119 10 3494 https://omeka.ibu.edu.ba/files/original/53aca4484100476c7b63c58d0400996a.docx be6569ce1754ad1d16dc75aa0a62a06a https://omeka.ibu.edu.ba/files/original/8e346d7b425ddd1507e513aa85510741.pdf dd7d62c263cfcf234212fe1fcea9fc7b PDF Text Text Foreign Language Classroom Anxiety and Its Relationship with Students’ Gender and Educational Level of Parents M.Yavuz Konca & Çilem Bozkır Atatürk University/ Erzurum, Turkey Bingöl University/ Bingöl, Turkey Keywords: Foreign language classroom anxiety, anxiety scale, parents, gender, university students. ABSTRACT The aim of this study was to determine whether there was a relationship between students’ foreign language classroom anxiety and educational level of their parents and genders. In this study, a Likert type scale, which was developed by Horwitz, Horwitz and Cope (1986) and adapted into Turkish by Öner and Gedikoğlu (2007) was used. ‘Foreign Language Anxiety Scale’ was applied to 278 freshmen students at Faculty of Science and Letters in the academic year of 2011-2012 at Bingöl University. 154 participants were female and 123 were male. The scale’s validity and reliability were examined and Cronbach Alpha coefficient was found 0.91. The data were analyzed by SPSS (20). The findings of the study revealed that there was no meaningful difference in foreign language anxiety levels of participants in terms of their gender. The results of the study also proved that the students whose parents were primary school graduates scored higher in foreign language anxiety scale than those whose parents were graduates of high school. The education level of the parents was found as a significant factor that affected foreign language classroom anxiety � 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. 2061 Title A name given to the resource Foreign Language Classroom Anxiety and Its Relationship with Students’ Gender and Educational Level of Parents Author Author KONCA, M.Yavuz BOZKIR, Çilem Abstract A summary of the resource. Keywords: Foreign language classroom anxiety, anxiety scale, parents, gender, university students. ABSTRACT The aim of this study was to determine whether there was a relationship between students’ foreign language classroom anxiety and educational level of their parents and genders. In this study, a Likert type scale, which was developed by Horwitz, Horwitz and Cope (1986) and adapted into Turkish by Öner and Gedikoğlu (2007) was used. ‘Foreign Language Anxiety Scale’ was applied to 278 freshmen students at Faculty of Science and Letters in the academic year of 2011-2012 at Bingöl University. 154 participants were female and 123 were male. The scale’s validity and reliability were examined and Cronbach Alpha coefficient was found 0.91. The data were analyzed by SPSS (20). The findings of the study revealed that there was no meaningful difference in foreign language anxiety levels of participants in terms of their gender. The results of the study also proved that the students whose parents were primary school graduates scored higher in foreign language anxiety scale than those whose parents were graduates of high school. The education level of the parents was found as a significant factor that affected foreign language classroom anxiety Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/7c6342cd05eeb33eb40569fb18de4250.docx 841d517de2be4dffdf63d9cbccb4c82a https://omeka.ibu.edu.ba/files/original/601d404dd27e27380caa24c28d3c4160.pdf aff355d29eeb8cf16b94f89c18f576ae PDF Text Text Foreign Language Learners' Explicit and Implicit Knowledge Vildana Dubravac University of Zenica/ Zenica, Bosnia and Herzegovina Key words:explicit knowledge, implicit knowledge, foreign language, language acquisition, interlanguage ABSTRACT It has been pointed out that linguistic knowledge should always be analysed in terms of two different types of knowledge: explicit and implicit. While the access to explicit knowledge is slow and difficult, the access to implicit knowledge is fast and easy. It is, therefore, implicit linguistic knowledge that enables speakers to communicate spontaneously. Because of that it would be ideal if all knowledge of L2 were implicit. However, L2 knowledge is only partly implicit, and usually, especially in a foreign language context, mostly explicit, as a result of different processing underlying the development of L1 and L2 knowledge. The question that arises is which benefits learners have of explicit knowledge, and whether, although different, these two types of linguistic knowledge are interrelated. This article reports on a study which analysed the foreign language learners’ linguistic knowledge in terms of both explicit and implicit knowledge. Implicit knowledge was measured by means of an oral elicited imitation test and explicit knowledge by means of an untimed grammaticality judgement test and a metalinguistic test. All tests were administered to a sample of 206 participants, Bosnian EFL learners. 100 participants were learners completing primary school (aged 14-15), and 106 were learners completing secondary school (aged 18-19).The results indicated that learners' explicit knowledge is a bit, although not significantly, higher than their implicit knowledge. However, the correlation analyses showed that there is a large and significant relationship between these two types of linguistic knowledge. � https://omeka.ibu.edu.ba/files/original/08b512c78a1e40405a6571f9e9fa2385.docx 841d517de2be4dffdf63d9cbccb4c82a 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. 