journal of linguistic studies

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Further research could be carried out by taking steps to compare our results with the results of abstracts analysis not only in related, but in unconnected disciplines as well. REFERENCES Bhatia, K. V. (1993). Analysing Genre: Language Use in Professional Settings. London and New York: Longman. Bhatia, V. (2004). Worlds of Written Discourse. New York: Continuum. Chen, H. (2008). Learning in new times: writing through the “eyes of genre”. In Kell, P., Vialle, W., Konza, D. & Vogl, G. (eds.), Learning and the learner: exploring learning for new times. Australia: University of Wollongong. 193-208. Dudley-Evans, T. & St John, M. J. (1998). Developments in English for Specific Purposes: A Multi-disciplinary Approach. Cambridge: Cambridge University Press. Grice, H. P. (2006). Logic and Conversation. In Jaworski, A. & Coupland, N., The Discourse Reader. London and New York: Routledge. 76-88. Hyland, K. (1992). Genre Analysis: Just another fad? In Forum 33 (2): 14-17. Lakić, I. (1999). Genre Analysis: ESP Discourse. Podgorica: University of Montenegro, Institute for Foreign Languages. McCarthy, M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press. Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press. BRANKA ŽIVKOVIĆ Danila Bojovića bb. 81 400 Nikšić Montenegro 88
ENGLISH PROFILE JULIA HARRISON Cambridge University Press, Cambridge, England jxharrison@cambridge.org English Profile is a global, community programme of research that studies how people learn English, and aims to enhance the learning, teaching and assessment of English worldwide. It is backed by the Council of Europe, and linked to the Common European Framework of Reference for Languages (CEF). The CEF was developed as a Council of Europe initiative to provide objective criteria for describing the different levels of language proficiency. There are 6 different levels within the CEF, from A1 to C2, and a series of statements are used to describe what a learner ‘can do’, that is, what functions they can perform using the language, at each level. Since its development began back in 1971, the CEF has become a valuable resource for language professionals in all areas, both as a basis for identifying teaching and learning objectives, and also as a way to “facilitate the mutual recognition of qualifications gained in different learning contexts” (Council of Europe, 2001). English Profile will build on the CEF by providing a set of Reference Level Descriptions for each level for the English language, which together will create a ‘profile’ of English. They will provide detailed information about the language that learners can be expected to demonstrate at each level, by providing descriptions of the grammar, vocabulary, functions etc required at that level. Ultimately English Profile will offer a clear benchmark for the progress of learners that will be internationally understood by educators and employers alike. The results of its activities are expected to have an important impact on a variety of fields, primarily language pedagogy and applied linguistics, serving as a tool for teacher training, materials development and assessment for many years to come. USING REAL LEARNER ENGLISH – THE CORPUS DRIVEN APPROACH Previous language profiles have been produced by language specialists and have been personal, however expert, conclusions from an individual’s experience. English Profile’s unique methodology involves research which looks at the actual language that learners produce. What this means is that EP’s findings will be based on empirical evidence of what learners can actually do at each level (i.e. on real life examples of learners’ output) thus ensuring that the resultant Reference Level Descriptors are as accurate, detailed, and comprehensive as possible. This will involve the use of a corpus of learner data, which the EP Network is working together to build. We aim to collect ten million words of data, which will include examples of the work of learners who are at all levels of proficiency, and encompassing a wide range of ages and first languages. We need this data because another aspect of EP’s approach is that it hopes to avoid 'lingua-centricity', meaning that it will not solely be concerned with English as it is spoken in the UK by native speakers. It is important that the impact of different first languages, learning contexts and transfer effects should be taken into account. Therefore the idea of an ‘English Profile community’ (see below) is central to the Programme’s success, and we hope that that people involved in English Language Teaching all over the world will join our network. 89
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JOURNAL OF LINGUISTIC STUDIES 1
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EDITORIAL BOARD EDITOR Assist. Prof
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FOREWORD The sixth issue of the Jou
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3. RESULTATS Les verbes introducteu
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« J'ai soif, oh! j'ai soif! grogna
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« Je l’ai cru, admet Morpion [
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REFERENCES Actualités en Afrique.
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…it is a little disappointing to
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29.28% 5.82% 20 64.89% Figure 1. Di
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a) majority of computers run operat
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Pešikan, M. (1970). Naš književn
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apply in the case of text as in the
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9. DISCUSSION In the previous secti
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factors. Stoichiţoiu (2001) claims
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- bodyguard / badigard (DOOM 2005):
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CONCLUSION The insufficient degree
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especially treated as errors to cor
Page 38 and 39: introduce the target language cultu
Page 40 and 41: REFERENCES Birdsong, D. (2006). Age
Page 42 and 43: Studiums zu verschwinden. Diese Ten
Page 44 and 45: Wenn von Internalisierung der Facht
Page 46 and 47: Crnić-Grotić: Besonderheiten des
Page 48 and 49: dreidimensional» genannt, weil die
Page 50 and 51: Kommunikativen Ansatzes zur Vermitt
Page 52 and 53: judges. English for lawyers was stu
Page 54 and 55: merely an opportunity to discuss an
Page 56 and 57: Hall, D. & Hewings, A. (2000). Inno
Page 58 and 59: sociolinguistic character, they lar
Page 60 and 61: which actually have nothing in comm
Page 62 and 63: …We have also boosted the growth
Page 64 and 65: 4. Kuna, Branko: Nove pojave u jezi
Page 66 and 67: horizons. The student should be enc
Page 68 and 69: consuming. As stated above, the tea
Page 70 and 71: 2. MATERIAL AND METHODS The analysi
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Page 80 and 81: egularities in the organisation of
Page 82 and 83: (2) While historical sociology (HS)
Page 84 and 85: expressed in the forms of first per
Page 86 and 87: (22) This article is the first in-d
Page 90 and 91: THE WORDLISTS PROJECT: AN EXAMPLE O
Page 93 and 94: CONTRIBUTORS’ BIO DATA Azamat AKB
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