Academic literature on the topic 'Lexical-semantic field “Education”'

This article is about terminology formation in the field of education which is one of the growing areas of science. It is an inexhaustible source in constant enrichment of vocabulary in various languages of the world. Theoretical research of the terminology formation and its functioning is one of the priority areas in modern linguistics. Terminology in the field of education is firstly considered as terminological general literary vocabulary. Therefore, this research includes post names terms, institutions’ names, subjects’ names, processes, phenomena and others which are united in the general concept of ‘terminology in education sphere’. The article’s aim is to analyze the main structural and lexical-semantic character in the sphere of education in Arabic language. The research’s task is not only to study single-component units, but also multi-component phrases containing two or more elements. The article covers and analyzes the compounding method which is one of the methods of terms formation. In this article full description about this method will be given. Gained results create a new approach to understanding and solving the problems such as word formation in Arabic language, defining the lexical-semantic and structural-functioning character of the terminology in the field of education.

In this article the morphological term creation is analyzed: affixation, conversion, general vocabulary processes and lexical-semantic relations in the English term system of education are also analyzed. The English-speaking terminology system of education is characterized as complex, stable and dynamic. Its elements are units of autochthonous language and borrowing from other languages, and the structure is isomorphic to the structure of logical connections between the concepts of the field of education. This term system is an open set, which draws from the whole variety of language tools new opportunities for expressing the values arising in the process of further development of educational activity. Semantic terminology has always been one of the main ways to replenish terminology. As a result of the semantic method of terminology, the terminological meaning is exhausted on the rights of the lexical-semantic variant, which develops on the basis of the adjacency of the signs of what is already indicated in the previous meaning of the word and the new one, which is denoted.

This paper focuses on the analysis of the lexical and semantic influences of L2 (Catalan) on the L1 (Amazigh) in a basic semantic field: parts of the body. Based on the observation that our participants show differences in their L1 usage related to the amount of time they have been in contact with Catalan, our goal is to analyze and describe these differences to see if they are the consequence of a transfer from the L2 conceptual system. This paper is a qualitative study with a sample size of 14 participants whose L1 is Amazigh and who live in Catalonia. The results show that there are cases of semantic and conceptual influence, although to a lesser degree than in other studies that do not analyze data from basic semantic fields. We will also show that there are extralinguistic factors that influence these transfers (the status of the languages involved and certain characteristics of the speakers).

The issue of delimitation of stylistics of contexts and spheres of use of terms “vysh” (high school) and “ZVO” (institution of higher education) is highlighted in their correlation with abbreviations of “vysh” and “ZVO”. The views of well-known linguists on the use of lexical units “vysh” (high school), “VUZ”, “VNZ” (higher education institution), “ZVO” (institution of higher education) in literary texts and everyday life are taken into account. The branch stratification and stylistic differentiation of the phrase “vysh” (high school), its fixation in lexicographic sources and the instability of stylistic affiliation according to various sources and comments of scholars are shown. The problem of differentiation of the above terms requires the method of context continuous sampling of use of these terms, the method of lexical-semantic and lexicographic analysis. Attention is focused on the ignorance of the mechanisms of creation of the abbreviated word “vysh” in the Ukrainian language, which causes its incorrect use in the media and indistinguishability of lexical units of uk. “vysh” and “ZVO” among specialists. The word “vysh” comes from the term “high school” and is actively used to denote higher education institutions. However, the terms “higher education institution” and “high school” are not absolute synonyms, as they are often opposed, but relative (partial), which have differences in use.Recommendations for the use of these lexical units in the linguistic style of informal (unofficial), semi-formal (semi-formal) business epistolary, and in the field of official document circulation are given. In the legal field and with official business documents, the official term “VNZ” (higher education institution) should be used. Instead, the abbreviation “vysh” can be used in informal or semi-formal business epistolary, in scientific and educational literature.

