Volume 10 (2022): Issue 2 (December 2022)

The research traces the development of functional transposition of TILL and UNTIL in English. The study covers 16 historical periods and is based on 1,243 examples extracted from the writings from 850 to 1710, which are analyzed without resorting to any corpus software; 2,225 examples from 1710 to 1920, which are automatically tagged utilizing the corpus toolbox Lancsbox; and the statistical data on 127,544 examples over the period of 1920–2020. It is hypothesized that despite being synonyms and representatives of the same grammatical categories of prepositions and conjunctions in modern English, the lexical units TILL and UNTIL were initially formed as prepositions and later, following their own transpositional patterns, they were transposed into conjunctions.

The global Covid-19 pandemic led to the turn toward online learning and the need to adapt to new ways of English foreign language (EFL) teaching. This mixed-methods research aimed to examine teacher attitudes, well-being, and coping strategies related to online EFL teaching. The results indicated that Croatian EFL teachers had a positive attitude toward online teaching and acknowledged the importance of being digitally competent. EFL teachers were unsure about their ability to deal with online teaching and indicated their need to improve their IT skills. They revealed more negative than positive responses regarding their well-being and showed that they tried to actively cope during the pandemic. Results also showed better coping strategies among female teachers.

This study aimed to examine what challenges Iranian EFL teachers in the mainstream educational system experienced in distance classes during the COVID-19 pandemic. Telephone unstructured narrative interview was employed to collect data from 20 teacher participants, and two theoretical frameworks, CoI and TPACK, were used to interpret the results. The thematic narrative analysis yielded ten themes: non-customized platforms, material-related issues, connection/internet issues, pedagogical problems, evaluation problems, insufficiency of teachers’ knowledge of technology, unmet expectations, physical absence of teacher/student, student-related issues, and dealing with negative emotions. The authors discuss that while some challenges are the antecedent contextual challenges that existed and will probably continue to exist in the context of distance classes, some other challenges can be avoided if teachers are equipped with TPACK to fulfill their new roles in the community of distance classes.

The article aims to analyse exclamatives as means of expressing emotions in dialogical discourse through the Speech Acts Theory. In particular, it dwells upon the representation of the Universal Emotion by the sub-classes of speech acts on the material of Henry James’s Washington Square. For this purpose, a structural-semantic analysis, a speech acts analysis, an intentional analysis, and a statistical analysis were used in the research. The results established pragmatic regularities of using the exclamatives in the course of communication in the novel. Thus, emotions play an essential role in constructing the character’s individual features, each of them having his/her predominant emotion. In addition, the statistical analysis showed that the majority of the analysed exclamatives are used to express the emotions of anger, joy, and sadness, which are construed predominantly by expressive and representative speech acts.