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Simpozij OBDOBJA 41 The third group consists of words in which Slavic roots developed differently in these two closely related languages. From the synchronic point of view, therefore, the only option for better understanding is building broader and deeper networks of relational connections within a language and between languages (see Jackendoff, Audring 2020). 4 A proposal to avoid future misunderstandings Considering educators’ endeavors, it is important to understand the systematic nature of vocabulary to implement a targeted approach. The limited analysis presented here shows that the approach to intellectual vocabulary requires at least two actions, primarily because one can claim that vocabulary is a semantic continuum of complexity (see Peti-Stantić 2019; Stantić, Peti-Stantić 2021). These actions are 1) increasing the depth and breadth of everyday vocabulary because most intellectual words consist of common roots transformed by preifxes or other forms of creative change and 2) building the associative capacity of all individuals within their mental grammar, which encompasses the mental lexicon. To achieve this, it is necessary to create a learning environment for targeted enlargement and strengthening of vocabulary. The breadth and depth of vocabulary in a second or foreign language depend on the same dimensions as in a ifrst language. Therefore, when thinking about strategies and methods for vocabulary, these two sets should be constantly compared to ifnd ways to enrich them from both the inside and the outside. The expression »from the outside« refers to the inlfuence learning a foreign language has on speakers’ capacity in their ifrst language. In this case, this is the effect of learning Slovenian intellectual vocabulary on one’s command of Croatian. Slovenian and Croatian have a relationship of mutual multiplication of linguistic knowledge with regard to intellectual vocabulary. First, they share not only international vocabulary inherited from non-Slavic roots, but also vocabulary inherited from Slavic roots. This vocabulary, more than general vocabulary, comes in three forms: completely identical words in both languages, systematically minimally altered words, and words that are the result of the individual histories of each of the languages. Consequently, the main teaching efforts should be directed to the second and third subgroups. This means that Slovenian teachers in countries with closely related languages, such as Croatian, should pay special attention to the systematic overlap in intellectual vocabularies of the two languages and develop particular types of exercises to draw awareness to similarities. Based on developing the capacity for generalizations, such an approach would enable students to become capable users of both languages at as high an intellectual level as possible, as well as skilled translators of any type of text. Apart from conscious and organized systematic work on vocabulary by establishing comparable word roots, and shifts in meaning caused by standard processes such as preifxation and suiffxation, it should not be forgotten that knowledge of a language, both a ifrst language and any other, greatly depends on experiences. Some of them happen in the »real« world, whereas others occur via texts; some of them take place 276