Deskriptyviosios terminologijos tyrimų rezultatų panaudojimas terminologijos praktikoje

149Terminologija | 2015 | 22 Deskriptyviosios terminologijos use of research results in terminology practice JOLANTA K OVALEVSKAITĖ Vytautas the Great University AGNĖ B IELINSKIENĖ Vytautas the Great University KEY WORDS: descriptive terminology, terminology teaching(s), terminology practice, informative context, special textbook INTRODUCTION The tools and methods used in descriptive terminology (also called descriptive terminology in Lithuanian linguistics) can be useful in practical terminology work. In this case, we understand terminology practice as an activity that includes not only the work of practitioners (terminologists, translators, editors, etc.), but also the training of students. Based on the research on descriptive terminology, terminology teaching can be organized in such a way that the solution of practical problems takes place inductively, based on terminology theory integrated into the learning process (see problem-solving principle, see Korkas et al. 2010; learning through discovery, see Alcina 2011). Terminology as a subject is included in the programmes of linguistics, translation studies, etc., terminology basics or courses tailored to a specific subject area are taught at various levels of study, seminars for practitioners are organized, summer schools are held (Picht 2011: 21), but there has been little written about terminology teaching/learning so far (Alcina 2011: 8). Due to its widespread application in the information society, the importance of terminology training and the need for terminologists is increasing (Bucher 2007). Recently, terminology skills have been emphasized when discussing the competencies required of translators (Korkas et al. 2010; Maskaliūnienė et al. 2012; Sikora 2013). The aim of this article is to present how the results of descriptive terminology research (sources, tools and methods) can be applied to the terminology 150 Jolanta Kovalevskaitė Descriptive terminology research results in the Agnė Bielinskienė panaudojimasterminologijospraktikoje practice of noology, because here a lot of attention is paid to the analysis of the use of terms in texts (or texts). The analysis of the usage of terms is useful for solving issues relevant to terminology management: investigating the general and distinctive characteristics of the concept, determining the place of the concept in the conceptual system, assessing the quality of the definition and / or compiling a textbook pagrįstą termino apibrėžtį ir pan. 1. Page 1 of 1 PRINCIPLES OF TERMINOLOGY One of the directions of descriptive terminology management – corpus-driven terminology management (Budin 2012) focuses on the usage of the term and the analysis of the usage in the text. The most important factor in the formation of a term’s meaning is the context (see Zeller 2005), i.e. it is from the context that it can be determined whether a particular word or combination of words is a term or not. This question often arises for practitioners working in the field of terminology. Descriptive terminology is characterized by different principles, sources and means of terminology management than prescriptive terminology (Marcinkevičienė 2000; Budin 2012). The prescriptive terminology mainly relies on documents, standards, approved terms sets or databases, while the main sources of descriptive terminology are textbooks, primarily special textbooks, composed of texts from the subject area under analysis (for more information on the compilation of special textbooks in Lithuanian see Marcinkevičienė 2000; Bielinskienė et al. 2015). In descriptive terminology, special texts are primarily needed to obtain new terms in the analyzed field, but they are also important for collecting other information about the term, such as definitions, contexts of use of the term, terminology connectivity and frequency. Terms in such texts are examined using automatic term recognition and analysis tools. The methods, tools and resources of descriptive terminology can be used when working or learning to work with practical terminology. RESULTS OF ALL TERMINOLOGY RESEARCH SCIENTIFIC PROJECTS In Lithuania, in addition to the ongoing terminology work carried out by the Terminology Centre of the Lithuanian Language Institute and the Terminology Subcommittee of the State Lithuanian Language Commission and the constantly updated resources (Lithuanian Republic, VDU)3, a number of 151Terminologija | 2015 | 22 remaining term banks, Terminyno, Standardization Department term bases, euroTermBank, etc.), there are also scientific projects related to the accumulation of Lithuanian language terminology resources, for example, the medical classification and terminology system SNOMeD CT1, the bilingual (English-Lithuanian) social sciences thesaurus LiDA2 adapted to Lithuanian language, etc. Lithuanian terminology projects have been developed during the VDU kalbai pritaikyti įrankiai ir ištekliai, taip pat terminų apibrėžimo, remianprojects. Elements of this methodology (e.g., the concept of informative contexts) can be applied in practical analysis of the usage of terms and definition of the term. 2.1. Resources and tools The research of ŠiMTAi 1 and ŠiMTAi 2 projects was carried out according to the principles of descriptive terminology, therefore the necessary source was prepared first – the 4 million words of the special textbook of the field of Education and Science (automatically morphologically annotated). This textbook consists of documents of the Ministry of Education and Science, other institutions covering education, higher education, etc. (for