THE LINGUODIDACTIC FEATURES OF TEACHING MILITARY TERMINOLOGY

INTERNATIONAL CONFERENCE PEDAGOGICAL REFORMS AND THEIR SOLUTIONS VOLUME 12, ISSUE 02, 2025 182 THE LINGUODIDACTIC FEATURES OF TEACHING MILITARY TERMINOLOGY Kurbanova Munisa Akbaraliyevna Senior Researcher, Scientific-Practical Research Center, University of Public Security, Uzbekistan Annotation: This article explores the linguodidactic characteristics of teaching military terminology to students of higher educational institutions. It examines the specific linguistic, stylistic, and communicative features of military vocabulary and highlights the methodological approaches that facilitate its effective acquisition. The research emphasizes the importance of contextual, functional, and comparative methods in teaching specialized terms. Findings demonstrate that integrating authentic materials, simulations, and interdisciplinary tasks enhances both linguistic competence and professional communication skills among cadets and military students. Index Terms: military terminology, linguodidactics, professional communication, contextual learning, lexical competence, translation techniques. Annotatsiya Mazkur maqolada oliy ta’lim muassasalari talabalari uchun harbiy terminologiyani o‘qitishning lingvodidaktik xususiyatlari yoritilgan. Unda harbiy terminlarning lingvistik, stilistik va kommunikativ jihatlari hamda ularni o‘qitishning samarali metodik yondashuvlari tahlil qilinadi. Tadqiqotda kontekstual, funksional va qiyosiy metodlardan foydalanish muhimligi ta’kidlanadi. Natijalarga ko‘ra, autentik materiallardan, rolli mashqlardan va fanlararo topshiriqlardan foydalanish talabalarning til ko‘nikmalari hamda kasbiy muloqot kompetensiyasini rivojlantiradi. Kalit so‘zlar: harbiy terminologiya, lingvodidaktika, kasbiy muloqot, kontekstual o‘qitish, leksik kompetensiya, tarjima usullari. Аннотация В статье рассматриваются лингводидактические особенности обучения военной терминологии студентам высших учебных заведений. Анализируются языковые, стилистические и коммуникативные особенности военной лексики, а также методические подходы, обеспечивающие её эффективное усвоение. Отмечается значение контекстуального, функционального и сравнительного методов. Результаты показывают, что использование аутентичных материалов, ролевых заданий и междисциплинарных упражнений способствует развитию языковой компетенции и профессиональной коммуникации у курсантов. Ключевые слова: военная терминология, лингводидактика, профессиональная коммуникация, контекстуальное обучение, лексическая компетенция, методы перевода. The teaching of military terminology is one of the most specialized areas of English for Specific Purposes (ESP). Military language contains unique lexical, grammatical, and semantic structures reflecting discipline, hierarchy, and precision. Mastery of military terminology INTERNATIONAL CONFERENCE PEDAGOGICAL REFORMS AND THEIR SOLUTIONS VOLUME 12, ISSUE 02, 2025 183 allows future specialists to understand technical documentation, participate in international military cooperation, and interpret commands accurately. Linguodidactic study of this domain focuses on how linguistic theory can inform and optimize the teaching of such terms. Military English often includes abbreviations, idiomatic expressions, and metaphors specific to the defense context. Therefore, teachers must combine linguistic knowledge with communicative and cultural competence to ensure that students not only memorize terms but also apply them in realistic professional situations. This research aims to: a) Identify the main linguodidactic principles for teaching military terminology; b) Examine the structural and semantic characteristics of military terms; c) Propose effective methods for integrating military terminology into ESP instruction. According to Hutchinson and Waters (1987), ESP teaching must be based on learners’ professional needs and communicative contexts. In military English, terminology represents a highly codified subsystem requiring both linguistic accuracy and situational appropriateness (Grucza, 2010). Borisova (2015) notes that military terms are often polysemantic and context-dependent, making contextual learning vital. Dudley-Evans and St John (1998) emphasize that ESP teachers should use authentic texts—manuals, field reports, and NATO documentation—to enhance realism and motivation. Linguodidactic studies (Alekseeva, 2019; Kuznetsova, 2020) reveal that teaching specialized terminology requires integrating linguistic, cognitive, and pragmatic approaches. Moreover, cross-linguistic comparison between English and Uzbek military terms highlights cultural and structural differences—such as the use of metaphorical formations (“iron bird” = aircraft) or abbreviations (AWOL, NATO, UAV). The research employed descriptive and experimental methods to analyze the effectiveness of teaching military terminology through contextual and comparative instruction. Participants The study involved 40 cadets from the Military Faculty of Oriental University, aged 19–23. They were divided into two groups: Experimental Group (20 students): received instruction with contextual, audiovisual, and translation-based activities. Control Group (20 students): followed a traditional vocabulary-based method. Quantitative data were analyzed statistically, while qualitative feedback was obtained through student reflections and teacher observations. Results indicated a significant improvement in the experimental group: test performance increased from 58% to 86%, whereas the control group improved from 56% to 70%. Students reported that contextual exercises helped them understand not only the meaning of terms but also their functional use in military scenarios. The findings confirmed that linguodidactic integration of military terminology enhances lexical retention and communicative accuracy. INTERNATIONAL CONFERENCE PEDAGOGICAL REFORMS AND THEIR SOLUTIONS VOLUME 12, ISSUE 02, 2025 184 Key outcomes include: Improved lexical competence: learners used terms like reinforcement, deployment,command post, and ceasefire accurately in context. Increased motivation: authentic materials stimulated curiosity and professional interest. Enhanced translation skills: comparative exercises between English and Uzbek military language reduced literal translation errors. Cultural awareness: students recognized that military discourse reflects values such as hierarchy, duty, and discipline. Example Comparative Table Uzbek Term Literal Meaning English Equivalent Notes “Saf tortish” To line up Formation Used in commands and drill contexts “Harbiy xizmat” Military service Active duty Common institutional term “Buyruq markazi” Command center Command post Technical and operational equivalence “Tinchlikni saqlash kuchlari” Peacekeeping forces Peacekeeping troops Common in UN/NATO terminology In-class communication exercises such as radio protocol simulations and mission briefings allowed students to apply terminology in realistic conditions, promoting fluency and confidence. In conclusion, teaching military terminology through linguodidactic principles develops not only vocabulary knowledge but also the professional communicative competence required for real-life contexts. A combination of contextual analysis, authentic materials, and comparative linguistics ensures deeper comprehension and retention. Future research should focus on creating digital learning platforms and bilingual corpora of military English to support autonomous learning and translation practice. REFERENCES 1. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered Approach. Cambridge University Press. 2. Dudley-Evans, T., & St John, M. J. (1998). Developments in English for Specific Purposes. Cambridge University Press 3. Grucza, F. (2010). Specialized Languages and Terminologies in Professional Communication. De Gruyter. 4. Borisova, L. (2015). Teaching Military English: Context and Practice. Moscow Military Linguistics Press. 5. Alekseeva, N. (2019). Linguodidactic Strategies in Teaching Technical Terminology. Journal of Language Education, 15(3), 22–30. INTERNATIONAL CONFERENCE PEDAGOGICAL REFORMS AND THEIR SOLUTIONS VOLUME 12, ISSUE 02, 2025 185 6. Kuznetsova, E. (2020). Terminological Competence in ESP Education. Linguodidactic Studies, 12(1), 45–53. 7. 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