112 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. 1017 Title A name given to the resource How to Meet the 21st century Teaching Demands Author Author Glušac, Tatjana Abstract A summary of the resource. The 21st-century classroom is an increasingly changeable environment in which teachers are required to update their knowledge and skills constantly. However, professional development opportunities that are available to teachers are more often than not inadequate with respect to the content presented, the format of the presentation, venue or price. Moreover, existing professional development activities are one-shot events and, as such, they cannot meet different teachers’ needs or aid them in their professional pursuits. The 21st-century education calls for the introduction of continuous professional development (CPD) for teachers. As introduction of CPD entails numerous amendments to the entire educational system, it goes without saying that it requires a long time to be implemented. In such a situation, teachers are left on their own to bridge the gap. The paper is based on the results of a yearlong research project in which 10 English language teachers attempted to resolve their teaching issues by transforming their personal knowledge into a collective, shared and cohesive professional knowledge by the means of peer coaching. The aim of the paper is to indicate to the need for teacher cooperation for overcoming classroom challenges, improving their teaching practice and their students’ learning. The results obtained clearly indicate to the fact that peer coaching yields desired changes related to the improvement of teaching practice and students' knowledge even though it is a lengthy process entailing extensive logistics. 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. 868 Title A name given to the resource Cultural mediation and scientific mission of the Tokugawa interpreters Author Author Giovanni, Borriello Abstract A summary of the resource. With the arrival of English and Dutch ships, European culture began to flow in Japan from the first years of the 17th century through other means respect to those already established by the Iberian mercantilism and the Catholic missionarism. Since the arrival of the first Westerners, the Japanese received a great quantity of new knowledge, mainly through Nagasaki, and it derived from the same members of the Dutch East India Company, the officers and the crews of the ships. Since the beginnings, and increasingly from the first decades of the 18th century, a high number of intellectuals and artists, not only merchants, frequented Nagasaki and they got in touch with the Europeans and the Japanese interpreters. The number of the interpreters was more than 120 already at the end of 17th century and their number became constant (about 150) during the 18th century: a significant number to spread the various aspects of the European culture. Furthermore, the interpreters approached the agency and the Dutch ships, but also the guardians, officials and workers of Deshima/Nagasaki, in contact every day with European people and things. So, the increasing curiosity for Europe became more and more diffused in the population and opened to new interests that concerned the most different fields. Sciences, arts, techniques, started to be object of the investigations of the scholars called rangakusha (experts of Dutch studies) and they promoted a vast presentation of the European scientific and humanistic culture. But above all it was the command of the Dutch language or at least the ability to read those texts that allowed realizing and spreading the principal knowledge. In this, as we will see in this paper, the Japanese interpreters play the most important role with the realization of the first dictionaries, glossaries and grammars of the Western 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. 1022 Title A name given to the resource The Acquisition of Pronominal Case-Marking by Persian Learners of English Author Author Gahrouei , Vahid Mahmoudi Hashemi, Abdollah Abstract A summary of the resource. Sixty six seventh- and eighth-grade students (age 12–14) learning English in Persian classrooms were tested on their knowledge of English case-marked pronouns in sentences like She knows him,*She knows he and *Her knows him. The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Persian Language, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and the Lexical Learning/Lexical Transfer model of Wakabayashi (1997; 2002) make different predictions about the kinds of patterns of case-marked pronouns that will be found in the second language English of early learners with Persian first language (L1). It is argued that the results are consistent with the predictions of the Lexical Learning/Lexical Transfer model, but with neither Full Transfer/Full Access nor Minimal Trees. 