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Resumen La presente investigación se titula “Significados que atribuyen las y los docentes al proceso de comprensión lectora en Nivel Básico 2 (NB2) en la comuna de Talagante”, cuyo propósito es conocer los significados que atribuyen las y los docentes a partir de sus ...

In this article, it is assumed that the choice of terminological variants in specialized source texts is sometimes cognitively motivated and that this motivation is reflected in the choice of equivalents in the target texts. On the basis of a pilot study, we will present a method for comparing the cognitively motivated terminological variants in source texts and their translations. The corpus in the pilot study is composed of three Galician source texts and their English translations. The texts are scientific articles addressing the economic effects of environmental disasters on fisheries. A quantitative study was first carried out in which the number of unique terms in each source text was compared to the number of unique translations of these terms. Next, each unique combination of a source term and its translation equivalent was subjected to a qualitative analysis. A value was manually assigned in order to qualify the "cognitive distance" between the source term and its translation. Based on these values and the frequency of the translation pair in each bitext, we computed the "interlingual variation index" (IVI). Differences in results between the bitexts are linked to extra-linguistic factors related to the translation processes.
Plan de l'article1. Introduction 2. Research framework 2.1. Terminological variation in specialized translation2.2. Cognitive motivations for terminological variation3. Methodology 3.1. Corpus compilation 3.2 Identification of source language terms 3.3 Identification of translation equivalents 3.4 Analysis of teminological variation 4. Results 4.1 Terminological variation in the source texts4.2 Terminological variation in source texts and translations4.3. Analysis of the cognitive distance and interlingual variation index5. Discussion 6. Conclusion.

In this article, we explore the important role that motivation plays in term naming and we suggest that synonymy in specialized texts can be explained as a result of a multiple motivation that takes place during the naming process. Firstly, a short review on the topic of concept formation, naming and the concept-term relationship from different theoretical approaches to terminology is proposed. Secondly, a semantic analysis of the different naming alternatives for the same concept extracted from a bilingual French and Galician corpus on shellfish farming is carried out in order to show how terms are an access door to the understanding of a concept and how the different naming variants are complementary viewpoints on the same concept. We finally suggest in which way such an analysis can contribute to a better description and explanation of the phenomena of naming and synonymy in terminology.
Plan de l'article1. Introduction2. Quelques prémisses théoriques nécessaires dans notre approche2.1 Le concept : comment se forme-t-il et comment l'analyse-t-on ?2.2 La dénomination et les chemins vers le concept3. Analyse3.1 Provenance des exemples3.2 Méthode d'analyse3.3 Analyse des exemples3.3.1 Le galicien et le français : des visions différentes du même concepta) Marisqueo / conchylicultureb) Inxesta diaria admisible / doses journalières admissibles3.3.2 Variation conceptuelle se manifestant dans la base dénominativea) Sector [subsector, actividade, rama] do marisqueob) Centre [établissement, bassin] de purificationc) Cultivo / culture vs cría / élevage3.3.3 Variation conceptuelle se manifestant dans l'extension dénominativea) Draga mecánica vibrante / Drague lourde [bretonne]b) Ostión xaponés et ostra rizada / Huître creuse et huître japonaise 3.3.4 Variation conceptuelle se manifestant dans la base et l'extensiona) Peso seco et ses variantesb) Zona de producción et ses variantes3.4 Commentaire des résultats4. Conclusion.

The division of Science into disciplinary fields was traditionally explained by the fact that each discipline observes a segment of reality from a particular perspective. Therefore, each discipline had its own conceptual system and terminology. But Science has also progressed through interdisciplinary work teams, and great scientific advances have been made possible through the combination of theories, methods and concepts from different subject fields. In this context, where knowledge is built and shared by specialists from different disciplinary fields, we asked ourselves how disciplinary differences are reflected in the use of terminology. In order to do so, we analyzed the topics, concepts and term variants in a bilingual French and Galician corpus of texts about fishing, written by biologists, economists and law experts. By describing the conceptual information displayed by term variants, we were able to describe differences in the perspective in the denomination of fishing concepts among the three groups. The results show a high overlap regarding the topics and concepts and differences regarding the subset of term variants shared by the three collectives as compared to the subset of variants exclusive to each group. Shared terms are shorter, more frequent, and more basic to fishing terminology; their perspective regarding the object is neutral. In contrast, however, unshared terms show greater lexical instability, are strongly context dependent and sometimes reflect perspectives of conceptualization that are less prototypical of fishing terminology and more related to the expert’s domain of specialization.

