Vol. 54 No. 1 (2014): Cadre européen commun de référence pour les langues - regards croisés

DOI: https://doi.org/10.4312/linguistica.54.1

Published: 31.12.2014

Full Issue

• PDF (Français (France))

Introduction

• Introduction

  Meta Lah

  9-10

  • PDF (Français (France))

Articles

• Relationship between students’ motivation and their socio-demographic characteristics

  Vesna Cigan

  11-30

  • PDF

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

  Urška Sešek, Janez Skela, Tomi Deutsch

  31-46

  • PDF

• 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 Puljić

  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

  Andreja Retelj

  61-75

  • PDF (Deutsch)

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

  Darja Mertelj

  77-96

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• Connecting development of pragmatic competence with the CEFR

  Marija Kusevska

  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

  113-127

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

  Marija Spajić, Yvonne Vrhovac

  129-152

  • PDF (Français (France))

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

  Mateja Dagarin Fojkar

  153-166

  • PDF

• 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)

  Daša Stanič

  167-187

  • PDF (Italiano)

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

  Mojca Jarc

  189-210

  • PDF

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

  Nives Lenassi

  211-228

  • PDF (Italiano)

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

  Claire Bourguignon

  229-239

  • PDF (Français (France))

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

  Karmen Pižorn

  241-259

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• Self-evaluation of rater bias in written composition assessment

  Cvetka Sokolov

  261-275

  • PDF

• The Common European Framework of Reference: a reference for Slovene

  Ina Ferbežar, Nataša Pirih Svetina, Mateja Lutar

  277-291

  • PDF

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

  Gašper Ilc, Andrej Stopar, Veronika Rot Gabrovec

  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

  309-323

  • PDF (Español (España))

• Teaching English locative prepositions: a cognitive perspective

  Silva Bratož

  325-337

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• Discovering English tense-backshift parameters through discourse

  Silvana Orel Kos

  339-352

  • PDF

• German and Slovene language relations and intercultural linguistics: international words

  Uršula Krevs Birk

  353-364

  • PDF (Deutsch)

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

  Urška Valenčič Arh

  365-379

  • PDF (Deutsch)

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

  Barbara Pihler Ciglič

  381-395

  • PDF (Español (España))

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

  Gemma Santiago Alonso

  397-410

  • PDF (Español (España))

• From metataxis to linguistic mediation: the forgotten structure?

  Ivana Franić

  411-424

  • PDF (Français (France))

• Unlocking the potential of translation for FLT

  Alenka Kocbek

  425-438

  • PDF

• Translating processes and elementary writing in German as a foreign language

  Sabine Hoffmann, Giolo Fele

  439-453

  • PDF (Italiano)

• The CEFR and teaching Japanese as a foreign language

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

  455-469

  • PDF

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

  Viet anh Nguyen

  471-484

  • PDF (Français (France))

• Teaching Chinese in heterogeneous classrooms: strategies and practices

  Rong Zhang Fernandez

  485-498

  • PDF (Français (France))

Reviews

• 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

  Ada Gruntar

  499-501

  • PDF (Deutsch)