Regina Kvašytė. Mokomasis terminologijos žodynėlis

Regina Kvašytė. A TEACHING GLOSSARY OF TERMINOLOGY. Šiauliai: Šiauliai University Press, 2005, 148 pp. In 2005, a 200-copy print run of the explanatory bilingual Teaching Glossary of Terminology, prepared by Assoc. Prof. Dr. Regina Kvašytė of the Department of Lithuanian Linguistics and Communication, Faculty of Humanities, Šiauliai University, was published. This is the first attempt to provide a glossary of terms needed for terminology studies. Although the number of terms is stated neither in the preface nor on the title page, the glossary should contain over 230 terms. It was reviewed by Dr. A. Auk-soriūtė, Head of the Terminology Centre at the Institute of the Lithuanian Language, and Assoc. Prof. Dr. Jolanta Vaskelienė of the Department of Lithuanian Linguistics and Communication, Faculty of Humanities, Šiauliai University. The glossary is intended for full-time and part-time students of various specializations at higher education institutions, especially master’s students. The teaching booklet consists of a Preface (4), an introductory section—Structure of the Glossary (5), Abbreviations (7), and Conventional Signs (7); the main section—Glossary of Terms (8–90); indexes of English (91–94), Russian (95–98), and Latvian (99–102) terms; and indexes of term components (103–106) and illustrative words (107–117). At the end of the glossary are lists of sources (118–120), references (121–123), further reading (124–127), and appendices (128–148). As the author writes, “the appendix to the glossary presents diagrams and examples of pages from terminology dictionaries of various fields and types” (6). The teaching glossary is an alphabetical, nested, explanatory bilingual glossary. All headwords are marked for stress. There are no stress-marking inaccuracies. In discussing the structure of the glossary, the author states that the origins of international terms were established “on the basis of dictionaries of international terms” (5), while the list of sources mentions only one dictionary of foreign words, published in 2001. The etymons of foreign words are given in parentheses. It has been noted that the explanations of the origins of the international terms extension and intension differ: Latin extensio means ‘stretching, expansion, extension’ (extension), but Latin extensio means ‘expansion’ (extensional definition); Latin intensio means ‘tension’ (intensional definition), although Latin intentio means ‘tension, effort’ (intension). Etymologies for the international component are missing for the two-word terms derivational complex (20), grammatical category (34), and grammatical relation (34); compare grammatical meaning (52). The etymologies of motivation (see derivational motivation; 21), internationality (37), internationalism (37), and calque (38) need clarification. It is worth considering whether the origins of foreign words need to be explained at all. Perhaps not—in a teaching glossary. 166 The Teaching Glossary of Terminology also includes terms from word formation, lexicology, and other branches of science, while stating that it brings together terms needed for terminology studies. It does not say where the definitions were taken from. Perhaps the author wrote them herself… Explanations of term meanings begin on a new line. Meanings are usually explained concisely. An interesting feature of the glossary is that the explanations of terms are supplemented with various examples, or, as the author puts it, illustrations (5). Some of the illustrations—that is, explanations of the derivational relationships of certain words—are questionable, for example: tarifikav-imas (: tarifikuoti; 18). It is clear that the word tarifikavimas is derived not from the infinitive verb tarifikuoti, but from the past-tense form tarifikavo (Keinys 1999: 39). There are other such inaccuracies, for example: mit-yba (: mįsti; 45), asmenav-imas (: asmenuoti; 45), emaliav-imas (: emaliuoti; 45), and others. Inaccurate explanations of derivational relationships mislead the reader, especially one who is still studying. The Teaching Glossary of Terminology uses the terms simple term and complex term, for example, antonym and lexical antonym, metaphorical term, and so on. In addition, at the end of the headword entry one-word term there is a see reference, indicating that the term is redirected to a term recommended for use; in this case, according to the glossary’s compiler, the preferred term is simple term (74), although terminology literature commonly uses the term one-word term. Several terms need correction. The term derivation should be replaced with word formation (KTŽ 1990; Keinys 1999: 115), and ending derivation with suffix formation (KTŽ 1990; Keinys 1999: 109). The following terms also need correction: hybrid derivation (= hybrid formation), suffixal derivation (= suffix formation Keinys 1999: 112), prefixal derivation (= prefix formation Keinys 1999: 112), derivational convenience (= convenience of word formation). It is unclear why the glossary includes the terms determination, reterminization, standardization, terminization, transterminization. Since terminology conventionally speaks of a m e a n i n g or a t h i n g, rather than an a c t i o n, terms with the suffix -ation should be used instead: determination, reterminization, standardization, terminization, transterminization (cf. motivation, denotation, etc.). It is interesting that the term antonym is defined as follows: “A s i m p l e or c o m p l e x t e r m or its c o m p o n e n t, denoting a concept of the same category, used in the same field of activity, that is opposite in an essential feature. Δ is a member of a binary opposition and is, by origin, Lithuanian or international.” In KTŽ 1990, antonyms are defined as “words with opposite meanings.” Perhaps it would be more accurate to say 167 not an antonym, but an antonymic term. The more precise term is also synonymous term, not synonym (59). The preface contains some stylistic errors, for example: If a term does not form a nest, it is included in alphabetical order (= alphabetically, 5) by the first component (see KP 2003: 93). The components of the terms included in the glossary and the combinations in which they are used, in alphabetical order (= alphabetically, 5), are listed in the index of term components (see KP 2003: 93). The publication has been prepared with great care; only one typographical error was found—asbėstcemen tis (= asbėstcemen tis). These remarks in no way diminish the value of the Terminology Teaching Glossary. It enriches Lithuanian terminography. The remarks will, it is to be hoped, prove useful in preparing a new, improved edition of this glossary. LITERATŪRA Keinys St. 1999: Bendrinės lietuvių kalbos žodžių daryba, Šiauliai. KP 2003: Kalbos patarimai 2: Sintaksė: 1. Linksnių vartojimas. Sudarė R. Miliūnaitė. Vyr. red. A. Pupkis, Vilnius. KTŽ 1990: Gaivenis K., Keinys St. Kalbotyros terminų žodynas, Kaunas. LoLėŽ 1996: Kuzavinis K. Lotynų–lietuvių kalbų žodynas, Vilnius. TŽŽ 2001: Tarptautinių žodžių žodynas. Ats. red. A. Kinder ys, Vilnius. VaitkTŽŽ 2003: Vaitkevičiūtė V. Tarptautinių žodžių žodynas, Vilnius (e. leidimas). Aušra RIMKUTĖ Gauta 2005-12-07 Lietuvių kalbos institutas P. Vileišio g. 5, LT-10308 Vilnius E. paštas [email protected], [email protected] 168