111 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. 929 Title A name given to the resource The Role of Learner’s Culture in EFL Textbooks Author Author Gurbanov, Meretguly Abstract A summary of the resource. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). Moreover, linguistic competence alone is not enough for learners of a language to be competent in that language (Krasner, 1999). That is, learners need to be aware of the culturally appropriate ways to address people, disagree with someone, express gratitude or make requests (Peterson and Coltrane, 2003). Teaching a foreign language by means of culture has become increasingly widespread nowadays. As an English teacher, we should try to keep students interested in the classroom. Culture is one of the best ways of motivation and it also provides students with useful models of authentic use of the language in the classroom. Universally accepted cultural –moral values may more motivate the ELT classrooms while learning a foreign language. Among the scholars of the field there are two widely spread and opposing views regarding the relationship between culture and English language teaching (ELT). One is that, since culture and language are inseparable, English cannot be taught without the culture (or rather, one of the cultures) in which it is embedded. The other one is that English language teaching should be carried out independently of its cultural context. But the researcher suggests that, instead of the context of the target culture, the content of ELT and ELT materials should be familiar to language learners. And the researcher hopes that culturally friendly ELT materials will motivate and accelerate the learning of English. Taking this argument as a starting point, this study reports on a research carried out at different educational institutions in Turkmenistan investigating students’ and teachers’ attitudes to the cultural content of the Turkmen EFL courses. The findings of this study are hoped to have implications for teaching and learning culture and moral values in English as a Foreign Language classrooms in Turkmenistan. 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. 846 Title A name given to the resource The Effects of Using Visual Aids in Teaching Writing on Learners’ L2 Writing Proficiency Author Author Gulumser, Efeoglu Abstract A summary of the resource. The current study aims to find out whether the use of visual aids in writing classes facilitates the path that learners go though while acquiring writing skills in L2. Although strategy training in writing has been proved to be effective in L2 writing development by many studies, the role of visual aids has not been obscured yet (Kobayashi and Rinnert, 2008; Ong and Zahan, 2010; Shi; 1998; among many others). Thus, this study focuses on four particular writing tasks which have been designed by particular visual aids. Ten freshman students studying in Foreign Language Education Department at Yıldız Technical University were recruited as an experimental group as they scored less than 20 out of 40 in the writing component of FCE. On the other hand, the control group consisted of ten randomly selected freshman students from the same department and the institution. Both qualitative and quantitative data have been gathered by the questionnaire with open ended questions asking for students’ reflections on the usefulness of the training and by the pre and post-tests evaluated by two different raters. In the end, it has been found out that there is no significant difference among groups in terms of their writing scores; which may be interpreted as this particular training has not helped learners to enhance their writing skills in L2. 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. 851 Title A name given to the resource The Effects of Various Teaching Methods on Learning New L2 Vocabulary Author Author Gulay, Bedir Sevgi Bektas, Bedir Abstract A summary of the resource. The aim of this research is to define the effects of various teaching methods (classic teaching, using realia , picture-drawing ) on learning, short and long-term recall of new L2 vocabulary. This experimental model research is used in this study. Participants are 24 students from 10th grade of Zile Trade Vocational High School during 2011-2012 academic year. The research data was collected with the measurement tool (achievement test) developed by the researchers. The achievement test consists of three main and ten sub- sections and one open ended-question to see participants’ attitude against methods used in this research. Participants studied 12 new words in L2 each through three methods (classic teaching, using realia, picture drawing). Experts’ opinions were taken for validity assessment. Reliability was determined by test-retest method. The data analyzed by using package program SPSS 15:00. After learning sessions, participants took posttests immediately, after 1 week, and after 1 month. Results show that using realia has significant advantages over others. It is the most effective method among the others. Classic method is the second and picture drawing is the third one to teach new L2 vocabulary. Participants’ attitudes also emerged that the using realia is the most effective method to learn new L2 vocabulary. Key words: learning, foreign language, vocabulary teaching, teaching methods and techniques 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. 