Abstract The paper aims to evaluate the role of language in a specific socio-political context. It offers a critical approach and evaluation of the political statements of the European Union representatives regarding the process of the accession of Bosnia and Hercegovina to the European Union. The focus of the linguistic investigation is on the identification of language structures that participate in the development of communicative models that enable the establishment of power relations between participating entities. The linguistic data is obtained through systemic functional grammar and evaluated using critical discourse analysis.

The paper discusses the relationship between assessment in teaching English as a foreign language and students’ competencies. The data collected by this research show that, in recent times, teachers and students are becoming aware that learning based only on the acquisition of facts will not adequately respond to the challenges they will face in the future. An environment in which the learning outcomes are transparently and directly linked to the students’ competencies enables them to take responsibility for their progress, not only during the official period of schooling but also during lifelong learning, which is very important. With this approach, learning outcomes and their connection with the necessary competencies to achieve learning outcomes become the basis for redefining qualifications and curricula in general and professional education. The transparent connection of learning outcomes and necessary competencies to achieve learning outcomes, as well as the shift of focus from teachers to students, enables students to find their way of improving competencies and taking responsibility for their learning. Learning outcomes are best understood by viewing them as a series of valuable processes and opportunities that can be applied in different ways in different areas of teaching and learning. The emphasis is on defining the learning outcomes so that we use the students’ experience and pay less attention to the content of the subjects of a specific curriculum. The data from this research indicate that learning outcomes impact assessment if they are adequately linked to competencies. Students can monitor their progress and take responsibility for it. The primary outcome of this research is that assessment aligned with progress in students’ competencies and their connection to learning outcomes will certainly improve learning.

In the context of English as a global language, and Netspeak as a new electronic medium of communication, the present paper examines the linguistic properties and distinctive features of online communication in postponed time, bearing in mind that synchronicity is one of the dimensions upon which electronic communication can be categorised. This corpus-based study, for which data were collected from several Internet sites, places particular focus on the features of English used in asynchronous settings. The analysis, based on the model proposed by David Crystal (2001), portrays a number of highly distinctive features of Netspeak, proving an immense impact of thethis type of commucniation in terms of graphology (emoticons, punctuation) and the lexicon (blending, compounding), these being areas where it is relatively easy to introduce both innovation (nonce formation and other ludic Netspeak extensions) and deviation (abbreviations, acronyms). Keywords: Netspeak, Internet, asynchronus settings, distinctive linguistic features, synchronicity