MODELING CONSTRUCT OF TECHNICAL TERMINOLOGY VALUING IN THE ROMANIAN LANGUAGE BY ALLOPHONE STUDENTS

Abstract

The aim of the article is to reflect the theoretical premises in the construction of the specific model of technical terminology exploitation in the Romanian language by allophone students. The theoretical and practical studies devoted to professional languages, mentioned in this paper, have been fundamental elements of the pedagogical model developed for the objective of the research. The models reflected in the Common European Framework of Reference for languages, designed for formative actions, which constitute a privileged opening in supporting the formation of communicative competence in a language other than the mother tongue, served as the basis: Model of development of generalindividual competences; Model of extension and diversification of linguistic communicative competence; Model of performing the determined communicative activity (-ies); Model of optimal functional insertion in a particular domain; Model of enrichment/diversification of strategies in terms of performing tasks. Communicative competence is a category that reflects the authors' point of view equating communicative competence and terminological competence, element in the reference system ofprofessional and personal training purposes. In conclusion, the modeling construct represented in Figure 3 defines the plan to affirm the coordinates of the methodology for valuing technical terminology in higher education (formative and operational), which will be concretized at the level of performance achieved at graduation integrating the technical terminology into a message for various communication contexts.