LATIN AS A FOUNDATION OF MEDICAL TERMINOLOGY: TEACHING STRATEGIES AND COMPETENCE FORMATION

Abstract

The research is grounded in a linguodidactic perspective and combines theoretical analysis with observations of instructional practices in medical education. Particular attention is given to the relationship between Latin terminology and the acquisition of professional vocabulary in English-medium instruction. The study explores a range of pedagogical strategies, including morphological analysis of terms, semantic structuring, contextualization within clinical discourse, and interdisciplinary integration with biomedical subjects. The findings demonstrate that Latin instruction becomes more effective when it is embedded within a professionally oriented and communicative learning environment. Rather than treating Latin as an isolated academic subject, integrating it with real-life medical contexts enables students to better understand, interpret, and accurately use complex terminology. Such an approach not only enhances lexical retention but also supports the development of analytical thinking and cross-linguistic awareness.The study contributes to the field of medical education and English for Specific Purposes by proposing a competence-based model of Latin teaching that aligns with contemporary educational demands. Its implications are relevant for curriculum design and for educators seeking to strengthen students’ terminological proficiency as a key component of their future professional competence.