ИСТИНА

This study explores the structure and didactic potential of lexical-semantic fields in English music terminology, focusing on how systematic vocabulary modeling may benefit Language for Specific Purposes (LSP) learners in music- and culture-related domains. The research draws upon classical field theory (Jost Trier, Johann Leo Weisgerber), componential analysis and cognitive linguistics to argue that terms in professional discourse are better understood and acquired not as isolated items but as elements of structured, interrelated fields. Thus, a lexical-sematic field is composed with no gap in a given field of knowledge. Brought together, all lexical semantic fields of a given language reflect an integral worldview in linguistic consciousness of an individual. As O.S. Akhmanova puts it, a semantic field is a fragment of reality represented by micro-systems of lexical units [Akhmanova: 389]. It should also be pointed out that within professional language and terminologies, if a single word changes in its meaning, then the whole lexical field undergoes an alteration. According to A.G. Anisimova and E.S. Kapshutar, such changes may be of a diverse nature: “среди лексико-семантических явлений встречаются такие, как изменение плана содержания термина, потеря одного из значений, использование слова общего языка вместо термина, выход термина из употребления, а также переход термина из одной части речи в другую и изменение плана выражения” [Anisimova, Kapshutar: 2019]. Musical terminology presents a rich material for analyzing its micro-systems of lexical units, given the balance between scientific precision and cultural-semantic variation. Terms like note, melody, harmony and pitch are not only semantically dense but also interconnected through multiple types of relationships: hierarchical, associative and metaphorical. The research demonstrates that lexical-semantic fields may be structured by hierarchy (e.g., musical ensembles), by meronymy (e.g., parts of instruments or compositions), or by conceptual opposition (e.g., horizontal vs vertical musical structure – melody vs harmony). The term song, for instance, functions as an archilexeme with genre-specific subtypes (aria, lied, chanson, folk song) forming the central and peripheral zones of the field. The internal organization of these fields reflects both linguistic patterns and cognitive categories and often differs across languages, resulting in translation asymmetries. This has strong implications for ESP/EAP. Teaching professional vocabulary through the lens of semantic fields enables learners, be they practitioners or non-music-related students, to grasp not only definitions but also relations between terms, aiding in comprehension, retention and discipline-specific discourse navigation. For example, presenting tempo-related terms (adagio, moderato, allegro) as a structured field, rather than unrelated lexical units, helps students internalize the conceptual continuum underlying musical speed indications. The analysis also emphasizes the role of markedness and prototypicality in terminology acquisition. Less marked terms such as melody or note serve as ‘cognitive anchors’ for more complex or culture-specific terms like counterpoint or sustained whole great G2. According to E. Finegan, “less marked words are not the result of the metaphorical usage of the name of another object or concept, whereas more marked words often are.” [Finegan: 180] Understanding this hierarchy aids in the gradual accumulation of lexical competence in LSP contexts. Moreover, pedagogical applications of this approach include concept-mapping exercises, semantic lattices and visualizations of hierarchical or associative term networks. In the classroom, these methods enable deeper linguistic and metalinguistic awareness and make specialized terminology more accessible and memorable. They also support the transfer of knowledge across learning modes – from reading scores and analyzing music theory to discussing music history or criticism in English. The article concludes that such model of terminological instruction as lexical-semantic conceptualization is particularly relevant in interdisciplinary educational programmes combining English language learning with music, cultural studies or translation. As academic communication becomes increasingly multimodal and cross-cultural, a field-based approach to ESP vocabulary offers an efficient method of introducing learners to the internal logic of subject discourse. By integrating the theoretical insights of a given terminological system with ELT methodology, this study proposes a framework for teaching professional English that aligns with cognitive structuring, reflects disciplinary thinking and encourages learner autonomy.