more details see Bielinskienė et al. 2015: 24). The textbook represents the chosen specific field of education and science, so it was expected that such documents mainly contain terms from this field. On the basis of this textbook, an online Education and Science Terms Dictionary (hereinafter – ETSTD) and an online freely available Ontology of Education and Science Terms were created (see Markiewicz et al. 2013). Several tools have also been developed: 1) a tool for the automatic identification of terms in text, 2) a tool JungLe for assigning a single heading form to several quantitative forms of the same term (Boizou et al. 2012) and 3) a tool for the analysis of the context of the term Qafe. Since the data selected by Qafe tool has been and can be used in the terminology learning process, we will introduce its working principle in more detail. The purpose of the Qafe tool is to automatically analyze the context of individual terms and identify the subjective information 1 http://www.lmb.lt/index.php?-538029741. 2 http://www.lidata.eu/idex tez.php. 3 Automatic Identification of Educational and Scientific Terms – a two-part project funded by the Lithuanian Research Council, carried out at the VDU Computer Linguistics Centre in 2009–2010 (ŠiMTAi 1) and 2010–2012. (See Table 2). 152 Jolanta Kovalevskaitė The informational contexts of the results of the Agnė Bielinskienė panaudojimasterminologijospraktikoje research on descriptive terminology (see subsection 2.2), which would show the characteristics of the concept named by the term and the semantic connections with other concepts. Having received the contexts selected by Qafe, the terminologist can more quickly systematize and analyze information about the concept named by the term. The Qafe tool searches for paralinguistic models that reflect the structure characteristic of informational contexts (e.g., definitions of terms) and other elements of that structure – lexical, grammatical, etc. It has been found that definitions in which hyperonymic/hyponymic relationships are usually reflected can be detected in the text by searching for patterns such as [Tn is N], [Tn – N], [Tn is known as] and so on.4 (more on patterns in Bielinskienė et al. 2015: 76–78). Using a set of paralinguistic models, Qafe automatically selects possible informational contexts5. For example, when analyzing the term compulsory subjects, 7 informative contexts were automatically recognized, and almost all of them [dash] are subjects [Nn], providing the basis of knowledge and competences surinkti pagal modelį [T– Nn ], pavyzdžiui, privalomieji dalykai [T] – of the chosen study direction. This informative context corresponds to the usual definitional structure – usually a hyperonym and distinctive features are provided when defining a concept. Thus, when searching for informational contexts, it is possible to automatically recognize ready-made definitions that may occur in textbook texts. The linguistic information used by Qafe can be adapted directly or indirectly. By directly using the data extracted by the tool, the researcher can automatically collect informative contexts and analyze them. If the tool is not in use, it is possible to adapt the operating principles of the tool, for example, by knowing the structure of the models used by the tool, it is also possible to manually search for fragments in the term concordance that refer to factual information, etc. (for more details, see section 3). All or part of the information obtained from the informational contexts can be used to define terms. 4 Tn – the vernacular of the term’s denominator; N – noun; is, is known as, dash – lexical and graphical signs necessary in the context of the search. 5 Terms used in this article and elsewhere (e.g., Bielinskienė et al. 2015) are possible terms, possible informative contexts. This distinction is necessary because there may be inaccuracies among the automatically obtained data. 153Terminologija | 2015 | 22 2.2. Methodology for definitions based on texts Since the aim of the project ŠiMTAi 2 ŠMTŽ was to provide definitions from the textbook for the terms described, one of the project stages was devoted to the preparation and adaptation of the methodology for the definition of terms based on textbooks. For the definition of terms, the factual information was obtained automatically by using the Qafe tool by selecting those term contexts that were considered as possible informative contexts. By analyzing texts of a binių išteklių, parengtų ir naudotų terminams apibrėžti6. specific subject area or special texts, it is possible not only to find out the characteristics of the use of a certain term (frequency of use, most common contextual partners, etc.), but also to collect information about the concept named by the term. The basic factual information about a term is conveyed through semantic links, which are realized in knowledge-rich contexts (see Meyer 2001). ingrid Meyer (2001: 281) considers the informational context to be a context in which there is at least one characteristic of the concept named by the term. In other words, such context must show the characteristic of the concept or the relationship of the concept with other concepts. i. Meyer (2001) distinguishes two types of informational contexts: defining knowledge-rich contexts and explanatory knowledge-rich contexts. The basis of the defining contexts are the semantic links of hyperonymy and hyponymy, less often meronymy7. informational contexts with hyperonyms and hyponyms are close to the classical form of definition: T (term) = X (hyperonym) + distinguishing features, e.g. accreditation is an assessment used in the