Terminologia examinată din perspectiva câmpului conceptual

Abstract

Vocabulary research based on various fields’ perspective creates contexts for the exploration of relationships between words. It is these relationships that condition the memorising and actualisation of thousands of words from every speaker’s vocabulary. The conceptual field is special due to its diffuse structure, which includes words from various notional fields and different parts of speech. The whole inventory of terminology that a person accumulates through their lifetime takes the shape of an enormous conceptual field, which is permanently open for new additions via education, professional experience, and social and daily life events. The gymnasium-level National Curriculum expects the students to assimilate about 2000 terms from the scientific domains pertaining to various school subjects. To these we must add a series of transdisciplinary terms, verbs that describe cognitive and technological processes, the products resulting from these, as well as a number of proper nouns placed at the periphery of the field. It is crucial to ensure that the speaker (first of all, the student) perceives the newly assimilated vocabulary unit as a term and places it in the conceptual field of the relevant terminology, relating it to other elements of the given scientific domain, as well as elements from other domains, if the terms possess common structural elements. It is also important that he develops an efficient strategy for the augmentation of terminological vocabulary.