Abstract English is taught as a foreign language in elementary and high schools in Bosnia and Herzegovina (BIH). However, since the number of English classes per week is very limited they should be utilized in the best possible way to produce proficient users of English. Nowadays, when language proficiency is viewed as one’s ability to speak and write in the target language and not about it, the need for the proficiency evaluation in schools arises. The present study attempts to shed a spot of light on this issue, investigating two very common ways of assessing students’ knowledge in schools, namely tests and writing assignments. Hence, through the interviews with English teachers and the analysis of students’ tests and writing assignments, the current paper explores the ways in which these two measures are realized, the tasks they consist of, the type of linguistic knowledge they are used to evaluate, their levels of difficulty, and the type of corrective feedback teachers provide on both of them. The results suggest that teachers on both measure rather students’ explicit than their implicit knowledge, focusing much more on accuracy than fluency development.

The male-female relationship constitutes an eternal enigma analysed in different ways throughout the history. The status of women through the ages has been significantly different from the status of men; the domestic domain of their home has been regarded as a female space, while the public life has been reserved for males. Women have been invisible in many aspects of life; the procreation has been viewed as their most important function, while not protesting and accepting the fate in silence have been considered their highest virtues. The present paper illustrates how this topic is described in proverbs, and the contrastive analysis sheds light on the similarities/differences between the conception of women, men and the relationship between them in two languages: B/C/S and English. Although the results indicate that in both languages the dichotomy male-female does not divide the world into two symmetrical parts with regard to the power, freedom and rights being marked by the male dominance, the inequality is more visible in B/C/S.

<p>Kategorizacijom svijeta oko nas mi ga razumijemo. Možemo se koristiti pravilom sičnosti ili pravilom okvirnog grupisanja kada kotegorizujemo stvari oko sebe. Kako stvarnost ne karakteri&scaron;e uređena forma, I kako smo mi ti koji stvarnost uređujemo možemo naići na različite načine kategorizacije realnosti. Dok se u nekim kulturama pravilo sličnosti dosljedno sprovodi, u drugima to nije slučaj. Cilj ovog rada jeste da pokaže kako se teorija okvira (frame A N G L I S T I K A 160 analysis) može primjeniti na različite aspekte kulture, kako se način klasifciranja može objasniti koristeći okvire, te da objasni kako se ova teorija primjenjuje na razumijvanje književnih tekstova. Zadatak rada je pokazati i primjenu teorije okvira na razumijvanje velike popularnosti sapunica. Rezultati sprovedene ankete pokazuju da ljudi smatraju sapunice interesantnim na sličan način na koji se pokazalo da čitatelji uživaju učitanju popularnih književnih djela.</p>

The present study set out to examine learners’ explicit and implicit foreign language knowledge with regard to their age. Therefore, two groups of learners from Zenica and Zavidovići (Bosnia and Herzegovina) presented the pool of informants in this study: 100 learners completing eight-year long primary school and 106 learners completing four-year long secondary school. The knowledge of four target structures (indefinite article, modal verbs, noun plural and adverb placement) was measured by means of three different tests: an oral elicited imitation test, a grammaticality judgement test and a metalinguistic test. The results indicate that the level of explicit and implicit knowledge varies with regard to the age of learners.

<p>Odavno je poznato da su gre&scaron;ke sastavni dio učenja. Kako se odnositi prema gre&scaron;kama bilo je pitanje kojim su se naučnici bavili dugo vremena, i mnoge teorije zasnovali na značaju analize gre&scaron;aka. Dokazano je da razlozi pravljenja gre&scaron;aka pri usvajanju drugog jezika nisu samo transfer ranijih znanja, nego i brojni drugi razlozi, o kojima će biti riječi u ovom radu. Cilj rada je bio pokazati koje gre&scaron;ke učenici prave prilikom upotrebe glagolskih vremena u engleskom jeziku, i navesti moguće uzroke tih gre&scaron;aka. Rezultati ukazuju na to da učenici, iako na kraju osnovne &scaron;kole, imaju pote&scaron;koća pri upotrebi glagolskih vremena u engleskom jeziku jer je njihova produkcija obilježena mno&scaron;tvom gre&scaron;aka kako interlingvalne tako i intralingvalne prirode, te se izdvajaju tri osnovna uzroka gre&scaron;aka: negativan transfer znanja iz maternjeg jezika, nedovoljno poznavanje stranog jezika, strah i trema.</p>

This article reports on a study which analysed the role of the complexity of linguistic structures in foreign language learners’ linguistic knowledge in terms of both explicit and implicit knowledge. Since it has been proposed that different structure characteristics might be a factor influencing explicit and implicit knowledge development, the complexity of the present study target structures was varied. Implicit knowledge was measured by means of an oral elicited imitation test, and explicit knowledge by means of an untimed grammaticality judgement test and a metalinguistic test. All tests were administered to a sample of 206 participants, Bosnian EFL learners. 100 participants were learners finishing primary school (aged 14-15) and 106 were learners finishing secondary school (aged 18-19). The results indicate that the level of explicit and implicit knowledge varies depending on the structure characteristics. However, the results also suggest that there are differences in the difficulty of grammatical structures in terms of explicit and implicit knowledge development. Structures that are easy in terms of implicit knowledge might be difficult in terms of explicit knowledge and vice versa.

<p>Frazeologija je mlađa znansvena disciplina koja se bavi proučavanjem frazeolo&scaron;kih jedinica (kao sto su: idiomi, poslovice, izreke, ustaljeni izrazi, binomijali, trinomijali...). Budući da se radi o mlađoj znanstvenoj disciplini mnogo je jo&scaron; otvorenih pitanja kao &scaron;to su: terminolo&scaron;ki problemi, određivanje frazeolo&scaron;kih svojstava, identifikacija frazeolo&scaron;kih univerzalija, jednoznačni kriteriji za klasifikaciju frazeolo&scaron;kih jedinica, odnos konvencionalnih i modificiranih frazeolo&scaron;kih jedinica... Kada govorimo o definiciji frazeolo&scaron;kih jedinica uglavnom spominjemo njihove osobine ustaljenosti forme, idiomatičnog značenja, polileksičnosti. Međutim, bitno je naglasiti da su sve te osobine samo relativne, &scaron;to dokazuju i brojne modifikacije frazeolo&scaron;kih jedinica. Analiza korpusa pokazuje da su frazeolo&scaron;ke jedinice vrlo zastupljene u naslovima novinskih članaka, jer oni treba da budu kratki, da privuku pažnju čitatelja, kao i da izazovu efekte humora ili čak ironije. Ukupno je pronađeno devedeset osam frazeolo&scaron;kih jedinica od čega je sedamdeset konvencionalnih frazeolo&scaron;kih jedinica, a dvadeset osam modificiranih frazeolo&scaron;kih jedinica, &scaron;to ukazuje na činjenicu da su frazeolo&scaron;ke jedinice sastavni dio svakodnevne komunikacije.Modificirane frazeolo&scaron;ke jedinice, iako manje zastupljene od kovencionalnih, također su sve prisutne u naslovima novinskih članaka. Frazeolo&scaron;ke jedinice se modificiraju u registrima u kojima jezik mora biti kratak i učinkovit, da bi se postigli efekti jezične igre i stvorili učinci humora, ironije i iznenađenja, &scaron;to je vidljivo iz korpusa koji smo proučavali.</p>