УЗРОЦИ ПОТЕШКОЋА ПРИ УЧЕЊУ ФРАНЦУСКОГ КАО ДРУГОГ СТРАНОГ ЈЕЗИКА НА СЕКУНДАРНОМ И ТЕРЦИЈЕРНОМ НИВОУ ОБРАЗОВАЊА

Abstract

Learning foreign languages is nowadays highly ranked both, within the global and educational level. The educational system of our country has recognized the importance of foreign languages learning, and in addition to the mother tongue, it promotes knowledge of at least two languages, which enables individuals to use them in accordance with their needs and interests. In this paper, we wanted to emphasize and draw attention to the importance and influence of individual factors like commitment and feelings that arose in the process of learning foreign languages. The aim of this research is to examine the difficulties encountered by Serbophone pupils and students, who at the secondary and tertiary level of education, learn French as a second foreign language, and through pedagogical implications to contribute to educational practice. Through the analysis of the answers to the questionnaire and the interpretation of the results of the research in which 250 respondents from high school and university level participated, we come to know that the challenges in learning French are caused by insufficient work, minimal learning and commitment. The research confirmed that the years of learning French still affect the feelings that are aroused: negative feelings are more present at the initial level of learning, while positive ones are on the side of those who are at an advanced level and learn French longer. An important insight is that a great obstacle and blockade is the impossibility of using the French language on a daily basis.