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Various aspects and principles for the preparation of translation dictionaries of special (sectoral, terminological) vocabulary are considered. The importance and feasibility of the terminological and terrimonographic activities in the modern Republic of Belarus are justified. The translation dictionary touches on semanticization issue of terminology single units, describes the possible sores of direct (verbal) semantization through the selection of the corresponding (equivalent), as well as other (additional) means of contextual semantization. Particular attention is paid to the illustrative material as a mandatory component of the dictionary article, describes the different ways of presenting it in the dictionary article.

Dictionary is an acknowledged learning tool which has a tremendous role in acquiring a language. It has proved to be helpful in learning vocabulary and developing language proficiency. The use of monolingual dictionaries is thought to be very fruitful for learning vocabulary. The present study used survey method to gain the perception of the students about the use of monolingual dictionaries for learning EFL. The study also used interviews of EFL teachers to support the findings of the study by eliciting their perceptions about the use of dictionaries by students. A questionnaire was administered in two governmental secondary schools of Zulfi, Saudi Arabia. It was sent to 99 students but a number 92 students responded. Internal reliability of the questionnaire was.81. Descriptive statistical methods were used for analyzing the quantitative data. Additional interviews with 9 teachers were also conducted to support the findings of the questionnaire. Collective thematic analysis of all interviews was conducted to analyze the qualitative data. The results showed that students have positive views about the use of dictionaries for learning EFL; they prefer to use monolingual dictionaries, but they cannot truly use them because bilingual dictionaries are easier and more helpful for them in translation as well as their process of learning English language due to their low proficiency levels. The paper puts forth some recommendations and suggestions that will be helpful for using monolingual dictionaries. It concludes by focussing on the problems in handling monolingual dictionaries.

In this article, I consider one aspect of the larger linguistic–political project of rendering Kurdish an "equivalent" language in a world of standard languages: the material contours of text artifacts, and their commensurating capacities. In Turkey, where Turkish has long been the sole officially sanctioned code of public life, the project of asserting equivalence takes place in no small part as a function of an increasingly textualized and widely circulating Kurdish. Inserting Kurdish, both spoken and printed, into ever more arenas—disrupting the expectations of which code goes with which context—has become a central plank in a Kurdish political project. Yet relatively few people actually read the texts in question. The circulation of largely unread Kurdish texts allows us to investigate how material qualities of text objects—shape, sheen, heft, etc.—contribute to the assertion of particular forms of linguistic commensurability. I examine how textual forms anchor affiliations of loyalty and allegiance to language community, even without necessarily transforming speech practices and norms of pragmatic usage. In the Kurdish project of commensurating codes, the circulation of textual artifacts—stacked newspapers, glossy street signs, hefty dictionaries, paperback novels—works to signal the presence of the genres they are presumed to contain. At least three commensurating processes are at play here: between spoken Kurdish and its textual equivalent; between "Kurdish" and "Turkish" as the orienting codes of their respective language communities; and between "Kurds" and "Turks" as members of those communities, participants in a fiercely contested struggle over sovereignty and resources. At stake in these assertions of linguistic equivalence—the normative purchase of a would-be newly commensurate Kurdish—are politically and socially consequential mappings of groupness, polity, and political legitimacy.

Sociology has always included collective works for reference purposes alongside its more usual production of books, monographs and journal articles, but in recent years the steady provision of this form of publication has swollen into an outpouring. The essay discusses the characteristics of different types of collective works in English-speaking sociology, suggests interpretations that might explain the recent outpouring, draws out the implications for other work in sociology (especially the difficulties of quality control and reviewing this material) and speculates about the future of collective works in an increasingly Internet-orientated world of scholarship.

Numerous connections exist between language and pedagogy, which has prompted linguists and methodologists to compare the evolution of pedagogical terminology in all its components in educational institutions. From the point of view of the way of their creation and evolution, linguists emphasize that both pedagogy and language, are based on a set of rules, so they are systems. In this paper, various pedagogical dictionaries are observed: Dictionary of pedagogy, Dictionary of Terms in Education, Pedagogical Dictionary, published recently in Albanian language. The object of the analysis focuses on a) the construction of pedagogical dictionaries underlining the tendency that appears in recently published dictionaries including the term and its definition and b) on the ways of terms formation included in the corresponding dictionary, pointing out how the ratios between these approaches have changed in the different dictionaries and the trends that are observed. The analysis treats issues that appear in terminological dictionaries in the field of pedagogy. In conclusion, it is pointed out what is mandatory to be considered in drafting future terminological dictionaries in the field of pedagogy.

Received: 12 April 2024 / Accepted: 22 June 2024 / Published: 8 July 2024