University of Pannonia

Transcription

1 University of Pannonia Doctoral School of Linguistics Theses of Doctoral (PhD) Dissertation Orsolya Czékmán Studies in Hungarian Mathematical terminology Supervisor: Dr. habil. Ágota Fóris, associate professor Veszprém, 2010

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3 University of Pannonia Doctoral School of Linguistics Theses of Doctoral (PhD) Dissertation Orsolya Czékmán Studies in Hungarian Mathematical terminology Supervisor: Dr. habil. Ágota Fóris, associate professor Veszprém, 2010

4 University of Pannonia Doctoral School of Linguistics LSP communication

5 1. The preliminaries of the research The dissertation was written based on the findings of my studies connected with the Professional Communication Subprogramme of the Doctoral School of Linguistics at the University of Pannonia. My research area is professional language use, more precisely that of Mathematics, in accordance with the theme of the Subprogramme. I carried out the studies within the interdisciplinary programme of the Terminological Research Group (TERMIK), which is lead by the supervisor of the present dissertation, within the frame of the research bearing the title Examinations on the formation of the Hungarian terminology of Mathematics. The topic fitted my double professional qualification (secondary grammar school teacher of Mathematics and of German language and literature) and my field of work. I have been teaching Mathematics in German at a bilingual secondary school for years and I have also been selecting teaching materials and assembling the syllabus. During my work it became clear that scientific literature that would approach the question of Mathematical terminology and the German-Hungarian mathematical terms not pedagogically but linguistically is missing. With my work I am making an attempt to supplement this lack. 2. The topic and aim of the dissertation In accordance with the field of the Subprogramme the topic of my dissertation is analysing language for specific purposes (LSP), namely the research of the special features of mathematical terminology. It was straightforward to point out the topic of the research the following way: - Analysis and descriptive study of LSP for Mathematics, more precisely the examination of the language of Mathematics as used in public education (K-12). - Examination of mathematical terminology. With these examinations we join one of the international research programmes on languages for specific purposes. - Analysis of the preliminaries of Hungarian LSP for Mathematics and of terminological research, and evaluating the discovered sources. - The contrastive examination of German and Hungarian LSP for Mathematics used in public education, with special regard to mathematical terminology. - The exploration and examination of Hungarian mathematical dictionaries. The findings summed up in the doctoral dissertation relate to the research topics as stated above. The structure of the dissertation mainly follows the logical order of the topic's definition. The questions of terminology are interconnected with, for example, the topic of the mathematical dictionaries and the teaching of Mathematics. I focus the examination of the 20th century Hungarian LSP for Mathematics on the terminological aspect of public 1

6 education. I am convinced that the findings of the research will be directly applicable, especially in the fields of education and translation. The stressed aim of research: - Describing and classifying the features of Hungarian LSP for teaching Mathematics in public education. - Highlighting the features of Hungarian mathematical terminology. - Exploring and describing the general features of LSP for Mathematics through the contrastive examination of the German and Hungarian exact mathematical conceptual and terminological systems. - Examining the specific features of LSP for Mathematics. - Studying the terminological accuracy and norms in LSP for Mathematics. - Examining sources on mathematical terminology. - Critical analysis and description of teaching materials, mainly course books and dictionaries, used in the German-Hungarian bilingual education. - Examination and comparative analysis of mathematical terms and their equivalents used in the German-Hungarian bilingual education. - Collecting, describing and publishing the bibliographical data of the Hungarian mathematical dictionaries. - The critical analysis of Hungarian mathematical dictionaries published in the last eighty years. The generally articulated interconnected research aims branched out into particular research tasks during the study. Beyond the planned topics, I also deal with the problems of semiotic aspects of terminology in my dissertation, to which the international sign system of Mathematics provides a good opportunity. 3. Research methods During the research I adopted different supplementary methods. My examinations are basically descriptive empirical ones. When collecting the bibliography I used traditional library research and I complemented it with Internet search. I used a large amount of written sources during my work; I listed the scientific works in the literature, while the data of dictionaries, course books and other sources are listed in the sources. I grouped the collected lexicographical works by language. I analysed the structural features, the content and the terminological accuracy of the given mathematical dictionaries with a comparative critical method. The bibliographical data of the Hungarian mathematical dictionaries published in the last eighty years are published in the appendix. By collecting authentic texts and on the basis of original sources I compiled and examined the mathematical terms and dictionary definitions from different points of view - with the common analysing and descriptive methods used in lexicography and terminology. As regards research-methodological questions I relied on the book Kutatásról nyelvészeknek (Fóris 2008). I examine the given problems everywhere in the system of possible relations. 2

