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This article aims to highlight a particular aspect of ESP, namely the issue of equivalence in regards to terminology and the challenges this poses in teaching. The study refers to the acquisition of lexical content by students of science, namely biology, ecology and agriculture, and analyzes the complications involved. These are related to the choice of materials, the use of authentic texts, as well as the learners’ capacity to identify and translate accurately the specialized terms, and the teacher’s guidance in this regard. There are several categories of vocabulary that pose certain problems when it comes to equivalence and these categories will be analyzed in this article. |
