The perception of the “English element” in Croatian ICT magazines with undergraduate and graduate computer science students

espanolEste articulo se centra en los resultados de un cuestionario distribuido a un grupo de estudiantes de informatica en una universidad croata que cursaron los cursos Ingles para Informatica 1 y 2 como cursos obligatorios de ingles especifico y a un grupo de estudiantes de posgrado que cursaron estos cursos de ingles. La parte central del articulo se centro en el “elemento ingles” – prestamos linguisticos con diferentes niveles de adaptacion ortografica, fonologica y morfologica al croata y expresiones no adaptadas recogidas en revistas de tecnologias de la informacion y comunicacion (TIC). El objetivo principal fue establecer si los estudiantes de ambos grupos de edad encontraron el “elemento ingles” como aceptable en el registro periodistico en lengua croata standard y hasta que nivel. Los resultados demostraron que el “elemento ingles” se percibio predominantemente como acceptable, y que cuanto mas adaptados al croata estaban los terminos, menos aceptables eran, independientemente de la edad de los estudiantes o de su situacion personal y profesional EnglishThis paper focuses on the results of a questionnaire distributed to a group of undergraduate computer science students at a Croatian university who had English in computer science 1 and 2 as ESP mandatory courses and then to a group of graduate computer science students who used to have these English courses. The central part of the questionnaire focused on the “English element” - language borrowings at various levels of orthographical, phonological and morphological adaptation to Croatian and unadapted expressions collected from Croatian information and communications technology (ICT) magazines. The main aim was to establish whether the students from both age groups found the “English element” acceptable in the standard Croatian language of journalistic register and to what extent. The results showed that the “English element” was perceived as predominantly acceptable, and the more adapted the terms were to Croatian, the less acceptable they were, regardless of the students’ age and personal and professional development