THE PLACE OF SUBJECTS ENGLISH AND ENGLISH FOR SPECIFIC PURPOSES IN TERTIARY EDUCATION CURRICULUM
DOI:
https://doi.org/10.5937/Keywords:
Curriculum, English language, attitudes, motivationAbstract
In higher education setting, foreign language is often singled out as a subject that has no distinct place in the curriculum. This paper examines the attitudes and motivation of students who learn English Language and English for Specific Purposes in Belgrade Polytechnics, College of Vocational Studies, searching to answer the question whether it is equally effective to learn English Language and English for Specific Purposes regardless of the place in the curriculum or year of studies when these subjects are introduced. A survey was carried out among the students of the Design Department of College of Vocational Studies – Belgrade Polytechnics, which established that students were aware of the importance of those subjects and the need to study them at the tertiary level of education, but also recognized different views about their place within the curriculum. Additionally, through survey we established if the students were aware of The Common European Framework of Reference for Languages levels and individual language proficiency. Examining students' attitudes and comparing the obtained results with existing theoretical, professional and pedagogical postulates point towards the direction in which we can further develop our existing curriculum and language teaching at tertiary vocational education level.
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