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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 03     Pages: 01-06 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

 

ABSTRACT 

In the past two decades, there has been active work on ordering and systematization of pedagogical terminology. She 

made it possible to designate a list of problems that require their own solutions. These include the following: 

ambiguity pedagogical terms, duplication of English pedagogical terms in foreign languages, the introduction of new 

words into scientific circulation, pretending to be terms without connection with a specific concept and phenomenon, 

etc. One of the main ways to solve these problems there is an active lexicographic activity in the field pedagogy. 

Ordering and systematization of pedagogical terminology possible only on the basis of a serious study and 

understanding of the entire the history of the formation and development of pedagogical terminology and taking into 

account the traditions of the Uzbek language. One of the priority areas of such work should be the preparation of a 

historical terminological pedagogical dictionary. 

 

 

KEYWORDS 

Pedagogical phenomenon, pedagogical theory, methodological aspects, systematization of pedagogical terminology, 

ambiguity of pedagogical terms, analysis of pedagogical dictionary. 

 

 

 

 

  Research Article 

 

PROBLEMS OF SYSTEMATIZATION OF PEDAGOGICAL TERMS AND 

CONCEPTS IN THE SCIENTIFIC AND PEDAGOGICAL THEORY OF 

COMPARABLE LANGUAGES 
 

Submission Date: February 25, 2022, Accepted Date:  March 16, 2022,  

Published Date: March 27, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue03-01 

 

 

Mokhinur B. Nizomova  
Lecturer, Karshi State University Karshi, Uzbekistan 

Journal Website: 

https://theusajournals.

com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

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https://doi.org/10.37547/ajps/Volume02Issue03-01


Volume 02 Issue 03-2022 2 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 03     Pages: 01-06 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

INTRODUCTION 

Integration processes in the field of education lead to 

significant changes in the language of pedagogical 

science, to the transformation of existing and the 

emergence of a number of new problems in the field of 

pedagogical terminology. 

The most significant problems include the following: 

• Ambiguity of pedagogical terms, when one term 

has several different concepts and, as a result, the 

growth problems in communication of scientists 

with each other; 

• Separation of the language of science from the 

spoken and literary language; 

• Introduction of new pedagogical terms into the 

language of science without evidence of the 

novelty of the phenomena they reflect. 

THE MAIN RESULTS AND FINDINGS 

These problems contribute to the increased interest of 

researchers to various aspects of the development of 

pedagogical terminology. In the center attention of 

researchers since the 1990s. There are questions of 

ordering and systematization of pedagogical 

terminology, study of problems unambiguity in the use 

of terms in scientific and educational publications, 

opportunities for standardization, including 

international, scientific terminology and others. 

However, despite active research activities in the field 

of terminology, many problems have not yet been 

resolved. 

First of all, they include the development 

methodological aspects of using the terminology of 

pedagogical science; search for the most optimal ways 

to streamline and systematize pedagogical 

terminology; lexicographic activity. Search for 

methodological guidelines for functioning 

terminological system of pedagogy was one of the 

most important directions in the materials of the 

collections "Conceptual apparatus of pedagogy and 

Education” (Issues 1-5) edited by M.A. Galaguzova and 

E.V. Tkachenko. Many representatives of the scientific 

community, practicing teachers draw attention to the 

difficult situation in the field of use terms, composition 

and structure of the system of pedagogical terms. In 

particular, it is indicated that one of the ways to solve 

these problems should serve to increase the level of 

proficiency in pedagogical terminology as an integral 

element of increasing the professional literacy of 

teachers. In the logic of this problem, V.V. Kraevsky, in 

particular, noted: “With scientific terminology in 

pedagogy is not the best way ... Clarity and 

unambiguity of terminology is an indispensable 

requirement of scientific methodology, and for science 

it is not at all indifferent what words are used and from 

what conceptual environment they are taken”. 

