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Linguistic needs of students of non-philological orientation viewed through subject teachers' experiences

dc.creatorĐorović, Danijela
dc.creatorMirić, Milica
dc.date.accessioned2021-10-12T11:23:11Z
dc.date.available2021-10-12T11:23:11Z
dc.date.issued2011
dc.identifier.issn0547-3330
dc.identifier.urihttp://reff.f.bg.ac.rs/handle/123456789/1283
dc.description.abstractJezik struke je lingvistički podsistem koji se služi terminološkim i drugim lingvističkim sredstvima i teži nedvosmislenosti komunikacije u nekom stručnom/naučnom domenu. Nastava stranog jezika struke na univerzitetskom nivou smatra se integralnim delom obrazovanja svakog pripadnika akademske zajednice. Prilikom izrade planova i programa jezika struke trebalo bi jasno identifikovati i precizno formulisati očekivane ciljeve nastave. Iskustva nastavnika stručnih predmeta u učenju i korišćenju stranog jezika struke mogu pružiti bolji uvid u realne potrebe studenata i pomoći uspešnijem planiranju i programiranju nastave. Nažalost, nastavnici stručnih predmeta i nastavnici stranog jezika struke često ne sarađuju. Ovaj rad je pokušaj da se, istraživanjem ličnog iskustva nastavnika stručnih predmeta na Univerzitetu u Beogradu, ispita koja su jezička znanja i veštine najvažnije za jednog stručnjaka nefilološke orijentacije. Savremeni kurikulum jezika struke trebalo bi da uključi i ovaj aspekt analize potreba.sr
dc.description.abstractLanguage for Specific Purposes (LSP) is a linguistic subsystem which uses terminological and other linguistic resources, and tends to avoid ambiguity in communication in scientific/professional domains. Teaching and learning Foreign Language for Specific Purposes (FLSP) is considered an integral part of educa­tion of members of academic community. The FLSP curriculum should identify clearly and formulate precisely the aims and expected outcomes. The subject teachers' experiences in learning and using LSP can offer a valuable insight into real students' needs and enhance curricular planning and teaching. Regretfully, subject teachers and language teachers do not cooperate frequently. This article is an attempt to investigate, by examining personal experiences of the subject teachers in the University in Belgrade, which linguistic knowledge and skills are the most important for students of non-philological orientation. Modern LSP curriculum should include this aspect of needs analysis, too.en
dc.publisherPedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceNastava i vaspitanje
dc.subjectuniverzitetska nastavasr
dc.subjectstudentisr
dc.subjectnastavnici stranog jezikasr
dc.subjectjezik strukesr
dc.subjectiskustva nastavnika stručnih predmetasr
dc.subjectuniversity teachingen
dc.subjectsubject teachers' experiencesen
dc.subjectstudentsen
dc.subjectlanguage for specific purposesen
dc.subjectforeign language teachersen
dc.titleJezičke potrebe studenata nefilološke orijentacije sagledane kroz iskustva nastavnika stručnih predmetasr
dc.titleLinguistic needs of students of non-philological orientation viewed through subject teachers' experiencesen
dc.typearticle
dc.rights.licenseBY-SA
dc.citation.epage35
dc.citation.issue1
dc.citation.other60(1): 23-35
dc.citation.rankM24
dc.citation.spage23
dc.citation.volume60
dc.identifier.fulltexthttp://reff.f.bg.ac.rs/bitstream/id/264/1280.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_reff_1283
dc.type.versionpublishedVersion


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