A corpus-based multi-paradigmal analysis of multidisciplinary terms for ESP pedagogy: Cross-linguistic insights for Ukrainian tertiary education

Svitlana Terekhova; Olesia  Bodunova; Olena  Semenyshyn; Liliia Ovcharenko; Oksana  Klak

doi:10.12928/eltej.v9i2.15890

Authors

Svitlana Terekhova Kyiv National Linguistic University; State University of Trade and Economics
Olesia Bodunova State Tax University
Olena Semenyshyn Cooperative Institute of Business and Law
Liliia Ovcharenko Drohobych Ivan Franko State Pedagogical University
Oksana Klak Lviv State University of Internal Affairs

DOI:

https://doi.org/10.12928/eltej.v9i2.15890

Keywords:

Multi-paradigmal, Multirespectivit, Terminological variability, Term unification, Language consistency

Abstract

The study of polyparadigmatic analysis of terms is timely due to the growth of interdisciplinary communication, which requires a deep understanding of how terms adapt across different fields of knowledge. The article aims to conduct a polyparadigmatic analysis of multidisciplinary terms in Ukrainian and English in order to establish their semantic, structural, and functional characteristics. The research utilized UberText 2.0, ukTenTen, the Corpus of Contemporary American English, and the Open Parallel Corpus. Quantitative, corpus-based, contextual, and definitional analyses were applied. The results were analyzed using descriptive statistics, the χ² test, cluster analysis, ANOVA, and Tukey’s test. The findings showed that terms exhibit varying degrees of semantic flexibility and cross-disciplinary adaptation. The term “Field” showed the highest average correlation (0.82), indicating its universality, while “Agent” and “Vector” showed low correlation (0.26), indicating a narrow specialization. The terms “Code” (0.91) and “Structure” (0.75) had a high level of cross-linguistic equivalence, confirming their stability in translation. Cluster analysis identified three main groups: technical terms (average frequency 320), universal terms (210), and bio-technical terms (180). The study revealed significant semantic flexibility in multidisciplinary terms, confirming their disciplinary specificity and cross-linguistic consistency. Pedagogically, these findings provide ESP educators and curriculum designers with empirical evidence to prioritize vocabulary instruction based on cross-disciplinary frequency and semantic stability. The identified clusters offer a roadmap for designing corpus-informed lexical modules that reduce conceptual transfer errors and foster academic literacy. Future classroom-based research is needed to test the effectiveness of these terminological clusters in Ukrainian tertiary ESP settings.

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