This paper deals with the following topics: (a) theoretical aspects of terminology with special emphasis on English-Serbian language contacts, (b) contrastive semantic and morphosyntactic analysis of the corpus containing English and Serbian terms of the five most popular ball games in the region, which were excerpted from official texts, (c) standardization of sports terms in Serbian including six principles listed in decreasing order of priority: bi-univocity, transparency, systematicity, productivity, concision, and frequency, and (d) lexicographic codification of sports terms. The current research is based on a previous study (Milić 2004) dealing with sports terminology, the main result of which was the proposal of a model of terminological standardization and publication of an English-Serbian dictionary of sports terms entitled Englesko-srpski rečnik sportskih termina (Milić 2006).

The article addresses the use of dictionaries among the new millennium generation of English as a foreign language (EFL) undergraduates. Applying the mixed-method approach (a questionnaire and interviews), the study examines the frequency of dictionary use, the types of dictionaries used, activities initiating dictionary consultation, information searched for, and problems faced in using dictionaries. The findings suggest that the participants are most fond of bilingual online dictionaries and use them mostly for looking up the meaning of unknown words. They also show that despite being high consumers of technology, participants do not benefit much from online dictionaries, as they neglect most of the entry information. The qualitative data reveal that the participants perceive various digital tools of questionable quality as online dictionaries. Overall, the study sheds light on the characteristic behavior of the new generation of EFL learners regarding their dictionary use and points to the necessity of developing their digital competence in the realm of dictionary use.

This paper reports on the effectiveness of a new teaching method employing dictionaries as an aid for teaching the standardization of English-based sports terms in Serbian. The research was conducted among the students of a sports faculty in 2017 by means of a questionnaire distributed to the students both at the beginning of the second half of an ESP course and again at its end. Its aim was to measure the students' progress related to the acquisition of standardized sports terms in Serbian as an indicator of the effectiveness of the new teaching method. The findings generally indicate a certain degree of improvement of the students' knowledge of standardized sports terminology, though a less than satisfactory amount of progress regarding their linguistic competence. Even though the outcomes did not fully meet the goals set in advance, they do provide solid arguments for further efforts in developing and monitoring dictionary use in teaching the standardization of English-based sports terms in Serbian within the ESP curriculum and, even more importantly, for the systematic education of dictionary usage as part of the mother tongue curriculum.

<p>Even though specialized dictionaries provide abundant information, research findings indicate that their role in the teaching process has been neglected. Within the context of the current global domination of English and an increased need for linguistic standardization, special emphasis is placed on the use of specialized dictionaries in teaching vocabulary. With this in mind, the purpose of this research is to analyze pedagogical potential of a specialized bilingual dictionary in function of ESP vocabulary learning and knowledge transfer. A questionnaire-based research into dictionary use in ESP acquisition is conducted with 705 students and 21 teachers of non-linguistic faculties of the University of Novi Sad. The findings indicate that dictionaries are seldom used in the classroom, even though both groups of respondents have positive attitudes towards them, especially online dictionaries and other user-friendly applications. However, the findings also indicate students’ insufficient knowledge not only of lexicographic conventions but also the criteria for dictionary quality assessment. Building on the hypothesis that well-conceived dictionaries can enhance not only ESP teaching but also knowledge transfer from English to non-English languages, this research suggests the importance of compiling quality terminological products and their inclusion into the teaching process with systematic training in dictionary use.</p>

The book entitled The Verb and Adverb Systems in English was published only a month ago by the Faculty of Law and Business Studies dr Lazar Vrkatić, Novi Sad, Serbia, a higher education institution where the book Author, Tatjana Glušac, is employed as an associate professor. Tatjana works at the Department of English at the mentioned Faculty and the book is, as it is stated in the Introduction, primarily intended for her first-year students, but it certainly has wider appeal.The book has 261 pages and is divided into eleven chapters, which offer a synthesis of up-to-date, relevant theoretical concepts related to the English verb and adverb systems. Moreover, each chapter is accompanied by a set of exercises/activities aimed at initiating discussion about a number of possible answers to the questions they contain, assessing students' understanding of the presented theoretical concepts, or their ability to apply the newly acquired content in communicative contexts. Explaining in detail how the verb and adverb systems function in the English language, not only does Tatjana contribute to the expansion of her students' knowledge of these aspects of English grammar, but she also helps them question their existing knowledge base and amend any potential erroneous beliefs they might hold. Since many activities require the application of knowledge, provoke discussion, and active language use, they contribute to improving students' language ability and thinking. Perfecting their knowledge of grammar is paramount both for the quality of the education they are pursuing and the quality of different language services they will provide one day. The Author succeeds in achieving all that has been mentioned so far not only by providing a sound synthesis of relevant linguistic sources, but also by using good examples to illustrate her theoretical points and, wherever possible, by explaining how a certain grammatical point is realized in different varieties of the English language.The first six chapters tackle various verb-related issues. The first chapter is entitled "Characteristics of the English verb" and gives some basic, yet crucial information regarding the verb as a part of speech, such as its form, categories (tense, aspect, mood, and voice), and classifications (stative and dynamic, main and auxiliary). Besides that, in this chapter the Author discusses the concept of the verb phrase as well. Chapter 2 is devoted to main and auxiliary verbs and the Author discusses the characteristics and use of the two groups of verbs. In Chapter 3 Tatjana tackles the five forms of the English verb discussing how each is used, what implications different forms of a single verb have, etc. Where needed, the Author specifies pronunciation or spelling rules and draws a parallel between British and American English. Chapter 4 offers an insight into the nature and use of stative and dynamic verbs. The Author devotes much attention to exceptions as well, i.e. to those stative verbs that can sometimes be used as dynamic, and thus helps the reader ...