The Common European Framework of Reference for Languages (CEFR) has significantly influenced language teaching, emphasizing an action-oriented approach that views learners as social agents performing meaningful tasks in real-world contexts.The CEFR Companion Volume (CV) expands on this approach, introducing concepts such as mediation and plurilingual competences while refining existing descriptors.Central to the action-oriented approach is the use of scenarios designed through backward design, aligning with learner outcomes.This paper explores the implementation of the action-oriented approach in English language teaching in Croatia.It aims to familiarize teachers with its principles and demonstrate its compatibility with existing programs.Rather than reporting empirical findings, the paper provides a pedagogically oriented overview intended to support teachers in understanding the action-oriented approach and applying it through classroom-ready scenarios.Specifically, it presents scenarios created by Croatian English language teachers based on outcomes from the national curriculum.The study outlines the CEFR, CEFR CV, the action-oriented approach, and the Croatian English language curriculum, followed by a presentation of the scenarios.The findings highlight practical applications of the approach while addressing challenges and limitations, offering insights into enhancing English language education in Croatia.

In light of the growing demands for English language acquisition, various stakeholders within the domain of English for Specific Purposes (ESP) have directed their focus towards the elaboration of learner needs and the attainment of learning objectives and outcomes. Thus, the aim of this paper was to illustrate the importance of needs analysis in ESP by defining relevant learning objectives and outcomes, as well as to investigate teachers’ attitudes towards the challenges of ESP course design. The course syllabuses and coursebooks of four ESP courses were subjected to analysis. Moreover, semi-structured interviews were conducted with four ESP teachers in order to gain an understanding of the challenges that emerge in the process of ESP course management. The results of the study revealed that learner needs, objectives, and outcomes generally align with recent research within different fields of study; however, the development of interpersonal communication skills and intercultural competence requires further consideration. In addition, it was found that ESP teachers need more support in the process of dealing with subject-specific phenomena and material selection. Furthermore, as informed by the results of this research, the attainment of learner autonomy within large heterogeneous environments is another challenge that still needs to be overcome.

This study endeavours to determine whether, and to what extent, adapted methods, external circumstances, and subjective factors impacted teachers’ performance in the online teach- ing of foreign languages for professional purposes at the tertiary level, as evaluated by the teachers themselves. a survey was carried out via an online questionnaire in December 2020 and in January 2021; the sample consisted of 60 respondents from 13 towns in Croatia. The study explored (i) the impact of adapted teaching methods in online teaching on teachers’ performance; (ii) the impact of external factors on teachers’ performance (external factors defined as those which teachers could not directly influence, such as the number of classes, the size of groups, online platforms, academic misconduct among students, working condi- tions, the support of higher education institutions); (iii) the factors of teacher dissatisfaction with teaching online. The results of the study reveal that the teachers who managed to adapt their teaching methods to the online medium are more satisfied with their performance, and so are their students. Furthermore, the adverse external factors, as well as subjective factors of dissatisfaction, did not substantially impact the performance of online teaching. The study contributes to the debate on the teaching of foreign languages for professional purposes at the tertiary level and offers practical implications for preparing and organising online classes, selecting teaching materials, and assessing and evaluating students. Finally, the study pro- vides recommendations for further research on online foreign-language teaching in higher education.

This paper provides a short survey of the 1990 Portuguese orthographic reform, mandatory from 2015 (in Portugal) and 2016 (in Brazil), whose aim was to unify in a single normative document two previously used orthographies, one valid in Brazil and the other in Portugal and other Lusophone countries. The new Portuguese Language Orthographic Agreement only partly unifies the previous two orthographic agreements as this new official orthography still allows variation in a number of cases which reflect some of the differences in the pronun- ciation of certain sounds. Besides the main orthographic innovations, the paper looks into some of the most prominent judgments on the orthographic reform appearing in the media and in professional texts during the still-ongoing public debate.

