The Importance of Tourism

AlmaTourismN.
4,2011:TheimportanceofEnglishlanguageskillsinthetourismsector:
Acomparativestudyofstudents/employeesperceptionsinCroatia
Contentslisteavailableat Cib.Unibo
AlmaTourism
homepage:almatourism.cib.unibo.it
___________________________________________________________
TheimportanceofEnglishlanguageskillsin
thetourismsector:Acomparativestudyof
students/employeesperceptionsinCroatia
KosticBobanovic,M.
DepartmentofEconomicsandTourism,Dr.MijoMirkovic
Pula,UniversityJurjaDobrileinPula,(Croatia)
Grzinic,J.
DepartmentofEconomicsandTourism,Dr.MijoMirkovic
Pula,UniversityJurjaDobrileinPula,(Croatia)
ABSTRACT
Communicationskillsareanimportantelementofhospitalityindustry.Understanding
ofperformanceexpectationsarekeystotheachievementoftouristsatisfaction.Good
oral and written communication skills are the top skills important to hospitality
practitioners at different position levels. Good English communication during the
study will add value to students' education. According to that fact the hospitality
program itself will encourage critical thinking and for example tourism problem
solving when it is necessary. In the tourism industry supply and demand side must
communicateperfectlyinordertoensurequalityandneededperformancestandards.
In the business tourism practice oral communication is a bit higher than written
communication, but both categories are rated high. (Kay and Russette: 2000). The
authoresses,throughaquestionnaire,exploretheimportanceofcommunicationskills
(speaking, reading, listening and writing) in English language among hospitality
employees and students studying business and tourism. The importance of good
cooperationbetweenthelanguage/hospitalityteachingprogrammesandtheCroatia
Tourism Authority is a high priority if the development of steady allyearround
tourism is to be a possibility. In concluding, the implications of the findings are
discussedandconcernsroseovertheneedtoaddressevidentweaknessesinorderto
enhancecareeroptionsandtourismmanagementinCroatia.
____________________________________________________________
Keywords:Englishlanguage,communicationskills,hospitalityemployees,students,
TourismAuthority
Emailaddress:moira.bobanovic@efpu.hr
almatourism.cib.unibo.it
10
AlmaTourismN.4,2011:TheimportanceofEnglishlanguageskillsinthetourismsector:
1.Introduction
In todays postindustrial society services have the greatest importance in meeting human
needs.Insectorofservices,tourismplaysanimportantrole.Inordertoensurethequalityof
hospitality services it is necessary to find common language between supply and demand
sides. Since English has become an international language, it has become increasingly
necessaryforemployeesworkingintourismtodevelopthelanguageskillstobeabletofulfil
the requirements of tourists. Furthermore, globalization has increased competition in
tourismmarkets,anddestinationsareexposedtotoughpricecompetitiononhomogenized
productsbyrivalsworldwide.Giventhesechallengesandthedesirebylocalesforsustainable
tourism development, human resource development is critical to the success of tourism in
manymarkets.
There is a growing acknowledgement that economies of the 21st century need to be
knowledge based rather than commodity based and be driven by knowledge development
innovationandcommercialization.Experienceeconomyandcreativeindustriesdevelopand
sell products of experience based on creative labour (Ghisi, 2007). Intangible assets is a
new concept invented by Karl Erik Sveiby, because the knowledge is immaterial, intangible
and qualitative (AteljeviJureta, 2009). In today's tourism world only institutions with
providing a platform for developing and producing the newly emerging globalized skills
(management and language) can evaluate its potentials in the name of tourism. In the
European hospitality and tourism management education (HTME) management and
languageskillsarethebasesincommunicationonthetourismmarket(Kivela,1997).Future
hotel and tourism industry needs educational establishments that provide hospitality
managementcoursesandlanguagetraining.
It is now at a point where there is a sufficient base of theory that it can easily move well
beyond vocational training and expose students to a wide range of ideas, knowledge and
theory.Thekeychallengetherefore,fortourismandhospitalityeducationisnottostaywith
narrowvocationalismsimplytosatisfytheemploymentsneedsofindustrybuttoharnessthe
development of the knowledge that will provide a contribution to the successful
development of tourism and hospitality industry as a whole. Tourism and hospitality