higher education system (assessment is the hyperonym of accreditation). Definitional contexts, which usually reflect the essential information about a concept, are usually used to create definitions. Explanatory contexts differ from defining contexts in that they do not have a hyperonym, but simply refer to one or more characteristics of the concept that are not necessarily essential or distinctive (Meyer 2001: 288). Explanatory contexts are important in that they provide other substantive knowledge about the term, the use of the term, for example, show what the term can, must have, usually is, is known as, etc. Such contexts may be primary information 6 Other data obtained from the textbook are presented in the Education and Science Terms Dictionary: terminology, colloquialisms, examples, concordance, see. http://daukantas.vdu.lt/moksliniai-terminai/. 7 Other works may use the terms parthonomy and parthonomy. 154 Jolanta Kovalevskaitė Descriptive terminology research results in Agnė Bielinskienė panaudojimasterminologijospraktikoje formulating the definition or enter the definition as a certain part (transmitting a sign), e.g. : Upon successful completion of the programme, graduates will have acquired the set of skills required for a particular professional activity. informative contexts are valuable also because they are examples of authentic usage from the concordance of a specific term. It is important to note that examples of authentic usage are not as ideal as some definitions in term databases or term dictionaries, so Meyer (2001: 284) refers to contexts that have characteristics of dictionary definitions, such as a colon or hyphen after a term, as dictionary defining knowledge-rich contexts. The informational contexts derived from real usage, whose sentence structure is looser, more varied, Meyer calls naturally occurring defining knowledge-rich contexts. The latter contexts constitute most of the context of the term in the text. In such natural contexts, the features of the term mentioned are not necessarily distinctive, nor is the closest mentioned term always the closest gene, as required in writing a definition. Thus, when analyzing the usage of the term in the text, often in informative contexts there may be not necessarily essential information. 3. ANALYSIS OF TERM USE SPECIAL TEXT The following aspects are very important for terminology and terminography: the term, the concept, the characteristics of the concept, the relationships between the concepts, the concept systems, the principles of writing the definition. Therefore, when analyzing the usage of a term, it is important to determine the general and distinctive characteristics of the concept, the place of the concept in the conceptual system, to assess the quality of the definition and / or to prepare a textbook-based definition of the term. In prescriptive terminology, terms are defined mainly by taking into account the place of the concepts they refer to in the hierarchical system of concepts and the relationships with other concepts (Marcinkevičienė 2000: 6). Thus, in essence, the ability to identify the common and distinctive dėl to, kad būtų galima sužinoti apie pačią sąvoką ir (arba) parengti terfeatures of the concept requires a definition of mine. Using a special textbook of a certain field, it is possible to examine the concordances of specific terms and thus to find out what concept the term refers to, what its characteristics are and with what other concepts it is related. In this way, the system of concepts is formed from the bottom up, i.e. based on the information of the usage of the term. 155Terminologija | 2015 | 22 3.1. Analysis of the context of the term in terms of factual information In order to find information about a particular term in a special textbook, the textbook must reflect the subject area, and the term must be quite frequent in it, then the researcher will get a greater concordance, i.e., more information about the term. Examples of the term scientific work in the concordance text: (1) The third reason is the bureaucratization of scientific work. (2) Research work was mainly carried out in Germany, France, Poland, Latvia and Sweden (Annex 3, Table 4). (3) Scientific research (otherwise referred to as scientific work) is research divided into fundamental and applied scientific research. (4) In addition to their scientific work, researchers must also carry out pedagogical work. It can be seen that the same term is used differently in the sentences: in sentences 1, 2 the term is mentioned, but although they talk about things related to scientific work, there is no factual information about the concept named by this term here. Other terms related to the concept of scientific work have already been mentioned in examples 3, 4: scientific research, fundamental research, applied research, researchers, pedagogical work. These fragments of the context of the term are the most important for terminology, because they can help to understand how the thing named by the term is understood, what its purpose or nature is, which helps to define the concept named by the term. Thus, the terminographer must select from the whole context of the term only those places where other terms related to the term under analysis are mentioned or where ready-made definitions are given. If many lines of a term concordance have to be processed manually and the concordance is high, then the term analysis in the text becomes inefficient and takes a lot of time. After all, in order to select informational contexts, it would be necessary to read the entire concordance, delving into the context of each sentence, which is not