<abstract xmlns="http://www.w3.org/1999/xhtml"> The aim of this paper is to view double negation in the light of its semantic and pragmatic meaning. While double negation in logic gives a positive value, in natural languages, besides having positive entailment, it can have a range of different implicatures and functions. Thus, depending on different discoursal factors, double negation can be used for different motives, e.g. the speaker is not sure whether a certain proposition is true or is sure that it is not true, to name just one. The analysis is carried out on the database consisting of the reports, interviews and articles of the High Representative and his associates in Bosnia and Herzegovina in the period from 1995 to 2001.</abstract>

Why is “not infrequent” not always “frequent”? Double negation in political discourse

<abstract xmlns="http://www.w3.org/1999/xhtml"> For several decades, there has been a heated debate about the value of providing corrective feedback in writing assignments in English as a foreign language (EFL) classes. Despite the fact that corrective feedback in writing has been analysed from various angles, learners’ expectations regarding feedback given by language instructors are still to be considered, especially in different learning settings. Student attitudes have been found to be associated with motivation, proficiency, learner anxiety, autonomous learning, etc. (Elwood &amp; Bode, 2014). Thus, the aim of this paper was to compare EFL learners’ attitudes towards corrective feedback and self-evaluation of writing skills in different learning settings. Students at two technological universities in France and Lithuania were surveyed and asked to complete an anonymous questionnaire combining the Likert scale and rank order questions. The results indicate that frequency of writing assignments seems to have little or no impact on students’ self-evaluation of writing skills. Moreover, although the two groups of students showed preference for feedback on different error types (e.g., feedback on structure vs. feedback on grammar), nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.</abstract>

Learners’ preferences towards Corrective feedback in writing assignments in tertiary education

<abstract xmlns="http://www.w3.org/1999/xhtml"> Vocabulary acquisition is a dynamic process and there is a constant change in the way words are stored in the mental lexicon. Word association tests are used in linguistic research to observe to which extent mental mapping can be understood. This paper presents the results of a word association game consisting of seven words administered to second language speakers, and native speakers for comparative purposes. The results indicate the possibility of a link between experiences and associations, which leads to the recommendation for teachers to create activities and new experiences that demand the learner’s personal involvement in expanding their vocabulary.</abstract>

Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers

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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 3 (2015): Issue 2 (December 2015)

Why is “not infrequent” not always “frequent”? Double negation in political discourse

Learners’ preferences towards Corrective feedback in writing assignments in tertiary education

Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers

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