FORMATION OF EDUCATIONAL METHODOLOGICAL TERMS IN ENGLISH: METHODS OF AFFECTION AND COMPOSITION

Аннотация

This article analyzes the place and role of the methods of affixation (addition) and composition (formation of a new word based on a word combination) in the formation of educational and methodological terms in the English language. Understanding the mechanism of term formation in linguistics is an important factor in understanding the dynamics of language development. Through the analysis of pedagogical and methodological terms in the English language, the most commonly used affix structures and composite forms in this field arerevealed with examples. Keywords: term, affixation, composition, word formation, English language, methodology, educational terms. The process of formation of terminological units in modern linguistics is one of the important research areas. In particular, by studying terms widely used in the fields of education and methodology in the English language and determining how they are formed, it is possible to systematically analyze the pedagogical lexicon. This article studies the methods of affixation and composition, which are the main ones in the formation of educational and methodological terms. The term "term" comes from the Latin terminus - "border", "circle". It is a word or phrase that expresses a certain concept or phenomenon within the framework of any scientific or professional activity. Terms are actively used as lexical units with a specific semantic load in many specialized fields, such as science, technology, medicine, law, linguistics, pedagogy, biology. Although terms are initially used within a field, over time they pass into the general lexicon. This is achieved through the terminological system. Therefore, terms and words in general use are considered as complementary lexical units. That is, although terms occupy a special positionin thesystem oflexical units, they develop ininteraction with different lexical layers. Themain features inherent in terms are: Systematicity: terms form an interconnected system within acertain field; Thepursuit ofuniqueness: that is, each term should express only onespecific concept; Emotionalneutrality: terms are free from subjectivefactors such as emotions and moods; Stylistic neutrality: they are used in official, scientific speech, as opposed to artistic, oral or publicstyle. Terms are gradually becoming integrated into the general lexicon according to the laws of word formation. For example, the words ear, nose, throat are simultaneously both general language lexicon and terms specific to medicine and anatomy. Also, words such as book, notebook, pen, along with being widely used in everyday speech, have also become important terms in pedagogical science. Today, along with the word "term", the words "term" and "term" are also used, which are close to it. However, their semantic scope and stylistic functions do not fully cover the content of the word term: Term - has a broad meaning, especially used for geographical objects, place names and proper names; 44 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue07(2025) Term - is more often used in historical-literary, religious and philosophical texts, denoting scientificexpressions given in an oriental style. Thus, the word "term" is an integral part of modern scientific and technical and scientific language, and its formation, development and interaction with the general language are one of theimportant areas that need tobe studied indepth from thepoint ofview oflinguisticanalysis. Also, in the process of globalization, educational terms from English are often introduced into the Uzbek language. Compound terms are especially of interest to specialists in the field, translators and philologists. These terms differ in structure and semantic approach, and we considerit appropriateto group them as follows: 1. Motivated compound terms. Such terms derive their meaning from the content of their components. That is, each of the components forms a general concept while retaining its semanticload. For example: classmate–“classmate” (class –class, mate–friend); groupmate–“groupmate”(group –group, mate –partner). Thesemantic connection in such terms is obvious, and theycan be understood without context. 2. Unmotivated compound terms. Terms of this type cannot be understood superficially through their components. Their general meaning is revealed only with the help of context. In this case, thesemanticconnection between words is weak ornon-existent. For example: self-consciousness –“stateof awareness”; self-analysis of pedagogical activity –“self-analysis ofpedagogical activity”; Understanding terms such as self-study requires contextual understanding along with linguistic knowledge. Educational terms in English and Uzbek are structurally and semantically diverse. Their specific structures are of particular importance not only from a linguistic point of