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Linguistica

ISSN: 0024-3922 frecuency : 4 format : Electrónica

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Volume 54 Number Cadre européen commun de référence pour les langue Year 2014

32 articles in this issue

Introduction

Pags. 9 - 10

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Relationship between students’ motivation and their socio-demographic characteristics

Pags. 11 - 30

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The European language portfolio (ELP) in Slovenian primary education: the teachers’ perspective

Urška Sešek, Janez Skela, Tomi Deutsch

Pags. 31 - 46

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The impact of the Common European Framework of Reference (CEFR) on the assessment of the writing skills in German language teaching in Slovenia

Brigita Kosevski Puljic

Pags. 47 - 59

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Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment

Pags. 61 - 75

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Syntax mentioned seven times in the CEFR – and how many times at school, in foreign language classrooms?

Pags. 77 - 96

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Connecting development of pragmatic competence with the CEFR

Marija Kusevska

Pags. 97 - 112

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Pragmatic competence and the CEFR: pragmatic profiling as a link between theory and language use

Pawel Sickinger, Klaus Peter Schneider

Pags. 113 - 127

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Common European Framework of Reference for Languages in Croatia: an analysis of writing competence at level C1

Marija Spajic, Yvonne Vrhovac

Pags. 129 - 152

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Literacy development in course books for teaching English in the second cycle of Slovenian primary school

Mateja Dagarin Fojkar

Pags. 153 - 166

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Phraseological units in Italian textbooks: an analysis of Italian textbooks ranked by the levels of language proficiency of the Common European Framework of Reference for Languages (CEFR)

Pags. 167 - 187

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The CEFR perspective on genre information in French for specific purposes textbooks

Pags. 189 - 210

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Lexical and semantic aspects in the Common European Framework of Reference for Languages and the teaching of Italian business correspondence

Pags. 211 - 228

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From evaluation of knowledge to evaluation of competence: a change of paradigm and of ideas

Claire Bourguignon

Pags. 229 - 239

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The development of a CEFR-based scale for assessing young foreign language learners’ writing skills

Pags. 241 - 259

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Self-evaluation of rater bias in written composition assessment

Pags. 261 - 275

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The Common European Framework of Reference: a reference for Slovene

Ina Ferbežar, Nataša Pirih Svetina, Mateja Lutar

Pags. 277 - 291

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Relating the Slovenian secondary school English language national examinations to the CEFR: findings and implications

Gašper Ilc, Andrej Stopar, Veronika Rot Gabrovec

Pags. 293 - 308

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Relating reading comprehension in the Spanish as a foreign language national exam to the CEFR: some aspects of evaluation

Marjana Šifrar Kalan, Andreja Trenc

Pags. 309 - 323

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Teaching English locative prepositions: a cognitive perspective

Pags. 325 - 337

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Discovering English tense-backshift parameters through discourse

Silvana Orel Kos

Pags. 339 - 352

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German and Slovene language relations and intercultural linguistics: international words

Uršula Krevs Birk

Pags. 353 - 364

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„Be on the right track“ – phraseodidactic approaches in teaching German as a foreign language

Urška Valencic Arh

Pags. 365 - 379

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Verbal markers of epistemic modality and their role in the development of communicative competences

Barbara Pihler Ciglic

Pags. 381 - 395

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Contrastive analysis as a didactic tool: acquisition problems of the Spanish article in Slovene learners

Gemma Santiago Alonso

Pags. 397 - 410

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From metataxis to linguistic mediation: the forgotten structure?

Pags. 411 - 424

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Unlocking the potential of translation for FLT

Pags. 425 - 438

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Translating processes and elementary writing in German as a foreign language

Sabine Hoffmann, Giolo Fele

Pags. 439 - 453

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The CEFR and teaching Japanese as a foreign language

Chikako Shigemori Bucar, Hyeonsook Ryu, Nagisa Moritoki Škof, Kristina Hmeljak Sangawa

Pags. 455 - 469

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Challenges of the introduction of the Common European Framework of Reference for Languages at foreign-language universities in Vietnam

Viet anh Nguyen

Pags. 471 - 484

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Teaching Chinese in heterogeneous classrooms: strategies and practices

Rong Zhang Fernandez

Pags. 485 - 498

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Textsorten der Unternehmenskommunikation aus kontrastiv-textologischer Perspektive. Eine Untersuchung der Aktionärsbriefe und Einstiegseiten der deutschen und italienischen Banken. Frankfurt am Main: P. Lang, 2013. 240 S

Pags. 499 - 501

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