1964 Title A name given to the resource Foreign Language Learners' Explicit and Implicit Knowledge Author Author DUBRAVAC, Vildana Abstract A summary of the resource. Key words:explicit knowledge, implicit knowledge, foreign language, language acquisition, interlanguage ABSTRACT It has been pointed out that linguistic knowledge should always be analysed in terms of two different types of knowledge: explicit and implicit. While the access to explicit knowledge is slow and difficult, the access to implicit knowledge is fast and easy. It is, therefore, implicit linguistic knowledge that enables speakers to communicate spontaneously. Because of that it would be ideal if all knowledge of L2 were implicit. However, L2 knowledge is only partly implicit, and usually, especially in a foreign language context, mostly explicit, as a result of different processing underlying the development of L1 and L2 knowledge. The question that arises is which benefits learners have of explicit knowledge, and whether, although different, these two types of linguistic knowledge are interrelated. This article reports on a study which analysed the foreign language learners’ linguistic knowledge in terms of both explicit and implicit knowledge. Implicit knowledge was measured by means of an oral elicited imitation test and explicit knowledge by means of an untimed grammaticality judgement test and a metalinguistic test. All tests were administered to a sample of 206 participants, Bosnian EFL learners. 100 participants were learners completing primary school (aged 14-15), and 106 were learners completing secondary school (aged 18-19).The results indicated that learners' explicit knowledge is a bit, although not significantly, higher than their implicit knowledge. However, the correlation analyses showed that there is a large and significant relationship between these two types of linguistic knowledge. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/a0f46909981cf01e9c00c43a514b33c2.docx 523792f764373f164cb2a343c20b696c https://omeka.ibu.edu.ba/files/original/38c8417d879757f152b3e99c9465aa65.pdf d344ec2597597d6c8346b11bc387f922 PDF Text Text From Lingua Franca to Gangnam Style Sunčana Tuksar Radumilo University of Pula/ Pula, Croatia Key words: EL, the Internet, Asia, an Eye-catcher, Gangnam Style ABSTRACT The pop culture domain on the Internet enforces the penetration of the Asian world into the West; the„shift“of EL from Lingua Franca to an eye - catcher happens within the click of a mouse. There are apparently contradictory trends in the evolution of English, whereby on the one hand global technologies promote a uniform language, and on the other non-native speakers use the technologies and the language to promote themselves. Asia borrows from Western culture, perpetuates own stereotypes, and makes mix-and- match compounds where „the authenticity is not respected, only the aesthetic elements are borrowed“. * Thus English more and more bears the significance of a scene or illustrations used in anime and tokusatsu shows (an eye-catcher), or serves as a “bridge” to cross the language barriers, the example of both being a phrase Hey sexy lady in a Korean song Gagnam Style. The method is old, the technology is new; EL not only distributes a cross-cultural diversity, but also assumes a role of a marketing cash cow and the blockbuster of all times. However, the Western world turns tables on the (Asian) borrowed compilations and steals them back: the applicability of such „cultural twist“ is seen in the Crackin Gangnam Style version of the song featuring in the Wonderful Pistachios Get Crackin Commercial at Super Bowl 2013.** English in popular culture is a medium of international communication, true, but it has become the tool of nonnative speakers adapted to both match and promote individual cultural identities. � 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. 1965 Title A name given to the resource Foreign Language Learners' Explicit and Implicit Knowledge Author Author RADUMILO, Sunčana Tuksar Abstract A summary of the resource. Key words: EL, the Internet, Asia, an Eye-catcher, Gangnam Style ABSTRACT The pop culture domain on the Internet enforces the penetration of the Asian world into the West; the„shift“of EL from Lingua Franca to an eye - catcher happens within the click of a mouse. There are apparently contradictory trends in the evolution of English, whereby on the one hand global technologies promote a uniform language, and on the other non-native speakers use the technologies and the language to promote themselves. Asia borrows from Western culture, perpetuates own stereotypes, and makes mix-and- match compounds where „the authenticity is not respected, only the aesthetic elements are borrowed“. * Thus English more and more bears the significance of a scene or illustrations used in anime and tokusatsu shows (an eye-catcher), or serves as a “bridge” to cross the language barriers, the example of both being a phrase Hey sexy lady in a Korean song Gagnam Style. The method is old, the technology is new; EL not only distributes a cross-cultural diversity, but also assumes a role of a marketing cash cow and the blockbuster of all times. However, the Western world turns tables on the (Asian) borrowed compilations and steals them back: the applicability of such „cultural twist“ is seen in the Crackin Gangnam Style version of the song featuring in the Wonderful Pistachios Get Crackin Commercial at Super Bowl 2013.** English in popular culture is a medium of international communication, true, but it has become the tool of non-native speakers adapted to both match and promote individual cultural identities. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed 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. 787 Title A name given to the resource Foreign Language Teaching in the Inclusion Author Author Čirić-Delić, Esada Abstract A summary of the resource. This presentation aims to describe dilemmas foreign language teachers have when facing inclusive education, their responsibilities in such classrooms, and possible steps taken to improve foreign language teaching under inclusion concept, with particular reference to Bosnia and Herzegovina. Today when policy makers talk of inclusion they refer to the process of educating children with special education needs. Policy makers look at the inclusion bearing in mind political, financial and, at times, even ideological factors. Yet, teachers are the implementation task force, often pulling the ties between children with learning difficulties and their peers, ensuring recognition of every child's needs. The term learning difficulty is often misunderstood. It is becoming practice for the foreign language teachers to find themselves in the mixed ability classrooms where there is also a child with either/or communication issues, cognitive issues, behavioral issues, with sensory impairment, and/or physical disability. What is the role of the foreign language teachers in the inclusion? And how can they help themselves carry out their role in inclusive education system? Where do they look for support and what approach do they take in foreign language teaching with particular reference to diversity of the mixed ability classrooms? are some issues raised in the presentation. 