Modernisation of Terminology Teaching Methods in Interdisciplinary Translation and Interpreting Studies

51Te minologija | 2023 | 30 doi.o g/10.35321/ e m30-3 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Te minologijos mokymo me odų mode niza imas a pdalykinėse e imo aš u i žodžiu s udijose MILENA SAZDOVSKA PIGULOVSKA Ss. Cy il and Me hodious Uni e si y, “Blaze Koneski” Facul y o Philology ORCID id: h ps://o cid.o g/0000-0001-9227-4815 ABSTRACT The Depa men o T ansla ion and In e p e ing in Skopje, No h Macedonia o - e s unde g adua e s udies whe e key compe ences o ansla o s and in e p e e s a e de eloped. In addi ion o ansla ion and in e p e ing compe ence, s uden s also de elop cul u al compe ence, hema ic and domain-speci ic knowledge, dig- i al skills and gene ic “so ” skills. Knowledge o e minology plays a key ole in he aining o ansla o s and in e p e e s. Hence, e minology is augh as a sep- a a e cou se in se e al di e en domain a unde g adua e le el. This pape examines he esea ch ques ion whe he he applied e minology eaching app oach a he au ho ’s depa men is e ec i e o e minology lea ning and skills de elopmen in s uden s’ opinion. Fo ha pu pose, a esea ch p ojec was implemen ed en i led “Mode nisa ion o Te minology Teaching Me hods a In e disciplina y T ansla ion and In e p e ing S udies” in Janua y 2020 – Sep- embe 2021, which in ol ed eache s on se en e minological cou ses. This pape p o ides an o e iew o he p ojec ac i i ies and esul s o ele ance o ansla ion- and in e p e ing-o ien ed e minology eaching and lea ning. Fu - he mo e, he aim o his pape is o p esen he esul s o a su ey esea ch on he e ec i eness o he e minology eaching app oach adop ed a he au ho ’s depa men , hus aiming o con ibu e o imp o ing he e minology eaching design o ansla ion and in e p e ing educa ion. KEYWORDS: ansla ion-o ien ed e minology, e minology cou se design, e minological compe ence, e minology eaching, ansla ion and in e p e ing. 52 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Milena Sazdo ska Pigulo ska ANOTACIJA Šiau ės Makedonijoje, Skopjės š en ųjų Ki ilo i Me odijaus uni e si e o Ve imo aš u i žodžiu ka ed oje, siūlomos bakalau o s udijos, ku ių ikslas – ugdy i pa- g indines e ėjų aš u i žodžiu kompe encijas. Be šių kompe encijų, ugdoma i kul ū inė kompe encija, s uden ai įgyja eminių i konk ečios s i ies žinių, skai - meninių įgūdžių i bend ųjų „minkš ųjų“ įgūdžių. Rengian e ėjus aš u i žo- džiu, s a bią eikšmę u i e minologijos žinios, odėl e minologija dės oma kaip a ski as kelių ski ingų s ičių ku sas bakalau o s udijose. Šiame s aipsnyje nag inėjamas i iamasis klausimas, a , s uden ų nuomone, Skopjės š en ųjų Ki ilo i Me odijaus uni e si e o Ve imo aš u i žodžiu ka e- d oje aikomas e minologijos dės ymo me odas y a eiksmingas mokan is e mi- nologijos i ugdan e minologijos įgūdžius. Tuo ikslu 2020 m. sausio – 2021 m. ugsėjo mėn. bu o įgy endinamas mokslinių y imų p ojek as „Te minologijos mokymo me odų mode niza imas a pdalykinėse e imo aš u i žodžiu s udijo- se“, ku iame daly a o sep ynių e minologijos ku sų dės y ojai. Šiame s aipsnyje apž elgiama p ojek o eikla i ezul a ai, s a būs į e imą aš u i e imą žodžiu o ien uo am e minologijos mokymui i mokymuisi. Šio s aipsnio ikslas – p i- s a y i Skopjės š en ųjų Ki ilo i Me odijaus uni e si e o Ve imo aš u i žodžiu ka ed oje aikomo e minologijos dės ymo me odo eiksmingumo y imo ezul- a us, aip siekian p isidė i p ie e imo aš u i žodžiu mokymui ski o e mino- logijos dės ymo obulinimo. ESMINIAI ŽODŽIAI: į e imą o ien uo a e minologija, e minologijos ku sų engimas, e minologinė kompe encija, e minologijos mokymas, e imas aš u i žodžiu. 1. INTRODUCTION Te minology is nowadays a sepa a e academic cou se a nume ous uni e - si ies ac oss he wo ld. Te minology has in e disciplina y na u e due o i s close ela ion o o he disciplines, such as ansla ion (Cab é 2010; Thelen 2015; Fische 2020; Fó is 2022), in o ma ion science and echnology (Bo- wke , Ma shman 2012; Ji, Oakes 2019; Hadley e al. 2022; Ro hwell e al. 2023), e c. In he pas , di e en au ho s and e minology eache s applied di e se and o en imp o ised app oaches in e minology eaching and hus epo ed a ious challenges in his ield. Mon e o Ma ínez and Fabe we e among he i s o iden i y a sca ci y o bibliog aphy on he bes way o each e minology, which o en esul ed in eache s applying e minolo- gy