<abstract xmlns="http://www.w3.org/1999/xhtml">Language-teaching methods such as audio-lingualism or task-based instruction have been promoted at different times as the ‘best’ way to teach a foreign language. Each such method prescribes a set of learning procedures rooted in a particular theoretical conceptualization of the nature of language and language acquisition, based on linguistic and applied linguistics research. It is suggested in this article that the principles guiding teachers in selecting procedures should not be dictated by any particular method recommended by researchers or theoreticians, but should be rather defined as a pedagogy of language teaching, shaped by various general pedagogical – not only language-learning – considerations, as well as by local factors, and determined by the teacher her- or himself.</abstract>

Where do we go from here? Method and pedagogy in language teaching

<abstract xmlns="http://www.w3.org/1999/xhtml">This preliminary study of 285 morphological and cognitive blends (attestation dates 1200-2012) aims to investigate the role of phonesthemes in the structuring of the English lexicon. A study of <italic>OED</italic> word origins shows a disparity between older (1200-1900) and recent blends (1903-2012). Sound symbolism plays an overriding role in over 50% of older blends, leading to a study of initial phonesthemes (i.e. consonant clusters). Several case studies of diachronic semantic shift attested in the <italic>OED</italic> point to the existence of multidirectional motivation ties. This preliminary study supports the psycholinguistic theory that 1) there is a structured secondary sound symbolism in English, and that 2) it is still productive today and may play a role in the creation of neologisms as well as ensuring their survival (see Bergen, 2010: 52). A more in-depth usage-based analysis using sophisticated measurement tools is the next step in the study.</abstract>

The phonesthetics of blends: A lexicographic study of cognitive blends in the OED

<abstract xmlns="http://www.w3.org/1999/xhtml">The importance of collocations in second language learning has been recognized in the past few decades. There have been numerous studies in L2 acquisition research that investigated how the knowledge and use of collocations at different levels of proficiency affect learners’ communicative competence and language performance. Moreover, it seems important to mention that most of the studies investigating the collocational knowledge of students learning English as their L2, indicated students’ poor performance (Fayez-Hussein 1990; Aghbar 1990; Bahns and Eldaw 1993; Stubbs 2002; Wray 2002; Nasselhauf 2005; Ozaki 2011). The aim of this paper is to explain the notion of collocation as well as its most common classification, and to point out the importance of its proper use for English language students who are native speakers of the Bosnian/Croatian/Serbian (BCS) language. Furthermore, this study examines the productive and receptive knowledge of lexical collocations in order to access students’ collocational competence. The results indicate students’ poor collocational knowledge. This can be due to the fact that collocations of the language students are learning are interfering with the collocations of their mother tongue, but also due to the way students are taught English (vocabulary negligence in comparison with grammar and unawareness of the importance of collocations in language learning).</abstract>

English language students’ productive and receptive knowledge of collocations

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 ExELL (Explorations in English Language and Linguistics) is an international peer-reviewed electronic journal, published as a joint project of the School of English Studies of the University Josip Juraj Strossmayer Osijek, Croatia and English Language and Literature Department of Tuzla University from Tuzla, Bosnia and Herzegovina.  The aim of the journal is to promote and facilitate academic exchange in English theoretical and applied linguistics. Our mission is to provide a linguistics journal based on data drawn from the English language that would reflect a wide range of interests and opinions. We want to create opportunities for scholarly communication by encouraging the dissemination of theoretical and research-informed insights using the Internet as a medium in order to make linguistics accessible to the widest possible audience.  The journal offers a wide range of theoretical, methodological, and educational approaches to English. We encourage submission of various topics about the English language and　 linguistics, such as: theoretical and descriptive approaches to English, synchronic and diachronic variability of English, cognitive approaches to English, discourse analysis, corpus linguistics, contrastive linguistics, applied linguistics, ELT/TEFL/ESP, second language acquisition, translation studies, the structure of contemporary varieties of English (phonology, morphology, syntax and semantics) and other topics related to exploration of English language and linguistics.  The journal is interested in papers which focus on defining new problems for the study of the English language and linguistics, providing new insights into the known problems and developing new methodologies to approach old and new problems.  The journal does not have article processing charges (APCs) nor article submission charges.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

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Volume 2 (2014): Issue 1 (October 2014)

Where do we go from here? Method and pedagogy in language teaching

The phonesthetics of blends: A lexicographic study of cognitive blends in the OED

English language students’ productive and receptive knowledge of collocations

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