Similar views on the identified methodological 

problem can be found in the works of M.A. Galaguzova, 

G.N.Shtinova, V.M. Polonsky and others. In the article 

by M.A. Galaguzova and G.N. Shtinova "Conceptual 

terminological problems of pedagogy and education" 

among a number of methodological problems facing 

the modern pedagogical terminology, special 

attention is paid to the principles of drafting 

pedagogical dictionaries. In particular, the authors 

stressed the importance use of the "thesaurus 

approach", which, in their opinion, can provide some 

standardization of terms in terms ofinformation 

retrieval systems. Designated M.A. Galaguzova and 

G.N. Stein approach received disclosure and 

justification in a number of works by V.M. Polonsky. 

The scientist designated a number of modern 

problems in the field of pedagogical terminology, 

requiring a speedy solution: “invention of terms”, 

“unjustified congestion with foreign language 

https://doi.org/10.37547/ajps/Volume02Issue03-01
https://scholar.google.co.in/scholar?q=PROBLEMS OF SYSTEMATIZATION OF PEDAGOGICAL TERMS AND CONCEPTS IN THE SCIENTIFIC AND PEDAGOGICAL THEORY OF COMPARABLE LANGUAGES
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Volume 02 Issue 03-2022 3 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 03     Pages: 01-06 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

elements”, “arbitrary interpretation basic concepts", 

"polysemy, synonymy, contradiction of the term 

concept”, multi-component terms, “absence of a term 

with explicit the reality of the concept, etc. As one of 

the solutions listed problems V.M. 

Attempts to systematize and streamline pedagogical 

terminology connected with lexicographic activity. In 

the 1990s were published two serious academic works 

- "Pedagogical Encyclopedic dictionary” (2000), which 

reflected the existing difficulties in defining content of 

pedagogical terms and concepts. An example would 

be disclosure of the key term "education" in the first 

volume, compiled simultaneously with preparation of 

the Law "On Education". In the encyclopedia, 

backbone the term "education" was recognized, and 

the term "education" was interpreted as systematic 

acquisition of knowledge. In the second volume 

education was declared the most important term of 

pedagogy, which included education and training. The 

task is to "explain the terms that are most commonly 

used as modern researchers and practitioners" were 

put before their publication by the authors-compilers 

of the "Pedagogical Dictionary" (2000). For solutions 

to this problem, as indicated by the authors 

themselves, were involved monographs, scientific 

collections of articles, textbooks "containing the latest 

psychological and pedagogical vocabulary”. With this 

approach, the dictionary in fact, cannot solve the task 

assigned to him and remove the existing terminology 

problems. This aspect can be reflected serve to reveal 

the content of the most important terms, such as 

"pedagogy", based on several dozen definitions, many 

of which contradict each other. Such an approach 

hinders another task is to provide the terms "first of all, 

precise, clear and complete definitions. Glossaries of 

terms of individual sections may be of interest 

pedagogy, for example, “Adult Education: An 

Interdisciplinary Dictionary terminology” (1995) and 

“Terminology in the system of additional professional 

education: a dictionary” (2001).These and other 

editions tried to consolidate new terms that came to 

certain areas pedagogical theory and practice from a 

foreign language tradition or other sciences. 

Dictionaries largely help scientists and practicing 

teachers in revealing the content of many new terms 

and concepts.  

However, often there is an inclusion in the dictionaries 

of terms without correlating their content with 

established in theory and practice pedagogical 

phenomena. An important direction in lexicographic 

activity is emergence in the 1990s. so-called electronic 

dictionaries. Among them advantages include the 

ability to quickly respond to updating terminology and 

providing users with new forms terminology work. 

