DEFINING PEDAGOGICAL CONCEPTS
DEFINING PEDAGOGICAL CONCEPTS

Summary/Abstract: The concern of specialists and linguists regarding the study of terminologies has developed in the last decades of the 20th century. Theoretical and practical researches indicate the existence of concerns regarding this field, both internationally and nationally. The establishment of unitary terminological system in order to value the particularities of scientific language, in a broad sense, the interest regarding the relationship between linguistic and terminology represents only a few areas of this domain. The role of pedagogy in cultural development as well as the importance given to this field justifies our interest in this theme, moreover is also the reason of sustaining the relevance as well as the actuality of the recommended approaches of the research. I took into consideration the inner perspective of the approach regarding terminology based on the theory of Maria Teresa Cabré, Angela Bidu-Vrănceanu, firmly convinced of the fact that in an extensive research the dimension of the specialized lexis cannot be ignored. Regarding the scientific approach of my dissertation I highlighted the identification of specific features of the general lexis in the domain of pedagogy, the elements that define the lexical semantic area, extended analysis of the lexical and functional features of the pedagogical terminology. In this context we research the relationship between the common and specialized lexis with the aim of identifying the features of terminology in the field of pedagogy. One of our concerns was to point out the interdisciplinary character of the lexis regarding pedagogy, integrating lexical elements from different scientific domains as well as comparative identification of the relevant features of specialized meanings in pedagogy.

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