Abstract
This article presents a training device based on terminology and its representations, in a context of (pre-)professionalization for the professorship (Academy of Montpellier, 2023). Implemented on four sites, with students and trainees enrolled in both undergraduate and postgraduate courses (n=266), the experiment examines how the use of glossaries, for the purposes of self-assessment of knowledge and awareness of the issues involved in their didactization, constitutes a potential support for grammatical elaboration.