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. 999 Title A name given to the resource Linguistic Proficiency within Language Teacher Education Author Author Fennell, Michael Abstract A summary of the resource. The dilemma of language teacher education at university level lies in how best to balance the educational philosophies and theories with the practicalities of the methods and techniques. The question of the students’/trainees’ linguistic ability to undertake language teacher education should not arise. After all, they have taken and passed the entry requirements which include recognition of their linguistic ability either in the form of externally set and marked exams or of audited and certified internal exams. The participants on a language teacher education course are expected to know how to speak the language and to be able to follow educators with MA and PhD initials after their names, while needing only to fine tune their reading and writing skills to incorporate the academic. Yet, sometimes the level of the pre-service teachers’ English is such that the “How to teach” lectures and course books are, at least initially, beyond the students understanding, and there needs to be an emphasis on students developing their language proficiency. This workshop addresses how teacher training is possible in the absence of a course book with students who have learnt English as a Foreign Language, and whose levels favour a lecture based format with heavy emphasis on memorization and translation. Attendees to the workshop will participate in two shortened demonstration lessons (Intro to TEFL and Theories and Methods) given respectively to third year and fourth year students at the Arab American University Jenin, Palestine. The activities will allow the participants to better judge the experience of being a pre-service language teacher and so be more informed when deciding on the feasibility of student-centred learning in the university setting. 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. 795 Title A name given to the resource English Teaching through a Different Cultural Aspect Author Author Fatih, Tekce Abstract A summary of the resource. Language learning has many aspects. One of them is undoubtedly the culture of the target language. It is known that a positive attitude toward L2 culture can lead to cross-cultural understanding. However, there have not been many attempts to introduce a third culture in ELT, which is the topic of this paper. As a teacher of English who comes from Turkey and works in Serbia, I introduced elements of Turkish culture in my English classroom and tried to make use of the relationship between three cultures. Would they clash, merge or will one of them be dominant? With the beginning of Turkish serials in Serbian TV channels the ongoing increasing interest has boosted since 2009.People are not only interested in Turkish culture but also in economy, tourism, sports, and many other aspects of Turkish life. There are more news about Turkey in Serbian media compared to past. As my students have shown interest in these topics, I introduced various elements of Turkish culture and incorporated most of them in speaking activities, but also tried to combine them with total physical response and some extracurricular activities. They proved to be very successful, since student’s interest in Turkish culture increased student talking time, their motivation for participation in communicative and extracurricular activities, and their overall performance has improved. 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. 789 Title A name given to the resource Balkan Toplumlarına Türkçe Öğretiminde Turkizm (Turcızmı, Turkicam) Kelimelerin Katkısı Author Author Fatih, Iyiyol Abstract A summary of the resource. Türkçe özellikle Osmanlı fetihleriyle birlikte Balkan dillerini etkilemiş ve Balkan dillerine binlerce kelime girmiştir. Balkan dillerine girmiş Türkçe kelimelere genel olarak “Turcizmi/Turcizam” denilmektedir. Bu kelimelerin sayıları Boşnakça-Sırpça-Hırvatça gibi Balkan dillerinde on bine yaklaşmaktadır. Balkan dillerinde Türkçe kelimeler bu toplumların kültüründe önemli bir yapıya sahiptirler. Türk dilinin fotenik, morfoloji ve sentaks etkisi Balkan dillerinde açıkça görülmektedir. Türkçedeki isimler, fiiler, edat diğer kelime çeşitleri, kalıp sözlerin de etkisiyle Türkçe cümleler Balkan dillerinde günümüzde varlıkların sürdürmektedirler. Günümüzde Balkan toplumlarında Türkçeye ilgi artmıştır. Bu ilgi, Makedonya, Arnavutluk, Bosna-Hersek örneğinde Yunus Emre Türkçe Öğretim Merkezleri’nde Türkçe öğrenenlerin niceliklerinde ortaya çıkmaktadır. Gerek Yunus Emre Türkçe öğretim merkezleri gerek Türkçe öğretilen diğer eğitim kurumlarında