<abstract xmlns="http://www.w3.org/1999/xhtml">As the constituents of thoughts, concepts play a key role in human’s categorisation and interpretation of the surrounding world, in fixing our cognitive experience and forming individual judgements. The paper considers the representation of the nationally biased (ethno-specific) concept <sc>maidan</sc> as one of those functioning not only in Ukrainian but also in pan-European and global socio-political discourses of the recent years. Specifically, leaning on lexicographic data the study focuses on reconstructing the notional layer (informative core) of the concept and on identifying the differences of its content as featured in kin Slavic (Ukrainian and Russian) and distant Germanic (English and German) languages and linguocultures. The paper suggests a consecutive methodology based on lexicographic methods of analysis. Such methodology helps to define the sets of notional conceptual features subjected to further comparative interpretation. The procedures described in this paper give way to subsequent stages of conceptual analysis and discourse representations. The paper also provides preliminaries to the state of inconsistency between the systemic and utterance meanings of the language expressions of MAIDAN-concept that pose a limitation for comprehending the concept when transmitted to a different linguoculture</abstract>

A cross-language perspective on the MAIDAN-concept

<abstract xmlns="http://www.w3.org/1999/xhtml">Current understanding of second language acquisition processes is based on the position that second language learners rely and depend on their L1 as well as on all of their language-related experience. This paper presents results of a questionnaire study aimed to explore Croatian EFL instructors’ beliefs about the role of L1 in English language development and formal instruction. Data was further analysed in order to explore variables most likely to impact instructors’ belief systems (participants’ age and academic degree, students’ language level, learning setting). The findings point to a lack of professional consensus with regard to L1 use which is discussed and followed by practical implications.</abstract>

English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

<abstract xmlns="http://www.w3.org/1999/xhtml">This study examined the syntactic and semantic complexity of L2 English writing in a Bosnian-Herzegovinian high school. Forty texts written by individual students, ten per grade, were quantitatively analyzed by applying methods established in previous research. The syntactic portion of the analysis, based on the t-unit analysis introduced by <xref ref-type="bibr" rid="j_exell-2019-0003_ref_008_w2aab3b7b2b1b6b1ab1ab8Aa">Hunt (1965)</xref>, was done using the Web-based L2 Syntactic Complexity Analyzer (<xref ref-type="bibr" rid="j_exell-2019-0003_ref_001_w2aab3b7b2b1b6b1ab1ab1Aa">Lu, 2010</xref>), while the semantic portion, largely based on the theory laid out in systemic functional linguistics (<xref ref-type="bibr" rid="j_exell-2019-0003_ref_007_w2aab3b7b2b1b6b1ab1ab7Aa">Halliday &amp; Matthiessen, 2014</xref>), was done using the Web-based Lexical Complexity Analyzer (<xref ref-type="bibr" rid="j_exell-2019-0003_ref_001_w2aab3b7b2b1b6b1ab1ab1Aa">Ai &amp; Lu, 2010</xref>) as well as manual identification of grammatical metaphors. The statistical analysis included tests of variance, correlation, and effect size. It was found that the syntactic and semantic complexity of writing increases in later grades; however, this increase is not consistent across all grades.</abstract>

Linguistic complexity in high-school students’ EFL writing

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ExELL

 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. 

ExELL

Volume 5 (2017): Issue 2 (December 2017)

A cross-language perspective on the MAIDAN-concept

English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

Linguistic complexity in high-school students’ EFL writing

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