eaching models hey pe sonally obse ed o expe ienced du ing hei academic ca ee (Mon e o Ma ínez, Fabe 2009: 91). E en nowadays, his p oblem s ill pe sis s a ce ain uni e si ies. 53Te minologija | 2023 | 30 Knowledge o e minology plays a key ole in he aining o ansla o s (Kau z 2000: 20; Kelly 2005: 26; Cab é 2010: 358; Mon e o Ma ínez, Fabe 2019: 1; Fische 2020: 65) and in e p e e s (Kalina 2002: 126; Ding 2013: 2). Kal enböck and Mehlmaue -La che (2005) emphasize ha he domain o e minology mus in eg a e needs and p e e ences om he pe spec i e o bo h s uden s and eache s conce ning wha and how o each. I seems ha inding he igh e minology eaching model can s ill be challenging as he e is no uni e sal solu ion. Mo eo e , e minology eaching challenges nowadays seem o e ol e a ound modi ying cu icula o keep up wi h he oles ansla o s and in e p e s ha e assumed in he e e -changing ansla ion and in e p e ing ma ke (Sazdo ska Pigulo ska, Popo ska 2021: 58) and a ound acqui ing a e minological compe ence in he digi al age (Fische 2020; Li 2023: 760). This pu s in o pe spec i e a need o e-e alua ion o e minology eaching me hods wi h he pu pose o g ea e inno a ion and in eg a ing new me hods a ec ing he e icacy o lea ning. The aim o his pape is o p esen he me hodology and esul s o a na ional esea ch p ojec o mode nisa ion o e minology eaching me- hods a unde g adua e ansla ion and in e p e ing s udies, which was im- plemen ed a he au ho ’s ins i u ion. This pape also p esen s he esul s o a su ey esea ch conduc ed among s uden s in o de o de e mine he e ec i eness o he e minology eaching app oach. 2. CONCEPT OF TRANSLATION-ORIENTED TERMINOLOGY Te minology is one o he pilla s o in e disciplina y ansla ion and in- e p e ing s udies. Te minological compe ence in ansla ion e e s o he ansla o ’s abili y o access he knowledge ep esen ed by e ms as well as o ind he bes co espondence o he specialised concep in he a ge language (Mon e o Ma ínez, Fabe 2019: 4). Mon e o Ma ínez and Fabe (2009: 92) p o ide a p oposal o acquisi ion o e minological compe ence o ansla o educa ion. Te minological compe ence is indispensable o he de elopmen o gene al ansla ion (Fabe 2004: 479) and in e p e ing (S oll 2009: 67) compe ence and should be in he ocus o e minology aining p og ammes. Fo ansla o aining p og ammes, Cab é pu s he ocus on ansla i- on-o ien ed e minology as an o ien a ion ha enables s uden s o acqui e he 54 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Milena Sazdo ska Pigulo ska necessa y knowledge and s a egies o deal wi h specialised e ms adequa- ely and swi ly in a a ie y o ex s (Cab é 1999: 13). Thelen discusses wo ypes o e minological o ien a ions, i.e., heo y-o ien ed e minology and ansla ion-o ien ed e minology, whe eas ansla ion-o ien ed e minology ac s as a “media o ” be ween heo y-o ien ed e minology and ansla ion (Thelen 2015: 348–349). The ansla ion-o ien ed app oach is s udied by Fische who emphasizes ha e minology heo y may con ibu e o ansla ion s udies (Fische 2022: 8). Acco ding o W igh and W igh (1993), ansla ion-o ien ed e - minology should include ac i i ies co e ing di e en aspec s o e mino- logy: knowledge managemen , language planning, e minology esou ces, and ep esen a ion o concep sys ems. Aus e müehl emphasises he need o a holis ic ( heo e ically- ounded, p ojec -o ien ed, and collabo a i e) app oach o he eaching o e minology and e minology managemen wi hin ansla o aining p og ammes (Aus e müehl 2012: 3). T ansla ion-o ien ed e minology wo k (TOT) should enable ansla o s o eco d, sys ema ise, and consis en ly use mul ilingual e minology (Fabe , León A aúz 2021: 590). In e p e e -o ien ed e minology wo k (IOT) implies e minological p epa a ion o in e p e ing assignmen s h ough ools and so wa e applica ions (S oll 2009: 67) and s a egies o dealing wi h speci- alis e ms (Hebens ei , Soukup-Un e wege 2011: 308). 