7 During the examinations I adopted qualitative methods, therefore the results do not rely on numerical mathematical calculations. 4. Work hypotheses To specify the way to achieve the set aims the following work hypotheses were used as guides: - The examination of the features of LSP for Mathematics in the corpus of texts belonging to public education allows for the identification of theoretical results that can be generalized to other specialised languages as well. - Research carried out with the approach and methods of terminology will lead to other, not terminological features of specialised languages. - The contrastive analysis of the German-Hungarian LSP for Mathematics will yield results related to the features of specialised languages, which can be used in other branches of Linguistics as well (for example, translation or the research of bilingual education). Furthermore, such findings could give scientifically established guidance in non-linguistic fields (for example, the evaluation of textbooks or compiling dictionaries). 5. The structure of the dissertation The dissertation has six chapters. The table of contents precedes the chapters. The bibliography, the listing of sources and the appendix, which contains the listing of mathematical dictionaries and other dictionary-like works, are at the end of the dissertation. In chapter one (introduction) I outline the topic, the aim and the methods of research. This is followed by the description of the dissertation's structure and the acknowledgements. In chapter two I survey the interpretations of the concept of language for specific purposes and the questions of classification on the basis of the Hungarian (Szabó 2001, Sebestyén Á. 1988, Wacha 1992, Kiss 1995, Pusztai 1975), the German (Arntz et al. 2002, v. Hahn 1983, Schmidt 1969, Hoffmann 1985) and the English (Cabré 1998) scientific literature. I place LSP for Mathematics in the system of sociolects and the system of other LSPs, emphasising the exceptional feature that the factual knowledge and technical language of Mathematics are used in other fields of science as well. This chapter ends with tracing the formation of the technical vocabulary of Mathematics in Hungarian. We can learn about the technical vocabulary of Hungarian Mathematics on the one hand from primary sources, namely from writings on Mathematics, and on the other hand from secondary sources, for instance dictionaries and summarizing works of reference. Many have dealt with the examination of the technical vocabulary of Mathematics, it is one of the widely examined and analysed fields within Hungarian LSP research. In the dissertation I follow the main phases of the development of the Hungarian LSP 3

8 for Mathematics on the basis of the works of Keresztesi (1935), Kovalovszky (1955), Filep (1977) and J. Sebestyén (1999). In chapter three I join the intention of Dictionary Committee of the Hungarian Academy of Sciences to compile the comprehensive bibliography of Hungarian dictionaries (Magay 2004). Specialised dictionaries are important sources of data on specialist vocabulary; therefore I connect the discussion of the vocabulary of Mathematics to discussing lexicographical works. I list and evaluate the 20th century Hungarian-related lexicographical works on Mathematics available today. I offer a view of the mathematical data bases available on the world wide web and I give critical evaluation of them. It is a generally accepted fact that Mathematics has a central role in the working of society. Thus it can be the justified expectation of society to have such a sound mathematical lexicographic background that can help solve the conceptual problems of Mathematics, both for amateurs and for experts, alike. The already published lexicographical works do not meet this social need, as the number of high quality dictionary-type works is rather small, and the recently published works, as my analysis confirms it, are lacking in standard. I extended my examination to data bases and dictionaries which cover the vocabulary of the latest areas of Mathematics. The formation of Hungarian mathematical terms took long, furthermore it is still in progress because of the rapid development of science and technology. Term creation was started by Debreceni Aritmetika in 1577 and it was relatively slow until the middle of the 20th century. From the 1970's the publication of mathematical explanatory dictionaries has been flourishing, and these tried to clear the terminological problems. The secondary school syllabus expanded and changed because of the requirements of the new school leaving exam that was introduced in 2005 but the lexicographical publications have not followed this change. In the last few decades the terms used in public education did not change significantly, the wording of theorems and definitions remained unchanged as they are word for word the same in today's textbooks as in the ones from decades ago. Changes took place in the course material of certain topics: the syllabus puts less emphasis on certain parts and more on other parts, but the information found in dictionaries does not follow the clear ordering undertaken in the conceptual and terminological system. What is missing is a mathematical dictionary that is modern in every aspect, compiled in accordance with today's demands and which points out the terminological relations. In chapter four I examine the question of terminology based on the national and international literature, and then I analyze the features of Hungarian LSP for Mathematics from different viewpoints. The chapter concludes with a subpart that contains the Hungarian-German contrastive examination of mathematical terms, supplemented by the examination of German standard explanatory dictionaries. In my study I demonstrated that the usage of terms in definitions and theorems, and the grammatical elements that connect them create a special 4