management education is one segment of the larger tourism and hospitality industry. It
could be argued that the formal preparation of industry professionals, via tourism and
hospitalityeducationprograms,isthesinglemostimportantsegment.
Croatiantourismgoesthroughsimilarchallengesthatfaceothercountrieswhichalsohave
wellestablishedHTMEprogramms.InCroatianeducationprogrammesthereisanextended
recordoftheeducationalestablishmentsthatprovideshospitalitymanagementcoursesand
language training as future trends. Also, provision of foreign languages courses and the
distancelearningprogramsaredominantfactorsofmethodicaltourismeducationapproach.
ThoseprogrammesareveryimportantinsuchasmallMediterraneancountrywheretourism
is an essential sector in its economy. According to Peri (2001) development of Croatia's
tourismdependsontourismstrategyinspatialplans,tourismdestinationsnetworkbutalso
ontourismeducation.Croatiantourismisapartoftheglobaleconomy.Itisveryimportant
forasmallcountrytorecognizeitseducationalgoalsandpriorities.
During the past 20 years, the explosion in business and communications technology has
revolutionizedthefieldofEnglishlanguageteaching,andhasradicallyshiftedtheattention
of
coursedesignersfromteachingEnglishforAcademicpurposestoteachingEnglishformore
specialized purposes. In the last few years, first and second language acquisition research
intolanguageteachinghaveledtoanincreasedinterestininvestigatingthemosteffective
ways of improving the ability of workers in using English for specific purposes (ESP) in the
workplace(LiSomuiandMead,2000;LouhialaSalminen1996).SeveralrecentstudiesofESP
11
haveprovidedevidenceoftheimportanceofteachingEnglishforspecificpurposes(LiSomui
andMead,2000;Edwards,2000;LohialaSalinen,1996;HuchinsonandWaters,1987).
Theaimofthisstudyistoinvestigatethestudentsandemployeesperceptionoftheirability
tospeak,read,listenandwriteinEnglish.Byconductingthisresearchwewanttodiscover
their motivations to learn English and determine the obstacles and other difficulties in
developing necessary language skills. DudleyEvans and St. John (1998) state that the
teachingprocessofanykindoflanguageforspecificpurposes(ESP)shouldtakeasastarting
pinttheanalysisofthefourtraditionalskillswithinanappropriatecontext,thatbeing,asfar
aspossible,theconditionsgivenintheworkplace.Moreover,theysubscribetotheideathat
an effective syllabus must attempt to overcome the deficiencies of the educational system
underwhichtheyareoperating.ESPthereforeencirclesareactionagainsttheconventional
humanisticapproachwhereinbothteachersandstudentsabidebytheacademicobjectiveof
knowingeverythingaboutthelanguagebeingstudiedinsteadofconcentratingattentionon
those skills most relevant within the workplace in the time allotted in the educational
environment.
2.Methods
ThecurrentstudywasundertakenattheUniversityofPulaintheacademicyear2008/2009
attheendofsummersemester.Asampleconsistsof105graduatestudentsofaDepartment
ofEconomicsandtourismDr.MijoMirkoviPulastudyingthebranchoftourismandthe
same number of employees working in tourist agencies in the commune of Pula. All the
participantfilledoutthequestionnaire.Studentsweregivenverbalandwritteninstructions
andcompletedthequestionnairesduringthefirstfewminutesofclass.Inordertocollectthe
datafromemployees,questionnairesweresentviaemailtotheagenciesoperatinginthis
area.Questionnaireswerehandedouttobecompletedintheirowntimeandhandedback
attheirconvenience.Therespondentsremaincompletelyanonymous.
3.Measures
Forthepurposeofthisprojectspecialquestionnairewasdeveloped.Thequestionnairewas
dividedintofoursectionsaccordingtothetraditionalfourskills(reading,writing,listening,
speaking).Eachsectioncontainedfivequestionswiththeofferedanswers.Participantswere
askedtocirclethemostappropriateanswer.
4.Dateanalyses
The statistical package, SPSS (11.0), was used to analyze the data received from the
questionnaire.Toenableeaseofdataentry,questionswereprecodedbeforehand.Thisalso
confirmed that the design of the questionnaire was suitable for such analysis. Each
questionnaire was individually numbered, with the first variable on the SPSS package
reflecting this. This enabled the successful identification of errors, which when they did
occur,wereeasytocorrect.
5.Resultsanddiscuss
Analyzing the answers from the questionnaires (see appendix 1.) we have come to the
interesting results. In the following chapter, the most outstanding results that showed
12
significant difference between employees and students in four language skills were
discussed.
5.1.Reading
80
70
60
50
40
30
20
10
0
education
f un ( music, movies,
f iction books, internet
surf ing)
up to date w ith the

