Sprachliche Herausforderungen an die Rechtsvergleichung im Agrarrecht

Agricultural law combines two opposing directions of development of law in general. One is connected with the local or regional element and indeed, like no other discipline, is linked to a specific region, culture, tradition and linguistic specificity, being a consequence of the specific nature of agricultural law. On the other hand, at the level of the European Union it is characterised by the greatest degree of integration. The Common Agricultural Policy has made agricultural law locally and regionally rooted but, at the same time, it has created a specific technical language of European agricultural law. Therefore, conducting a comparative legal research into the field of agricultural law faces a particular challenge as it requires combining both local and regional linguistic specificities with the European technical language of agricultural law. This relativism of the technical language of agricultural law does not, however, stand in the way of legal comparativism. However, apart from the linguistic knowledge, it requires the researcher to possess thorough cultural, social and economic knowledge of another country. Professor Budzinowski, unlike many other scholars, embodies these skills in his comparative legal research.

CONTRASTIVE-AND-LINGUISTIC ANALYSIS IN THE CONTEXT OF GERMAN AS A FOREIGN AND TECHNICAL LANGUAGE (Part 2)

Постановка задачи. В предлагаемой статье рассматривается немецкий язык как иностранный и профессиональный язык с контрастивно-лингвистической точки зрения. При этом основное внимание выбранного билингвального сравнения языков уделяется немецкому и корейскому языкам. Специализированные языковые структуры в этих двух языках подвергаются анализу на основе формирования и использования устойчивых глагольно-именных словосочетаний. Также рассматривается вопрос о семантической производительности устойчивых глагольно-именных словосочетаний. Что касается посредничества профессионального языка, то здесь выявляются различия между общеупотребительным и профессиональным языками, а также наблюдается усиление устного профессионального общения. Statement of the problem. The following article focuses on the area of German as a foreign and technical language and is examined by choosing a contrastive perspective. The focus of the selected bilingual approach is on the German and Korean languages. The technical structures of the two languages are analyzed on the basis of the formation and use of light verb constructions. The issue of the semantic performance of light verb constructions is also investigated. With regard to the teaching of languages for special purposes (technical languages) the main differences between general and technical languages are worked out connected with a plea for a consideration of spoken technical communication.

Albanian Technical Terminologies as a Special Vocabulary and Its Challenges in the XXI Century

In the conditions of the rapid development of technics and technology in recent years, the cooperation of the scientific-technical language with the standard Albanian language is continuing with a higher intensity than before. We notice a vigor of enrichment in the vocabulary of technical terminology, due to the creation and formation of new fields and subfields of technics, technology, also computing, mechatronics, telemetry, a multitude of concepts many of which, on one hand, are marked with names of the languages they come from, mainly from English, but on the other hand, they meet their needs with the lexical mother tongue composition (by common words being raised to terms) and with the activation of other layers, such as word-combination (word-group) terms. In this paper, in a more pronounced way, we are exploring with priority the formation process of terms from common words in technical terminologies. The influence of the scientific-technical language on the general one will be further strengthened in future, because science and its language are beginning to play an increasingly more important role on the development of culture in general.

Understanding the barriers faced by TNE-students when completing advanced-level laboratory-based practical classes

This study reports the barriers faced by Transnational Education (TNE)-students when completing practical work in the UK, having transferred to the UK for their final year of study as part of a chemistry degree. Self-identified barriers these students faced included the following: recall of information, difficulties writing the technical reports required for assessment, different educational cultural norms between China and the UK, especially in relation to health and safety, and a lack confidence using English, in particular with the technical language. It was noticed by both participants and researchers that there was minimal interaction with the domestic students and prevalent use of Chinese within the TNE-students’ social group, which may have created a ‘cultural enclave’. The results from this study have been used to derive a number of recommendations for practice for TNE-programmes that contain a significant practical element.