9 language which significantly differs from standard language. This difference is created mainly by the strict rules that govern the wording of such texts and the narrowed meaning of terms used. However, the examples in the dissertation prove that LSP for Mathematics does not always have the features which are listed in the literature as being the general features of LSPs, namely that polysemous, homonymous and synonymous terms do not occur in LSPs (e.g. Ba czerowski 2004). I bring examples from both Hungarian and German LSP for Mathematics of homonymous, polysemous and synonymous terms showing that, although LSPs have strict rules on the use of terms in both languages, the supposition that one concept is always linked with only one signifier is not true. When examining the question of terms and terminology I accept Fóris' (2005) definition: The term is a lexeme, number, sign or the combination of these within a certain topic that designates a concept (Fóris 2005:37). On the basis of this I consider not only lexical elements but mathematical signs, symbols also to be terms and I examine them accordingly. Mathematics uses a large number of symbols and the combination of these to express mathematical semantic content. The meaning of the concept of the sign is taken from Peirce (1975): The sign or representation (representamen) represents something for somebody in a certain view or quality (Peirce 1975:22). In our case mathematical symbols represent mathematical semantic contents. Symbols have a double function in Mathematics. On the one hand their task is to store and pass on mathematical content in a simpler, clearer way, on the other hand, they make efficient professional communication possible for mathematicians who speak different languages as symbols evade the use of natural languages which favours internationality. All terms designated by symbols have an accurate definition, which is known by the speaker of any language and is used in that meaning. These definitions are created during the introduction of the concept, and then the designating symbol is determined with international agreement. In many cases international words are used to name the concept in the national language, for example: integral, logarithm (Hungarian integrál,logaritmus) etc. Naming that involves the parallel use of international and vernacular lexemes is also frequent: parallel and Hungarian párhuzamos; summa (sum) and Hungarian összeg. The frequency of use of these synonyms depends mainly on the type of language variety used in communication. However, the verbal equivalents of symbols mostly fit into the national language, and therefore the already mentioned international mathematical conversation is not possible with these. Our analysis proves that most symbols are unified at the international level, and in the German-Hungarian relation as well, deviation is only found in the vernacular verbal appearance of terms designated by symbols. However, there are cases when the same mathematical concept is designated by different symbols (chapter 4.3.3). Our examinations on Hungarian and German mathematical terms show that although the two languages show a lot of similar features in the creation of 5