easy for a linguist, translator or student who does not have special knowledge of the terms of the field of science under consideration. In this case, it is useful to use tools that at least partially automate the analysis of term contexts. Such a tool as The Qafe tool described in subsection 2.1 acts as a sort of filter, separating the informative contexts from other contexts of the term, which are less important because they do not convey information about the concept. For a total of 224 terms described in the DTQ, about 60% of the definitions were written based on information from informative contexts. So, 156 Jolanta Kovalevskaitė The terminologist of the results of the research on Agnė Bielinskienė panaudojimasterminologijospraktikoje descriptive terminology, when creating the definitions of these terms, either adopted the ready-made definition found in the text, or created the definition based on the informative contexts and / or the entire concordance of the term. Some of the informational contexts were not used because among the automatically selected informational contexts there are also inappropriate ones, i.e. those that, although formally corresponding to some paralinguistic model, do not reflect any semantic connection or characteristic of the concept under analysis (Bielinskienė et al. 2015, 5.2.5, writes extensively about how to improve the models used by the Qafe tool and increase the accuracy of the automatic analysis). 3.2 Issues relevant to terminology management and their solution based on analysis of terminology usage When solving issues arising in terminology work, informational contexts of both appropriate and inappropriate quality can be used. The four main theoretical and practical aspects of terminology management are discussed below (for these and other aspects of terminology theory relevant to terminology management, such as the problem of distinguishing between a term and a non-term, see also Korkas et al. 2010: 129–130). The analysis is based on the concordances of terms from the special textbook and/or fragments of the concordance of a specific term from the informational contexts determined by the Qafe tool8. 3.2.1. SHARING INFORMATION WITH OTHERS In order to acquire the skills of identifying the characteristics of the concept referred to by the term and the peculiarities of its usage in the text, it is necessary to analyze the concordance of the term of average frequency in order to learn to find the terminologically important places in the context of the term based on the concept of the informative context (described in subsection 2.2). As mentioned above, the informative context must specify: (a) at least one characteristic of the term, which may not necessarily be essential, but which characterizes the term in any respect, i.e. the way in which the term is understood, the composition of the term and the meaning of the term. The contexts below show that the term degree of science is characterized by the fact that it is awarded by a university (example 1), and also 8 SZMTZ can use the concordances of all the terms presented. Possible informational contexts are not separately marked in to dalyko paskirtis, požymis ir pan., arba b) rodyti ryšį su kitomis sąvothe concordances, and until Qafe is available to all users, informational contexts should be identified manually. 157Terminologija | 2015 | 22 a degree is required for certain positions as a requirement (example 2): (1) The University shall have the right to award academic degrees after the Ministry of Education and Science has granted the right to doctorate alone or jointly with other Lithuanian or foreign research and study institutions. (2) There should therefore be only one qualification requirement for this position, namely the possession of an academic degree which has demonstrated the skills and qualifications required of a researcher. The definition found in the context (for definitions see 3.2.4) provides essential Toliau peržvelgus šio termino kontekstą galima sužinoti, kokių mokslo information (main distinguishing feature) about the concept: Scientific degree – a degree attesting to a person’s scientific qualification, awarded after defending a dissertation. By the way, this definition is also presented in SMTŽ as the most appropriate to the meaning of the term. Among the automatically identified informational contexts, not all contexts are appropriate, i.e. they reflect the characteristics of the concept or its relationship with other concepts, e.g. : This context of the term compulsory subject is classified as inappropriate, because it does not provide the factual information about the term.This context of the term compulsory subject is classified as inappropriate, because it does not provide the factual information about the term. Although we learn that the compulsory subject in grade 8 may be economics, such information does not reveal the characteristics of the concept (i.e., what is the compulsory subject). In another example, we also do not find any information relevant from a terminological point of view, what is the term national qualification framework, what is its nature, etc. : National Qualifications Framework – a policy priority. If the concordance of the term is high and the context filtering tool Qafe is not available, the same work can be done using the elements of paralinguistic models used in automatic analysis (see 2.1), which can be used to search for informative defining or explanatory contexts. For example, structural elements such as being, holding, forming, encompassing, as well as the hyphen, colon, etc. can be used to establish defining contexts (see Castagnoli 2006: 167). Among the contexts to be defined, the appropriate definition found can be reformulated Agnė Bielinskienė panaudojimasterminologijospraktikoje taking into account the theme predominant in the informative contexts (e.g., the legal aspect predominates), the essential characteristic or the frequently repeated formulations (Bielinskienė et al. 2015: 100): The Academy of Sciences is an institution or organization that unites the most prominent scientists of the country or (and) of a certain scientific direction (s) and performs the roles of representation, expertise, coordination and popularization of science. In the given example, the first distinctive feature (joining <...