THE SPECIFICS OF THE BRITISH AND AMERICAN HIGHER EDUCATION TERMINOLOGICAL UNITS FUNCTIONING

Abstract. Nowadays two opposite tendencies are typical of education – unification of terminology and preservation of terminological units with the cultural component of meaning. Since English remains one of the crucial means of cross-cultural communication in general and in the education field in particular, it is of
great importance to study the specifics of usage of the English
language terminological units in the given realm within the context of the tendencies mentioned. The paper studies the functioning peculiarities of terminological units included in the British
and American higher education terminological systems. Special
focus is given to the theory of the cultural component of meaning
detected in the course of the lexical-semantic analysis of the humanities terminological units is developed in the present paper.
The theory is extrapolated to the British and American higher
education terminology. The author analyses terminological units
with the cultural component ofmeaning identified by means of
territorial markers in terminography or containing the references
to the British and American higher education systems in their
definitions. The given paper draws on the findings made in the
course of analysis of the corpus containing approximately 3000
terminological units belonging to the British and US higher education terminological systems. In line with the classification of
terminological units with the cultural component of meaning according to the lexical-semantic criterion, the author gives examples of variance and uniqueness of terminological units by the
material of various local higher education terminological systems. In conclusion the author determines the peculiarities of
functioning of the British and American higher education terms.
The functioning similarities and differences between the British
and American higher education terminological systems are considered. The author determines four levels (from the level of a
particular university terminological system to the level of a national terminological system) of the British higher education
terminological units functioning and two levels of the US higher
education terminological units functioning. It is demonstrated
that terminological units with thecultural component of meaning
are more typical of the British higher education terminological
systems (25% out of 1500 terminological units analysed) than of
the US higher terminological systems (16% out of 1500 terminological units analysed). The findings made in the given paper
contribute to developing cross-cultural communication competence.
Keywords: terms with the cultural component of meaning; higher education terminological system; levels of term functioning;
terminological variance; unique terms

Yulia Tsverkun
Moscow State Institute of International Relations (University)
of the Ministry of Foreign Affairs of the Russian Federation,
Odintsovo Branch, Moscow, Russia
e-mail: pavlovsky_90@list.ru
ORCID iD: 0000-0001-9084-5880

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