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1. Introduction It is clear now that language learning entails learning how to use the terminology and not learning to know about the language. Utilizing the language depends on our own competences (knowledge, abilities and characteristics) which allow us to participate in communicative activities. The Common European Framework of Reference (CEFR) begins its treatment of language use through the circumstance of communication, that it divides into four domains: personal, people, occupational and educational. It defines four modes of communication: creation (speaking and writing), reception (reading and listening), discussion (spoken and written), and mediation (communicating and communicating). Language programs at several institutions arrange their work in the way that students utilize the general principles they bring together, but also develop them further. So it is crucial for every single class to get clearly stated learning goals that are measurable and will demonstrate student progress. Just how much a student masters the terminology could be shown by matching the evaluation activities together with the learning activities and through simulation or real of a real use of the language for communication purposes (that we refer to the four models of communication mentioned before). Nonetheless, successful conclusion of college language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the instances where the language courses are treated as a member of their curricula while the other schooling is at L1. The problem with the higher education in Macedonia is similar to this at almost all state and private universities. At the schools, the amount of students per course is so bi...