Abstract:

In the article there is described the implementation of the innovative professional language teaching (learning) techniques under the basis of the good practice and the Erasmus based cooperation of two universities. The transfer of good practice from one university education environment to another, turns into an innovation in education environment at another university and it is related to challenges in teaching staff work and students’ learning. The expert’s work with students at university X was observed by Y university lecturers. During workshops there was applied Sketch Engine software, licensed in GB that is allocated to corpuses and it enables to apply original textual units (corpus linguistics approach in teaching Latin for medical purposes). Purposefully, the teaching was visualized through the graphical and visual expression of practical samples and the analysis in case studies. Seeking for the relation to practice, there were applied authentic and anonymous medical documents. After the observation of workshops, the lecturers participated in a four academic hour seminar for the refreshment of qualifications where the expert shared his experience and carried out a discussion with the seminar participants, who were delivering their reflection. In order to review the experience, there were surveyed lecturers (Т=9) and students (N=35).

Aim:
To disclose ICT application peculiarities in teaching/learning of professional medical terminology in the Latin language.

Objectives:
1) To disclose the topicality of ICT application in teaching/learning of professional medical terminology in the Latin language;
2) To highlight the peculiarity/specifics of the researched case (the technique was presented by an expert);
3) To identify the ICT application peculiarities under the basis of students’ and teaching staff’s (lecturers’) approach.

Methods:
Analysis in scientific literature, written survey, descriptive content analysis of the responses to the open-ended questions and statistical analysis of responses to the close-ended questions.

Conclusions:
The students stressed the relation of the educational materials to practice “Here and Now” and they stated that there were provided authentic medical extracts and practical cases. It can be stated that students – respondents, through the enumeration of difference, which they noticed during the comparison of the following technique to traditional learning, noticed only positive aspects: relation of the educational materials to practice; visuality of workshops; inspiring lecturer’s performance; pleasure of learning activities; motivation of learning activities – there was no difference that was assessed negatively. Indicating if they would like to learn languages under such a technique, not all respondents were so enthusiastic and a part of respondents expressed their fears (15), which are traditionally characteristic when there are faced some novelties.

It can be stated that lecturers’ – respondents’ experience, gained during the open observation workshops, was assessed exceptionally positively, highlighting that it was an opportunity to get introduced to new linguistic learning techniques, to get assured that the language learning might be closely related to professional studies; the observation of lectures and discussions fostered the respondents to search for underlying materials, publicize them and use them actively seeking to increase students’ learning motivation.

Keywords:

e-learning, blended learnng, corpus linguistics, professional medical terminology teaching/learning, medical education.