CONTRIBUTIONS OF THE TEXT TO CONCEPTUAL TERMINOLOGY. THE CONCEPT OF BLENDED LEARNING: A DIACHRONIC JOURNEY

Abstract

The paper aims at discussing one of the most prominent scenarios of current Higher Education: blended learning. We subscribe the view presented in Contemporary Terminology, which is a powerful discipline that aims at representing, describing and defining specialized knowledge through language. Concepts, as elements of the structure of) emerge as a complex research object. Can they be found in language? A concept-based approach to Terminology implies a clear-cut view of the role of language in terminological work: though language is postulated as being a fundamental tool to grasp, describe and organize knowledge an isomorphic principle cannot be taken for granted. In other words, the foundational premise of a concept-based approach is that
there is no one-to-one correspondence between atomic elements of knowledge and atomic elements of linguistic expression. However, specialized text research is here regarded as a valuable tool to study concept, as text is a natural environment for scientific and technical discourse.