Problems of lexicographic description of language teaching terminology

The article analyzes the features of the dictionary of language teaching and learning. The difficulties and problems associated with the study of language teaching and learning terminology are considered, and various methods of explanation and translation of terms in the new edition of the dictionary are shown. The article discusses the structure of the dictionary; examples of different entries are given. In recent years, new ideas in theory of foreign language teaching and language acquisition have appeared. All these developments led to a considerable increase in the number of terms. The dictionary of language teaching and learning will provide an up-to-date and comprehensive reference guide to the key concepts, ideas, movements and trends in language teaching using definitions, pointers and links. Some of the important fields related to applied linguistics and language teaching are education, linguistics, psychology and sociology. Lexicographical work (selection of terms, interpretation, etc.) involves the consideration of different types of sources: (1) dictionaries and encyclopedias, (2) official documents (programs, standards, requirements) related to education, (3) new teaching materials used in the teaching of foreign languages, (4) new educational research in the field of language teaching, (5) new documents related to the organization of language teaching, etc. The aim of the authors is to produce clear and simple definitions which communicate the basic and essential meanings of a term. Each term has been selected on the basis of importance, credibility and usage within an area of applied linguistic and language pedagogy. It was important to show the place and function of the term in the system of Russian language and in professional communication. The constant reference to actual usage ensures that the definitions in the dictionary are reliable. Some entries have multiple definitions. Each entry is categorized, described and explained in terms of its importance and relevance to language pedagogy. The preparation of the dictionary includes several stages: theoretical justification of the structure of the dictionary, the principles of the selection of terms and their interpretation; selection of terms based on the analysis of popular and reliable educational sources; interpretation and then translation of the term from Russian into English; using references and lexico-semantic links between the terms. The entries draw attention to the application of the terms to language teaching practice, and contain selected bibliographical information for further guided reading. Definitions are self-contained as much as possible, but cross references show links to other terms and concepts. References to bibliographic sources give the user the opportunity to read additional sources on important issues.

Keywords

Authors

References