2.1. Challenges o ansla ion- and in e p e ing-o ien ed e minology eaching The Depa men o T ansla ion and In e p e ing in Skopje o e s se en e minological cou ses a he unde g adua e le el, which a e augh in Ma- cedonian, English, Ge man, and F ench. S uden s begin wi h he in o- duc o y cou se “P epa a ion o ansla ion and in e p e ing”, ollowed by specialised e minology cou ses in “Law”, “Poli ical s udies”, “Economi- cs”, “Medicine”, “ICT e minology”, and “Diploma ic communica ion”. A some o hese cou ses, howe e , e minology is no augh by using a ull lea ne -cen ed app oach in key elemen s comp ising e minology cou se design, such as me hodology o eaching, assessmen me hods, and e en skills acqui ed, accompanied by obli ion o s uden opinion on le- a ning e ec i eness o echniques applied. Hence, a need was pe cei ed o e ise and mode nise e minology cou se design and o make ini ial e o s o g ea e consolida ion on he acul y le el and possibly on he 55Te minologija | 2023 | 30 na ional le el. This se ed as mo i a ion o p oposing a esea ch p ojec o he na ional uni e si y commi ee on esea ch wi h he pu pose o de ine a sys ema ic e minology eaching me hodology and o p opose inno a ed echniques a ansla ion- and in e p e ing-o ien ed e minology cou ses. The lack o pedagogical and me hodological p inciples in ansla ion eaching in he pas a ec ed he s a us o ansla ion as an academic disci- pline (Colina 2003). Hence, i is easonable o assume he same abou e - minology eaching i he key me hodological p inciples a e no sys ema- ically de ined. A ansla ion-o ien ed e minological compe ence can be de eloped when e minology cou ses in eg a e ca e ully selec ed eaching objec i es, con en s, eaching mode, and echnology ea u es enabled in he digi al age, i.e., in he age o a i icial in elligence (Li 2023: 760). 3. AIMS AND METHODS. CRITICAL POINTS OF TERMINOLOGY TEACHING Key elemen s o he e minology eaching design a ansla ion s udies include: cou se objec i es, con en , eaching me hodology, and assessmen (Mon e o Ma ínez, Fabe 2009: 2; Alcina 2011: 4). I was ini ially assu- med ha he e ec i eness o e minology eaching and lea ning is closely ela ed o in eg a ing a holis ic lea ne -cen ed app oach which includes he key educa ional elemen s. This model was used as a basis o imple- men ing he abo emen ioned esea ch p ojec . In o de o analyse he si u- a ion wi h he unde g adua e e minological cou ses, he au ho pe o med an ini ial analysis o es ablish he c i ical poin s o e minology eaching ha need imp o emen . This pape p esen s he app oach aken a he au ho ’s depa men o o e come he challenges by c ea ing an imp o ed lea ne -cen ed en i- onmen conduci e o e icien (online) e minology eaching and lea ning a ansla ion and in e p e ing s udies, all wi h he inal goal o p epa ing s uden s o unc ion e icien ly in he u u e p o essional con ex . In o de o analyse success o he implemen a ion o he p ojec , he au ho conduc- ed a lea ne -cen ed ques ionnai e su ey. 3.1. P ojec o e iew The na ional esea ch p ojec “Mode nisa ion o Te minology Teaching Me hods a In e disciplina y T ansla ion and In e p e ing S udies” was implemen ed a he au ho ’s depa men in Janua y 2020–Sep embe 2021, 56 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Milena Sazdo ska Pigulo ska wi h one ull p o esso , wo associa e p o esso s, and one senio lec u e as p ojec membe s. The aim o he p ojec was o imp o e all elemen s o he e minology cou ses design and o examine s uden s’ opinion on he e ec i eness o he applied app oach in e minology lea ning h ough a ques ionnai e. The i s p ojec componen in ol ed e-e alua ion o he ou key ele- men s o he e minology cou ses design. By in eg a ing a lea ne -cen ed app oach in all key elemen s, an en i onmen p omo ing lea ne au onomy is c ea ed, which is shown o ha e a posi i e e ec on s uden mo i a ion (Ho á h 2007: 113; Huszá né P ikle 2020: 104). The second componen o he p ojec in ol ed enhanced use o echnology wi h so wa e ools and applica ions o e minology managemen , which p o ed pa icula ly ne- cessa y du ing online educa ion due o he Co id-19 pandemic: s uden s could no physically a end he digi al lab and had o ely on echnology in o de o wo k on collabo a i e e minology p ojec s om hei homes. Technology enabled he depa men ’s compu e lab o become a digi al lab whe e s uden s also de eloped a echnological compe ence and which was he basis o c ea ing a echnically equipped dis ance lea ning cen e. 3.2. P ojec ou comes 3.2.1. Re ised p og ammes and objec i es o e minology cou ses In e ospec o he beginnings o he e minology cou ses a he au ho ’s depa men , he eaching me hods did no always con ibu e o de elo- ping a e minological compe ence bu me ely o de eloping e minological glossa ies. A e minological sub-compe ence does no e e o he acqui- si ion o lis s o e ms bu o he abili y o he ansla o o acqui e he knowledge ep esen ed by hose e ms (Mon e o Ma ínez, Fabe 2009: 92). A key ask o ansla ion- and in e p e ing-o ien ed e minology e- aching should be o engage s uden s in p oblem-based lea ning h ough p oblem-sol ing ac i i ies whe e s uden s esol e exis ing eal-li e e mi- nological p oblems, hus acqui ing skills necessa y o a u u e p o ession in ansla ion and in e p e ing. As Johnson and Johnson (2018: 1) explain, he ole o ins uc o s is e ol ing om p esen e o in o ma ion o he designe o ac i e lea ning en i onmen s and expe iences ha maximise s uden engagemen . 