latest new s
agenc
business
correspondence
prof essional literature
students
Chart1:Reasons/motivesforreadinginEnglish
AsignificantdifferenceinanswersisnotedinthereasonwhytheparticipantsreadinEnglish
(Chart1.).Amongthestudentpopulationthemainmotiveisfunandentertainmentwiththe
percentageof41,90while68,57percentofthetouristagencyemployeesreadEnglishtexts
for business purposes. It was interesting to notice thatonly a few percent of students and
even less employees read in English because of the education purposes and professional
development.
90
80
70
60
50
40
30
20
10
0
statements
questions
conditional
clauses
agenc
negations
idiomatic
phrases
students
Chart2:PartsofEnglishthatyoufindthemostdifficulttounderstand
Both participants of surveyed groups found the most difficult to understand idiomatic
phrases,whiletouristagencyemployeesalsoemphasizedconditionalclausesasthesecond
problem on the difficulty scale. English as a foreign language students (EFL) always have
trouble in correct usages of conditional clauses. In a survey of the most serious teaching
problemsencounteredbyEFLteachersintheLosAngelesarea,CelceMurciaandLarsen
13
Freeman (1999) found that idiomatic phrases ranked third and conditional sentences
ranked fifth This result can help foreign language teachers to focus their lectures on the
issuesthatstudentsperceiveasthemostdifficulttounderstand.
5.2.Writing
70
60
50
40
30
20
10
0
business
education
correspondence
w ith peers,
friends an family
abroad
agenc
translating
hobby and fun
students
Chart3:ReasonsforwritinginEnglish
The main reason why tourist agency employees write in English (Chart 3.) is for business
purpose (62,50%). Among students, 36,62 % of them write in English for educational
purposesand35,21% for fun and entertainment. It wasinterestingtoremark that hobbies
and fun is one of the biggest reasons why students write in English. Probably different
entertainmentcontentontheInternetsuchasFacebook,Tagged,Msnandotherencourage
studentstouseEnglishinwritingpurposes.ThenumberoftheusersofthatkindofInternet
content is increasing rapidly. For instance Facebook numbers 250 million active users and
120millionuserslogontoFacebookatleastonceaday.
The use of Internet can also facilitate the students writing proficiency. According to the
resultsofthestudy,theauthor(ZergollernMileti,2007)remarkedthatwithincreaseduse
of Internet writing proficiency in English also increases. This is a very important result,
becauseitsuggeststhepotentialusefulnessofthecomputerinteachingEnglish.
60
50
40
30
20
10
0
spelling
useing tenses
correctly
negations and
questions
agenc
pronouns and
prepositions
phrasal verbs
students
Chart4:ThemostdifficultpartsinwritinginEnglish
14
Students (53,52%) as well as the tourist agency employees (39,58%) state that the most
difficultpartinwritinginEnglishistheproperuseoftenses.Touristagencyemployeesshow
more difficulties with the appropriate use of pronouns and prepositions (29,17%), while
students find phrasal verbs (25,35%) as a rather big obstacle when they want to write in
English.
OurresultsaresimilartothoseconductedbyUsoJuanandSalazarCampillo(2002)among
students who were studying English for tourism in Spain. According to the results of their
research students state that they find very difficult to choose correct English tenses. The
participantsofthestudyremarkedthatusingthecorrecttenseandverbformisimportantin
Englishgrammarandisessentialinbusinesscorrespondence.
5.3.Speaking
90
80
70
60
50
40
30
20
10
0
form al education English courses
in Croatia
agenc
individual stuying
with audio
lessons
com m unicating
with business
partners and
friends from
abroad
working in a
"English
speaking"
environm ent
students
Chart5:Thebestwaytoimprovespeakingskill
NotasingleemployeevaluedregulareducationasthebestwaytoimproveEnglishspeaking
skills, on the other hand 14,08 % of students think that formal education is important in
practicingandimprovingtheirknowledgeofEnglish.Individualstudyingisnotperceivedas
aneffectivewayofimprovingspeakingskills.Ontheotherhand,bothstudents(58,26)and
