Teaching Terminology Research Articles

Bloom's Taxonomy with Digital Technology in Teaching and Learning Process

the innovation of Digital Technology brings a lot of changes in education field. one of important change is teaching and learning process. new teaching and learning terminology emerge in preparation of teaching and learning academic documents. This paper aimed to remind teachers, tutors and lecturers to use this terminology in teaching and learning

James Dean Brown’s 50 Years of Work in Second Language Studies: A Systematic Review

Panahi and Mohebbi review James Dean Brown’s 50-years of research in language testing, curriculum development and research statistics with reference to an impressionistic framework for analysis containing two components with their subcomponents: Annotations (i.e., briefing and implications) and main concepts and themes (i.e., testing and teaching terminology, research design, research instruments, data analysis, and domains). The review was carried out in two phases: In Phase I, we (Ali Panahi and Hassan Mohebbi) reviewed Brown’s all works and extracted approximately 1100 main concepts and themes leading to 28 main entries for testing and teaching terminology. The issues he has examined are much more extensive; the first 10 topics and themes most widely investigated, in the order of frequency, are language testing and assessment, research and statistics, curriculum development and language programs, cloze tests, CRTs and NRTs, TESOL, ESL, applied linguistics and language testing, placement, standardized and proficiency tests, connected speech and reduced forms, pragmatics tests and issues, and reliability and validity. In Phase II, JD Brown provides a discussion and his personal reflections on the systematic review.

Reflecting on Jack C. Richards’ 60 Years in TESOL: A Systematic Review

The study examines Jack C. Richards’ six-decade contribution, philosophy, works, and research starting from 1967 and continuing to the present (January1, 2023). It was conducted in two phases. In phase one, we systematically reviewed Jack C. Richards’ articles, books, and book chapters, briefed on pedagogical implications and annotations for every single resource, derived from his journal articles, approximately 800 ELT terminology grouped into a set of 182 entries, and extracted 17 research types, statistics and instruments, 18 disciplines, and subdisciplines and 24 journals in which he has published. The topics in his research were vast in scope; more centrally focused issues were on second language teacher education, teacher training, professional development, reflective thinking, method issues, communicative methodology, syllabus design, curriculum development, textbook writing, needs analysis, tasks and activities, input, output, interaction, feedback, teaching language skills and subskills and English medium instruction. Our analysis provides an overall perception into the key language teaching terminology and concepts and major implications of Jack C. Richards’ works. In the second stage of the study, Jack C. Richards presents his personal reflection and discussion of this systematic review.

RECONCEPTUALIZATION OF COMMUNICATIVE APPROACH IN LANGUAGE TEACHING: ITS IMPLICATION ON TEACHER’S COMPETENCE AND ENVIRONMENT SUPPORT SYSTEM

This article provides a brief discussion of the four topics related to the Communicative Approach (CA) theme in English language teaching and its implication for teachers’ competence and environmental support system. The communicative approach, communicative competence, CA’s implication on language teaching and teacher’s competence, and the learning environment support are connected in a brief overview. CA, or familiarized with communicative language teaching terminology, was proposed by Savignon& Berns in the late 1960s, and it developed in the mid of 1970s with the popular name of CA (communicative approach). The first coin of CA is how it closely engages in the process of English language teaching. The goal is to prepare English language learners to be highly competent in teaching and communicating skills to face the global era. Students are able to develop their four language teaching skills. A conducive and supportive learning environment is the support system in applying CA to support the four language skills. As a result, CA’s implication in language teaching, particularly English, is to enhance language learners’ communicative competencies.

TERMINOLOGICAL VOCABULARY AS A COMPONENT OF THE PROFESSIONAL TRAINING OF STUDENTS OF ECONOMIC MAJORITIES

The article is devoted to the study of terminological vocabulary as the main component of training of students of economic specialities in the process of studying in high institutions and its importance in the communication of future specialists. It is noted that when teaching students economic terminology, one should rely on the communicative approach as the main way and purpose of teaching students professional speech. Communicative-oriented learning involves the formation of students' communicative competence, which is considered to be formed if future specialists use the Ukrainian language to independently acquire and expand their knowledge and experience. It is noted that the process of learning terminology takes place in three stages: the first involves mastering a certain number of terms, examples of their functioning and recognition in phrases, selection and semantisation in the text. The main goal of this stage is to master the terminological vocabulary and actively use it in the process of independent expression. The second stage of teaching terminology is designed to provide the learning process with modern professional vocabulary and special texts selected according to certain criteria. The main objective of the second stage is to develop specific terminological skills and abilities related to the mastery of these units. The main goal of the third stage is to master the highly specialised terms of the economic speciality, as well as professional language turns of phrase. The objectives of this stage are: to develop skills and abilities to use highly specialised terminological units in speech; to get acquainted with the structure of the terminological system of the sublanguage of economics, to develop skills and abilities to analyse the morphological structure of a derived term. Attention is focused on the importance of selecting educational materials and the need for teachers of the Ukrainian language for professional purposes to find the most effective methods that will facilitate better mastering of professional terminology by future economists. The structure of methodical work and the main stages of formation of terminological skills are proposed.

