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Volume 14 Number 2 Year 2017

7 articles in this issue 

Ivo Fabijanic

The influx of Anglicisms is no longer limited to simple and open-class words in a lexicon, but it is also open to complex words and multiword expressions (e.g., phraseological units and simple sentences). Complex words are not only borrowed with their ori... see more

Pags. 9 - 23  

Marko Hladnik

Given that the meaning of idioms is not predictable from the literal meaning of their parts, we can broadly define idioms as expressions with a non-compositional interpretation. Since language is a compositional system, this characteristic of idioms might... see more

Pags. 25 - 37  

Lahoucine Aammari

Robert Bontine Cunninghame Graham is a less-examined British traveller who made his peregrinations into Western Barbary, or the “Land of the Furthest West,” in the late nineteenth century, the era of full-blown empire. He reveals his solid support for the... see more

Pags. 41 - 54  

Emmanuel Idowu Adeniyi

This article appraises the poetics of two of the foremost African creative writers whose literary sensibilities exhibit conspicuously Marxist conceptual models. The writers have poignantly deployed their creative ingenuities towards raising social conscio... see more

Pags. 55 - 68  

Alberto Lázaro

Nearly two and a half centuries have passed since the first British Gothic novels began to attract attention with their pages full of monstrous characters, excessive violence, explicit sexual content and all kinds of horrific scenes. For the most part, th... see more

Pags. 69 - 81  

Ivana Cindric, Snježana Pavic

Feedback is a constituent part of three assessment approaches: assessment for/as/of learning. Feedback about students’ learning and performance differs in the three approaches with respect to manner and purpose. Feedback associated with assessment of lear... see more

Pags. 85 - 102  

Darija Skubic, Mateja Dagarin Fojkar

It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ ... see more

Pags. 103 - 116