INTEGRATED LEARNING OF HYDRONYMS IN INTERDISCIPLINARY COMMUNICATION

The article provides a comprehensive methodological basis for the integrated study of hydronyms (names of water bodies) with social and natural disciplines. Due to the fact that the field of toponymy is more polycomplex in nature than other branches of linguistics, is closely related to natural sciences, hydrology, Earth Sciences, and other branches of Science, the relevance of integrated teaching of one of the branches of toponymy - hydronyms. In this context, the importance of knowledge in interdisciplinary communication, rather than individual subject knowledge, was determined by the methodological basis and effectiveness of the integrated study of hydronyms in undergraduate educational programs "History", "Geography", "Biology", "Tourism and service", "Ecology". Examples of tasks were proposed to improve students ' linguocognitive knowledge of water names, to demonstrate the national code behind River and Lake names, to develop the skills of considering language as a symbolic expression of human experience. The hydronyms that formed the basis of some settlement names were cognitively studied, and information was collected regarding the currently existing vague meanings. The article also examined in detail the importance of teaching hydronymic indicators-terms not only as a linguistic unit, but also as a cultural, historical, geographical code and the special cognitive and cognitive function of language in recognizing the nature of hydronyms.
Methods of analysis, synthesis, associative experiment, semantic map, cognitive analysis were used as research methods. The scientific significance of the research work lies in the consideration of the methodological basis of teaching hydronyms of an interdisciplinary nature, while the practical significance lies in the fact that hydronyms are obtained in contact with other branches of science, of a polycomplex nature.

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