The present study aims to investigate the use of discourse markers (DMs) in nonnative (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.

Važnost pisanja sažetaka znanstvenih radova leži u tome što su preduvjet za objavu u znanstvenim časopisima, sudjelovanje na konferencijama, prijavu projekata i slično. No, pisanje kvalitetnoga sažetka zahtjevan je zadatak za hrvatske studente koji su često suočeni sa zadatkom pisanja sažetka svog završnog ili diplomskog rada na engleskomu jeziku. Kako bi pružili uvid u vještine pisanja sažetaka hrvatskih studenata, učenika engleskoga jezika, na akademskoj razini, u ovomu radu predstavljena je analiza korpusa 100 sažetaka završnih i diplomskih radova studenata Filozofskog fakulteta Sveučilišta u Splitu. Provedena je analiza sastavnih dijelova sažetaka i određene su vrste i učestalost učeničkih pogrešaka. Rezultati su pokazali da u sažetcima često nedostaju osnovni podaci koji se očekuju u sažetku znanstvenoga rada kao što je jasno objašnjenje pristupa ili motivacija za rad. Što se tiče pogrešaka, studenti su imali najviše poteš- koća sa članovima i prijedlozima. Leksičke pogreške, npr. pogrešan odabir riječi (kolokacije), također su bile učestale kao i problemi s interpunkcijom. Identifikacija ovih slabosti u vještini pisanja hrvatskih učenika od velike je važnosti za razvoj smjernica za poučavanje kako bi se olakšalo njihovo sprečavanje i eliminacija.

The main purpose of this study is to investigate the effects of pre-task planning on L2 fluency performance by measuring the temporal variables. Performing a picture description task, two groups of thirty-seven students were given 10 minutes of planning time and no planning time before the performance, respectively. The temporal fluency variables are extracted by means of the PRAAT speech analysis program in order to be automatically measured for evaluation purposes. Fluency is operationalized as speed fluency (i.e. speech rate and articulation rate) and breakdown fluency (i.e. average pause duration and number of pauses). The results indicate that no significant difference is found when comparing the non-planning and planning condition for each temporal variable. Presumably, the chosen task type containing highly frequent lexemes does not seem to impose increased conscious attention on the part of the more proficient speakers, and thus the formulation and articulation can, to a high degree, run in parallel. Based on the observed results, a modified task design is proposed, i.e. guided pre-task planning directed to attend to less frequent formulae as vocabulary or lexical items for everyday contexts, having a clear potential as a pedagogic device, aiming at activating relatively underused vocabulary and promoting ultimate fluency in the temporal sense.

Interdisciplinary teaching plays an important role at all educational levels, particularly at an early school age. Apart from providing a basis for joint learning, it enables correlation of segmented knowledge as well as additional practice and reinforcement of the newly acquired knowledge. It stimulates an awareness of the importance of cross-curricular cognition and prepares the individual for lifelong learning. This paper investigates the possibilities for the interaction of the teaching contents of science with those of English as a foreign language in the first four grades of primary school within the Croatian educational context. It also points to the importance, need and advantages of the interdisciplinary teaching from the very start of schooling and illustrates the possibilities and modes of vertical as well as horizontal interdisciplinary teaching of the two school subjects.Key words: correlation; interdisciplinary models; primary education; teaching topics.---SažetakInterdisciplinarno poučavanje zauzima značajno mjesto na svim razinama odgoja i obrazovanja, a posebno u ranom djetinjstvu. Osim što osigurava temelj zajedničkom učenju i otkrivanju, interdisciplinarno poučavanje omogućuje povezivanje rascjepkanih znanja, otvara prostor za njihovo dodatno uvježbavanje i utvrđivanje, potiče svjesnost o važnosti interdisciplinarnog spoznavanja i priprema pojedinca za cjeloživotno učenje. U ovom se radu istražuju mogućnosti umrežavanja nastavnih sadržaja prirode i društva i engleskog jezika od 1. do 4. razreda osnovne škole, u okviru hrvatskog obrazovnog konteksta, ukazuje na važnost, potrebu i prednosti interdisciplinarnog umrežavanja već od početka školovanja te ilustrira mogućnosti i načine vertikalnog i horizontalnog interdisciplinarnog povezivanja sadržaja tih dvaju nastavnih predmeta. Ključne riječi: korelacija; modeli povezivanja; nastavne teme; primarno obrazovanje

The present study focuses on the DM cluster use of three native and three non-native (Croatian) teachers of English working in Croatia, based on an analysis of a corpus of their talk in the classroom. As essential elements of fluent and coherent speech, discourse markers (DMs) are ubiquitous in discourse, with numerous uses in the foreign language classroom. A specific feature of DM use is the tendency of speakers to combine them, i.e. use them in clusters. The quantitative analysis of the corpus of teacher talk has revealed that native and nonnative teachers differ in their use of DM clusters in classroom discourse. Native teachers use DM clusters significantly more frequently and with more diversity, while non-native teachers seem to be less flexible in their use. The qualitative analysis provides insight into the functions of the most frequent clusters in the speech of the teachers, pointing to a variety of valuable functions of these units in the classroom. The results indicate the need to bring DM cluster use to the attention of non-native teachers in the course of their training to enable them to make full use of the potential benefits of these units in their classroom discourse.