Abstract
The present study examines university students' perceptions of learning academic terminology and using specialised language, and discusses the consequences of their vision. The aim is to elucidate the relationship between academic culture, academic education and the construction of knowledge in higher education. The fields of meaning and the level of difficulty entailed in understanding technical or specialised content in the context of our students (L2) are associated with the current context and widespread use of technological devices. The lack of command of fields of meaning not only impedes the construction of new theoretical models, but also increasingly differentiates between groups, widening the gap between students who possess more specialised codes and those who do not.
Highlights
The main problem that prompted the present study was how to improve understanding of specialised subjects on university courses
We work the social dimension of language and culture, the academic skills deployed in a university and the specialist language
In the 1960s, some very interesting studies were conducted on language and its uses, and these continued into the following decade
Summary
The main problem that prompted the present study was how to improve understanding of specialised subjects on university courses. An analysis of language and communication emerged as a fundamental means to achieve this. We work the social dimension of language and culture, the academic skills deployed in a university and the specialist language. Several different approaches can be taken to the analysis of knowledge of terminology; for the present study, a socio-cognitive rather than sociolinguistic perspective was adopted. According to Montero Martinez (2002)3 “Standardisation is only one facet of the study of terminology and it is necessary, it is misguided to argue that the principles governing this type of prescriptive terminological work constitute the principles of a general theory of terminology, as this latter plays a major role in many other socio-cognitive and communicative situations”. Ethnographic observation comprises a suitable method for such studies, as does reference to the ethnography of speaking and communication (EC), an approach proposed by Dell Hymes in 19624 which examines the uses of language in everyday life within a speech community
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
