Definition in Scientific and Technical Discourse

Abstract

The paper deals with the notion of definition as one of the rhetorical functions used by writers of scientific and technical English to provide information about a given concept or object. Specifically, definition is an explanation of a concept or objects that distinguishes this concept or object from all others. It is one of the most important and frequently employed rhetorical functions in English for Science and Technology discourse. At the instructional level it is found frequently in association with physical concepts, e.g. physical objects. When dealing with objects, definition is the process of stating what a given object is, either by describing its physical structure, its use or purpose, the way in which it functions, or a combination of two or all of them. It is an essential part of organized thinking and, thus, it is basic to scientific and technical discourse. A definition locates its subject in a class and then proceeds to point out the characteristics that make it differ from other items in that class and that, therefore, allow it to be assigned to a subclass. This process is a special variant of the process of classification. A definition simply sets its subject in a limited scheme of classification. The process of definition is a natural way the mind works. The language of definition should be as logically precise as possible. The purpose of a definition is to limit the meaning of a word which stands for an object in an acceptable way. For this purpose metaphorical language is not used in scientific and technical discourse, because the essence of metaphor is not to limit meaning but to extend meaning by developing new and complex ranges implicit in the literal base. Definitions are expressed either explicitly or implicitly in scientific and technical discourse. Explicit definition is that type of definition which makes clear through phrasing that a particular concept is being defined. Implicit definition presents information also, but it does not present it in defining terms. The paper investigates how definitions are made in lectures with a view to the development of a more appropriate pedagogy for teaching the comprehension of this important language function.