employees (81, 32%) think that communicating with business partners and friends from
abroad is the best way to improve English. Nowadays students, thanks to the different
exchange programs, have more opportunities to go abroad, spend some time there and
improve their language skills. One of the programs that encourage and support academic
mobilityofhighereducationstudentsandteachersisERASMUS.Therearecurrently2,199
higher education institutions participating in it across the 31 countries involved in the
Socratesprogrammeandover1.6millionstudentshavealreadytakenpart.
Employees may also participate in different seminars and vocational trainings held abroad.
Oneoftheexamplesofsuccessfultouristindustryemployeeseducationistheprogramme
conducted by the AMIDEAST and the Egyptian Tourism Federation (Alm, 2003). The
programmeprovidedEnglishlanguagetrainingtomorethan100,000workersinEgyptsfast
growingtourismindustry.Thetrainingenabledhospitalitymanagers,hotelemployees,and
otherfrontlinetourismworkerstocommunicatemoreeffectivelywithinternationaltourists
and provide better customer service, thereby improving guest satisfaction and ultimately
boostingthetourismindustry.
15
50
45
40
35
30
25
20
15
10
5
0
find appropriate
words
construct
sentences
correctly
use time
clauses
agenc
pronounce
words
use idiomatic
phrases
students
Chart6:DifficultiesintalkinginEnglish
The most difficult part in talking in English for both students and employees are idiomatic
phrases (39,44% and 41,47%). While speaking in English students have also difficulties in
usingtimeclauses(35,21%).InordertolearnandunderstandidiomsinEnglishitisnecessary
toemphasizetheimportanceoftheirusageineverydaycommunication.
60
50
40
30
20
10
0
poor
average
good
agenc
very good
excellent
students
Chart7:Perceptionofspeakingskills
TheanswerstotheabovementionquestionshowsthatstudentseitherspeakEnglishbetter
then tourist agency employees, or they are less critical towards their speaking skills.
Analyzing data presented in the Chart 6. we may realize that only 1,41% of students and
10,42% of tourist agency employees think that their knowledge of English is poor, on the
other hand 14,58% of employees and only 5,63% of students perceive their knowledge of
English as excellent. More than the half of the students value their speaking skills as very
goodand31,25%oftouristagencyemployeesstatethesame.
16
5.4.Listening
40
35
30
25
20
15
10
5
0
native speakers
talking too fast
the accent of
people talking
poor vocabulary
agenc
poor grammar
"slang", idiomatic
phrases and
abbreviations
students
Chart8:ThebiggestobstaclesinunderstandingEnglishwhenlistening
In understanding English the biggest obstacle for students and employees are slang,
abbreviations, idiomatic phrases and the accents of people. Idioms and slang are special
wordsandlanguageusedwithinacultureorgroupofpeople.Ifanidiomaticexpressionor
slangbecomespopularenough,itmayspreadacrossthecountryorevenaroundtheworld.
LanguagechangesveryquicklynowbecauseofTVandtheInternet.Oldslangmaybecome
outdatedandbereplacedbynewwordsandphrases.Whensomeoneusesanewidiomor
slangitcanbedifficulttounderstandwhattheymean.Butifitisusedbyenoughpeople,it
may become part of common, everyday conversation. English as a Second Language (ESL)
programscannotadequatelypreparestudentsfortheslang,idiomsandcolloquialismsthat
colour everyday speech in English speaking countries. It is also very difficult to teach them
differentaccentsofspeaking.
AccordingtoAlgren(2005)thebestwaytolearnthemisthrougheverydayspeechthrough
collegesanduniversitieswhichofferHostFamilyandPeerMentoringprograms.
6.Conclusion
Forthepurposesofthisresearchtwosamplegroupshavebeenchosenandthemembersof
thisgroupsuseEnglishlanguagemoreoftenthananaveragepersoninCroatia.
The research has shown some predictable similarities among the two groups, such as
Internet being the most used media in communicating in English language. It is not a
surprising fact, since Internet has become such a huge source of easily accessible
information. Students use it for finding demanding data that is sometimes not available in