57Te minologija | 2023 | 30 Table 1. Compa ison o objec i es a eache -cen ed and lea ne -cen ed e minology cou ses (Sou ce: Sazdo ska Pigulo ska, Popo ska 2021: 15) DEVELOPING TERMINOLOGICAL GLOSSARIES DEVELOPING TERMINOLOGICAL COMPETENCE FOR STUDENTS OF TRANSLATION AND INTERPRETING Di e en app oaches o e minology eaching and e minology wo k Coo dina ed app oaches o e minology eaching and e minology wo k S ong eliance on e minology p ac ice Balance be ween heo y and p ac ice o e minology Lec u e Collabo a i e ac i i y Indi idual e minological esea ch P oblem-based lea ning and p ojec - based lea ning Op ional use o echnology Enhanced use o echnology Table 1 p esen s di e en aspec s o he e minology eaching p ocess ha we e imp o ed. The p e iously non-sys ema ic eaching app oaches esul ed in imp o isa ion wi h eaching echniques, huge gaps among he cu icula o e minological cou ses, such as omission o key skills like e minology mining o digi al skills, e c. Coope a i e lea ning a he e - minology cou ses inc eased s uden s’ esponsibili y o hei own lea ning, sel -managemen , sel -o ganisa ion, sel -con idence, and mo i a ion. Coo- pe a i e lea ning includes ac i e lea ning p ocedu es, such as p oblem-ba- sed lea ning, eam lea ning, collabo a i e lea ning, pee -assis ed lea ning, e c. (Johnson, Johnson 2018: 1). 3.2.2. Re ised eaching-lea ning me hodology Ac i i ies on he i s componen o he p ojec con inued wi h e ising he eaching-lea ning me hodology. Mon e o Ma ínez and Fabe (2009: 8) sugges a e minology eaching model ha p omo es lea ne au onomy: namely, success in he e minology eaching-lea ning p ocess is possible when he s uden is no only a passi e ecep o o he knowledge augh by he lec u e bu becomes an ac i e lea ne who looks o in o ma ion and engages in ac i e assimila ion o in o ma ion, which con ibu es o signi i- can lea ning (Alcina 2011: 3). 58 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Milena Sazdo ska Pigulo ska Table 2. Compa ison o eaching-lea ning me hodology be o e and a e he p ojec (Sou ce: Sazdo ska Pigulo ska, Popo ska 2021: 16) TEACHER-CENTERED: TEACHER IS THE MAIN SOURCE OF INFORMATION LEARNER-CENTERED: ACTIVE ASSIMILATION OF INFORMATION Lea ning h ough ansmission Lea ning h ough disco e y and sel - guided explo a ion Sho - e m knowledge o e minology Re-applied knowledge o new si ua ions in he u u e Tasks and ac i i ies ha p omo e memo izing Tasks and ac i i ies ha p omo e lea ne au onomy Pe sonal eache expe ience Sha ing expe ience on bes p ac ices h ough online wo kshop on e minology eaching echniques o T&I s udies A lea ne -o ien ed app oach needs o be holis ically applied, which me- ans in all key aspec s: om cou se p og amme and objec i es o me ho- dology and lea ne assessmen . T adi ional e minology eaching exe cises esul in s uden s passi ely ecei ing knowledge ans e ed by he lec u e and in mechanical and epe i i e lea ning o e minology, hus acqui ing sho - e m e minology knowledge ha canno be eused in new asks o si ua ions in he u u e and which does no p epa e s uden s o deal wi h e minological p oblems in an au onomous manne . 3.2.3. Lea ne au onomy in e minology cou ses The concep o lea ne au onomy is key o ansla ion and in e p e ing educa ion (Fang, Mo is 2021; Bolaños-Medina, Núñez 2022). Lea ne au- onomy implies he abili y o ake cha ge o one’s own lea ning and o ake esponsibili y o all aspec s o his lea ning (Holec 1981: 3). A key ask o e minology eache s should be o encou age s uden s o ake an ac i e pa in lea ning h ough a a ie y o echniques as knowledge acqui ed in such a manne is no eadily o go en once he e minology cou se is o e bu can be eused in o he asks o cou ses, hus cons uc ing e en ion o long- e m knowledge. Hence, one p ojec goal was o mo i a e s uden s o ac i ely pa icipa e in he e minology lea ning p ocess hus a oid