| Abstract |
Teaching sociocognitive terminography implies introducing students to some basic insights of cognitive semantics, confronting them with various methods for the analysis of units of understanding and introducing them to flexible templates for the description of terms. Existing terminology manuals are of two types. Those of the first type (Felber, 1984; Picht & Draskau, 1985; W5; Wüster, 1991) limit terminography to the standardisation-oriented approach (section 1.1). Those of the second type take aboard ideas developed in linguistics, philosophy of science, psychology and artificial intelligence, but they lack guidelines on how to analyse a textual corpus for a real terminography project. In sociocognitive terminology training, students are first familiarised with a number of theoretical insights (1), are taught methods for the analysis of textual information (2) and introduced to methods for designing relevant templates for description (3). We illustrate this with examples from a terminography project on the life sciences |
| BibTex |
@InProceedings{ELX00-053,
author = {Rita Temmermann},
title = {Training Terminographers: the Sociocognitive Approach},
pages = {453-460},
booktitle = {Proceedings of the 9th EURALEX International Congress},
year = {2000},
month = {aug},
date = {8-12},
address = {Stuttgart, Germany},
editor = {Ulrich Heid, Stefan Evert, Egbert Lehmann, Christian Rohrer},
publisher = {Institut für Maschinelle Sprachverarbeitung},
isbn = {3-00-006574-1},
} |