Croatianlanguageorinlibraries.Touristagencyemployeesuseitforaquick,cheapandeasy
communication with business partners all over the world, as well as a handy source of
information.
TheobstaclesinusingEnglishlanguagearenotverydifferentamongthetwosamplegroups
since most of the interviewed people see the idiomatic phrases and slang as the biggest
problemintheircommunication.PublicmediasuchasTV,broadcasting,andwidelyspread
massculturehashadasignificantinfluenceonbothsamplegroups.
ThemaindifferencesnoticedinthisresearcharethemotivesforusingEnglishlanguage.The
touristagencyemployeesmostlyuseEnglishlanguageforbusinesspurposes,whichwasthe
expectedanswer.Studentsuseitpredominantlyforfunandentertainment.Itseemsthata
greatdealofstudentsknowledgeoftheEnglishlanguageisduetofunandentertainment,
17
which is a valuable support to the formal education. However, there is a potential danger
that could undermine the academic knowledge which is crucial for the future young
entrepreneurs, bankers, accountants, i.e. business generation of the present and future
global economy. A powerfulinfluence ofthe American lifestyle andAmerican massculture
has been noticed among students. Therefore, it is not surprising that the majority of the
studentpopulationpreferAmericanEnglishoverBritishEnglish.Anotherconclusioncanbe
derived from the valuation of the knowledge of the English language which shows that
student population value their own knowledge better then tourist agents and are more
critical towards the knowledge of English language of public figures in Croatia. These facts
haveseveralexplanations:studentseitherhaveahighlevelofknowledgeofEnglishlanguage
and a high level of self confidence, or they lack experience in the business word. People
workingintourismaremoreoftenfacedwiththecomplexterminologyfromthefinancing,
banking, or other business sectors. That might be the reason why they are more critical
toward their knowledge of English language. On the other hand, students showed more
criticismtowardstheknowledgeofEnglishamongpublicfigures(seeappendix1)thatraises
thepossiblequestionofcriteria,whichisagoodthemeforsomeotherresearch.
18
References
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ofLanguageandLearning,11,110.
Alm,C(2003).Englishintheegyptioncommercialcontext.WorldEnglishes,22:2,
AteljeviJureta, I. (2009), Sustainable development, innovative tourism and creative
knowledge economy, Our(Croatian) future? Zagreb, 3April 2009 CROTOUR09 UNWTO
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CelceMurcia,M.,andLarsenFreeman,D.(1999).Thegrammarbook:anESL/EFLteachers
course.(2nded.).USA:HeinleandHeinle.
DudleyEvans, T. and Jo St John, M. (1998). Developments in English for Specific Purposes.
Cambridge:CambridgeUniversityPress.
Edwards, N (2000). Language for business: effective needs assessment, syllabus design and
materialspreparationinapracticalESPcasestudy.EnglishforSpecificPurposes.
Ghisi, J (2007). Experience economy and creative industries: develop and sell products of
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innovativetourismandcreativeknowledgeeconomy,Our(Croatian)future? Zagreb, 3 April
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PresentCrisisandBeyond.
Hutchinson,T.andWaters,A.(1987).EnglishforSpecificPurposes.Cambridge:Cambridge
Kay,T.RandRussette,B(2000).Progressionanalysis(PA):investigatingwritingstrategiesat
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Educationand training of hotel and tourism managers in Croatia : (part 1). // Turizam :
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45(1997),5/6;str.107124.
Li Somui, F and Mead, K (2000). An Analysis of English in the Workplace: The
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LouhialaSalminen,L.(1996).Thebusinesscommunicationclassroomvsreality:whatshould
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Peri, M. (2001) A research on the accomplished development level of the managerial
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19
Appendix1.
Questionnaire
1.READING