lea - ning e minology epe i i ely. 59Te minologija | 2023 | 30 Figu e 1 shows ha lea ne au onomy imp o es e minology lea ning e iciency, s uden mo i a ion, sel -o ganisa ion, sel -con idence, in e ac- ion and exchange o knowledge, and use o esou ces o au onomous e minological esea ch and lea ning. 3.2.4. Inno a ed me hods o e minology lea ning o ansla ion and in e p e ing s uden s In o de o come up wi h mo e inno a i e ac i i ies ha p omo e lea ne au onomy, he membe s o he p ojec eam o ganised he online wo kshop “Te minology eaching me hods o ansla ion and/o in e p e ing edu- ca ion” held in June 2021 and a ended by i een p o esso s and lec u e s om he au ho ’s depa men , o he Facul y depa men s, o he acul ies om bo h s a e and p i a e uni e si ies, and om he Macedonian lexi- cog aphic cen e. The pu pose o he wo kshop was o join ly e lec on he mos e icien e minology eaching p ac ices and class oom o online ac i i ies ha om hei expe ience inc ease bo h lea ne au onomy and mo i a ion. The pa icipan s sha ed he mos e ec i e e minology lea - ning me hods om hei p ac ice: p oblem-based lea ning, collabo a i e p ojec s, simula ed p ojec -based lea ning, in e nship (ins i u ional p ac- ice), class discussion o eading ma e ials, e c., which p epa ed s uden s o au onomously sol e e minological issues and o euse ha knowled- ge in o he asks and cou ses. Also, all wo kshop pa icipan s exp essed Lea ning e ec i eness ( e en ion o knowledge h ough euse o e minology lea ned Teache guidance on esou ces o au onomous lea ning and eedback in p oblem-based ac i i ies Ac i i y ins ead o lec u e, collaboa ion and exchange o knowledge wi h pee s Inc eased s uden mo i a ion, sel -con idence, sel -o ganiza ion Figu e 1. Pe cei ed bene i s o lea ne au onomy in e minology cou ses (Sou ce: Sazdo ska Pigulo ska, Popo ska 2021: 91) 66 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Milena Sazdo ska Pigulo ska S udies”, which p o ide he ollowing key ecommenda ions on how o imp o e cu en e minology eaching in ansla ion and in e p e ing s u- dies ac oss acul ies in No h Macedonia (Sazdo ska Pigulo ska, Popo ska 2021: 91–93): – o ensu e a su icien numbe o semes e hou s o all e minology cou ses; – me hodology wise, o apply he lea ning h ough disco e y model, he communica i e app oach h ough ac i e esea ch and ac i i ies ha p omo e lea ne au onomy and inc ease mo i a ion; – o p epa e s uden s o independen ly sol e e minological issues; – o apply con empo a y online e minological esou ces, e minology so wa e ools, and collabo a i e echnology; – o apply o ma i e assessmen in all e minology cou ses. Finally, i can be concluded ha he main goal o ansla ion- and in- e p e ing-o ien ed e minology cou ses is o ain and p epa e s uden s o unc ion e icien ly in a p o essional con ex and o euse acqui ed e mi- nology knowledge and lea ned p ac ices, whe he heo e ical o p ac ical, in o he asks and cou ses and in hei u u e p o ession as well. This can be a ec i ely achie ed by applying a p o ession-based lea ne -cen- ed app oach (No d 1991), which should become an in eg al pa o le- a ne -cen ed ansla ion and in e p e ing pedagogy. Las ly, he end goal is o encou age s uden s o con inue using acqui ed e minology- ela ed p ac ices and so wa e, i.e., he ools h oughou hei s udies and p o es- sional ca ee s, only imp o ing hem wi h u u e wo k. T ansla ion- and in e p e ing-o ien ed e minology eaching equi es mo e a en ion and empi ical s udies whe e he ini ial indings o s udies like his one can be u he and mo e ho oughly es ed and elabo a ed. The indings p esen ed in his pape o e guidance o o he educa o s and aine s encoun e ing simila e minology eaching dilemmas. 67Te minologija | 2023 | 30 ANNEX 1 Lea ne - ocused Ques ionnai e 1. Which e minology cou ses ha e you a ended so a ? (Law, Poli ics, Economics, Medicine, ICT o Diploma ic communica ion)? 2. Did you egula ly a end hose classes? a. Yes b. No c. Occasionally 3. Do you eel ha he applied exe cises and ac i i ies a he e minology cou ses you a ended a e e ec i e o lea ning e minology? a. Yes a. No c. Only some imes Explain why: __________________________________________________ 4. Do you p e e lea ne au onomy o eache eliance when lea ning a new e minology? Should s uden s assume an ac i e ole in lea ning e minology? (You can’ choose bo h as hey a e comple ely opposi e by na u e) a. I p e e lea ne au onomy b. I p e e eache eliance Explain why: __________________________________________________ 5. Do you eel ha you can independen ly sol e e minological issues in di e en domains (e.g. law, economics, medicine, IT, e c.)