REPRESENTATION OF THE TERMINOLOGY FORMED BY THE METOD OF SEMANTIC DERIVATION IN A FOREIGN LANGUAGE CLASSROOM

Mariia Kukharchyshyn
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Abstract

In the methodology of teaching Ukrainian as a foreign language, the issue of teaching professional vocabulary to foreign students takes a prominent place. For foreign students, the Ukrainian language is a means of mastering a profession; hence, they face the task of mastering the terminology of their profession and learning to use it freely and correctly. The article raises the question of studying Ukrainian biological terminology in a foreign language classroom. In particular, the terms arising on the basis of the commonly used language by the method of semantic derivation were analyzed, which presents significant interest for observing the national specificity of the linguistic worldview. It has been established that the use of common words for the nominative needs of the biological field is stipulated by the fact that it is closely related to the life of the people and its terminology is in constant contact with the commonly used vocabulary. The formation of term meanings based on words in general use has a systemic nature. 15 thematic groups of commonly used words that are used to nominate biological concepts are singled out: names of clothes and their parts, names of buildings, premises, structures and their elements, names of household items, decorations and accessories, names of devices, mechanisms, tools and their elements, names of social associations, names related to human activity, names of containers, abstract concepts, geographical objects, names of institutions, substances, names of processes, actions, states, phenomena, and mythological names. The transfer of the name takes place due to certain associative connections. The metaphorical transfer into the biological term system can be premised on associations based on external similarity, similarity of functions, or simultaneous external and functional similarity. Key words: term, biological terminology, Ukrainian language as a foreign, semantic derivation, terminologization, common vocabulary, metaphor.
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语义推导法在外语课堂中形成的术语表示
在对外乌克兰语教学的方法论中,专业词汇的对外留学生教学问题占有突出的地位。对于留学生来说,乌克兰语是掌握一门专业的手段;因此,他们面临着掌握专业术语并学会自由、正确地使用这些术语的任务。本文提出了在外语课堂中学习乌克兰生物术语的问题。特别是,通过语义推导的方法,对在常用语言基础上产生的术语进行了分析,这对观察语言世界观的民族特殊性具有重要意义。研究表明,生物领域常用词汇的使用是由其与人们的生活密切相关,其术语与常用词汇经常接触这一事实所规定的。基于常用词汇的词义形成具有系统的性质。15个常用词汇专题组被挑选出来,用来命名生物学概念:衣服及其部件的名称,建筑物、场所、结构及其元素的名称,家庭物品、装饰和配件的名称,设备、机制、工具及其元素的名称,社会协会的名称,与人类活动有关的名称,容器的名称,抽象概念,地理对象的名称,机构的名称,物质的名称,过程的名称,行动,状态,现象的名称,以及神话的名称。名称的转移是由于某些联想联系而发生的。隐喻转移到生物术语系统的前提是基于外部相似性、功能相似性或外部与功能同时相似的联想。关键词:术语,生物术语,乌克兰语外来语,语义衍生,术语化,常用词汇,隐喻。
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