engleski

Synergy between Professional Knowledge and LSP

Teaching specialized terminology is one of the key components of LSP instruction. Based on the semiotic triangle which illustrates the tripartite structure of the linguistic sign (Ogden and Richards, 1972), terms are seen as designations representing concepts by which we conceptualize objects in a special language in a specific subject field (ISO 704, 2009). The proper understanding of a term requires, therefore, familiarity with the specific content, that is, specific characteristics of the concept it denotes. Hence, the awareness of the importance of precise professional knowledge of the content „hidden“ behind each term is essential for the successful LSP acquisition. Having that in mind, the starting question in planning any form of LSP instruction should be how to secure the synergy between the professional knowledge and LSP. There are two aspects to be considered. The first one is the position of LSP courses within the curriculum of studies. In relation to core courses LSP can have a preceding, parallel or consecutive position. The second aspect are students̛ views and experience concerning the facilitating effect of the professional knowledge for LSP acquisition. The paper presents the results of a research conducted with students in the first and fourth term of law studies, which have shown that students consider professional knowledge to be one of the main prerequisites for the successful mastering of language for legal purposes. A questionnaire was used as an instrument for data collection, after which a quantitative and qualitative data analysis was carried out. The difference established between the two groups of students, in favour of the students in the fourth term, supports the hypothesis that the position of LSP in the curriculum plays a significant role.

curriculum, LSP acquisition, LSP instruction, professional knowledge, specialized terminology

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