FUNCTIONING FEATURES OF THE GERMAN PROFESSIONAL SOCIAL AND PEDAGOGICAL VOCABULARY IN SCIENTIFIC AND PRACTICAL SPHERES
The article analyzes the use of German professional social and pedagogical vocabulary in scientific, academic and practical spheres of activity in order to clarify the functioning of terminological units in these spheres. Due to the peculiarities of tasks facing different spheres of social pedagogy specialists’ activity, there was a certain linguistic differentiation in them. Terminological changes in the language of social pedagogy signal the phenomenon of certain concepts euphemisation and indicate the use of parallel paradigmatically different lexical meanings. Professional concepts define the process of narrow-branch terminology perception by the recipients and control their actions. Due to some arbitrary use of terms within the social and pedagogical professional language, there is sometimes a partial loss of the meaning of the concept caused by the lack of clear and formalized theoretical concepts in social pedagogy. Terminological units in the professional language of social pedagogy constantly correlate with theoretical concepts, in the pragmatic context of which they reveal their specific meaning. The issue of the scientific content of terminological units is connected with the dominance of certain social and pedagogical scientific schools and the imposition of their terminological apparatus on the whole field of knowledge. In recent decades, there has been a significant impact of economic processes on the German language of the social and pedagogical field, which leads to the active use of economic vocabulary in it.