U školskoj su nastavi udžbenici često jedini izvor njemačkoga kao stranoga jezika. U ovom će se radu istražiti utječe li veća semantička povezanost riječi u tekstu za čitanje i slušanje na njegovo bolje razumijevanje kod osnovnoškolskih učenika koji četiri godine uče njemački kao strani jezik te kakve implikacije dobivene spoznaje mogu imati na oblikovanje tekstova u udžbenicima. Stoga su se uspoređivala postignuća učenika na zadatcima uz tekstove za čitanje i slušanje iz udžbenika za četvrtu godinu učenja s postignućima učenika na eksperimentalnim tekstovima za čitanje i slušanje. Eksperimentalni su tekstovi sastavljeni pomoću distribucijskoga semantičkog modela s njemačkim i hrvatskim korpusom podslova televizijskih serija i filmova. Riječi iz kontrolnoga i eksperimentalnoga teksta bile su jednake frekvencije, no razlikovale su se po semantičkoj povezanosti unutar semantičkoga prostora. Eksperimentalni su tekstovi semantički povezaniji od kontrolnih. Razumijevanje se pojedinih tekstova provjeravalo zadatcima koji su pratili tekstove. Polazi se od toga da će učenici imati bolje rezultate na zadatcima vezanima uz eksperimentalne tekstove za čitanje i slušanje nego uz kontrolne tekstove. Analizom riješenih zadataka potvrdila se početna hipoteza.

The integration of machine translation (MT) in professional workflows, facilitated by recent gains in quality achieved by neural MT systems, means that translators are increasingly required to do post-editing (PE) in addition to their more traditional tasks. PE requires skills that are similar to, but also different from those expected of translators working without MT and revisors of human translation. This paper takes a minimalist view of the PE skill set, describing it in terms of three interrelated abilities -to identify errors, to distinguish between necessary and unnecessary edits, and to implement the edits appropriately -and examining it in the context of translator training. An experimental study is conducted with translation students untrained in PE who are asked to post-edit a text in conditions involving two variables: time pressure and source text access. The observed gaps in their skill set are taken as a starting point to develop ideas for the creation of practical PE tasks to be used in training. The paper may be of interest to translator educators looking to diversify their PE classes, whether in dedicated PE courses/modules or as part of other courses.

The focus of this study is the role of previously acquired languages in the acquisition of a third language (L3). It is focused on cross-linguistic influences (CLI) in German/Spanish third lan- guage acquisition (TLA) by learners with Croatian first language (L1) and English second language (L2). Participants in this study were third-year undergraduate students at Roch- ester Institute of Technology’s subsidiary in Croatia (RIT Croatia). All the participants had exclusively Croatian as L1, English as L2, and were learning German and Spanish as L3 at the time of the study. The present study investigates the relationship between language typology and formal similarity and transfer/error production, since many studies have demonstrated that typology plays a determining role in cross-linguistic transfer (Cenoz, Hufeisen & Jess- ner 2001; Hammarberg 2001; Rothman 2010). There are various areas of similarity and dis- similarity between Croatian, English, German, and Spanish. A significant portion of English vocabulary comes from Romance and Latinate sources. Due to these facts, we argue that the strongest L2 (English) influence will be found in the area of lexicon. On the other hand, Cro- atian, German, and Spanish are more similar in the area of morphology, due to the fact that these languages have a higher degree of inflection than English. Accordingly, we argue that the strongest L1 (Croatian) influence will be found in the area of morphology. The results of this research confirmed our initial hypothesis that the type of transfer episodes observed may be related to language typology and formal similarity between specific features of languages. Similarities at the level of lexis and grammar between L2 English and L3 German and Spanish can influence the acquisition process of German and Spanish.

infinito + HABERE.Le due costruzioni, risalenti al sistema latino, grazie all'influenza del verbo HABERE hanno subito processi di grammaticalizzazione decisamente diversi, ma allo stesso tempo correlati.Il presente articolo esaminerà la base latina di questi processi e le motivazioni ad essi sottostanti, cercando di fornire una descrizione dettagliata delle tappe e degli aspetti cruciali del loro sviluppo e dimostrando, inoltre, le principali similarità e differenze che essi comprendono.