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Whether learners are motivated or not and, if they are motivated, whether their motivation is intrinsic or extrinsic is an important factor influencing the outcome of learning a foreign language. This paper examines the intrinsic and extrinsic motivation of students learning English as a foreign language at B1 level according to The Common European Framework of Reference for Languages (CEFR). The theoretical background of the research set forth in this paper does not rely only on the aforementioned dichotomy but it is also based on a more detailed classification of extrinsic motivation by Ryan and Deci (2000) into four types (external regulation, introjected regulation, regulation through identification, integrated regulation) as well as the tripartite classification of intrinsic motivation by Vallerand et al. (1992) (intrinsic motivation to know, intrinsic motivation toward accomplishments, intrinsic motivation to experience stimulation). The aim of the research was to gain insight into the most significant factors influencing motivation of the aforementioned students, the type of motivation which is the strongest driving force in these students’ learning of English and the relation between different types of motivation and the students’ gender, regular class attendance, voluntary participation in an extra written assignment and the total average grade obtained throughout the entire academic year. The sample for the research included 145 students at the Faculty of Philosophy, University of Novi Sad enrolled on 14 different study programmes. A quantitative approach to data collection was used through a questionnaire with closed-ended questions. The research results based on the statistical analysis of the collected data showed that the most important factor influencing motivation for EFL learning is the teachers’ behaviour and rapport with their students. In the examined sample, the most prominent type of motivation was an external one or, more specifically, regulation through identification and integrated regulation. A statistically significant difference was noticed in the case of participants’ gender as a variable in this research, especially taking into account intrinsic motivation to know and experience stimulation. Students’ irregular class attendance and decision not to participate in an extra written assignment were related to their lack of motivation. Furthermore, the degree of students’ motivation and their total average grade were in direct proportion. Finally, it was concluded that the participants perceived motivation as a significant outcome of EFL teaching.

The aim of this article is to explore the advantages of the employment of humour in foreign language teaching for teachers and adult learners. How could teachers and learners in foreign language instruction benefit from improved humour awareness and developed humour competence? The paper reviews major definitions, theories, functions, and types of humour from multidisciplinary humour research, and examines the role of humour in foreign language instruction in view of important empirical findings and current requirements for foreign language speakers as stated in Common European Reference for Languages (2020). Conclusions suggest which kinds of humour should be incorporated into a contemporary foreign language classroom, and why. Further study recommendations are proposed that would allow for more effective applications of humour in modern adult foreign language education.

This paper deals with the selection and the lexicographic treatment of figurative expressions in two dictionaries: a French-Serbian dictionary for elementary school students and an Italian-Serbian dictionary for elementary and secondary school students. First, the corpus is processed for the purpose of quantitative comparison of figurative expressions, then 18 related words from each dictionary are singled out in order for qualitative similarities and differences to be more thoroughly examined, with, finally, the same words being analysed by means of general two-way dictionaries. The highlights of the analysis are as follows: the number of marked figurative expressions is disproportionately greater in the dictionary intended for both elementary and secondary school students; translation equivalents are identical or very similar in both school dictionaries, with the exception of the way they are marked; both school dictionaries feature examples for all figurative meanings; and, the number of figurative meanings in school dictionaries is lower than in general dictionaries, but the former show more consistence with regard to their marking and exemplifying. As far as the results are concerned, they are interpreted through the prism of lexicological, lexicographic, and didactic factors. In the end, the author conclude(s) that an appropriate treatment of figurative expressions is one of the key reasons why two-way school dictionaries are still an indispensable tool in foreign language teaching.