Corpus-Based Analysis and Pedagogical Model” is thus substantiated in terms of both language pedagogy and domain-specific competence.