Peculiarities of teaching terminology in foreign language classes in professional activities in a non-language institution of higher education

Teaching professional terminology at the lessons of foreign language in professional activity at a non-linguistic higher educational establishment is presented in the article. The authors put emphasis on the importance of teaching terminology in view of the professionally oriented approach at teaching foreign language. In accordance with the requirements of new educational standards for teaching a foreign language at nonlinguistic higher educational establishments it is necessary to take into account the professionally oriented constituent of students’ foreign training, namely knowledge of terminology and ability to use it in professional and academic process. Among plenty of educational veterinary directions of students’ training, it is difficult for linguists to work out teaching material, which contains the strictly specialized foreign terminology that corresponds to a certain direction in training. The teachers of the Department of Foreign Training of SBTU carry out large methodical and scientific work on analysis, development and introduction of new methods of teaching students on discipline “Foreign language in professional activity”. Techniques and methods of teaching and activation of terminology are considered in the article. Special attention is given to the work with authentic professionally oriented texts on specialty that helps students to accumulate and systematize a lexical minimum sufficient for ability to work with professionally meaningful information. The issue of multicomponent terms’ translation into Ukrainian is also discussed in the article. Exercises for mastering new terminology by the students are provided. Taking into consideration experience and Web-sites and curriculum analysis, examples of these technologies implementation for teaching a foreign language in professional activity are given in the article. Presented methods of teaching English professional terminology allow to make the process of studies more interesting both for students and teachers.

Theoretical Aspects of Teaching Students Economic Terminology

Teaching students professional terminology in the course of English for Specific Purposes (ESP) has always been a subject of interest for researchers. This interest has been enhanced with the necessity to arm future specialists, namely in the field of International Economics, with a powerful means of communication in order to sign contracts, hold negotiations and develop cooperation with their business partners. To perform these and numerous other functions specialists will obviously need the knowledge of special vocabulary and will require skills how to use it in practice. Gaining such knowledge and acquiring proper skills can be feasible if teachers of ESP develop effective ways of teaching terminology and apply their theoretical findings in practice. Hence, the demand of society to foster qualified specialists in the conditions of integrating into the world economy and the requirements of labor market evoke the need to find new approaches to provide students majoring in...

The distinction between term and word: a translator and interpreter problem and the role of teaching terminology

This article discusses the difference between term and word: the problem of translator and interpreter and the role of teaching terminology. Human Language is a complex physiological activity influencing and influenced by a vast range of systems. Therefore, fixing a word for a specific meaning and attaching a cultural meaning to words becomes challenging. Here a translator and interpreter mentally get confused.

ПРОФЕСІЙНА МОВЛЕННЄВА ДІЯЛЬНІСТЬ МАЙБУТНІХ ФАХІВЦІВ ЕКОНОМІЧНОГО ПРОФІЛЮ

The article emphasizes the importance of improving by a Ukrainian language teacher the knowledge of the specifics of educational material (economics terminology) to be taught, in order to achieve the linguistic and educational objectives set. The role of terms that should be included in the productive vocabulary of students to form and formulate thoughts in the professional context has been defined. It is noticed that the degree of proficiency in using terminoogy is determined by the level of communicative competence. The aim of the article is to study different points of view on the problem of students’ readiness to mastering language means that are necessary for establishing mutual understanding among communicators during joint professional activities. The task is to consider issues related to the communication aspect of the educational material that is presented by modern economic terms concentrated in texts of coursebooks for economics. Economics vocabulary, which includes the names of phenomena and concepts of social and ideological spheres, is the part of the lexical system of the language the study of which is relevant, therefore, during activities of a teacher associated with training students to use economics terms, it is necessary to define and create conditions for obtaining necessary information of a professional character and ensuring effective communication among specialists in the relevant field. Thus, teaching terminology within the framework of a communication-based approach is directly related to the development of verbal behavior which models situations of professional activity and its specific manifestations. Terms express special concepts that have been learnt by students, i.e., those which they easily and actively use when the need arises. The function of terms is in creating the professional component of information, forming a certain expression. The prospect of the study is the organization of educational material and methodical developments for use based on the motives and peculiarities of student groups.