> scientists) is taken from the defining context (cf. The Lithuanian Academy of Sciences (hereinafter referred to as the Academy of Sciences) is a budgetary institution that unites the most prominent Lithuanian and foreign scientists whose activities are related to Lithuania), and the function performed (performing the representative role of science) is formulated based on the prevailing information in the concordance. The above-mentioned ways of writing a definition based on a textbook can be useful for those who write definitions (this is most relevant for terminologists) and those who edit definitions found in other sources (translators who fill in term databases and, of course, editors). After all, when examining the usage, it may become clear that the definition is incomplete, because the concept referred to by the term has changed, etc. To check how well you wrote the definition from the textbook or to evaluate it, you can compare your own definition with a definition written by a terminologist on the same principle, for example, provided in the SZMTZ. For example, students, based on informational contexts and ontology, came up with the following definition of the term scientific article: Definition 1: A peer-reviewed scientific publication, having a formal structure and published in periodical, continuous or one-off scientific publications. They compared their definition with the definition of the term scientific article given by the SMTŽ: Definition 2: An article published in a scientific journal that has the scientific apparatus usual in a particular field of science and meets other scientific criteria for that field. Definition 2 is based on an adapted and abbreviated definitional context from the textbook: The defining context: Scientific article – an article published in the scientific press or (and) containing the scientific apparatus usual in a particular scientific field (footnotes and (and) bibliography, or (and) formulas, or (and) drawings, or (and) description of methodology, or (and) statistical tables, etc. ) and meeting the scientific criteria recognized in that field of science. 165Terminology | 2015 | 22 Kaip matyti, 1 apibrėžtyje tiksliau parinktas hiperonimas (mokslinėpubliand not an article), mentioning the distinguishing feature “reviewed” and thus distinguishing it from non-reviewed publications. Both definitions specify where a scientific article can be published, only definition 1 specifies it more detailed – published in periodical, continuous or one-off scientific publications, and definition 2 more concisely – published in scientific press. would not have to be listed if the conceptual framework included the concept of scientific press. The concept of scientific apparatus referred to in definition 2 is explained in detail in the context of definition, so instead of the characteristic of having a formal structure referred to in definition 1, it would be more accurate to inherit the characteristic from the context of definition having a scientific apparatus usual in a particular scientific direction. In practice, it is often necessary to choose the most appropriate definition from several already presented in other sources. Of course, the principles set out in terminology theory (adequacy, systematicity, conciseness, etc.) can help. However, in addition to these principles, it is still useful to compare the information about a term contained in lexicographic sources with the information that emerges from the use of the term in the text. Often the terms are not used exactly as they are defined (Kaupaitytė 2010), or it becomes apparent in the usage that the concept referred to by the term does not exactly coincide with the one that is presented with the same term in some lexicographic source. By comparing a definition written based on a textbook with a definition given in dictionaries or term databases, it is possible not only to clarify the definition of the term, but also to compare definitions written on different principles. For example, in the Study Terms Dictionary (Smetona, Pukelis 2014) some of the terms coincide with the terms presented in the SMTŽ. In the Study Terms Dictionary (Smetona, Pukelis 2014): A part of a study programme consisting of the results of several studies that are related and integrated in terms of content, having a defined number of credits, a goal based on the results of the studies, the achievement of which is assessed by one final settlement (examination or other form; a cumulative point system may be applied). SMTJ: 1.Studijųprogramospagrindinissudedamasisvienetas,nuosekliaidėstomasvieną or several semesters; 2. field of study or branch (in international statistics). Both definitions mention the essential characteristic that the subject of study is part of the study programme, so the study programme is the main concept to which the term under analysis is linked in both cases. Term concordance 166 Jolanta Kovalevskaitė The results of the research on