Teaching Nomenclature in LS Intercultural Contexts: Similarities and Differences

Abstract

The object of this contribution is the analysis of teaching nomenclature in an LS context; specifically, business micro-language courses aimed at foreign learners with a medium-high level of education. A theoretical part of this analysis, having the goal of setting references to the nomenclature and teaching such, is followed by a classification of the specific context in which it is employed; finally, there is an operational part that expresses a proposal for research designed to measure the satisfaction of the participants in the business micro-language course. In the educational context of the LS approach, based on acquisition units mainly focused on the pragmatic aspects of knowing how to deal with the microlanguage, both visual language and media aids have been useful. It has been deemed necessary to facilitate analysis and reflection on the formal characteristics of micro-linguistic language as well as mathetic reflection: indeed, the study of the micro-language focuses intensively on the cognitive dimension. The results of the context highlight the central role of the learner in micro-linguistic acquisition, as the definitive influence of their socio-linguistic, cognitive, and cultural background affects progress towards the target micro-language chosen; thus, the role of the intercultural dimension in teaching practice is important because the communicative micro-linguistic event is an intercultural meeting in which, besides the definition / mediation content shared, there is a potential degree of invention, creativity and variation in both semantic and linguistic terms.