? a. Yes b. No c. Only some imes Explain why: __________________________________________________ 6. A e you sa is ied wi h he pe sonal p og ess you achie ed in lea ning e minology a he e minology cou ses you a ended? (Keep in mind ha you can’ become an expe in a speci ic domain a e only 10 classes) a. Yes b. No Explain why: __________________________________________________ 7. Did you imp o e you digi al skills a any o he e minology cou ses you ha e a ended so a ? a. Yes 68 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Milena Sazdo ska Pigulo ska b. No c. Digi al skills a e no impo an o e minology managemen 8. Do you hink ha you can lea n e minology e ec i ely when classes a e conduc ed online? a. Yes b. No c. I am no su e Explain why: __________________________________________________ 9. Do you p e e summa i e assessmen ( inal exam a he end o he e minology cou se) o o ma i e assessmen (weekly es s h oughou he e minology cou se)? a. I p e e summa i e assessmen b. I p e e o ma i e assessmen Explain why: __________________________________________________ 10. Do you hink ha i is impo an o s uden s o exp ess opinion on he e ec i eness o he e minology eaching exe cises and ac i i ies applied by he eache a di e en e minology cou ses? a. Yes b. No Explain why: __________________________________________________ 11. While a ending a e minology cou se, in which o hese ac i i ies would you be willing o ake pa in o de o mo e e ec i ely lea n e minology in a speci ic domain (You can choose mo e han one answe he e): a. in e nship in an ins i u ion, o ganisa ion, company, e c. b. indi idual p oblem-sol ing (s uden is gi en he assignmen o indi idually p o ide an explana ion o ind a solu ion o a speci ic eal- wo ld e minological dilemma) c. ou -o -class collabo a i e esea ch o e minology wi h ellow s uden s d. eam wo k, e.g. simula ed p ojec -based lea ning e. conduc ing in e iews/consul a ions wi h expe s (lawye , banke , economis , doc o ...) . ansla ion wo kshop wi h s uden s, eache s and p o essional ansla o s 12. How can e minology cou ses be imp o ed? Wha would you change so ha e minology lea ning can become mo e e ec i e o s uden s? 69Te minologija | 2023 | 30 REFERENCES Alcina Ampa o (ed.) 2011: Teaching and Lea ning Te minology: New S a egies and Me hods, ed. A. Alcina, Ams e dam/Philadelphia: John Benjamins Publishing Company, 1–35. Aus e müehl F ank 2012: Using concep mapping and he web as co pus o de elop e minological compe ence among ansla o s and in e p e e s. – T ansla ion Spaces 1, 54–80. Bolaños-Medina Alicia, Núñez Juan L. 2022: Au onomy suppo , c i ical hinking, and mo i a ion as key p edic o s o ansla o ainees’ s a egic compe ence. – Ac oss Languages and Cul u es 23, 131–147. Bowke Lynne, Ma shman Elizabe h 2012: T ansla ion echnologies as seen h ough he eyes o educa o s and s uden s: ha monizing iews wi h he help o a cen alized eaching and lea ning esou ce. – Global T ends in T ansla o and In e p e e T aining: Media ion and Cul u e, eds. S. Hubsche -Da idson, M. Bo odo, London/New Yo k: Con inuum In e na ional Publishing G oup, 69–94. Cab é Ma ia Te esa 1999: Te minology. Theo y, Me hods and Applica ions, Ams e dam/Philadelphia: John Benjamins. Cab é Ma ia Te esa 2010: Te minology and ansla ion. – Handbook o T ansla ion S udies, eds. Y. Gambie , L. an Doo slae , Ams e dam/Philadelphia: John Benjamins, 356–365. Colina Sonia 2003: T ansla ion Teaching om Resea ch o he Class oom: A Handbook o Teache s, USA: McG aw-Hill. Ding Yan 2013: E ec s o domain knowledge on consecu i e in e p e ing pe o mance. – 19 h In e na ional Cong ess o Linguis ics, ed. Dépa emen de Linguis ique de l’Uni e si é de Genè e, Swi ze land, Gene a, 1–20. Fabe Pamela 2004: Te minological compe ence and enhanced knowledge acquisi ion. – T ansla ionskompe enz, eds. P. A. Fleischmann, J. Schmi , G. Wo jak, Tübingen: S au enbu g, 479–499. Fabe Pamela, León A aúz Pila 2021: Designing e minology esou ces o en i onmen al ansla ion. – The Ox o d Handbook o T ansla ion and Social P ac ices, eds. J. Meng, S. La iosa, online edn, Ox o d Academic, 587–615. DOI: 10.1093/ox o dhb/9780190067205.013.7. Fabe Pamela, León A aúz Pila , P ie o Velasco Juan An onio 2009: Seman ic ela ions, dynamici y, and e minological knowledge bases. – Cu en Issues in Language S udies 1, 1–23. Fabe Pamela, Mon e o Ma ínez Sil ia 2019: Te minology. – The Rou ledge Handbook o Spanish T ansla ion S udies, eds. R. Valdeón, Á. Vidal, New Yo k: Rou ledge, 247–266. Fang Xiaoqing, Mo is Philip (eds.) 2021: Cul i a ion o s uden ansla o au onomy in UK highe educa ion. – English Language Teaching 14, Canadian Cen e o Science and Educa ion, 41–57. DOI: 10.5539/el . 