AN ONOMASIOLOGICAL APPROACH TO THE STUDY OF VOCABULARY VARIABILITY (BASED ON THE FRENCH LANGUAGE IN FRANCE, BELGIUM, SWITZELAND AND QUEBEC)

Abstract

The article presents an onomasiological analysis of the vocabulary of the conceptual field /education/ in the national variants of the French language in France, Belgium, Switzerland, and Quebec. The relevance of the topic is due to the fact that such an analysis of the nominative series in the field of education has not been yet conducted. The study is aimed at establishing the nomination principles and identifying the presence of inter-variant synonymy of the conceptual field /education/ in the studied variants of the French language. Consideration of the internal form of notions and denotative meaning allows to identify the main nominating principles of vocabulary in the field of education. The most common one is the functional principle of nomination, which is based on the purpose of naming units. Names whose internal form indicates the location of training or teaching and the studied or taught subjects are often noted. Also, the nomination principle with the use of anthroponyms, names of professions and age indication is used in the formation of naming units. A large number of lexical units indicating the status of the teacher or student is identified. Less frequently, the principle of nomination by level and method of training is used for naming objects. The analysis of the internal form of names, the significative and denotative meanings of the vocabulary of the conceptual field /education/ allowed us to identify cases of complete and incomplete inter-variant synonymy. It can be concluded that this analysis showed the national identity of the educational vocabulary in France, Belgium, Switzerland, and Quebec.