ThemostcommonmediayoureadEnglishtexts:
a)books

b)newspapersandmagazines

c)advertisingmaterial,flyersandleaflets

d)instructionsandoperationmanuals

e)Internet(web,email...)

1.2.Thereason/motiveforreadinginEnglish

a)education

b) fun (music, movies, fiction, Internet
surfing)

c)uptodatewiththelatestnews

d)businesscorrespondence

e)professionalliterature

1.3.Thegradeofunderstandingthetextsyouread:
a)020%
b)2040%
c)4060%
d)6080%
e)80100%
1.4.TheeasiesttextsyouunderstandinEnglish:
a) song lyrics, movies subtitles and

entertainmentmaterial
b)materialrelatedtomyworkandprofession

c)advertisingmaterial
d) "how to" material, instruction and

operatingmanualsforproducts/machines
e) correspondence in English with peers

abroad
1.5. Parts of English which you find the most difficult to

understand
a)statement
b)question
c)conditionalclauses
d)negation
e)idiomaticphrases
AGEN

11
90
105
20
13
72
105
STUD
5
4
6
4
86
105
18
Quest
.
a)
b)
c)
d)
e)
a)
4,76%
3,81%
5,71%
3,81%
81,90%
100%
17,14%
22
68
9
65
4
7
a)
b)
c)
20,83%
64,58%
8,33%
61,97%
4,23%
7,04%
21
d)
2,08%
19,72%
4
105
7
105
e)
4,17%
100%
7,04%
100%
15
4
84
105
2
22
42
39
105
31
74
105
a)
b)
c)
d)
e)
a)
b)
c)
d)
e)
19,05%
12,38%
68,57%
100%
2,08%
20,83%
39,58%
37,50%
100%
%STUD.
44
18
6
19
105
1
18
38
47
105
b)
c)
d)
e)
%
AGENC
3,81%
0,00%
10,48%
0,00%
85,71%
100%
41,90%
17,14%
5,71%
18,10%
100%
1,41%
16,90%
36,62%
45,07%
100,00%
29,17%
70,83%
100%
1,41%
14,08%
4,23%
80,28%
100%
20
2.WRITING

2.1.ReasonsforwritinginEnglish
a)business

b)education

c) correspondence with peers, friends an
familyabroad

d)translating

e)hobbyandfun

2.2.WhichmediayoumostcommonlyusetowriteinEnglish:
a)letters(businessandprivate)

b)communicationviaemail

c) hobby and fun (advertising, greeting cards
andflyers)

d) education and courses (notebooks,
PowerPointpresentations,etc)

e)mobilephone

2.3.ThemostdifficultpartinEnglishis:
a)spelling

b)usingtensescorrectly

c)negationsandquestions

d)pronounsandprepositions

e)phrasalverbs

2.4.YourtextsinEnglishare:
a)clearandsimple

b)colorfulandcomplex

c)Iusemuch"slang"andidiomaticphrases

d)I"copy/paste"

e)Iusealotof"cyber"languagesuchas:B4N(
by for now ); CUL8R(see you later); B/C (
because)

B2B(businesstobusiness)

2.5.WheredidyoulearntowriteinEnglish:
a)formaleducation

b)courses

c)work

d)travelingandlivingabroad

e)SMS,chat,email,forums,Facebook

66
13
16
1
37
105
4
53
18
4
4
105
79
12
38
a)
b)
c)
d)
e)
62,50%
12,50%
11,27%
36,62%
a)
b)
16,67%
4,17%
4,17%
100,00%
75,00%
4,23%
50,70%
15,49%
1,41%
35,21%
100%
15
13
c)
14,58%
12,68%
11

105

11
42
0
31
22
105

55
22
13
11
33
1
105
12
56
1
9
27
105
71
16
3
10
d)
e)
30,99%
1,41%
100%
a)
b)
c)
d)
10,42%
100%
10,42%
39,58%
29,17%
20,83%
100,00%
52,08%
20,83%
12,50%
10,42%
67,61%
15,49%
2,82%
9,86%
0
4
105
84
6
4
3
7
105
e)
a)
b)
c)
d)
e)
4,17%
100,00%
56,25%
16,67%
14,58%
12,50%
100,00%
4,23%
100%
80,28%
5,63%
4,23%
2,82%
7,04%
100%
0
4
105
59
18
15
13
105
a)
b)
c)
d)
e)
11,27%
53,52%
1,41%
8,45%
25,35%
100%
21
3.SPEAKING

