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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Methodological dictionary in six languages

Date of Publication


Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features



Critical Thinking


This teaching resource is available on the website of one of the most well-known and outstanding universities of Hungarian higher education (Eötvös Loránd University of Arts and Sciences, Faculty of Liberal Arts) and suits the needs of intermediate and upper-intermediate students who study in Teacher Education. They need to develop their listening, speaking and critical thinking skills and at the same time they need to expand technical related vocabulary. This resource assists both the lecturer, who can use this online pedagogical dictionary with students in the classroom, and students who, rather autonomously, can also explore and reflect on their pedagogical knowledge which they showed and developed during the project.

Case study

The project based on this teaching resource will be tried out next semester and an end of term test will assess the students’ knowledge. The points from the project can be added to the end-term test result.


Lead-in activity/warmer:
Brainstorm the key vocabulary concerning the topics of the online methodological dictionary: assessing learning, learner characteristics, managing learning, methods, pedagogical approach, planning learning, teaching activities, teaching techniques, work modes.

Step 1. Explaining the project to the students. The students work in groups of 4. Each group has to choose 4 topics (there are 8 topics altogether, all of them have to be covered.)
Step 2. As a homework the students have to prepare a Quizlet, on and offline, about their topic (they can print their online Quizlet or create hand-made cards).
Step 3. The students upload their Quizlets onto the project sharing platform so that everyone can see and learn them and then bring their own cards to the lesson. Their deadline is in two weeks. This process will allow students to recognise and practise vocabulary from their and the other students’ methodological topic. In addition to practising their high-order thinking skills, they develop the technical vocabulary as well.
Step 4. In the lesson they sit in a circle and practice the topics with a game. In the game the students have to explain the topic at hand without revealing the name of it. The others have to guess what it is and write down their notes in their exercise-books. If they get it right, they get a point. These points can be added to the end-term test result.
Step 5. The teacher distributes a card to each student at the same time. Everyone has 5 minutes to examine their card and plan how they want to explain the topic to their peers. While summarising their topics, students have to use the technical vocabulary introduced and practised with the Quizlets.
Step 6. Each student has 4 minutes to explain their topics to the others. In addition to practising their presentations skills, students develop their speaking and listening skills as well.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The project matches the psychological and communicative needs of students and lecturers, it is creative and informative for both of them.
Since during the project bulk of technical vocabulary on the topics of methodology is being practiced, it provides considerable and tangible improvements for the students.
The interesting and beneficial topics of methodology and Teacher Education can motivate the students to learn about their future profession. Innovation: effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning. Since this online pedagogical dictionary in 6 languages and the project- based practice based on it is relatively new, its introduction to Teacher Education is an innovative idea and can happen in different creative ways.
The technical and professional language in the pedagogical dictionary is on a high level therefore to the thorough understanding students have to know the accurate vocabulary. Since the online pedagogical dictionary is in 6 languages, it can be easily applied for several other language projects in different countries.
Monitoring students’ and students’ own progress is not challenging because assessment can be aimed at the vocabulary or the topic itself.
It is possible to adopt the contents to students’ need and level of language knowledge.
The online pedagogical dictionary is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The dictionary can be easily accessed by its key words and the name of the institution.
Website of the Teaching Source: