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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]

The current study examined anxiety, neuroticism and extraversion amongst Bosnian high school and university students who were studying English as a foreign language (EFL). By employing the Public Speaking Class Anxiety Scale and the Big Five Inventory (BFI) test, the authors showed that this group of students was characterised by a relatively high level of extraversion and a medium level of neuroticism and anxiety about public speaking in class. The study further investigated the variation in both personality traits and anxiety based on gender, the level of education and out-of-school exposure to English as the target language. The first two factors had an insignificant effect on personality traits and anxiety, whereas out-of-school exposure to English proved to be significant in all contexts. Finally, the multiple regression analysis suggested that anxiety, extraversion and neuroticism were not significant predictors of students' average EFL grades, while extraversion was a significantly positive predictor and anxiety was a significantly negative predictor of the students' self-reported EFL knowledge. The study contributes to the further individualisation of formal language teaching and learning, as well as to the promotion of the development of independent life-long learners. [ABSTRACT FROM AUTHOR]

The structure of multiple wh-questions differs significantly in the English and Bosnian/Croatian/Serbian language, firstly, with respect to the number of wh-phrases positioned at the beginning of the sentence and, secondly, with respect to the free vs. strict Superiorityobeying ordering of these wh-phrases. The gist of this article is the contrastive syntactic analysis of multiple wh-questions in two aforementioned languages in the theoretical framework of Minimalist program in generative grammar. Our main argument is that these questions should be analyzed as CP projections in both languages, contrary to some previous findings, namely Bošković's (1997, 1998) analysis of these questions, in which the author maintains that null-C wh-questions in Bosnian/Croatian/ Serbian are analyzed as simple AgrsP projections. The analysis of multiple wh-questions in English is based on the underlying assumption that only one wh-phrase moves into the vicinity of the complementiser C in order to check its uninterpretable WH feature. The uninterpretable feature of C [uWh] having been checked and deleted, every other movement of wh-phrases is prevented by the principle of economy. On the other hand, the analysis of multiple wh-questions in Bosnian/Croatian/Serbian rests on the assumption that wh-phrases in this language have uninterpretable focus feature [uFoc], besides interpretable interrogative feature [iWh], which triggers their movement into the checking domain of Focus head, i.e. FP, the projection positioned between CP and TP. Apart from focus movement, one wh-phrase obligatorily moves to spec-CP to check the uninterpretable wh-feature of C. [ABSTRACT FROM AUTHOR]

In generative grammar, questions with wh-question word in the English language are usually named wh-questions, because all wh-words, with the exception of 'how', begin with consonants 'wh' in written English. However, a further distinction needs to be made between wh-questions in which wh-word has the grammatical function of being the subject and those in which whword fulfils the grammatical function of object or adjunct, i.e. subject and non-subject wh-questions. It is important to draw this distinction in every in-depth analysis of wh-questions in English, because the structure of these two types of wh-questions differs significantly. This difference is especially noticeable when only the main (lexical) verb is used in their formation, i.e. in auxiliariless questions. In that case, in the formation of non-subject whquestions the DO-support operation has to be applied and the auxiliary verb DO is used to support the stranded affix, while in the formation of subject wh-questions DO is not inserted into the structure and inflectional suffixes are lowered onto the main verb (Affix lowering). This essential difference in the structure of subject and nonsubject wh-questions shows that non-subject questions necessarily involve T-to-C movement operation of verbal element, while subject wh-questions do not. This raises the important question as to whether subject questions are CP-projections like non-subject wh-questions or whether they only project as high as TP. With respect to that, in the first two sections of this paper we carry out a comparative analysis of subject and non-subject wh-questions in English and briefly outline different approaches to the study of subject question structure and their deficiencies. In the concluding section of the paper we try to offer a new and comprehensive solution for the asymmetry in T-to-C movement in these subtypes of wh-questions in English by applying the PF-merger under adjacency analysis. [ABSTRACT FROM AUTHOR]