Thus, electronic dictionaries, on the one hand hand, 

make it easier to solve the existing terminological 

problems, on the other hand, they retain an important 

drawback of dictionaries in "paper carriers" - the lack 

of a unified concept for describing terms and based on 

the history of terminology. Another area of 

lexicographic activity researchers began to supply 

many teaching aids, monographs, official documents 

dictionaries (glossaries) of terms, used in these 

publications. Such glossaries are intended clarify the 

position of scientists on certain issues, consolidate in 

terms and concepts of innovation in the practice of 

education, to satisfy the desire authors to introduce 

new terms into practice. An analysis of dictionary 

editions showed that in the 1990s-2000s. has been 

accumulated certain experience in expanding the 

terminological base of pedagogy and its entry in 

dictionaries. Difficulties faced by the authors dictionary 

and encyclopedic publications are associated with the 

desire to reflect, first of all, the recent changes taking 

place in pedagogical theory and practice through the 

terminology that accompanies them. Actually ordering 

https://doi.org/10.37547/ajps/Volume02Issue03-01
https://scholar.google.co.in/scholar?q=PROBLEMS OF SYSTEMATIZATION OF PEDAGOGICAL TERMS AND CONCEPTS IN THE SCIENTIFIC AND PEDAGOGICAL THEORY OF COMPARABLE LANGUAGES
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Volume 02 Issue 03-2022 4 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 03     Pages: 01-06 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

and systematization of terminology, as a rule, does not 

occur. This is due to at least three important reasons. 

First reason is seen as follows: terms in dictionaries are 

arranged alphabetically, as a rule, without any internal 

heading, which makes it difficult for the reader task to 

build a hierarchy of pedagogical terms and present 

them collection as a system. The second reason is to 

present the content traditional and modern terms as it 

is interpreted at the moment compiling an 

encyclopedia or dictionary, without taking into 

account the history of formation and development of 

a specific pedagogical term and phenomenon. In 

addition, on this aspect is influenced by educational 

priorities compiler. In this regard, there is a need for 

constant, almost annual reprinting pedagogical 

dictionaries, which will greatly complicate activities of 

scientists and teachers-practitioners. The third reason 

is related to the desire of the authors of dictionary 

publications consolidate new words and foreign 

language terms in their writings. Similar borrowings 

are credited to pedagogical terms without clarifying 

the essence pedagogical phenomenon underlying a 

particular term. Obviously, it should receive a 

theoretical justification and be demanded by 

practitioners of the education system before the term 

fixing it can (and should) get into pedagogical 

dictionaries. 

In general, there is a certain contradiction between 

constant updating pedagogical terminology and the 

need for a large and painstaking preparatory work on 

its processing and systematization. This contradiction 

can be removed by changing the approach to 

systematization of pedagogical terms and compilation 

of pedagogical encyclopedias and dictionaries. A 

promising approach is the preparation of a historical 

terminological pedagogical dictionary. Disclosure of 

the essence pedagogical term included in it, taking into 

account the above problems, can be presented 

through brief quotations from fiction, scientific papers, 

articles in periodicals in pedagogical publications, 

teaching aids, normative documents. Context of use 

the term reflected in the quote will allow you to more 

accurately indicate the pedagogical concept and 

comprehend the essence of the phenomenon 

underlying the term. Besides, the totality of the quoted 

quotations will serve as material for a short article, 

revealing the meaning of each term.  

Another important approach to compiling a dictionary 

is to historical principle in the selection of sources and 

quotations from them containing pedagogical terms. 

It's in chronological order arrangement of quotations, 

taking into account the nature of the source from 

which they are borrowed, because the modern 

dictionary user needs know the whole path of 

formation and development of a particular 

pedagogical term. Thus, the dictionary will be able to 

convey to the reader a rich cultural and scientific 

experience of previous generations. Named Approach 

will make more "transparent" the compiler's logic 

when selecting terms for pedagogical dictionary, 

defining their concepts and establishing a connection 

terms with specific pedagogical phenomena. When 

implementing the proposed historical and 

terminological approach to compiling pedagogical 

dictionaries will inevitably face a number of difficulties, 

related to the principle of selecting sources and 

citations from them, the order of their location in the 

text of each dictionary entry in connection with the 

type of source, defining periods in the development of 

pedagogical terminology in general and certain terms 

in particular, etc. 