14n5p41. Fische Má a 2020: De eloping e minology compe ence, wi h special ocus on ecognising e ms. – Fi - o -Ma ke T ansla o and In e p e e T aining in he Digi al Age, eds. R. Besznyák, M. Fische , Cs. Szabó, Uni ed S a es/Spain: Ve non A and Science Inco po a ed, 65–78. Fische Má a 2022: Ho izon al and e ical e minology wo k in he con ex o EU ansla ions. – Po a Lingua 1, 7–15. DOI: h ps://doi.o g/10.48040/PL.2022.1.1. Fó is Ágo a 2022: T ansla ion and Te minology. Theo y and P ac ice in Hunga y, Budapes /Pa is: KRE – L’Ha ma an. Hadley James Luke, Tai alkoski-Shilo K is iina, Teixei a Ca los S. C., To al An onio (eds.) 2022: Using Technologies o C ea i e-Tex T ansla ion, Rou ledge Ad ances in T ansla ion and In e p e ing S udies, New Yo k: Rou ledge. Hebens ei Ge no , Soukup-Un e wege I mga d 2011: Te minologiemanagemen als Wissensmodellie ung ü das Communi y In e p e ing. – Modelling he Field o Communi y In e p e ing. Ques ions o Me hodology in Resea ch and T aining, eds. C. Kainz, E. P unč, R. Schögle , Wien/Be lin: LIT Ve lag, 298–325. Holec Hen i 1981: Au onomy and o eign language lea ning, Ox o d: Pe gamon. Ho á h Ildikó 2007: Au onomous lea ning: wha makes i wo k in pos g adua e in e p e e aining. – Ac oss Languages and Cul u es 8(1), 103–123. DOI: 10.1556/Ac .87.2007.1.6. Huszá né P ikle Má ia Rená a 2020: Mo i a ion, Au onomy and Assessmen in T ansla ion S udies BA Classes: Doc o al Disse a ion, Pécs: Uni e si y o Pécs. Ji Meng, Oakes Michael (eds.) 2019: Ad ances in Empi ical T ansla ion S udies, De eloping T ansla ion Resou ces and Technologies, Camb idge/New Yo k: Camb idge Uni e si y P ess. Johnson Da id W., Johnson Roge T. 2018: Coope a i e lea ning: he ounda ion o ac i e lea ning. – Ac i e Lea ning - Beyond he Fu u e, 59–70. DOI: 10.5772/in echopen.81086. 70 Mode nisa ion o Te minology Teaching Me hods in In e disciplina y T ansla ion and In e p e ing S udies Milena Sazdo ska Pigulo ska Kalay Dilşah, Fedo enko S i lana, Gu yeye a Liudmyla, Kolomiie s S i lana 2020: Fo ming s uden s’ e minological compe ence in he moodle-based e-lea ning cou se. – Ad anced Educa ion 16, 104–111. DOI: 10.20535/2410-8286.216980. Kalina Syl ia 2002: Quali y in in e p e ing and i s p e equisi es a amewo k o a comp ehensi e iew. – In e p e ing in he 21 Cen u y, eds. G. Ga zone, M. Viezzi, Ams e dam/Philadelphia: John Benjamins, 122–130. Kal enböck Gun he , Mehlmaue -La che Ba ba a 2005: Compu e co po a and he language class oom: on he po en ial and limi a ions o compu e co po a in language eaching. – ReCALL 17(1), 65–84. DOI: 10.1017/S0958344005000613. Kau z Ul ich 2000: Handbuch Didak ik des Übe se zens und Dolme schens, München: Iudicum, Goe he- Ins i u . Kelly Do o hy 2005: A Handbook o T ansla o T aine s: A Guide o Re lec i e P ac ice T ansla ion, Manches e /No hamp on: S . Je ome. Li Zhiping 2023: Cul i a ion o ansla ion-o ien ed e minological compe ence in he e a o a i icial in elligence. – P oceedings o he 2022 2nd In e na ional Con e ence on Mode n Educa ional Technology and Social Sciences (ICMETSS 2022), 760–767. Mon e o Ma ínez Sil ia, Fabe Bení ez Pamela 2009: Te minological compe ence in ansla ion. – Te minology 15(1), 88–104. DOI: 10.1075/ e m.15.1.05mon. Nikolae a So iya, Ko ol Ta iana 2021: Fo ma i e assessmen in he ansla ion class oom: closing a eedback loop. – In e na ional Jou nal o E alua ion and Resea ch in Educa ion 10(2), 738–746. DOI: 10.11591/ije e. 10i2.21274. No d Ch is iane 1991: Tex Analysis in T ansla ion, Ams e dam: Rodopi. Pöllabaue Sonja 2017: Issues o e minology in public se ice in e p e ing. F om a o dabili y h ough psycho he apy o wai ing lis s. – Non-p o essional in e p e ing and ansla ion, S a e o he a and u u e o an eme ging ield o esea ch, eds. R. An onini, L. Ci illo, L. Rossa o, I. To esi, John Benjamins Publishing Company, 131–155. Ro hwell And ew, Moo kens Joss, Fe nández-Pa a Ma ía, D ugan Joanna, Aus e muehl F ank (eds.) 2023: T ansla ion Tools and Technologies, London/New Yo k: Rou ledge. Sazdo ska Pigulo ska Milena 2021: In eg a ing expe ien ial lea ning in he i ual ansla ion class oom. – P oceedings o he 20 h ITRI In e na ional Con e ence on The Roles and Iden i ies o In e p e e s and T ansla o s in an E e -Changing Wo ld, No h Ko ea: Seoul, 43–53. Sazdo ska Pigulo ska Milena, Popo ska Solzica (eds.) 2021: P i acnik so nas a ni ak i nos i po e minoloski p edme i o nas a a po p e edu anje i olku anje, Skopje: Filoloski akul e “Blaze Koneski”. Schä ne Ch is ina 2005: P epa ing s uden s o ansla ion o he eal wo ld: Needs, me hods, cons ain s. – On he Rela ionships be ween T ansla ion Theo y and T ansla ion P ac ice, ed. J. Pee e s, F ank u : Pe e Lang, 237–248. Siko a Iwona 2014: Con empo a y app oach o e minological compe ence, managemen and e minology eaching on he basis o cou ses o ansla o s o e ed by Polish highe educa ion ins i u ions. – Languages o Special Pu poses in a Mul ilingual, T anscul u al Wo ld, P oceedings o he 19 h Eu opean Symposium on Languages o Special Pu poses, eds. G. Budin, V. Lušicky, Vienna: Uni e si y o Vienna, 500–508. S oll Ch is oph 2009: Jensei s simul an ähige Te minologiesys eme. Me hoden de Vo e lage ung und Fixie ung on Kogni ion im A bei sablau p o essionelle Kon e enzdolme sche , T ie : WVT Wissenscha liche Ve lag T ie . Thelen Ma cel 2015: The In e ac ion be ween Te minology and T ansla ion o Whe e Te minology and T ansla ion Mee . – T ans-kom 8(2), 347–381. W igh Sue Ellen, W igh Leland D. (eds.) 1993: Scien i ic and Technical T ansla ion, Ams e dam/ Philadelphia: John Benjamins Pub. Co. 71Te minologija | 2023 | 30 TERMINOLOGIJOS MOKYMO METODŲ MODERNIZAVIMAS TARPDALYKINĖSE VERTIMO RAŠTU IR ŽODŽIU STUDIJOSE San auka S aipsnyje nag inėjamas i iamasis klausimas, a , s uden ų nuomone, e minologi- jos mokymo me odas, aikomas Skopjės š en ųjų Ki ilo i Me odijaus uni e si e o Ve imo aš u i žodžiu ka ed oje, y a eiksmingas mokan is e minologijos dalyko i ugdan įgūdžius, įgy endinus nacionalinį mokslinių y imų p ojek ą „Te minologijos mokymo me odų mode niza imas a pdalykinėse e imo aš u i žodžiu s udijose“. P ojek o ikslas – ski i daugiau dėmesio į besimokan įjį o ien uo am požiū iui pag in- diniuose e minologijos ku sų kū imo elemen uose. Šiame s aipsnyje apž elgiama p ojek o eikla i ezul a ai, s a būs į e imą aš- u i žodžiu o ien uo am e minologijos mokymui i mokymuisi. Tikslas – p is a y i Skopjės š en ųjų Ki ilo i Me odijaus uni e si e o Ve imo aš u i žodžiu ka ed oje aikomo e minologijos mokymo me odo eiksmingumo y imo ezul a us, aip p isi- dedan p ie e imo aš u i žodžiu mokymo obulinimo. Šis y imas odo, kad e minologijos mokymo i mokymosi eiksmingumas y a glaudžiai susijęs su holis iniu požiū iu į pag indinius mokymo elemen us, p adedan mokymo me odika i ikslais bei baigian s uden ų e inimu, . y. į e imą aš u i žodžiu o ien uo os e minologijos kompe encijos įgijimas y a glaudžiai susijęs su isa- pusišku į besimokan įjį o ien uo u požiū iu e minologijos ku suose. Galima da y i iš adą, kad e minologijos dės y ojai, ak y iai į aukdami s uden us į mokymosi p ocesą, u i ku i aplinką, ska inančią besimokančiųjų sa a ankiškumą. Vienas iš s a biausių mokymo me odų u ė ų bū i p oblemų sp endimo būdai, padedan ys sa a ankiškai sp ęs i e minologinius klausimus i aip pa eng i s uden- us e ėjo aš u i žodžiu p o esijai. Į besimokan įjį o ien uo o klausimyno ezul a ai odo, kad eikia daugiau di b i in eg uojan echnologijas e minologijos ku suose, . y. bend ada bia imu g įs ą p ojek inį e minologijos mokymąsi i p ak ika a ba p o esija g indžiamą mokymąsi, ku ie u ė ų ap i į besimokan įjį o ien uo os e imo aš u i žodžiu pedagogikos dalimi. Pag indinis e imo aš u i žodžiu e minologijos ku sų ikslas – išmoky i i pa- uoš i s uden us eiksmingai unkcionuo i p o esinėje eikloje, paka o inai aiky i įgy as e minologijos žinias i įgy ą p ak iką ki ose užduo yse i ku suose bei būsimoje p o esinėje eikloje, aip pa ska in i s uden us oliau aiky i su e minologija susijusią įgy ą p ak iką i IT p og amines p iemones s udijose i p o esinėje ka je oje. Gau a 2023-10-06 Milena Sazdo ska Pigulo ska Ss. Cy il and Me hodious Uni e si y “Blaze Koneski” Facul y o Philology Bl d. Goce Delce 9A 1000 Skopje, No h Macedonia E-mail milena.sazdo ska@ l .ukim.edu.mk