852 Title A name given to the resource The Errors of Noun Case Morphemes (suffixes) Kyrgyz Students make While Learning Turkish Language of Turkey and Solutions to them (Kırgızların Türkiye Türkçesi Öğrenirken Ad Durum Biçimbirimleriyle İlgili Yaptıkları Hatalar ve Çözüm Önerileri) Author Author Gul Banu , Duman Abstract A summary of the resource. Teaching Turkish as foreign language is a new and rapidly developing area. Everyone agrees that teaching Turkish to cognate Turks and teaching Turkish to the foreigners of Turkish is different from each other in various aspects. Despite this acceptance, preparing special books for cognate Turk is not still enough .In other words, the realty, which we should prepare different course books and materials for cognate Turks, is not taken seriously into consideration, unfortunately. While teaching Turkish as foreign language, each grammatical unit must be examined separately and the common error should be corrected via intensive exercises. In this study, we have detected the errors of noun case morphemes Kirghiz students who are learning Turkish make. Then, we tried to find out the causes of these errors and we seek solutions to eliminate them. In this way we aimed to help the teachers who are teaching Turkish language in Kyrgyzstan. The errors that the students make are limited as “the errors in theme of noun case morphemes” and they were analyzed in this study 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. 1015 Title A name given to the resource Epistemic Modality in English Research Paper and Its Practical Implications in EAP Class Author Author Gradečak-Erdeljić, Tanja Varga , Mirna Abstract A summary of the resource. Traditionally, academic discourse was denoted as objective, neutral, impersonal and lacking in subjective appraisal. However, in the last two decades pragmatically oriented research of academic discourse has offered a significantly different and a more complex perspective of the scientific language use. Scientific texts have been assumed to be not only objective and informative research reports but also a type of a social dialogue between writers and readers in the scientific discourse community (Hyland 1998). Epistemic modality is one of the linguistic categories used to explore the interactive dimension of academic genres. According to the cognitive-pragmatic model (Nuyts 2000) epistemic modality is defined as a speaker's evaluation of the likelihood that a certain proposition has occurred or will occur. Its most prototypical linguistic realizations include modal verbs, modal adverbs, adjectives and nouns. The present paper has dual aims. Firstly, it identifies the prototypical markers of epistemic modality in the self-compiled corpus of 20 scientific papers in psychology and presents their distribution across the rhetorical sections of the paper. In addition, possible pragmatic motivation likely to underlie the usage of epistemic modality markers is also discussed. Secondly, the paper suggests some in-class activities which should prompt the psychology undergraduates to identify epistemic modality markers in different sections of the research papers and their contextual usage. It is assumed that practical implications of such activities should raise consciousness about the distribution of the most salient epistemic modality devices and improve students' level of pragmatic competence in EAP class. 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. 853 Title A name given to the resource The Acquisition of “Verb+Preposition Combinations” By L2 Learners of English Author Author Gozde, Bahadir Abstract A summary of the resource. “Verb+preposition combination” refers to non-idiomatic constructions composed of a verb and a preposition such as look at, believe in, etc. The combinations investigated here are not phrasal verbs although they look like phrasal verbs in being multi-word expressions composed of a verb and a preposition. The difference is that in phrasal verbs at least one of the components is used idiomatically, whereas in V+P combinations neither the main verb, nor the particle loses its original meaning. The prepositions in V+P combinations are also different from the prepositions that denote time, location, direction or position and that can be followed by various different verbs. In V+P combinations, each verb can only precede a particular preposition for each lexical meaning. The present research investigates the acquisition of English V+P combinations by adult L2 learners. The study comprises of a test battery with two grammaticality judgment tasks, a partial written production task and a mini-questionnaire. 57 beginning and intermediate-level learners of English as L2, whose native language is Turkish participated in the study. The tasks included sentences with English V+P combinations. If the verbs and prepositions are translated literally into L1, the resulting verb precedes a suffix instead of a preposition as Turkish is an agglutinated language. However, although some morphemes are equivalent to certain prepositions, when it comes to V+P combinations, there are mismatches which potentially affect learners’ performances. The results indicate that although the more advanced learners performed better in the overall test, even the most advanced ones still have problems processing English V+P combinations which do not match with their Turkish equivalents. These findings will be discussed in the light of the Full Transfer/Full Access (FT/FA) Model of Schwartz and Sprouse (1996). 