Current scientific work is devoted to the comparative analysis of how the term "metamorphosis" is given in linguistic dictionaries. The use of the term metamorphosis in various fields of science is based on the analysis of the phenomenon of metamorphosis in their lexical meaning and application, in particular when translating works of art. In this study, we tried to cover the problems and issues related to the subject of metamorphosis in the field of translation. One of the oldest and most difficult problems of translation is the translation of cultural units in modern linguistics, the adequate transfer of the content of texts from one language to another in the process of translation. There are some clear terms and expressions in world languages that cannot be translated into other languages of the world. Those words or phrases are usually closely connected with culture, history and literature of a nation. In linguistics, the phenomenon of metamorphosis is characterized by a semantic transformation or transformation of the image of a concept, event, and an animate or inanimate object. Metamorphosis interprets translation change. Metamorphosis is the leading fantasy motif of evolution in fantasy fairy tales in literature. In this article, we have tried to analyze the lexical meaning, interpretation and scientific definitions of the phenomenon of metamorphosis.

This article presents the composition and structure of the associative-semantic field Child and the structure of the image (concept) of the same name in the Russian linguistic view of the world. According to the results of the conducted research and other scientific works related to the study of this object we describe the basic lexical-semantic groupings within ASP, which are called the most important meanings that characterize child with age, size, gender, physical, physiological, psychological, cognitive, behavioral and active characteristics in terms of education, in his social relations. These meanings determine the structure not only of this lexical field, but also the structure of the mental formation of the same name. First proposed and justified the selection as a separate aspect of the structure of ASP and the structure of the concept of the dimension of the attribute child emotional object (sweet, tender, love) relationship. The emphasis on this aspect is justified by the fact that the system of the Russian language has a significant number of units of lexical, morphemic, word-formation levels that regularly convey this meaning. Along with the use of these means in the direct meaning for the characteristics of the child, they are used as genre-forming means in various speech situations, including metaphorically, in order actualizing the affectionate attitude towards adult speech participants. For the article, we also wrote about (diminutives) containing suffixes of subjective evaluation, as defined by many authors, its role in our work and how to make nouns with diminutive or affectionate suffixes that indicate a small size, a small age of the child and at the same time an affectionate, loving attitude.

Researching on resultative constructions has become a hot topic in linguistic field in recent years, because it plays an important role in illuminating the nature of lexical semantics and its relationship with syntax. This paper simply contrasts resultative constructions in English, Japanese and Chinese from the perspectives of their syntactic structures and Washio’s (1997) semantic distinctions, that is, strong resultatives and weak resultatives. I mainly discuss their similarities and differences to deepen our understanding of resultative constructions among these three languages. This paper is organized as follows: section 1 simply introduces types of resultative constructions in English, Japanese and Chinese; section 2 introduces Washio's analysis of strong and weak resultatives; section 3 compares V-V compound resultatives in Japanese and Chinese to illustrate their differences; section 4 compares resultative constructions in three languages which are based on Washio’s (1997) semantic analysis to identify the differences on resultatives in these three languages and furtherly explain why Japanese has only weak resultatives, according to Washio’s analysis; section 5 is the conclusion of this paper.

Synonymy is a linguistic phenomenon which reflects the complexity of reality representation in a linguistic worldview. Terminological synonymy poses certain difficulties for specialists who perform practical tasks in application areas such as translation and education. Career development , career advancement , career growth , career progression , career progress , career enhancement are among the most frequently used terms with similar semantics which indicates a certain degree of indefiniteness in the terminology in the correspondent professional field. The aim of this paper is to conduct comparative linguistic analysis of these terms. The material is presented by research article titles from eight scientific databases. Methods include quantitative and qualitative study of frequency, semantic fields by semantically related concepts, keywords, syntagmatic collocability and componential analysis. The results show that career development can be currently considered a hyperonym as it is the most frequent and time-proved term with the widest semantic coverage and indication to professional spheres in the dictionaries. Despite its obvious prevalence, career advancement , career progression , career growth and career progress are gaining momentum as alternative terms highlighting a lack of important semantic nuances in career development . Though the general number of career advancement and career progression across research papers is considerably lower, their presence in article titles is almost the same as that of career development . Title is arguably the most demonstrative part of a research paper; therefore, it can be presumed that the career terms might acquire lexical meanings which will clearly differentiate vertical career growth from horizontal organizational movement.

Problem and purpose. Along with the obvious benefits, the digitalization of society carries its own risks. At the same time, in modern psychology there is not enough information about the differences in representations of such risks in different cultures. The purpose of the article is to empirically verify the assumption about the dependence of risk perceptions on the socio-cultural context. Methodology. The empirical part of the study was carried out through questionnaires, collected in different universities in three countries during academic and scientific visits (Russia: n = 112, Romania: n = 94, Brazil: n = 98) and drafting the evaluation reports of social risks perceptions (Abric coefficient). During the translation of the questionnaires, we used the focus group method and the method of translation of psychodiagnostic tools and questionnaires (S.V. Kudrya). Results. The data obtained showed that perceptions of risks depend on general perceptions of risks in the culture of a given country, legislation in the field of Internet security, as well as the duration and experience of interaction in social networks of the Internet. Thus, the" core " of the social representation of Russian and Romanian students about the results of risky behavior on the Internet are unproductive behavior in the information environment (TCP-92); demonstration of indifference (TCP-78) or aggressiveness (TCP-75), and for the Brazilian sample, the demonstration of psychological affliction is more typical (TCP-65). In addition, the lexical-semantic analysis of terms and concepts in the field of riskology used for empirical survey of students showed the presence of semantic cross-cultural differences in their understanding. Discussion and conclusion. The data obtained allow us to say that social perceptions of risks are influenced by socio-cultural and legislative peculiarities: the empirical part of the study showed a clear difference between the “core” and “periphery” both in the cross-cultural dimension and within the country samples. The lexico-semantic analysis of risk-generating behavioral patterns and ideas about risks showed cultural (linguistic) differences in this area and the need not only for adaptation and verification of diagnostic tools, but also for clarifying the meaning of various risk factors in the verbal plan.

Ємельяненко Є. О. Лексика та фразеологія системи освіти Великобританії та США, особливості перекладу українською мовою : кваліфікаційна робота магістра спеціальності 035 «Філологія» / наук. керівник В. В. Погонець. Запоріжжя : ЗНУ, 2021. 90 с.
UA : Дипломна робота − 90 стор., 114 джерел. Об’єкт дослідження: концептосфера освіти та її репрезентація в англійській та українській мовах. Мета роботи: дослідити лінгвальні особливості англомовної лексики та фразеології системи освіти Великобританії та США, способи та засоби перекладу українською мовою. Теоретико-методологічні засади: ключові положення, які стосуються поняття лексико-семантичного поля, мікрополів і груп у складі лексикосемантичного поля, розроблені Й. Тріром і Й. Л. Вайсгербером; дослідження лексики і фразеології у складі лексико-семантичного поля системи освіти Великобританії та США В. І. Кантора; принципи теорії перекладу, розроблені В. Карабаном, І. Корунцем, Т. Кияком, К. Райс та ін.). Отримані результати: Системи освіти Великобританії та США мають багато спільного в етапах та рівнях навчання, основна різниця полягає в тривалості навчання, різних спеціалізаціях та номінаціях учбових закладів. У межах лексико-семантичного поля “Education” можна виділити такі групи: терміни (терміни власне терміносистеми освіти, суміжні терміни) і колоквіалізми (розмовну шкільну лексику: студентську лексику, професійну розмовну лексику викладачів і вчителів). Вибір стратегії перекладу лексики та фразеології системи освіти Великобританії та США українською мовою залежить від специфіки лексичних та фразеологічних одиниць, типу тексту оригіналу, його прагматичних та жанрово-стилістичних особливостей, цільової аудиторії і мети тексту перекладу. При перекладі використовуються різні види транскодування, 5 транскодована реномінація, калькування, синомічна заміна, аналоги, описовий переклад.
EN : The thesis deals with the vocabulary of British and American education system, the peculiarities of translation into Ukrainian. Modern linguistics pays a lot of attention to the study of terms in terminological systems that reflect different socially significant conceptospheres. Terminological system of education or educational vocabulary, along with the terminological systems of law, public administration and others, belongs to such important fields. In addition, educational vocabulary is developing differently in different cultures and it contributes to the necessity of our research as it is of particular interest to translators. Educational vocabulary of Ukrainian and English languages consists of: 1) terms (general and specific); 2) nomenclature; 3) colloquialisms: pupil’s vocabulary, student’s vocabulary, professional teachers’ vocabulary. Lexical-semantical groups of semantic field “Education” are the following: 1) individual in the process of training; 2) learning subject; 3) educational institution; 4) type, form, process and means of training; 5) assessment, result and graduation documents. Insufficient uniformity and not always accurate interpretation of some terms of Ukrainian educational terminology complicate the inventory of the constituents of lexical-semantical field “Education” in the Ukrainian language. Compared to Ukrainian, English language educational vocabulary (in both British and American cultures) is more stable, due to the chronological differences in the formation of these branches of public life. Differences in the components of the lexical-semantic field “Education” in the Ukrainian and English languages can be represented in the following scheme: початкова освіта − primary education − elementary education, середня освіта − secondary education, vocational training- професійно-технічнa освіта and further education, вища освіта − higher education, tertiary education. Synchronous translational contrastive comparison of lexical-semantic field “Education” in Ukrainian and English makes it possible to distinguish several types of lexical correlates. The first group includes equivalents with a similar phonographic design, as well as the same etymology (mostly borrowed from Latin or Greek). The first group of this type is not numerous (names of subjects and studies). The second group includes mainly polysemantic lexemes with an identical set of certain lexicalsemantic variants. Lexeme “school” has more semantic components than its equivalent in Ukrainian (the following coincide: school - institution for educating children, an educational institution that provides general education and upbringing of the younger generation; building used by such an institution, the premises in which such an institution is located; all the pupils or all the pupils and teachers in a school, a team of students of an educational institution; students and teachers of such an institution). The examples of the second group are as follows: report card (a written statement about a pupil's work and behavior), names of subjects, examination marks, marks for the pupil's term work, teacher’s comment on pupil's general progress, etc. 75 The third type consists of lexemes which do not have an equivalent for the following reasons: a) the absence of a referent in the target language (e.g. Eleven plus (an examination taken at the age of eleven, to decide which type of secondary school a child should go to), Ivy League (a group of traditional universities in the eastern USA with a reputation for high academic standards and a high social status) - American Ivy League, the oldest and most prestigious universities in New England (Brown University, Columbia University, Cornell University, Dartmouth College, Harvard University, University of Pennsylvania, Prinston University, Yale University); b) no concise verbal design to indicate an existing referent (e.g. reentrant - (American) a teacher who did not work in the school system for a certain period of time and then returned to school. Differences in the conceptual structure of the education systems of the United Kingdom, the United States of America and Ukraine, and, accordingly, between the educational vocabulary of the Ukrainian and English languages create multiple problems. This fact necessitates finding accurate translation equivalents to overcome barriers in interlingual communication. The results of our research show that the main methods and techniques of translating Ukrainian educational vocabulary into English are the following: transcoding (seminar - семінар); transcoding and variant equivalent (dissertation, treatise, thesis – dissertation –дисертаціятрактат;); loan- translation (самовчитель- self-teacher); use of regular equivalents (post-graduate student - аспірант). The research also analyses educational neologisms as a socio-linguistic and translation issue and outlines the further potential of the problem under consideration. It was found out that the emergence of neologisms in education is caused by various factors: the development of scientific and methodological conceptions, education reform, changes in curricula, emergence of new courses, innovations in education funding, development of technical teaching aids, changes in politics, the degree of openness of society, its multinationality and internationalization, etc.

The present handbook is a state-of-the-art compilation of papers from leading scholars on the mental lexicon—the representation of language in the mind/brain at the level of individual words and meaningful sub-word units. In recent years, the study of words as mental objects has grown rapidly across several fields including linguistics, psychology, philosophy, neuroscience, education, and computational cognitive science. This comprehensive collection spans multiple disciplines, topics, theories, and methods, to highlight important advances in the study of the mental lexicon, identify areas of debate, and inspire innovation in the field from present and future generations of scholars. The book is divided into three parts. Part I presents modern linguistic and cognitive theories of how the mind/brain represents words at the phonological, morphological, syntactic, semantic, and pragmatic levels. This part also discusses broad architectural issues pertaining to the organization of the lexicon, the relation between words and concepts, and the role of compositionality. Part II discusses how children learn the form and meaning of words in their native language drawing from the key domains of phonology, morphology, syntax, semantics, and pragmatics. Multiple approaches to lexical learning are introduced to explain how learner- and environment-driven factors contribute to both the stability and the variability of lexical learning across both individual learners and communities. Part III examines how the mental lexicon contributes to language use during listening, speaking, and conversation, and includes perspectives from bilingualism, sign languages, and disorders of lexical access and production.

Translation issues have long been in the field of view of translators and philologists-researchers. The focus was on the definition of the translation process in view of its psychological and lexical-semantic features and its perception as a certain creative action. The translation process is always functionally and thematically defined and controlled. Its main purpose is to provide the necessary information and establish communication between people of different languages and cultures. Considering translation as an interlingual communication process, we address the question of what language operations should be performed to ensure the integration of source and target texts and at the same time eliminate their interlinguistic structural differences at the conceptual and stylistic levels. The dominant of any translation is its goal (skopos), because differences in the definition of translation goals cause, in turn, differences in interlingual translation strategies. The translator's understanding of the text presupposes his knowledge of the history of society, institutions, social conditions, religious beliefs, culturally and situationally determined patterns of speech activity and behavior of the "source culture", as well as knowledge of the syntax and semantics of the "source text" and their structures. Each translation creates a dynamic connection and is an intercultural transfer of the text insofar as it takes into account the culturally specific comparison of language, situation and object in question. From the standpoint of hermeneutics and from the point of view of translation, the difference of cultures means the difference between "source culture" and thus – the culture of "source language" and "target culture" and thus - the culture of "target language". The analysis focuses on the translation of the most famous poems of German classics. In J. Goethe, along with the ballad "Erlkönig" ("The Forest King"), it is his popular excerpts from the tragedy "Faust". The translation was made by famous writers B. Hrinchenko and M. Rylsky. F. Schiller's poetry is represented by his ballads "Pirnach" ("DerTaucher") and "Glove" ("DerHandschuh"). The latter was translated by the famous poet and translator M. Orest. Heine's works were translated into Ukrainian by such well-known writers as I. Franko, L. Pervomaisky and others.

Computational linguistics can offer tools for automatic grading of written texts. “Evaluator” is such a tool. It uses FreeLing as a morpho-syntactic analyzer, providing words, lemmas, and part of speech tags for each word in a text. Multi-words can also be identified and their grammar identified. “Evaluator” also manages leveled glossaries, like the one developed by the Instituto Cervantes, as well as other electronically available dictionaries. All these glossaries enable the tool to identify most words in texts, grading them into the six levels scale of the Common European Framework of Reference for Languages. To assign a lexical level to the text under analysis, a statistical distribution of leveled qualified lemmas is used. Other ways to assign a lexical level to a text by using corpora of a preset level are also suggested. The syntactic analysis is based on a collection of grammar structures leveled by following the descriptors given by the Instituto Cervantes. These grammar structures are identified within the text using quantitative indices which level a text by comparing it with a given corpus. Finally, semantic identification is done using semantic fields as defined by the Instituto Cervantes. Latent Semantic Analysis is also used to group texts dealing with the same topic together. All these methods have been tested and applied to real texts written in Spanish by native speakers and learners.

This paper is the first complex research of lexical synonyms as components of the artistic discourse of modern Ukrainian female prose introduced into the field of semantic, linguistic and stylistic analysis. The scientific novelty of the paper is that for the first time in linguistic and Ukrainian studies the lexical synonymy in modern Ukrainian female prose is comprehensively explored, as a result of which the semantic, linguistic and stylistic features of synonyms are clarified. The study proves that in the analyzed works lexical synonyms, which express the idiolects of modern Ukrainian female prose writers and constitute a set of expressive and imaging marking means of their language creation, represent a number of semantic, linguistic-stylistic, categories. Which allows interpreting them not only in the functional-semantic context but also within linguostylistics. Modern Ukrainian female prose in Ukrainian literature is the latest holistic socio-cultural phenomenon is represented by the works of such authors as Emma Andiievska, Sophiia Andrukhovych, Nina Bichui, Liuko Dashvar, Oksana Zabuzhko, Kateryna Kalytko, Irena Karpa, Yevhenii Kononenko, Maria Matios and others. In the paper it is proved that word convergences appear in the literary text because of the special purpose, the purpose set by the authors, therefore they become striking representatives of idiolects of separate masters of prose. In the paper a detailed analysis of lexical synonyms is carried out, which in the artistic discourse of modern Ukrainian female prose perform a number of basic and additional functions, among which are: functions of differentiation, substitution, aesthetics, synonymic opposition, etc. Using lexical synonyms in different contexts, prose female writers always carefully weigh the semantic nuances of each word, thus achieving the expressiveness, sophistication and high aesthetic value of their literature.

The language is able to provide information about the qualitative and quantitative characteristics of the objective world in the conceptual system of a person. Within the framework of the field approach, which is used in the work, the meanings that construct the associative component of the concept are analyzed, since it is iso-morphic to the lexical-semantic field that represents it. The section presents the fea-tures of the inner world of a person through the analysis of the semantics of phraseological units. The relevance of the study is due to the need to study and describe the concept of a person in phraseology from the standpoint of the anthropological paradigm of linguistics. The subject of scientific analysis is the concept of a person, verbalized in the phraseology of the Russian language. The methodological basis of the work is an anthropocentric approach to the study of the content of linguistic phenomena, which necessitates the use of linguistic, cognitive and culturological methods of analyzing linguistic material in the dialectical unity. The authors set a goal - to describe the characterological features of the concept under study, the way of their manifestation as a means of reflecting the image of a person. It is shown that anthropocentrically nominative phraseological units in pragmatic terms act as semiotic regulators, fixing and reflecting in a figurative-symbolic form a model of human behavior, features of his appearance, character traits, traditions and customs of the people, a system of assessments of everything that forms the phraseological space of a person. The process of phraseological nomination of a person is based on phraseological rethinking. One of the most important characteristics of a phraseological unit for designating a person is semantic motivation, since phraseological units are linguistic signs formed as a result of a secondary nomination. As a mental phenomenon, language is assigned the role of one of the methods of coding known forms of cognition: both sensory (perception, sensation, representation) and rational (judgments, concepts, conclusions). It is shown that the mentality of the people is actualized in the most significant linguistic concepts of culture, the main task of which is to reflect national priorities and ideals. The content of the concept of a person includes not only actual perceived semantic components associated with a word (phraseological unit), but also signs that reflect the general information base about a person, his knowledge of an object or phenomenon. It is brought that the phraseological concept is a discrete, semantic volumetric unit of thinking or memory, which reflects the culture of the people, and the meaning is part of the concept; concept refers to cognitive consciousness, and meanings refer to linguistic consciousness.