Der pädagogische Fachwortschatz des Deutschen in Zeiten der COVID-19-Pandemie: Eine onomasiologische Analyse
The pedagogical vocabulary of German in times of the COVID-19 pandemic: An onomasiological analysis

Summary/Abstract: The article focuses on the study of the impact of the COVID-19 pandemic on the development of German pedagogical vocabulary. The aim of the present investigation is an onomasiological analysis of German pedagogical coronavirus vocabulary as well as the qualitative and quantitative examination of its thematic groups. Achieving this aim involves the usage of the methods of definitional and contextual analysis, classification, interpretation, comparison, and generalization. The research material is a corpus of 79 lexical items, compiled through continuous sampling from the Neologismenwörterbuch. Neuer Wortschatz rund um die Coronapandemie by the Leibniz Institute for the German Language. The corpus items under study are organized into five thematic groups based on the commonality of the fragment of the educational coronavirus pandemic reality denoted: (1) educational approaches, (2) educational process organization, (3) student progress control, (4) educational process participants, (5) teaching methods and tools. Each group consists of a number of subgroups containing lexemes which denote different aspects of the respective educational phenomenon. Along with the qualitative examination of certain thematic groups and subgroups, the study equally features their quantitative assessment, which reveals that the representativeness of the educational process organization thematic group is the highest (44.3% of items), while that of the educational process participants group and teaching methods and tools group are the lowest (6,3 % of items).

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