10 mathematical terms, we can see a large amount of examples where significant differences can be found. A part of these is a difference in grammar, but many examples prove the difference of the two conceptual and terminological systems. The study discovered that the grammatical structures used in German mathematical terms are less strict, in certain cases many different kinds of grammatical connections are permitted compared to the Hungarian mathematical terminology; and we can also see German synonyms in many cases. The possibility that in the Hungarian mathematical terminology more terms designate one concept occurs only rarely. This tendency can be seen in that only one Hungarian term designates one mathematical concept in many cases while in the German terminology there are at least two different designators, and in some cases even five. The conceptual system of Mathematics developed under a very close, international scientific cooperation having a history of a thousand years. This is why a generally accepted opinion was formulated that the conceptual/ terminological systems of LSP for mathematics are the same in different languages. Our examinations show that this statement is often true but we can also find some deviations that must be considered, for example when translating mathematical texts or in the course books used in bilingual education. The German and Hungarian conceptual and terminological systems do not completely overlap, so translating Hungarian textbooks for bilingual education does not and can not be the proper solution. My findings prove Fóris' (2005) and Kontra's (2004) recommendations that bilingual education would need specially developed teaching materials that are mainly based on target language course books, text books and dictionaries. Chapter five contains the case studies of different types of dictionaries. I have examined a Hungarian explanatory dictionary and an explanatory dictionary of Mathematics that was translated into Hungarian, a multilingual mathematical dictionary, a technical and scientific dictionary and secondary school mathematical course books. The terminological analysis of mathematical terms as found in entries of different types of dictionaries bore results that fell short of my expectations. Namely, I expected that in dictionaries I would find accurately explained concepts matched to the correct terms, and based on them we can follow the development of the mathematical conceptual system. However, the randomly examined definitions of terms contain basic inaccuracies of interpretation and differences. I encountered the biggest problems in the mathematical dictionary that was translated from English into Hungarian. The analysed dictionary contains basic mistakes both in the explanation of terms and in the structure of the terminological system, and has shortages in the usage of terms. For the translator it proved to be an oversized task to select the appropriate terms and to word entries that fit Hungarian professional language use. They failed to translate the original meaning of English terms that is why several definitions consist of professionally inaccurate statements. This causes a big problem when 6

11 attempting to master mathematics, to systematise knowledge and also for long term storage thereof. The mistakes could have been be avoided with careful preparation of the terminology before translation, and if a mathematician had done the translation or editing. During the analysis of terminological procedures it is often expressed that with time the content of concepts changes and consequently the meaning of the term is growing richer with new features. The terminological follow-up of the changes in the concept may take place the following ways (Fóris 2005): (1) If the concept's content expands with the increase of knowledge this is fixed after the examination of the determining factors of the concept, and the relation of the older narrower and the newer wider content is determined. The expansion of the concept does not involve the change of the term, moreover it excludes that. (2) If the increase of knowledge involves the appearance of and learning about new concepts then the new concepts are placed in the conceptual system of the topic, their relations to the already known concepts and each other are determined and if it is needed they are named. This organizing is fundamentally important for organizing knowledge, efficient storing and fast, accurate retrieval. The teaching of Mathematics necessarily follows this trend; the obtained knowledge is always the base for further discoveries. The logical connections between pieces of information necessitate that the teaching materials are continuously built on top of each other. In the case when conveying new knowledge goes together with the appearance of new concepts, the terms which fit these concepts need to be introduced and their terminological relationship should also be cleared. It may be counter-productive to substitute introducing the term and describing terminological relationships by using standard language circumlocution, as if the core of the concept and its place in the conceptual system is clearly stated, then the following terminological organizing is simply managed, its acquisition does not require special effort. The lack of accurate conceptual and terminological organizing may later disturb the handling of subsequently covered materials. During the acquisition of Mathematics it often happens that the same mathematical term reappears at different levels of learning; the genus concept is extended by specific concept, and the basic term remains unchanged while the specific concepts are named. During the learning process the students get to know the term and one kind of meaning, its specific concept then they will get to know newer specific concepts. During my examination on mathematical course books I surveyed how the term product appears on the different levels of learning and what features the base concept is extended with at the different levels. The scientific examination of mathematical textbooks is made timely by the effort of the Ministry of Education to do the quantitative and qualitative evaluation of circulating textbooks (c.f. Kojanitz 2004). The results of our examinations show (c.f. Czékmán-Fóris 2007) that a good indicator of the quality of course books is whether the text is in harmony with the terminological requirements of the subject. 7

12 In chapter six I sum up the main findings of the dissertation and outline the results applicable in research and in teaching mathematics. The dissertation concludes with the Literature, the Sources and the Appendix, in which the bibliography of mathematical dictionaries and other dictionary-like works I collected can be found. 6. The new scientific results of the studies contained in the dissertation (1) The results of the studies in the dissertation root in my many sided analysis that I carried out on a large research corpus, showing the features of LSP for Mathematics - with special emphasis laid on LSP for Mathematics as used in public education - which can be extended to other LSPs. (2) This dissertation has been the first to present the summarized results obtained from the Hungarian-German contrastive analysis of mathematical terms, and on this basis general statements could be formulated on the general features of LSPs, and also on the relation of the LSPs for Mathematics in the two analysed languages. (3) I have compiled the bibliography of the mathematical dictionaries and dictionary-like works presently available in Hungary, joining the effort to create the bibliography of the Hungarian dictionary literature. I have carried out the detailed analysis of the examined dictionaries. (4) Through the analysis of course books used in bilingual education I have proven that the language used in these school materials is not adequate to teach the specialised target language use if the translator does not take into consideration the differences in the terminological and conceptual systems of the target and the source language or the differences of the educational systems. (5) I have demonstrated that in LSP for Mathematics the definitions, the term usage of the theorems and the grammatical elements that join these terms create a special system, which significantly differs from general language use. This difference is mainly due to the strict rules that govern the structure of the texts and the narrowed meaning of terms. (6) I have showed that although LSPs have strict rules on term usage in both languages, the supposition that one concept is always linked with only one signifier is not true. The number of synonyms is randomly different in each language. Being familiar with the accepted synonyms of the target and the source language is essentially important in education and when translating. (7) My analysis proves that most mathematical symbols are unified at the international level, and therefore in the German-Hungarian relation as well, deviation is only found in the vernacular verbal appearance of terms designated by symbols. However, in some rare cases the same mathematical concept is designated by various symbols. (8) The analysis of concepts designated by symbols underpins the results of my 8

13 linguistic examinations, and could be ground for further research. (9) The results of our examinations (Czékmán-Fóris 2007) have shown that one of indicators of the quality of course books is meeting the terminological norms of LSP. 7. The applicability of obtained results - The theoretical results obtained in the research of the features LSP for Mathematics could be used in the teaching of LSP, Terminology and Lexicography, and in solving many practical questions. - The similarities and differences uncovered during the German-Hungarian contrastive linguistic analysis of LSPs can be especially valuable for those involved in translation. - The conclusions reached after the analysis of dictionaries and textbooks provide guidelines for publishers, critiques and editors to improve quality. 9

14 8. Bibliography used for the theses Arntz, R. & Picht, H. & Mayer, F. (2002). Einführung in die Terminologiearbeit. Studien zu Sprache und Technik 2. Hildesheim - Zürich - New York: Georg Olms Verlag Ba czerowski, J. (2004). A szaknyelvek és a szaknyelvi szövegek egyes sajátosságairól. Magyar Nyelvõr 128, 4, Cabré, M. T. (1998). Terminology. Theory, Methods and Applications.(Terminology and Lexikography Research and Practice 1) Amsterdam - Philadelphia: John Benjamins Czékmán, O. & Fóris, Á. (2007). Matematikai terminusok vizsgálata középiskolai tankönyvekben. In Pál Heltai (ed.), Nyelvi modernizáció. Szaknyelv, fordítás, terminológia. A XVI. MANYE Kongresszus elõadásai. Gödöllõ április (A MANYE Kongresszusok elõadásai 3.) MANYE - Szent István Egyetem, Pécs - Gödöllõ Filep, L. (1997). A tudományok királynõje. A matematika fejlõdése. Budapest - Nyíregyháza: Typotex Kiadó - Bessenyei Kiadó Fóris, Á. (2005). Hat terminológia lecke. (Lexikográfia és terminológia kézikönyvek 1.), Pécs: Lexikográfia Kiadó Fóris, Á. (2008). Kutatásról nyelvészeknek. Bevezetés a tudományos kutatás módszertanába. Budapest: Nemzeti Tankönyvkiadó Hahn, W. von (1983). Fachkommunikation. Berlin - New York: de Gruyter Verlag. /Fachsprache/Buch/ Anfang/03Inhalt.htm Hoffmann, L. (1985). Kommunikationsmittel Fachsprache: Eine Einführung. 2. völlig. neu bearbeitete Auflage. Tübingen: Narr Keresztesi, M. (1935). A magyar matematikai mûnyelv története. Debrecen: Harmathy Nyomdavállalat Kiss, J. (1995). Társadalom és nyelvhasználat. Budapest: Nemzeti Tankönyvkiadó Kojanitz, L. (2004). Lehet-e statisztikai eszközökkel mérni a tankönyvek minõségét? Iskolakultúra 9, Kontra, M. (2004). Tannyelv, (felsõ)oktatás, nyelvpolitika. Fórum. Társadalomtudományi Szemle, VI, 4, Kovalovszky, M. (1955). Tudományos nyelvünk alakulása. In Dezsõ Pais (ed.). Nyelvünk a reformkorban. Budapest: Akadémiai Kiadó, Magay, T. (ed.). (2004). A magyar szótárirodalom bibliográfiája. (Lexikográfiai füzetek 1.), Budapest: Akadémiai Kiadó. Peirce, C. S. (1975). A jelek felosztása. In Özséb Horányi & György Szépe (eds.). A jel tudománya. Budapest: Gondolat Kiadó Pusztai, I. (1975). Szaknyelv és mûhelyzsargon. Magyar Nyelvõr 99, Schmidt, W. (1969). Charakter und gesellschaftliche Bedeutung der Fachsprachen. Sprachpflege 18, Sebestyén, Á. (1988). A belsõ nyelvtípusok néhány kérdésérõl. In Jenõ Kiss & László Szûts (eds.). A mai magyar nyelv rétegzõdése I. Budapest: Akadémiai 10

15 Kiadó, Sebestyén, J. (1999). Szemelvények a magyar matematikai szaknyelvet megteremtõ egyes személyiségek tevékenységébõl. Mûszaki Szemle 5-6, Szabó, I. M. (2001). A magyar szaknyelvi-kommunikációs kultúra az ezredfordulón. Magyar Tudomány 6, Wacha, I. (1992). A nyelvi rétegzõdés kérdései. In Gábor Kemény (ed.). Normatudat - nyelvi norma. (Linguistica Series A, Studia et dissertationes 8.), Budapest: MTA Nyelvtudományi Intézete,

16 9. Publication and conference presentations related to the topic of the dissertation Publications Studies Czékmán, O. - Fóris, Á. (2006). Neue Trends in der ungarischen Terminologie. In Pavlovová, Jana - Mihoková, Kristína (eds.): S cudzími jazykmi v Európe, it' - pracovat' - študovat'. Zbornik z medzinarodnej konferencie katedry jazykov Technickej univerzity v Kosiciach, Kosice, Czékmán, O. (2006). Matematikai terminusok vizsgálata - tankönyvelemzés. In Fóris, Ágota - Pusztay, János (szerk.). Utak a terminológiához. (Terminologia et Corpora - Supplementum 1.) Szombathely: BDF, Czékmán, O. - Fóris, Á. (2007). Matematikai terminusok vizsgálata középiskolai tankönyvekben. In Heltai, Pál (szerk.). Nyelvi modernizáció. Szaknyelv, fordítás, terminológia. A XVI. MANYE Kongresszus elõadásai. Gödöllõ április (A MANYE Kongresszusok elõadásai 3.) Pécs-Gödöllõ: MANYE - Szent István Egyetem Czékmán, O. (2007). A magyar matematika szótárak a XX. században. In Magay, Tamás (szerk.). Félmúlt és közeljövõ. (Lexikográfia füzetek 3.) Budapest: Akadémiai Kiadó, Czékmán, O. (2007). Két 9. osztályos matematika tankönyv egy-egy fejezetének összehasonlító elemzése. In Silye, Magdolna (szerk.). Szaknyelvoktatásunk - határokon átívelõ híd. (Porta Lingua 2007.) Debrecen: SZOKOE, Czékmán, O. (2007). Terminológiai elemzés: Matematika képes szótár. In Pusztay, János (szerk.). A magyar mint veszélyeztetett nyelv. Szombathely: BDF, Czékmán, O. (2007). Die terminologischen Probleme der Mathematik im Vergleich Deutsch-Ungarisch. In Fóris, Ágota - Pusztay, János (eds.). Current Trends in Terminology. Proceedings of the International Conference on Terminology. Szombathely, Hungary, 9th-10th of November, (Terminologia et Corpora - Supplementum 4.) Szombathely: BDF. In press. Czékmán, O. (2008). Matematikai terminusok német-magyar kontrasztív vizsgálata. Magyar Terminológia 1, Fóris, Á. - B. Papp, E. - Bérces, E. - Czékmán, O. - Tamás, D. (2008). Terminusok jelentésmegadása magyar szótárakban. In Sárdi, Csilla (szerk.). Kommunikáció az információs technológia korszakában. A XVII. MANYE Kongresszus elõadásai. Siófok április (A MANYE Kongresszusok elõadásai 4.) Vol 4/1. Pécs-Siófok: MANYE - Kodolányi János Fõiskola Critiques, reviews Czékmán, O. (2007). Klaudy Kinga (2006): Papp Ferenc olvasókönyv. Recenzió. Iskolakultúra Czékmán, O. (2006). Varga Tamás (2001): Matematika lexikon mate- 12