En este artículo presentamos un estudio piloto en que se explora la relación entre la conceptualización del espacio y el desarrollo cognitivo. Para ello, se pidió a ocho sujetos de cuatro rangos etarios (niños, adolescentes, adultos medios y mayores) describir la ubicación espacial de los elementos de una fotografía, a fin de identificar los aspectos que diferencian las expresiones referentes a la ubicación espacial entre rangos etarios. Se observa que, en nuestra muestra, la conceptualización del espacio se complejiza conforme avanza la edad, con diferencias en cinco parámetros: sistema de referencia, marco de referencia, punto de vista, multidimensionalidad y patrón de rastreo visual.

In this article we present a pilot study which explored the relationship between spatial categorization and cognitive development. 8 participants from four age ranges (infants, teenagers, middle aged adults, old adults) were asked to describe the location of the elements in a picture, in order to examine which aspects of the spatial location expressions showed differences across age ranges. Analysis showed that spatial categorization grows complex with age, with differences being observed in relation with five parameters: system of reference, reference frame, viewpoint, multidimensionality and visual tracking pattern.

Una de las transformaciones más importantes de la terminología en las últimas décadas ha sido el reconocimiento de la variación como fenómeno inherente al término. Como consecuencia de la multiplicación de los escenarios de comunicación especializada y de la diversificación de las investigaciones en terminología, la visión del término se ha complejizado y hoy en día la biunivocidad concepto-término se defiende únicamente en contextos restringidos de estandarización. Más allá de la función representativa de remitir a un concepto especializado, al término se le reconoce una función comunicativa, ya que adecúa su forma y contenido a las características de la situación de comunicación. Sin embargo, en este artículo proponemos presentar otra función menos conocida de la variación terminológica y que está vinculada con el objetivo comunicativo del texto en que se inserta: la función retórica. Para ello, esbozaremos algunas nociones sobre los textos especializados desde la perspectiva del análisis del género (Swales 1990) e ilustraremos nuestro análisis mediante ejemplos procedentes de un estudio
sobre la variación terminológica en artículos científicos de psicología.

The main objective of this research is to analyze –from a diachronic perspective– the productivity of the processes of noun formation in Mapudungun, based on the hypothesis that the processes observed in periods of less contact with Spanish will exhibit greater linguistic genuineness than those found in periods where contact is more intense. For this purpose, we analyzed the formation process of 2,779 nouns, classified into three groups according to their primary source of record: early period, composed of 274 units documented in Valdivia (1606); intermediate period, comprising 855 units documented in Febrés ([1765] 1882); and recent period, which includes 1,650 units documented in Augusta (1916). The analysis reveals that certain processes remain highly productive across the periods (compounding and derivation), others lose productivity (syntactic conversion, semantic changes and borrowing), and others remain unproductive over time (onomatopoeia, reduplication, syntagmatic compounding, clipping and regressive derivation). Furthermore, it is observed that noun formation evolved along time from a situation characterized by a high degree of productivity of several formation processes to another situation in which productivity concentrated on a shorter number of procedures, implying a genuinity loss in our opinion. These results could serve as a basis for the policy planning of a lexicon that aims to encourage the establishment of new units and to strengthen the linguistic identity of the speakers of this language.