The Distinction between Term and Word: A Translator and Interpreter Problem and the Role of Teaching Terminology

Abstract Human Language is a complex physiological activity influencing and influenced by a vast range of systems. Therefore, fixing a word for a specific meaning and attaching a cultural meaning to words becomes challenging. Here a translator and interpreter mentally get confused. The role of teaching terminology in a translation class is visible that provides a clear image of term, word, terminology, terminologists, terminography and terminographests with a variety of examples. The article introduces the syllabus of teaching translation terminology, its contents and methodology, its effects on the terminological competencies of multilingual learners.

Derivation features of foreign language teaching terminology

Derivation features of foreign language teaching terminology

INTRODUCING PROFESSIONAL TERMINOLOGY IN MULTILINGUAL EDUCATION TEACHER PROGRAMMES: REASONING AND PRACTICE

The article deals with the action research examining the evidence of the peculiarities of teaching terminology in the context of mutilingual teacher education, offering methods of its introduction and acquisition applied both in bachelor and master study programmes of the Faculty of Education, Psychology and Art, the University of Latvia as well as in the inservice courses on multilingual education teachers’ professional development. The crucial role of terminology acquisition is justified by the epistemological, didactic, as well as sociopolitical factors. The article shares experience of using terminology acquisition methods to develop students’ higher level thinking skills as well as aligning teacher education programmes to the teacher competences and professional qualification standards. The results of research are practical, relevant, can inform theory and can be seen on three levels: personal, organizational and scholarly.

An Approach to Terminology Teaching. A Methodological Proposal Adapted to the Training Needs of Translators

The aim of this article is to provide methodological reflections about lear­ning and teaching terminology in the context of translator training. These reflections are based on the premise that the professional reality determines what we teach and how we teach, that is to say, the type of terminological and terminographic competences future translators should acquire and the training methodology we should adopt in order to develop these competen­ces. We outline the contextual framework in which terminology training for translators is situated and we address the relation between terminology and specialized translation, taking a closer look at the concept of terminological competence on the basis of Cabré's and Alcina's approaches. The article concludes with a methodological proposal focused on the learning process.
 Recieved: 29-01-2010 / Accepted: 28-04-2010
 How to reference this article:
 Schnell, B. & Rodríguez, N. (2010). Aproximación a la enseñanza de la terminología. Una propuesta metodológica, adaptada a las necesidades formativas de los traductores. Íkala, 15(3), 181 – 203.

Better integration for better preparation

Teaching terminology is not only a goal in itself, but also an important part of teaching translation, and terminology tools are essential to teaching terminology effectively. However, electronic tools for translators and terminologists have often been relegated to a small number of courses within translation programs, preventing students from fully and realistically appreciating and evaluating their usefulness. This article presents some of the reasons why this has been the case, and proposes some potential solutions to the problem, including the creation of the Collection of Electronic Resources in Translation Technologies (CERTT), a centralized bank of resources to aid in the teaching of terminology and translation tools. We present the idea behind CERTT, as well as its contents, design and philosophy

Terminology and terminography for architecture and building construction

Teaching terminology is a strategic response to the European Educational Convergence guidelines, taken by the Polytechnic University of Madrid. It is vested in a new course “English Terminology for Architecture and Building Construction” offered in the “Master of Techniques and Systems of Construction”. The course is interdisciplinary, integrating material from the various sciences involved in architectural practice and exploring it through the discipline of applied linguistics, as recommended by Cabré (2003). The approach is bilingualized, working with Spanish architecture professionals in the medium of English. Students are made aware of the dynamic nature of terminology through corpus-building, and given first-hand experience of terminography through compiling their own bilingualized1 termbanks of English architectural terms. A model online termbank system (TermFinder), which is being co-developed for architecture and building construction after successful testing in other professional fields, is also discussed

Speaking of Decisions: Precise Decision Language

This paper presents the current state of evolution of a language for teaching and practicing decision analysis that may avoid confusion of students, clients, and ourselves. Many of the terms currently used are inaccurate, arcane, or unnecessary. Restricting decision language to terms that are accurate, familiar, and fundamental contributes to clarity of thought and understanding. To illustrate the type of changes advocated, I propose replacing dependence with relevance, expectation with e-value, utility with u-value, and eschewing subjective probability, confidence, uncertainty about probability, any distinction between risk and uncertainty, and states of nature. I show how to incorporate the new terminology in teaching and practice.

GRAMMATICAL TERMINOLOGY IN TEACHING ENGLISH

GRAMMATICAL TERMINOLOGY IN TEACHING ENGLISH