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. 865 Title A name given to the resource The Use of Exercises in Foreign Language Grammar Lessons Author Author Gordana, Bojicic Abstract A summary of the resource. In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes in the classroom should have a subsidiary function, to facilitate the language learning and to contribute to more rational and more efficient use of exercises. After a short review of existing classifications of language exercises, in this paper we will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them. 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. 867 Title A name given to the resource Hounded by Dogs and Bitches: a Cognitive-Linguistic Analysis of Figurative uses Involving the Concept DOG in English and Croatian Author Author Goran, Milic Abstract A summary of the resource. The paper aims to examine the power of two major cognitive linguistic approaches to figurative language, the Conceptual Metaphor and Metonymy theory (Lakoff and Johnson 1980, Kövecses 2002) and the Conceptual Integration Theory (Fauconnier and Turner 2002) to account for the motivation (Panther and Radden 2004) and axiological effects of linguistic instantiations of animal metaphors (Fernández Fontecha and Jiménez Catalán 2003) involving the concept of DOG/PAS (and their linguistic variants) in (American) English and Croatian respectively. A quantitative (Geeraerts 2006, Glynn 2010) and qualitative analysis of expressions and examples from dictionaries and the Corpus of Contemporary American English (COCA) and the Croatian National Corpus (HNK) along a number of selected dimensions of (sex/age of the language users and referents, discourse/ register type etc.) will serve as the basis for discussing their impact on the usage and (degree of) conventionalization of linguistic instantiations in the two languages. Special emphasis is put on differences in slang use and across different discourse types/groups (e.g. different senses and effects of use of dog in rap/hip-hop as opposed to the more conventionalized figurative readings involving the lexeme and concept, calling for the introduction of the notion of lexical concepts (Evans 2006) in the analyses. The goal of the intended extensive intra- and cross-linguistic analysis of a concept (differently) productive in the languages examined is threefold: to emphasize the need for a greater focus on the subjective and intersubjective dimension, i.e. socio-cultural situatedness (Frank, Ziemke, Dirven and Bernárdez 2008) in usage-based approaches to metaphor as a linguistic and conceptual phenomenon (Sharifian 2008), to test the power of quantitative approaches for a more extensive analysis of figurative language, and propose possible repercussions in the field of ESL teaching. 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. 805 Title A name given to the resource Ashik Feymani’s Bağlama-Muammas Author Author Gonenc, Cevriye Sezen Abstract A summary of the resource. Ashik Feyman, one of the living Ashiks, is one of the important Ashiks in nowadays. Ashik Feymani, born in Çukurova, has a significant role in Ashik Literature and Ashiklik Tradition. Ashik Feymani has poems about the subjects of love, social, religious-Sufi. Furthermore, Ashik Feymani gives samples of the kind of Bağlama-Muamma that has an important place in Ashiklik Tradition. Among the chapter in the Ashiklik Tradition, one of the important parts is Bağlama-Muamma. Bağlama-Muammas have an extensive place in Ashik Literature and Ashiklik Tradition. In Bağlama-Muamma, two Ashiks examine each other with many subjects such as Islamic sagas, religious-Sufi, historic. In this part, Ashiks compel one another both in terms of knowledge and arts. This study aims to give Bağlama-Muammas which play a crucial role in Ashik Feymani’s Ashik Literature and Ashiklik Tradition. 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. 1019 Title A name given to the resource Animal Images as Metaphors in Ted Hughes’ Poetry Author Author Gonel , Tuba Dayton, John Abstract A summary of the resource. Ted Hughes in his essay “Poetry in the Making” states that poems are a “mysterious they” which present the reader with a special knowledge that “we are very curious to learn”. Poetry, in this respect, should continue its existence whether or not it is read or properly appreciated. For Hughes, who regarded himself as a protector of the secret world presented by this mystical existence, poetry was more than a mere collection of literature; it was the very source of life. That is why his poems deal with particular fields of study such as psychology, anthropology, mythology, and biology in their terminology. Hughes’ commitment to poetry can be better appreciated in light of his description of poetry and its connection to the universe. In his commitment to poetry, Hughes goes further and considers it separately from other institutions in life, and the identity of a poet separately from other roles or identities of a person. This paper aims to analyze some of Hughes` poetry in which he employs animal figures to represent his association of human beings with nature to convey the message that human beings, despite our civilized appearance, are as primitive and violent as other creatures in nature 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