This article reports a study about the behavior and functions of term variation in research articles (RAs) in Geology and Psychology. The aim of the study was twofold: first, to investigate the role of intra-textual term variation as a device for the representation and transfer of specialized knowledge; second, to explore whether there are disciplinary differences and whether these differences can be chalked up to different perceptions of this phenomenon among subject field experts. Two methods of data collection were combined: corpus-based analysis of 38 RAs in Spanish; and semi-structured interviews with six experts. Results show that the incidence of term variation is higher in Psychology, although both groups manifested a positive attitude toward variation. Corpus analysis and interviews confirm that term variation is used as a cognitive device, to provide information about the concept’s characteristics and relationships with other concepts; and as a communicative device to avoid repetition, to accommodate to the audience and to generalize. In sum, term variation proves to be an important device for constructing and communicating specialized knowledge for both disciplines.

This article presents a study about the terminology used to refer to the Chilean military coup and dictatorship in high school History textbooks. Terms represent specialised concepts in a specific subject field and reflect the conceptualisation of reality of a given disciplinary community in a socio-temporal context. Term choice influences how readers access specialised knowledge. This study aimed at analysing the point of view about the military coup and dictatorship conveyed by term choice in Chilean history textbooks; and determine whether this point of view changed across time. For that purpose, the term variants referring to the main concepts of the historical period were analysed in a corpus of history textbooks distributed by the Chilean Ministry of Education between 2002 and 2014 to students in second and third year of secondary education. A semantic analysis was carried out, which took into account the conceptual information, the abstraction level of the categories and the point of view (positive, negative or neutral) reflected by term variants. Results showed that terminology remains quite stable throughout the years and convey mainly a neutral perspective about the historical events. These results are not coherent with the pluralist perspective recommended by the Ministry of Education in the curriculum guidelines.

This study explored the behaviour and functions of term variation in research articles in order to better understand the process of knowledge construction within texts. A semantic analysis of term variation in 19 Spanish-language psychology research articles was carried out. Variants were classified according to the semantic distance from the base term. Analysis revealed that term variation provides information about the concept’s content and its relationships with other concepts within the conceptual structure. Furthermore, an examination of the distribution of term variants across text sections revealed three rhetorical functions of term variation: a naming function, present in the title, abstract and keyword sections; an explanatory function, in the introduction and discussion sections; and a particularizing function, in the method and results sections. This analysis confirmed that intratextual term variation plays a cognitive and rhetorical function in research articles, helping to construct and transfer knowledge within the text and to realize the communicative purposes of the genre.

Se presenta una investigación lexicográfica sobre la variación terminológica y su representación en un diccionario especializado monolingüe destinado a estudiantes universitarios. La investigación está basada en un estudio descriptivo sobre la variación terminológica en un corpus de artículos científicos de psicología y en la aplicación de un test a una muestra de estudiantes universitarios sobre el conocimiento y manejo de este recurso en tareas de producción y comprensión de textos. Los resultados muestran que la variación terminológica intratextual desempeña una función cognitiva y discursiva importante para la transmisión del contenido especializado y la construcción de un texto cohesionado. Por otro lado, los estudiantes se muestran favorables a la utilización de la variación como recurso cognitivo y discursivo pero presentan problemas a la hora de reconocer ciertos parámetros de variación y utilizarla en tareas comunicativas. Finalmente, se propone una microestructura de diccionario pedagógico que registra los distintos tipos de variación terminológica y proporciona información sobre su uso para poder explotar las posibilidades cognitivas y discursivas de este recurso.

Today, term variation is commonly accepted to be a widespread phenomenon in specialised communication. Although some degree of arbitrariness is inevitable, the expert's choice of a term variant is generally motivated to some extent. This article presents a methodology for describing the conceptually motivated patterns of term variation in a real corpus of special language. This method — which analyses the conceptual information displayed on the term's form — represents an attempt to provide a framework accounting for the flexibility of concepts and conceptual structures in a systematic way. Using data from a bilingual (French and Galician) corpus of texts related to coastal fishing and aquaculture, the applicability of proposed method for analysis is illustrated with a description of the variation patterns pertaining to terms designating human entity concepts within the corpus.