3.1.Yourlanguageskillsyouwouldrateas:
a)poor
b)average
c)good
d)verygood
e)excellent
3.2.YourbestchancetospeakinEnglishis:
a)atschool/atwork
b)onvacationsandbusinesstravels
c)withfriendsandonparties
d)withfamilyandrelativesfromabroad
e) through random meetings with tourists in

myhometown
3.3.WhenyouspeakinEnglishyourbiggestproblemis:
a)findappropriatewords
b)constructsentencescorrectly
c)usetimeclauses
d)pronouncewords
e)useidiomaticphrases
3.4.Inyouropinion,thebestwaytoimproveyourspeakingskillis:
a)formaleducationinCroatia
b)Englishcourses
c)individualstudyingwithaudiolessons
d)communicating with business partnersand

friendsfromabroad
e)workinginanEnglishspeakingenvironment

3.5.Ifyouhadtospeakinfrontofanaudience,youwouldchoose:
a)participateinadebate
b)presentasubjectIhavepreparedbefore
c)takepartin"impromptu"speechwithshort
notice
d)doademonstrationspeech
e)interpretsomeoneelsestext(poetry)
11
11
35
33
15
105
70
24
4
4
1
13
31
53
6
105
35
12
13
4
2
105
7
31
20
4
44
105
40
105
9
13
37
4
41
105
15
19
7
26
35
56
7
105
30
52
7
11
26
105
3
12
9
105
81
15
105
a)
b)
c)
d)
e)
a)
b)
c)
d)
e)
a)
b)
c)
d)
e)
a)
b)
c)
d)
e)
10,42%
10,42%
33,33%
31,25%
14,58%
100,00%
66,67%
22,92%
4,17%
4,17%
1,41%
12,68%
29,58%
50,70%
5,63%
100%
2,08%
100,00%
6,25%
29,17%
18,75%
4,17%
41,67%
100,00%
8,33%
38,03%
100%
33,80%
11,27%
12,68%
4,23%
8,45%
12,68%
35,21%
4,23%
39,44%
100%
14,08%
18,31%
7,04%
a)
b)
77,08%
14,58%
100,00%
25,00%
33,33%
28,17%
49,30%
c)
d)
e)
6,25%
10,42%
25,00%
100,00%
2,82%
11,27%
8,45%
100%
53,52%
7,04%
100%
22
4.LISTENING

4.1.ThemostfrequentEnglishyoulisten:
a)bytelevisionandaudioequipment
b)atwork/school/college
c)amongfriends/relatives/family
d)ontravels
e)onCourses,seminarsetc.
4.2.YouprefertheEnglishlanguagespokenin:
a)GreatBritain
b)U.S.A.
c)Australia
d)SouthAfrica
e)countriesinwhichEnglishisnotthenative
tongue
4.3.YoulearnedEnglishlisteningthrough:
a)moviesandmusic
b)lecturesatschoolandcollege
c)colleaguesandbusinesspartners
d)Englishspeakingfriendsandrelatives
e)lecturesatEnglishcoursesandseminars
4.4.ListeningtoEnglish,yourbiggestobstacleis:
a)nativespeakerstalkingtoofast
b)theaccentofthepersontalking
c)poorvocabulary
d)poorgrammar
e) "slang", idiomatic phrases and

abbreviations
4.5.HowwouldyouratetheknowledgeofEnglishwhenlistening
tomediaandpublicpeopleinyournation:
a)poor
b)sufficient
c)good
d)verygood
e)excellent
63
31
4
4
2
105
105
39
22
22
11
11
105
72
33
24
35
9
0
68
28
4
1
3
105
13
78
12
1
105
64
30
3
6
3
105
16
28
9
15
37
105

37
105
37
40
24
4
105
2
44
53
7
105
a)
b)
c)
d)
e)
60,42%
29,17%
4,17%
4,17%
2,08%
100,00%
68,75%
31,25%
64,79%
26,76%
4,23%
1,41%
2,82%
100%
1,41%
100%
60,56%
28,17%
2,82%
5,63%
2,82%
100%
a)
b)
c)
d)
100,00%
37,50%
20,83%
20,83%
10,42%
10,42%
100,00%
22,92%
33,33%
8,33%
0,00%
e)
35,42%
100%
35,21%
100%
a)
b)
c)
d)
e)
a)
b)
c)
d)
e)
a)
b)
c)
d)
e)
12,68%
74,65%
11,27%
15,49%
26,76%
8,45%
14,08%
2,08%
41,67%
50,00%
6,25%
100%
35,21%
38,03%
22,54%
4,23%
100%
23

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up to date w ith the

prof essional literature

hobby and fun

a) song lyrics, movies subtitles and

d) "how to" material, instruction and

e) correspondence in English with peers

1.5. Parts of English which you find the most difficult to

e) through random meetings with tourists in

d)communicating with business partnersand

e) "slang", idiomatic phrases and

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