108 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 768 Title A name given to the resource Paradigm of Lemma Prose Author Author Kos-Lajtman, Andrijana Horvat, Jasna Abstract A summary of the resource. The initial premise of this paper is the existence of literary and literary-scientific discourses characterized by instruments and methodology typical for lexicographical texts: dictionaries, encyclopaedias and lexicons. These are the texts of hybrid character in which, analogous to lemmas (dictionary headwords) in said lexicographical works, fragmentary discourses characterized by a combination of literary and scientific themes, narrative procedures and metatextual devices are formed. Regardless of whether these are texts of lexicographical structure, equipment and intention filled with literarized content or whether they are primarily literary expressions modelled with the help of lexicographic instruments, the authors of this paper have found their representatives at the very beginning of the new era (Bible) stretching all the way to texts with dominant postmodernist intentions. The authors explain the acceptance of the initial premises by the results of a conducted analysis of chosen lemma discourses and their individual merits. The very term lemma has been taken over from lexicography which mostly uses it to denote a „lexicographical headword“. Lemma prose is a coinage made by the authors of this paper and hence the paper itself is directed at its scientific testing – at verifying and proving the possibility of accepting a paradigm that would confirm its existence. Thereat by lemma prose we mean those literary texts reaching for lexicographic techniques of lemmatization, as well as specific instruments, and use them in various ways and on various discourse levels (starting from the title level to entire textual structure). The analysis of individual texts shows that it is not only the case of peculiar discourses reaching deep into the literary history, but also that the possibilities that this mode of narrativization and text structuring offers were recognized in particular by literary authors from the end of the 20th and the beginning of the 21st century. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 910 Title A name given to the resource Is it possible to use "Introduction to Linguistics" by Pavle Tekavčić as a Manual for Teaching Romance Philology to the BCS-speaking Students? Author Author KneZeviC, Martina Abstract A summary of the resource. One of the biggest problems that arrises as a barrier to teaching Romance Philology at the BCS-speaking students is the lack of relevant literature in the languages of BCS or its difficult access. In this paper we investigate the manual “Introduction to Linguistics for Students of Italian” by Pavle Tekavčić. Our aim is to point out how the book is structured, which are the advantages and disadvantages of Tekavčić linguistic method, and how much can be useful to use this guide in the teaching of Romance Philology Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1025 Title A name given to the resource World Englishes and Applied Linguistics Author Author Kaul, Vineet Abstract A summary of the resource. The paper discusses World Englishes (WEs) in the applied linguistics profession for the most part accepts multiple varieties of English as legitimate and worthy of study even if legitimacy remains the object of inquiry. Consistent with the value applied linguistics place on WE, English is taught and learned in many countries because it is an international language. English is seen as a means to open doors to parts of the world that are not accessible to them otherwise and learners are fascinated by the increased international opportunities they believe the knowledge of English will bring to them. The international scope of learners’ English learning agenda should logically be matched by pedagogical approaches that teach EIL in part through inclusion of varieties of WEs. However, examinations of ELT practices reveal that English is still being taught as an inner-circle language, based almost with characters and cultural topics from the English speaking countries of the inner-circle. Issues associated with teaching English as an inner-circle language versus EIL need to be clarified if concrete changes are to be brought about in the way English is portrayed, valued, and taught in expanding ciecle countries where it is not the native language of the majority or an official language. Taking into account an interesting but at the same time controversial debate about the status of English in its varieties, which are commonly called WEs and the opposing ideas, it is aimed to present an overview of these discussions, together with some examples. Three concentric circles, the Interlanguage theory, Standard English and English as a Lingua France (ELF) were paid special attention while touching upon the controversial debates on World Englishes. Moreover, following these discussions on WEs, EIL and Applied Linguistics, some answers were provided regarding the questions on teaching and teacher education, seeing that the uses of English internationally are not just related to the Expanding Circle, but also they include native speakers as well as members of the Outer Circle. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1026 Title A name given to the resource Teaching Languages to International Students Author Author Kaul, Vineet Abstract A summary of the resource. There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility. The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both. It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 762 Title A name given to the resource Speaking Anxiety in EFL: Causes, Factors, and Solutions / A Reasearch in a Multi-Cultural EFL environment Author Author Karatürk, Ahmet Benk, Kemal Akbarov, Azamat Abstract A summary of the resource. This study investigates the factors causing anxiety for EFL learners in learning and using speaking skills in English. Bosnian and Turkish students at English preparatory classes and first year classes studying at International Burch University (IBU) in Bosnia and Herzegovina have been taken as the object of this investigation. This study reveals the factors making Bosnian students more competent in speaking English than Turkish students. On the other, the factors affecting students’ proficiency level in speaking are determined. Communicative Learning Approach is proposed as a remedy for overcoming students’ anxiety in oral productive skills. The parameters studied to figure out the factors affecting the language anxiety in groups of Bosnian and Turkish students at IBU can be classified as follow: cultural and social background differences, influence of media, differences in education systems between the native countries, phonological similarities between students’ native language and English. Some key issues causing anxiety in language learning process such as self-esteem and competence are addressed. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 814 Title A name given to the resource The Psychological Influence in the Study of Modern Literature Author Author Karakaci, Dalila Abstract A summary of the resource. In order to understand reality, we must have a self-reflection. Heraclitus said, “I have sought for myself.” The search for the self and, most of all, the ideas related to “What is man?” were a current question that troubled all writers of the new course of writing at the beginning of the twentieth century. Most of these writers tried to examine the secrecy of man by enquiring the buried places of the soul. The issues that had to do with the Being, Time, Anxiety, Care and Freedom were treated as important themes that disturbed the New Man part of the New World as a contrast to the Old World. It was an area of reasoning, living, protesting against the pragmatist and positivist mental picture of the twentieth century, against the values of tradition, its assumption, against Realism and Naturalism. The ideas of Freud, Jung and Adler became useful to the understanding and studying of modern literature. The psychoanalytically-oriented criticism offered to read “the work of literature with a lively sense of its latent and ambiguous meaning, as it were, as indeed it is, a being no less alive and contradictory than the man who created it.” The shift of modernism on the content of the literary work permitted to process inside the consciousness of the main characters than to the outside world. The main emphases on the inner self foster new ways of narrative techniques as stream of consciousness and opposition of traditional concepts of story and plot. Psychological criticism permitted to examine characters in a novel, the reader and its creator. This paper will be focused on modernism and the influence of psychological theories in its interpretation. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1018 Title A name given to the resource Challenging the Claim that bi-Modal Input Improves Listening Comprehension Author Author Juma Charles, Tendai Abstract A summary of the resource. Research investigating the effects of bi-modal input [the simultaneous presentation of orthographic and aural information] on L2 listening comprehension claims: (a) that watching interlingual subtitled audiovisual (AV) material [L2 audio with L1 text] results in better L2 listening comprehension than non-subtitled AV material (Bird and Williams, 2002); (b) that watching intralingual subtitled AV material [L2 audio with L2 text] results in better L2 listening comprehension than interlingual subtitled AV material (Markham et al., 2001); and (c) that watching any form of subtitled AV material enhances L2 listening comprehension (Vanderplank, 1988). I would argue that most published research in this area lacks ‘test construct validity’; they either fail to accurately test listening comprehension appropriately, or the duration of their experiments are so short that any claims of long-term improvements to an individual’s listening ability must be investigated further. I propose an innovative approach to testing the claim that bi-modal input enhances listening comprehension, by specifically investigating its possible long-term effects. The process of developing this test includes a pre-pilot study (completed), a pilot study (currently in progress), and a main study (to be started). In this paper, I present the findings of my pre-pilot study, in which I investigated the ability of 11 participants to listen to audio excerpts spoken in a standard British RP accent from six different types of AV materials [documentary, film, lecture, news report, sitcom, stand-up comedy], through the use of a listening test. I then test another 11 participants on their ability to listen to audio excerpts spoken in an RP accent from one specific AV medium [documentary]. My findings suggest that for the sample tested [international university students in the UK] BBC documentaries may be the most appropriate form of AV material to be used during the pilot study as it was the one form which was understood by all participants to a reasonable level. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 794 Title A name given to the resource Teaching Intercultural Communicative Competence: A Contrastive Look into Spanish Language Textbooks Author Author Jovanovic , Ana Zecevic Krneta, Gorana Abstract A summary of the resource. Development of intercultural communicative competence, as an understanding of what culture comprises, positive attitudes toward cultural diversity, and competent use of different communicative skills, represents an integral, if not the most important part of foreign language instruction. However, different individuals bring different goals and motivations to the intercultural experience, which is strongly influenced by their dominant cultural model. Thus, depending on the cultural model to which they have been exposed during their life together with each person’s individual traits, students respond differently to the teaching of intercultural competence. On the other hand, manuals that are used in foreign language instruction equally manifest authors’ local cultural traits and specific attitudes toward the target language and culture. Consequently, it is important to consider these cultural interpretations and effect they might have on the outcomes of the foreign language instruction. In this paper we observe different interpretations of Hispanic cultures in Spanish language textbooks of different countries, more specifically, a number of selected textbooks published by major editorials from Spain, United States, and Serbia. The analysis of the corpus is organized in terms of three main categories, that is, sociolinguistic, sociocultural, and intercultural content, since these components are most directly related to the presentation and interpretation of the target language culture and intercultural competence. It is envisioned that the analysis will provide us with a clear understanding of interdependence of local cultural models and content related to the teaching of intercultural competence, which will enable some general, as well as culture specific suggestions for the elaboration of foreign language manuals and their application in the teaching of foreign languages. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1000 Title A name given to the resource Ancient Greek in the Contemporary Higher Education Curriculum Author Author Jovanovic, Milena Abstract A summary of the resource. The paper explores the basic principles of the Ancient Greek curriculum as a theoretical-methodological seminar of the Language, Literature, and Culture program at University of Belgrade (Faculty of Philology). At the Department for Modern Greek studies, Ancient Greek is taught as a mandatory theoretical-methodological course in the context of learning Modern Greek. It is also offered to all the students of the Faculty of Philology as an optional course, but in the context of the theory of language. The course itself consists of lectures (with integrated practical work), utilizing the grammar-translation method (as the subject is literary language) with elements of the communicative method, in accordance with what students need to learn the modern (Greek) language. Various texts are used as examples of grammatical rules. Rules are formulated on the basis of prescriptive grammar, through a two-way translation process. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 783 Title A name given to the resource Does Language Influence Thought: Challenges for Intercultural Learning Environments Author Author Jeftic , Alma Abstract A summary of the resource. The most important moment in child’s intellectual development is when speech and cognition begin to interact. The emergence of private speech, which would later become internalised, enables children to separate themselves from the immediate context, and to talk and reason about things that are not in front of them. Hence language and thought become separate, but interdependent entities. The aim of this paper is to explore the way in which language influences thought as well as to provide important implications for intercultural learning environments with regard to Sapir-Whorf hypothesis, functional fixedness and word order people use in everyday speech. For Chomsky, there is no relation between language and thought, since the child is born with the foundation of universal grammar or language acquisition device. Contrary, Edward Sapir and Benjamin Lee Whorf propose the idea that the form of our language influences the way in which we think. In this paper the overview of anthropological and psychological studies of Safir-Whorf hypothesis is used in order to analyse the impact different languages can leave on thought, actions and behaviour. Also the connection between different word order used by different languages is analysed with regard to its impact on behaviour. This paper seeks to explore impact object-final languages (English) and verb-final languages (Turkish) can leave on behavioural pattern agent-patient-act. It is concluded that a weaker version of Sapir-Whorf hypothesis is supported by both literature review and case study approach. Also, language can affect ways in which students in intercultural environment learn memorize and reason; therefore it represents new challenge for educational practice. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics