The purpose of the article was to show the features of the functioning of different types of metonymy in scientific linguistic discourse, which is understood as a verbalized epistemic situation common to the scientific sphere of communication, taken in the entire totality of linguistic and extralinguistic factors and enshrined in the form of texts (oral and written ones). The article deals with metonymy from the point of view of langue / parole: lexicalized metonymy in langue is a semantic transposition mechanism on contiguity and carries out a terminological nomination; discursive metonymy in parole becomes the result of syntagmatic contiguity of syntactic constructions. Linguistic metonymic terms are grouped by types of knowledge: declarative and procedural ones. The shifts of meaning between the logical terms “object”, “subject”, “general” and “specific”, “abstract” and “concrete”, “form”, “content”, etc., directed towards each other, are observed in metonymic terms of declarative type. Metonymy can reflect the processes due to the causality between adjacent objects. Transitional phenomena between lexicalized (linguistic) and discursive (speech) metonymy reflect those models that contain onyms; they are related to the designation of the subject of knowledge (linguist) and his scientific discovery.
В статье анализируются термины «компетенция» и «квалификация», обсуждается их применимость в рамках современных образовательных стандартов. Рассматриваются понятия «обучение» и «образование», которые составляют две взаимосвязанные стороны познавательной деятельности человека. Приводятся различия и сферы пересечения этих двух явлений и связи с понятиями «компетенция» и «квалификация». Провозглашенное всеобщее высшее образование привело к обесцениванию аттестатов и дипломов, прекращению равных возможностей профессионального продвижения, к отсутствию взаимосвязи между квалификацией и должностью. Модель компетенций пришла на смену модели квалификаций. Потребность в использовании новой терминологии была вызвана не столь внутренними противоречиями, сколько требованиями Болонского процесса общего понимания содержания квалификаций и степеней во всех образовательных стандартах стран - участниц. Действительно, понятие компетенции лежит в основе всех зарубежных образовательных стандартов. The article analyzes the terms "competence" and "qualification", discusses their applicability within the framework of modern educational standards. The concepts of "training" and "education", which constitute two interrelated aspects of human cognitive activity, are considered. The differences and areas of intersection of these two phenomena and their connection with the concepts of "competence" and "qualification" are given. The proclaimed universal higher education has led to the depreciation of certificates and diplomas, the termination of equal opportunities for professional advancement, and the absence of a relationship between qualifications and positions. The competence model has replaced the qualifications model. The need to use the new terminology was caused not so much by internal contradictions as by the requirements of the Bologna Process for a common understanding of the content of qualifications and degrees in all educational standards of the participating countries. Indeed, the concept of competence underlies all foreign educational standards.
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