Türk dili öğretilirken dikkat edilecek önemli bir husus bulunmaktadır. Balkan toplumlarının dillerinde günümüzde de mevcudiyetini koruyan Türkçe kelimeler bulunmaktadır. Bu kelimelerin bir bölümü modern hayatın tesiriyle unutulmaya yüz tutmuş, diğer bölümü ise fonksiyonelliğini devam etmektedir. Balkan dillerinde Türkçe öğretilirken o toplumların dillerinde var olan kelimelerin kullanılması ve o kelimeler ağırlık vermesinin çeşitli açılardan faydası olacaktır. Birincisi, Türkçe bu topluluklara öğretilirken bilinen kelimelerle hareket edilmesi Türkçenin öğretilmesini kolaylaştıracaktır. İkinci, bu kelimelere ağırlık verilmesi Balkan halklarının dillerinde ilgili kelimelerin canlı kalmasını sağlayacaktır. Üçüncüsü, Türkizmlerin kullanılması dilin öğretildiği toplumun fertleriyle Türk dili arasında ortak bir paydanın oluşmasını sağlayacaktır. Bu çalışmanın amacı, Balkan dillerindeki Türkçe kelimelerin Türkçe Öğretim Merkezleri’nde kullanılmasına vurgu yapmak bunun kültürel faydasını ifade etmektir. 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. 796 Title A name given to the resource Self-efficacy and Anxiety Perceptions of pre-service EFL Teachers Author Author Fatih, Gungor Demet, Yayli Abstract A summary of the resource. In social cognitive theory, teachers’ self-efficacy beliefs have been associated with positive teaching behaviours and student outcomes (Bandura, 1997). Since efficacy affects the effort teachers invest in teaching, the goals they set and their aspiration (Tschannen-Moran & Woolfolk Hoy, 2001), it is vital to check pre-service teachers’ self-efficacy levels to be able to see whether they are individuals who are burdened by self-doubts about their capabilities and also are likely to be more conscientious in their future undertakings or whether they are open to new experiences and more social in their interpersonal relationships (Bandura, 2012). Therefore this study aims to examine a group of pre-service teachers’ self-efficacy levels in an EFL context by asking them to assess their capability concerning instructional strategies, student engagement and classroom management (Tschannen-Moran, Woolfolk Hoy, 2001). Additionally, anxiety experienced by pre-service EFL teachers while teaching the target language is another variable that is believed to interact with self-efficacy. In view of the above, this study was designed to probe into pre-service EFL teachers’ perceptions of self-efficacy and anxiety. The data for the study were collected via two scales: (a) Turkish versions of the Teachers’ Sense of Efficacy Scale, which was prepared by (Tschannen-Moran, Woolfolk Hoy, 2001) and adapted by Çapa, Çakıroğlu & Sarıkaya (2005), and (b) Foreign Language Teaching Anxiety Scale, which was prepared by İpek (2006). The sample is comprised of 90 pre-service teachers, 4th year students in the programs of English Language Teaching at three state universities in Turkey. This is a correlation study which aims to assess the relationship between self-efficacy and teaching anxiety levels of the participants. Hence, the data gathered will be statistically analyzed and the relationship between pre-service EFL teachers’ self-efficacy and anxiety perceptions will be discussed. Finally, some conclusions based on the analyses conducted will be drawn. 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. 1005 Title A name given to the resource An Analysis of the Impact of Utilizing the Genre of Humour on EFL Learners’ Willingness to Communicate Author Author Fahim , Mansoor Sabah, Somayyeh Abstract A summary of the resource. The present study was intended to analyze the impact of utilizing the genre of humour on Iranian EFL learners’ Willingness to Communicate (WTC) in English. To this end, forty participants equally divided into experimental and control groups took part in an experiment. The control subjects were required to participate in oral class discussions, whereas the experimental subjects were scaffolded with humorous anecdotes by Hill (1980) over seven interview sessions, which were geared towards the topics under debate. The content analysis of the transcriptions was carried out through the t test procedure by calculating the relative loading of the Idea Units (IUs) in the data, which Ellis (1984, as cited in, Kamimura & Oi, 2001) has proposed as a measure to examine the students’ communicative strategies in the oral production. Pedagogically, it was found that using texts belonging to the genre of humour augmented the experimental participants’ WTC in the target language in comparison with that of the control subjects since there was a significant difference between the mean scores of the relative loadings of the IUs found in the transcriptions obtained from the segments of talk by the experimental group than those identified in the fragments of talk by the control group. 