When compiling a dictionary, it should be based on a 

number of principles, which include the following: 

 Establishing a hierarchy of terms and underlying 

phenomena when forming the structure of the 

https://doi.org/10.37547/ajps/Volume02Issue03-01
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Volume 02 Issue 03-2022 5 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 03     Pages: 01-06 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

dictionary; each term is important to consider in 

the variety of its usein various historical periods; 

 The main stages of the formation and 

development of the term in each of the articles 

vocabulary are revealed through quotations from 

artistic, scientific, educational literature and 

normative documents; 

 Through quotations, a wide cultural and 

educational the context in which the particular 

term was used; 

 When describing a specific term that has different 

terms, preference is given to the shortest of them.  

CONCLUSION 

Thus, the pedagogical dictionary by its nature should 

be historical-terminological and perform two 

important functions: to give representation through 

the history of terms and their cultural and educational 

context about trends in the formation and 

development of pedagogical terms and this basis to 

serve as a normative guideline for streamlining the 

interpretation pedagogical terms. In general, the work 

carried out in the last two decades on ordering and 

systematization of pedagogical terminology allowed 

point out a number of achievements and unresolved 

problems in this matter. To the number unconditional 

achievements of this period should be attributed to the 

appearance of works, clearly and clearly indicating the 

existing problems in the field of terminology, indicating 

difficulties in the way of its streamlining and 

systematization, determining the importance of 

analyzing the history of pedagogical terminology for 

problem solving. Among the unresolved issues are 

point out, first of all, attempts to systematize 

pedagogical terms and concepts in research and 

dictionary-encyclopedic publications without reliance 

on the history of the formation and development of 

domestic terminology. 

REFERENCES 

1. Палуанова, Халифа Дарибаевна. Изучение 

экологических единиц в английском языке 

[Текст]: монография / Х. Д. Палуанова ; Центр 

развития научного сотрудничества. - 

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978-5-00068-547-1 : 500 экз. 

2. X.Paluanova, M.Musurmonova, K.Riskulova, 

Z.Kurbanniyazova. "List of pedagogical terms" 

16.11.2012. 

3. Понятийно-терминологический аппарат 

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галагузова, Е.В.Ткаченко. -Екатеринбург. 

1995-2006. Вып. 1-5 

4. Краевский В.В. Методология 

педагогического исследования. - Самара: 

Изд. Сам.ГПИ, 1994.-p. 43, 115. 

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сотрудничества в этой области //URAL: 

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уровня: Инф. Бюллетень. - Екатеринбург: 

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Екатеринбург, 1996. - 19 p 

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проблемы разработки понятийной системы 

педагогики //Магистр. - 2000. - № 1. - p. 38-53.; 

Полонский В.М. 

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педагогики и образования/В.М. Полонский. 

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https://scholar.google.co.in/scholar?q=PROBLEMS OF SYSTEMATIZATION OF PEDAGOGICAL TERMS AND CONCEPTS IN THE SCIENTIFIC AND PEDAGOGICAL THEORY OF COMPARABLE LANGUAGES
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Volume 02 Issue 03-2022 6 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 03     Pages: 01-06 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

8. Галагузова М.А., Г.Н. Штинова Понятийно-

терминологические проблемы педагогики и 

образования //Педагогика. - 1997. - № 6. - p. 

19. 

9. Nizomova Mohinur “DICTIONARIES OF 

PEDAGOGICAL TERMS IN ENGLISH AND UZBEK 

AND THEIR FUNCTIONS” PEDAGOGICAL 

SCIENCES AND TEACHING METHODS /VOLUME 

1, ISSUE 9 MARCH/ 2022 Collection of Scientific 

Works BERLIN .11 MARCH 2022. 124-130 p. 

https://doi.org/10.5281/zenodo.6346. 

10. Nizomova Mohinur -POLYSEMANTIC 

FEATURES OF PEDAGOGICAL TERMS IN 

ENGLISH AND UZBEK TRANSLATION‖ 

CURRENT RESEARCH JOURNAL OF 

PHILOLOGICAL SCIENCES 2(12): 21-25, 

December 2021 DOI: 

https://doi.org/10.37547/philological-crjps-02-

12-05 ISSN 2767-3758 ©2021 Master Journals. 

 

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