to develop skills to use language purposefully and effectively in the field of student’s professional and personal improvement

• students will gain knowledge about the specifics of the professional language, areas of use, genres and codes, and opportunities to use language knowledge and skills for effective expression and self-expression, and effective communication.
• students will carry out the linguistic analysis of the terms on their own, so they will pay deeper attention to professional terms.
• students will also replicate the linguistic knowledge they have acquired at school, which they will need in their future in the field of communication.
• students will learn to use reliable linguistic sources and language resources.

Zoom, MS Teams or any platform suitable for distance learning; in asynchronous stage – Moodle.

MY INDIVIDUAL VOCABULARY method is based on a personalized learning methodology.

Note: This is the method that generates students self-study throughout the semester. 

MY INDIVIDUAL VOCABULARY created by students is the result of reporting for the entire semester’s work.

According to the established specific algorithm and structure, the student during the semester creates the vocabulary for his / her professional and personal development.

It is methodologically very important that the student chooses the terms he / she believes necessary for his / her professional and personal development.

In the vocabulary, the terms selected by the student are presented with compounds, related derivatives,  written associations, synonyms, phrases, etc.,  and – it is methodologically important – visualized.

1. During the lecture(s) the perception of language knowledge and skills as a necessary precondition for professionalism is formed. 
2. Students must choose a scientific book from their area of ​​study that they will read throughout the semester. 
3. As they will read it, they will accumulate the terms that are needed in their careers. 
4. They will create the individual vocabulary filling it by terms found in the professional literature (book which they chose to read). They will selected terms to include into their vocabulary by individuali criteria (“is it useful for my improvement or not?”). It is a methodologically important detail for personalization based learning.  
5. Students will have to analyze each term independently according to the established criteria. 
6. At the end of the semester the work will be assessed  according to pre-agreed criteria.

Professional vocabulary;
terminology;
language
resources;term; 
meaning;
concept;
compound; 
word origin;
derivative;
synonyms;
antonyms;
associations.

STEP I
Argumentation. 

In the introductory part of the lecture, the lecturer presents how important it is to use language purposefully and effectively in one’s professional and personal development. 

The teacher explains that being able to use terminological resources means: 

1. being able to reveal personal creativity through language;
2. to create exceptional professional ideas;
3. turn them into successful projects;
4. communicate in effective ways.

STEP II
Motivation. 

The teacher asks the question “what is the language?” Usually students respond that it is “a tool of communication”. 

The teacher then suggests trying to evaluate the concept of language from a cognitive and neuroscience perspective. After a brief discussion with the students, it is concluded that the language is semantic networking in our brain. 

The knowledge is constantly changing the semantic network of our brains, creating new connections.

New semantic connections create a deeper understanding of the world and help generate new ideas.

By reading professional literature and studying professional terms throughout the semester, students will not only deepen their professional knowledge but also expand the boundaries of their professional and personal world.

STEP III
Personalization. 

Students are allowed to think for two minutes. Then each student tells  which professional book (monography, collection of articles, conference proceedings) he or she has chosen to read throughout the semester and briefly motivates – why.

STEP IV
Metodology. 

The teacher  explains methodology how to complete the vocabulary: 

Output 2 → Toolkit – Exercises → Evaluation, Exercise 1, MY INDIVIDUAL VOCABULARY.

STEP V
Structure. 

The teacher must have prepared the entire structure of the vocabulary fields on the slides.

The structure is presented (Annex I). 

The teacher explains that the student will have to fill in all the fields of the vocabulary structure. That means independently analyzing the selected term by finding its origin, derivatives, synonyms, antonyms, equivalents in other languages, etc., using terminological language resources online. 

The students will have to visualize this term and write about his /  her  individual associations.  

Note: It is very important to make sure that students understand the tasks and encourage them to ask if anything is unclear.

STEP VI
Terms and concepts. 

The teacher explains how to fill in each field of the vocabulary. Linguistic terms and concepts that denote vocabulary fields are repeated  with students in the form of questioning and reporting (students have to remember them from the secondary school curriculum).

The difference between the origin of a word and the etymology of a word may be complicated to understand. It is possible to use examples (Annex II).

Note: Fields that may be difficult for students to understand need to be explained in more detail.

STEP VII
Resources. 

The teacher first needs to discuss with students what online (re)sources are considered reliable. A discussion can be initiated starting with a provocative question  “is wikipedia a reliable (re)source?” The discussion must lead to the conclusion that reliable (re)sources must have authorship. These may be persons or institutions and consortiums.

After the discussion the teacher presents the recommended linguistic terminological (re)sources and discusses each of them (Annex III).

The teacher suggested for students to check recommended (re)sources online (no more 10 min.). If any of the students have any questions, they should be encouraged to ask questions. The teacher  answers the questions in detail.

STEP VIII
Examples. 

An example of a student-prepared dictionary is shown  (Annex IV in separate file).

STEP IX
Assessment process and criteria. 

At the end of the lecture the teacher agrees with the students:

(a) the criteria against which the vocabulary will be assessed (Annex V);

(b) what are the terms for uploading a vocabulary to Moodle

(c) how much  consultations will be needed to prepare the vocabulary;

(d) when the consultations will take place;

(e) what form the consultation (online, face-to-face) will take. 

Note: It is recommended to hold at least three consultations. 

It is recommended that the first consultation be held a week after the submission of the assignment, when students will have analyzed one-two terms. Experience has shown that they will have many questions. 

 It is recommended to hold a second consultation in the middle of the semester.

It is recommended to hold a third consultation before the vocabulary should be finally uploaded to Moodle.