FOREIGN LANGUAGE CURRICULUM FOR HIGH SCHOOL: ANALYSIS OF A CONCEPT USING <em>A POSTERIORI</em> EVALUATION APPROACH

Abstract

In this work, we have analyzed the current foreign language curriculum for high school that has been used in Serbia for more than 20 years. In addition to its linguistic and psycho-pedagogic theoretical ground, we have analyzed the internal coherency and in particular the development of listening comprehension, as this element underwent significant conceptual changes in the new, communicative approach to teaching. In our analysis, we have compared curricula for the first and the second foreign language.

Furthermore, we have analyzed the interpretation of language curriculum, especially with respect to listening comprehension. We have focused on the analysis of the most important textbook publishers in Serbia and of the authors of French language textbooks.