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
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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