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Chance and probability are important concepts in Poincaré’s epistemology, despite the difficulties they introduce. The notion of chance is conceived in a conceptual scenario where determinism always prevails while probability, in turn, is always based on a set of conventions and hypotheses that seek to overcome the uncertainty that surrounds scientific knowledge. The paper consists of a philosophical approach which intends to clarify these notions from the point of view of Poincaré’s epistemology and to show that chance only finds its place in theoretical constructions when instantiated by the resources of the calculus of probabilities.

Terminology, science of the terms, and of specialized discourse and communication plays a vital role in the construction of the multilingual and multicultural Europe. Terminology is inseparable from a European language policy that defends equality of languages through programs that implement devices for the linguistic diversity and cultural exchange. Terminology is a scientific tool for management, dissemination and implementation of multilingual terminology resources. In this European area of higher education construction, the orientation guides for international students are far from reflecting the issues of multilingualism and international integration. It becomes necessary to rethink the terminology structuring of these guides taking into account the real needs of these students regarding their integration in the host country and in the university.

It is well known that, first and foremost, ESP teaching requires determining learners’ needs and, thereby, engaging in the development of materials and in the adoption of methods that favour needs-driven response on the learners’ part. Following this practice, the present paper discusses how a course of English for Pharmaceutical Purposes (EPP) was designed for its implementation at the University of Calabria, Italy. The five stages of the design, namely, analysis of learning needs, syllabus design, materials design, implementation of appropriate pedagogy and learners’ perception of catered needs are described in detail. In the first stage, a survey was conducted with the tertiary students enrolled in the course. Results on learners’ needs were applied consistently to the following stages of the design, as shown in the sample EPP activities presented. Overall, findings on learners’ perception of catered needs shed light on the importance of enacting the role of needs analysts as ESP practitioners.