Anthology of Global and Cultural Perspectives. New York: Continuum, pp. 1-14.
Kemp, Theresa. 2010. Women in the Age of Shakespeare. Santa Barbara, Denver, Oxford: Greenwood Press.
Moncrief, Kathryn and McPherson, Kathryn. 2007. “Embodied and Enacted: Performances of Maternity in Early Modern England”. Performances of Maternity in Early Modern England. Kathryn Moncrief and Kathryn McPherson (Eds.). London and Burlington: Ashgate, pp. 1-13.
O’English, Lorena; Matthews, J. Gregory; Blakesley Lindsay Elizabeth. 2006. “Graphic
Combaz G. 1991 . La mixité en EPS : opinions et souhaits des élèves . Revue EPS, 231:62-65.
Coupey S. 1995. Pratiques d'éducation physique et sportive au CP et différences de performance entre filles etgarçons. Revue française de pedagogie, 110:37-50
Davisse A, Louveau C. 1991. Sports, écoles, société: la part des femmes . Joinville-le Point: Action
Davisse A. 2000. "Au temps de l’école l’éducation physique et sportive des filles". Dans: Louveau Catherine et Davisse Annick: Sports, école, société: la différence des
frequency words from speech as a predictor of L2 listening comprehension.” System 52:1-13.
Messick, Samuel. 1995. “Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning.” American Psychologist 50:741-749.
McNamara, Danielle S., Arthur C. Graesser, Philip M. McCarthy and Zhiqiang Cai. 2014. Automated evaluation of text and discourse with Coh-Metrix . Cambridge: Cambridge University Press.
McNamara, Danielle S., Max M. Louwerse, Zhiqiang Cai and Arthur C
Marija Kusevska, Biljana Ivanovska, Nina Daskalovska and Tatjana Ulanska
Bachman, L. 1990. Fundamental considerations in language testing. Oxford: Oxford University Press.
Beebe, L. M., Takahashi, T. & Uliss-Weltz, R. 1990. “Pragmatic transfer in ESL refusals”. In: On the development of communicative competence in a second language. New York: Newbury House, pp. 55-73.
Blum-Kulka, S. 1982. “Learning to say what you mean in a second language: A stydy of speech act performance of learners of hebrew as a second language”. Applied Linguistics 3: 29-59.
Blum-Kulka, S., House, J. & Kasper, G. 1989
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).
psychological theory. Psychological Reports 3: 635-694 (Monograph supplement 9).
McNamara, Tim (1997). “Interaction” in second language performance assessment. Whose performance? Applied Linguistics 18, 446-466.
McNamara, Tim (2001). Language assessment as social practice: Challenges for research. Language Testing 18(4): 333-349.
Messick, Samuel (1980). Test validity and ethics of assessment. American Psychologist , 35.11: 1012-1027.
Messick, Samuel (1989). Meaning and values in test validation: The science and ethics of assessment. Educational
Initiated Studies Program]. Denver, Colorado: University of Colorado at Denver.
Ellis, Rod (2003). Task-based Language Learning and Teaching . Oxford: Oxford University Press.
Ellis, Rod (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics 19.3: 221–246.
Ericsson, K. Anders, Neil Charness, Paul J. Feltovich, & Robert R. Hoffman (2006). The Cambridge Handbook of Expertise and Expert Performance . Cambridge: Cambridge University Press.
Kumaravadivelu, B. (1994). ‘The postmethod
useful definitions for applied linguistics. In J. H. Hulstijn and R. Schmidt (eds.). Consciousness and second language learning: Conceptual, methodological and practical issues in language learning and teaching, 11-26. Thematic issue of AILA Review - Revue de l’AILA, 11.
Tavakoli, Parveneh and Peter Skehan. 2005. Strategic planning, task structure and performance testing. In R. Ellis (ed.). Planning and task performance in a second language, 239-277. Amsterdam: John Benjamins.
Blum, Deborah. Sex on the Brain: The Biological Differences between Men and Women. New York: Viking, 1997.
Gurian, Michael. Boys and Girls Learn Differently: A Guide for Teachers and Parents. San Francisco: Jossey-Bass, 2011.
Pomerantz, Eva, Ellen Altermatt, and Jill Saxon. “Making the Grade but Feeling Distressed: Gender Differences in Academic Performance and Internal Distress.” Journal of Educational Psychology 94.2 (2002). 396-404.
Sax, Leonard. Why Gender Matters. New York: Three