17 matikatanároknak, szülõknek, matematikát tanulóknak. Recenzió. Iskolakultúra Czékmán, O. (2006). A SZOKOE VI. szaknyelvoktatási konferenciája. Konferenciabeszámoló. Fordítástudomány Czékmán, O. - Fischer, M. - B. Papp, E. (2008). Current Trends in Terminology - International Conference on Terminology. Konferenciabeszámoló. Across Languages and Cultures. Volume 9, Number Czékmán, O. (2008). Matematikai terminusok német-magyar kontrasztív vizsgálata. In Sárdi, Csilla (szerk.). Kommunikáció az információs technológia korszakában. A XVII. MANYE Kongresszus elõadásai. Siófok április (A MANYE Kongresszusok elõadásai 4.) Vol 4/1. Pécs-Siófok: MANYE - Kodolányi János Fõiskola, Czékmán, O. (2008). Fóris Ágota - Tóth Szergej (2007) (szerk.). Ezerarcú lexikon. (Terminologia et Corpora - Supplementum 2.), Szombathely: BDF. Recenzió. THL2: a magyar nyelv és kultúra tanításának szakfolyóirata. 2008/ Conference presentations Terminológiai elemzés: Matematika képes szótár november Szombathely. A magyar mint veszélyeztetett nyelv címû konferencián. Két 9. osztályos matematika tankönyv egy-egy fejezetének összehasonlító elemzése november Szeged. VI. Szaknyelvoktatási konferencián. A matematika-tankönyvek német nyelvû fordításainak terminológiai problémái április Siófok. XVII. Magyar Alkalmazott Nyelvészeti Kongresszus. Terminusok jelentésmegadása magyar szótárakban. (Fóris Ágotával, B. Papp Eszterrel, Bérces Emesével, Tamás Dórával) április Siófok. XVII. Magyar Alkalmazott Nyelvészeti Kongresszus. Terminológiai és grammatikai eltérések vizsgálata a német és a magyar matematikai szaknyelvben április Dunaújváros. IX. Dunaújvárosi Alkalmazott Nyelvészeti, Nyelvvizsgáztatási és Medicinális Lingvisztikai Konferencia. Matematikai alapfogalmak jelentésének vizsgálata szótári szócikkek alapján október Budapest. Jel és jelentés címmel megrendezett konferencián. Die terminologischen Probleme der Mathematik im Vergleich Deutsch-Ungarisch november Szombathely. Current Trends in Terminology International Conference. A magyar-német kéttannyelvû matematika-oktatás terminológiai és nyelvészeti problémái december 5. Balassi Bálint Intézet, Budapest. 13

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