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. 797 Title A name given to the resource The Problems in Teaching Turkish as a Foreign Language and Solution Problems Author Author Esra Birsen, Guler Abstract A summary of the resource. The number of the people who has been learning Turkish has been increasing of late years. However their reasons in learning Turkish has been changing a lot. Due to these increase, a lot of places have been established under the name of “Turkish Course, Turkish Culture Center”. In this paper, some of the problems in “Teaching Turkish as a Foreign Language” will be mentioned and some of the keys will be proposed: 1. Lecturer Case: As its has been expressed in lots of sources, a person who speaks Turkish is not always a person who can teach it properly. If so, to know a language does not mean always you can teach it. That kind of beliefs unfortunately would reduce the public esteem for Turkish. In order to avoid this, the language teachers should be aware of the details, specialities of the language. Otherwise, they cant express the originality of Turkish and would teach only “a translation language” Turkish. 2. Source Case: With the incerease in number of the people who are learning Turkish, a lot of sources has been published in that area. Most of them are written by the people who have hardly experiences in the area. Because of this, most of the sources can’t answer language teachers and learners needs. In most of the books, its neglected to put exact rules in Turkish. If we put rules as much as possible, the time in learning language would be shorter, and the result would be better. For instance, because the place of the answers can change the mean of the sentence in Turkish, some of students have some difficulties while answering questions about where to put the answer. In order to avoid this difficulty, we can say “You should put the answer the place of the question word.” “Dün arabayla nereye gittin?” “Dün arabayla işe gittim.” The rules would make the language teaching and learning duration easier and funnier. Fort the native Turkish speakers to put rules can be seen unimportant, for he Turkish learners putting that kind of rules are so essential. 3. Pupil Case: Before starting the language teaching activities, we should beter consider “the pupils” properly. Firstly, their levels should be found out, then the points of why she/he is learning the language, whats her/ his needs and what the mother tongue of her/him is as well. These datas will help in preaparing the teaching plan. For instance, a boss and a housewife’s needs are very different in a new language. Because of this, if the needs of the students are found out properly, the needs can be answered as it should be. 4. Designation Case: Generally, adjective “foreign” is used for the pupils who has been learning Turkish. But instead of using that adjective for pupils, we’d beter use it for the language. Otherwise, unconsciously, the Turkish learnes is isolated. 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. 798 Title A name given to the resource College Students on College Teaching: A Case Analysis of a Teaching - Learning Exchange Process Author Author Ervin, Kovacevic Abstract A summary of the resource. Designed to teach rhetorical reading and advanced academic writing, Freshman English II (ENG102) is a required course for all International University of Sarajevo (IUS) students, regardless of the program they are enrolled in. During this course, students were required to write a research paper for which they had to explore the concept of ‘Teaching Style’, come up with effective teaching criteria, observe the teaching actions of a Freshman English teacher, and define the effective and ineffective ones calling on the referred literature and their own intellectual reasoning. More than a hundred students revealed that they are intellectually excited and pleased by the teaching actions displaying teacher – centered style (i.e. Expert, Formal Authority, and Personal Model), while they are, however, extremely appreciative of and motivated by artful teaching performance, teaching behaviors which project high interpersonal rapport, and learner – centered teaching approach. For the purpose of reaching more valid and reliable conclusions, the remarks were complemented with the results obtained through a formal survey assessing teaching performance at the end of every semester. Consequently, it might be inferred that in order to meet the needs of IUS Freshman English student profiles, a teacher should be able to deliberately apply teaching techniques associated with every and any style; a style driven by both andragogical and pedagogical reasoning. 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