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Larger comparative studies into Europeans' attitudes toward English are scarce particularly those researching southern-eastern European countries. Thus, the present study explores attitudes toward English among 1,179 respondents in Bosnia and Herzegovina, contrasting two emerging attitudinal clusters. Moreover, the study also compares Bosnians' attitudes with the attitudes of two other national groups, that is, German and Dutch, from Edwards and Fuchs study. The findings show that younger and better educated Bosnian respondents with higher English proficiency are more favorably inclined toward English, whereas older, less educated Bosnian respondents with lower English proficiency are not as well-disposed toward English and express concerns over its consistent presence. Compared to German and Dutch respondents, Bosnians are less confident about the status of their L1, more deeply engrossed in English and like and prefer using it significantly more than two other national groups. They are exonormatively oriented and aim toward native-like pronunciation. Plain language summary: The current study explores attitudes toward English in Bosnia and Herzegovina by contrasting two attitudinal groups, that is, English-positive and English-negative groups. Moreover, the study also compares Bosnians' attitudes with the attitudes of two other national groups, that is, German and Dutch, from Edwards and Fuchs (2018) study. The findings indicate that younger and better educated Bosnian respondents with higher English proficiency are better-disposed toward English, whereas older, less educated Bosnian respondents with lower English proficiency are less favorably inclined toward English and express concerns over its consistent presence. In comparison to German and Dutch respondents, Bosnians are less confident about the status of their L1 and like and prefer using it significantly more than two other national groups. They are exonormatively oriented and aim toward native-like pronunciation. The study's importance lies in its potential to uncover some hidden language ideologies, reveal a range of English-related identities present in the Bosnian context and establish a link between English-related and national identity. [ABSTRACT FROM AUTHOR]

The current study replicates the research conducted in Dewaele and Li ([2014a]. "Intra- and Inter-Individual Variation in Self-Reported Code-Switching Patterns of Adult Multilinguals." International Journal of Multilingualism 11 (2): 225–246; [2014b]. "Attitudes Towards Code-Switching among Adult Mono- and Multilingual Language Users." Journal of Multilingual and Multicultural Development 35 (3): 235–251) and explores variation in attitudes towards codeswitching and the frequency of its usage among 391 multilinguals from different sociocultural contexts. The findings indicate that multilingual respondents who have lived abroad or grew up in an ethnically and linguistically diverse environment tend to code-switch more frequently. On the other side, the number of spoken languages and gender as well as personality traits, such as tolerance of ambiguity, cognitive empathy, social skills and emotional reactivity are significantly linked with more positive attitudes towards codeswitching. Further in-depth analysis has shown that the respondents generally code-switch more frequently with friends and colleagues than with family members. However, some inter-speaker variation exists in this respect too and females and high-school respondents tend to code-switch more frequently with friends than males and more highly-educated respondents, while males and respondents with a higher educational level code-switch more frequently with work colleagues and family members. [ABSTRACT FROM AUTHOR]

The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development. [ABSTRACT FROM AUTHOR]