descriptive terminology from Agnė Bielinskienė panaudojimasterminologijospraktikoje the textbook do not contain information about such characteristics of the concept as a defined number of credits, a goal based on the results of studies, the achievement of which is assessed by one final report, they are not included in the definition of the ECTS. The duration of teaching is a characteristic that has emerged in the informative contexts of the term, therefore the definition of the SMTZ mentions that the subject of study is taught consistently for one or several semesters. It emerged from the informative contexts that this term refers to two concepts, therefore the definitions of two concepts are presented in the SMTŽ (1, 2). It can be added that the contexts of definition can be useful as examples of better or worse definitions, which by analyzing them, terminographers acquire the skills to distinguish a proper definition from an incomplete or defective one. (Meyer 2001: 284). The article presents examples from the field of education and science, because the textbook used as a source is specifically from this field. However, practitioners dealing with terminology from other fields may also need texts from other fields, so when applying descriptive terminology methods, in addition to existing texts, texts created with special tools9 for the intended task can be used. Do-It-Yourself (DIY) specialized corpora, Zanettin 2002, cited in Castagnoli 2006). In order to quickly accumulate such a textbook, it is usually taken texts published on the Internet in the relevant field, which reflect the current concepts and the latest terms, which can not always be expected from a static, i.e., a textbook created in a certain period of time and no longer updated (Castagnoli 2006: 160). GENERAL REMARKS In Lithuania, only a few resources and tools have been developed using the principles of descriptive terminology. The first attempts to obtain data for the vocabulary and ontology of terms in the field of education and science in ŠiMTAi 2 project can be used to solve the current terminology issues that arise for specialist practitioners who work directly with texts and obtain or create terminology in a particular field, as well as for students studying terminology, translation and editing disciplines. The ability to directly analyze terms in the context of their use can help to raise and solve problems relevant to terminology. The text-based definition methodology discussed in this article provides 9 For example, the WebBootCat tool offered by Sketchengine: http://www.sketchengine.co.uk/. 167Terminologija | 2015 | 22 the possibility to recognize the informative contexts of the term, to establish hierarchical relationships of concepts, to make definitions of terms. for specific target groups of researchers, Aprašyti terminologijos darbo aspektai nėra vienodai aktualūs čia mifor example, the writing of a definition is usually the responsibility of terminologists, while the selection of the best definition or the editing of a found definition is the responsibility of translators or editors filling in the term base. For both terminologists, translators and editors, if the terms being analysed are not in term databases and glossaries, it may be important to identify the links or type of relationship between the concepts referred to by the terms, as well as to define those concepts. 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Daktaro disertacija, Kaunas: Vytauto Didžiojo universitetas. RESULTS OF THE DESCRIPTIVE TERMINOLOGY RESEARCH FOR TERMINOLOGY PRACTICE The paper discusses the descriptive approach, which only recently has been more widely used in Lithuanian terminology practice. Terminologists, translators, proofreaders and other practitioners dealing with terminology can benefit from methods and tools that are applied in descriptive terminology management. Furthermore, the approach of descriptive terminology can be adopted for terminology teaching and learning purposes. The paper aims to describe possible applications how the descriptive terminology research (resources, tools and methods) can be used in the terminological practice. Firstly, we introduce resources and tools developed during the project ŠiMTAi 2 (Automatic identification of education and science terms). The resources and tools have been developed for the semi-automatic analysis of Lithuanian terms: i.e. specialized annotated corpus, tools for automatic extraction of terminology and a tool for semi-automatic detection of knowledge-rich contexts for terms in the specialized corpus, which then can be used for preparing definitions of terms. Knowledge-rich contexts are discussed in more detail. Knowledge-rich contexts contain conceptual characteristics about the analysed term, which are reflected by semantic relations and attributes. Applying the approach of the corpus-based descriptive terminology, we show a) how knowledge-rich contexts can be detected; b) how particular semantic relations can be identified in knowledge-rich contexts; c) how the conceptual system can be constructed by analysing the usage of terms; d) how knowledge-rich contexts of a term can be used for its definition writing and evaluafor the practitioners who are working in tion. We exemplify the possibilities of methods and tools of descriptive terminology the field of Lithuanian terminology. Retrieved 2015-06-15. Jolanta Kovalevskaitė Vytautas the Great University Center for Computer Linguistics K. Donelaičio g. 52–206, LT-44248 Kaunas e-mail j.kov[email protected] Agnė Bielinskienė Vytautas the Great University K. Donelaičio g. 52, LT-44248 Kaunas e-mail [email protected]