The phenomenon of synonymy in ict terms in english-language pedagogical terminology

Abstract

This article explores the phenomenon of synonymy within the context of Information and Communication Technology (ICT) terminology used in English-language pedagogical settings. Synonymy, the existence of multiple words with similar meanings, presents both challenges and opportunities for language learners, scientists and educators. It is examined the types of synonymy encountered in ICT, analyzes its impact on language acquisition, and discusses pedagogical strategies for effectively addressing this linguistic phenomenon. Defining types of synonymy in ICT terminology makes it possible to justify some benefits (flexibility in expressions and richness of language) and challenges (confusion and ambiguity; inconsistency in resources) in their functioning in the scientific-pedagogical sphere. The discussion is grounded in a review of current scientific literature and examples drawn from modern educational resourses. The purpose of the article is to describe and linguistically analyze modern ICT terms in the English-language terminology of the pedagogical sphere at the lexical and semantic levels, the reasons for the emergence of synonymy and the influence of synonymy of terms on the development of pedagogical science. This descriptive research is built on comparative method, which allows to identify common and different in semantic connections between terms and units of commonly used vocabulary and descriptive analysis of dictionary definitions. Conclusions. The phenomenon of synonymy in ICT terms reflects the dynamic nature of the field and the linguistic richness of English. While it presents challenges in pedagogical contexts, deliberate strategies such as standardization, contextualization, and professional development can mitigate its impact. Prospects for further research: exploring the role of synonymy in multilingual learning environments to provide a clear understanding of the global implications of ICT terms in the pedagogical field