当医名成为假朋友,又该如何应对

IF 3.2 1区 文学 Q1 LINGUISTICS
Mario Brdar , Rita Brdar-Szabó
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引用次数: 0

摘要

医学上的昵称有时会起到假朋友的作用,危及交流。我们通过检查8种语言中的50种医学现象来证明这一点,这些语言中存在简单或复杂的同义词。绝大多数医学名字都是真正的朋友。然而,我们发现了几种类型的假朋友。医学术语中的假名友可以通过对称谓或复杂的名字核心的剪切或截断而产生。虚假的朋友也可能是通过自我催眠引起的困惑而产生的。最后,除了在不同复杂性的同名核心之间进行选择之外,还可能存在形成一组同义词的替代方案。后一种类型的术语的翻译可能导致毫无根据的引入一个假名。这意味着术语的变异,同义词和同义——术语中臭名昭著的不受欢迎的东西——是大多数可能被描述为假朋友关系的问题的温床。我们还提出了一些教学策略,可以帮助减轻MELF环境中的假朋友问题。这些都是基于最近从二语习得和认知导向研究中对虚假朋友现象的见解,即它们整合了学习的情感、认知和创造性方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
When medical eponyms become false friends, and how to deal with them

Medical eponyms can sometimes function as false friends, endangering communication. We demonstrate this by examining a selection of 50 medical phenomena in 8 languages for which eponyms, simple or complex ones, exist. The vast majority of medical eponyms are true friends. However, we have detected several types of false friends. Eponymic false friends in medical terminology may arise through clipping or truncation of the appellative or of a complex eponymic core. False friends may also come into existence through the confusion caused by auto-hyponymy. Finally, in addition to the choice between eponymic cores of variable complexity, there may also be alternatives that form a set of synonyms. Translation of the latter type of term may result in unwarranted introduction of a pseudo-eponym. This means that terminological variation, synonymy and homonymy—the notorious undesirables in terminology—are the hotbed of the majority of problems that may be described as false–friend relationship. We also suggest some pedagogical strategies that may help mitigate the problem of false friends in MELF contexts. These are based on recent insights from SLA and cognitively oriented research on the phenomenon of false friends, i.e., they integrate affective, cognitive and conative aspects of learning.

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来源期刊
CiteScore
5.70
自引率
8.00%
发文量
41
审稿时长
62 days
期刊介绍: English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.
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