How patients describe their diagnosis compared to clinical documentation

Objectives To explore how patients describe their diagnoses following Emergency Department (ED) discharge, and how this compares to electronic medical record (EMR) documentation. Methods We conducted a cohort study of patients discharged from three EDs. Patients completed questionnaires regarding their understanding of their diagnosis. Inclusion criteria: adult ED patients aged 18 and older seen within the last seven days. We independently compared patient-reported new diagnoses following discharge to EMR-documented diagnoses regarding diagnostic content (identical, insignificantly different, different, not enough detail) and the level of technical language in diagnostic description (technical, semi-technical, lay). Results The majority of participants (n=95 out of 137) reported receiving a diagnosis and stated the given diagnosis. Of those who reported their diagnosis, 66%, were females (n=62), the average age was 43 (SD 16), and a fourth (n=24) were Black and 66% (n=63) were white. The majority (84%) described either the same or an insignificantly different diagnosis. For 11% the patient-reported diagnosis differed from the one documented. More than half reported their diagnosis using semi-technical (34%) or technical language (26%), and over a third (40%) described their diagnosis in lay language. Conclusions Patient-reported diagnoses following ED discharge had moderate agreement with EMR-documented diagnoses. Findings suggest that patients might reproduce verbatim semi-technical or technical diagnoses they received from clinicians, but not fully understood what the diagnosis means for them.

Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in Science

Few would argue the value of learning progressions in providing useful structures for selecting and sequencing in a developmental manner the key components of an ‘intended curriculum’. Yet, there are pervading issues around what is meant by a developmental sequence, along with how they are used to assess what learners know, understand and can do. One key oversight in Science is recognising the role of technical and non-technical language in student conceptual development. This article reports on the construction of a hypothesised learning progression that identifies students’ progress in understanding essential concepts in the Chemical Sciences from Foundation to Year 6. It is based upon an extensive analysis of the technical and non-technical language of the Australian Curriculum: Science. The progression was constructed by focusing upon learner-appropriate language and scientific understanding with the Structure of the Observed Learning Outcome model ( Pegg, 2018 ) providing the theoretical basis for ensuring systematic and objective rigour in the resultant developmental progression.

Stopwords in technical language processing

There are increasing applications of natural language processing techniques for information retrieval, indexing, topic modelling and text classification in engineering contexts. A standard component of such tasks is the removal of stopwords, which are uninformative components of the data. While researchers use readily available stopwords lists that are derived from non-technical resources, the technical jargon of engineering fields contains their own highly frequent and uninformative words and there exists no standard stopwords list for technical language processing applications. Here we address this gap by rigorously identifying generic, insignificant, uninformative stopwords in engineering texts beyond the stopwords in general texts, based on the synthesis of alternative statistical measures such as term frequency, inverse document frequency, and entropy, and curating a stopwords dataset ready for technical language processing applications.

Pollux on the Anatomy of the Spine (Onom. 2.44–5, 130–2, 178–80) and the Modern Lexica

This article examines a number of key terms in Pollux’ discussion of the anatomy of the human spine as a way of assessing both his reliability in regard to technical language of all sorts and the relative strengths and weaknesses of two major representatives of the modern philological and lexicographic tradition, the Liddell–Scott–Jones Greek-English Lexicon and the new Brill Dictionary of Ancient Greek.

The english and american gentlemen in ‘the master−butler dyad’ as portrayed in the novel “the remains of the day” by Кazuo i shiguro

In the focus of the article is a comparative sociolinguistic analysis of the speech and manners of the British and American gentlemen as portrayed in the novel The Remains of the Day by Kazuo Ishiguro. The study enables us to look into the deep-rooted English traditions and values against which the American cultural distinctness is brought to light. The underlying British culture ‘the master – butler dyad’ is a marker of the aristocratic culture and us-them divide. The analysis is based on the selection of culturally marked elements of speech and manners of the English lord and the American gentleman (linguistic and extralinguistic) approached from sociolinguistic, semantic, interpretative and comparative perspectives and aimed at revealing common and culturally specific characteristics. The study has demonstrated that the English lord confides in his butler, his manner of interaction is based on the principle of mutual respect and manifested by his voice, always calm and gentle; he actively participates in making pivotal political decisions; his speech is marked by U-words (‘a chap’, adjectives ‘awfully’, ‘terribly’, ‘jolly’, ‘quite’), borrowings and the phenomena of understatement and overstatement. The American gentleman is portrayed as a businesslike and easy going master with a trusting manner of behavior, at the same time always bantering and humiliating a butler, thus putting him in an awkward situation. He is more generous in money spending; his speech is marked by ‘technical language’. Bantering is seen as a symbol of American culture and a new style of life.