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 https://omeka.ibu.edu.ba/files/original/77c4b173ff73b6c9179dfddff6966dd0.pdf 8e0520c9a415559e41c18bfb3c38b95c PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo FOREIGN LANGUAGE TEACHING METHODOLOGY IN THE CONTEXT OF SOCIOCULTURAL DISTANCE Beatrice Demont PhD Student in University of Genoa, Italy beadbea@hotmail.com Abstract During a research period in Japan I had the opportunity to follow a number of students learning the Italian language, both from Universities and private contexts. According to an anthropologic interpretation, meetings between cultures is based on practices that cannot be reduced to feelings or individual ideas; the sociocultural aspect is an open system, and not sheltered from external influences; so there is not a privileged point of view for a detached observation, because a meeting is equal and is an exchange of meanings produced from both the parts. Meeting another culture carries a number of differences that can be misunderstood. The singular knowledge of the foreign language, even if useful, does not constitute a guarantee to understand the culture of a society. Incomprehension of attitudes or an improper use of the language are maybe not sufficient to damage a relationship, but they have the ability to complicate it, and for the same reason stereotypes often block other possible interpretations. Teaching implies a bi-directional communication that needs to give an input to the student but also an understandable feedback for the teacher. The communicative exchange between two cultures is furthermore difficult when we try to understand the psychological influence of linguistic signals in verbal and non-verbal communication. In that way, the relationship between teacher and student is a delicate balance that can easily be upset, especially in cultures such as the Italian and Japanese ones which are very far from one another. I shall illustrate, in a summarised form, the description of the subjects under study by means of appropriate tables in this report, analyzing the oral production, the learning processes and the cultural differences that could create misunderstandings. Key words: stereotypes, cultural differences, learning processes. INTRODUCTION An American anthropologist, Ralph Linton, said that culture was like water for a fish: a fish lives in water but is not aware of the fact of being surrounded by water. We are just like that fish in our own culture and we do not realize this fact, instead we see the culture of the others (Linton, 1961). In order to observe our culture from the outside it requires the desire to do it and the skill to decentralize oneself, accepting the fact that also others can be at the centre of things. In order to do this, sciences such as anthropology, ethnology, psychology and sociology propose different methods which allow man to study and understand culture and cultures. The greatest difficulty lies in the fact that each individual tends to have an innate ethno-centric mechanism (Geertz, 1988), and due to this he has the tendency to classify and evaluate others in order to categorize them into his own group (in-group) or out of it (out-group). Cultural stereotypes are born from this point onwards which give rise to a higher resistance and are very difficult to modify or uproot (Pike, 1954). In their turn these stereotypes easily predispose an action in that they are closely associated to cultural prejudices and they very often provoke negative or even hostile behaviour towards other cultural groups (Anolli, 2004). Intercultural psychology notably reduces risks of ethno-centrism in that it observes, values and interprets the differences in individual functioning between different cultural and ethnic groups, relationships and psychological, socio-cultural, ecological and biological variables as well as the changes that concern such values, without classifying the groups (Berry, Poortinga, Segall, Dasen, 1994). Cultural differences are born out of numerous factors: historical, environmental, economic, political ones etc. and the actual act of comparison which permits the discovery of new values: we are what we are in incessant acts of becoming (Anolli, 2006). Naturally, ethnical barriers may be overcome but they cannot be absent because they serve the purpose of manifesting social production of cultural differences. Focusing on the language, cultural and location unit brings to the mind‘s eye an ethnic group as an immutable entity having closed and clear-cut barriers. In effect, the definition of an ethnic group should instead 232 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo base itself on criteria used by those involved to feel united one with the other or to possibly outline a distinction (Barth, 1969,1994). Therefore, the meeting with another culture carries with itself a series of differences which may, in some ways, be misunderstood. The sole knowledge of the foreign language, however useful it may be, does not constitute a guarantee for the comprehension of the cultural structure (Gannon, 1997). In fact, words limit our representation of the world and of ourselves (Kitayama, 2004), in that we translate that which we feel by means of a linguistic code that already, in itself, represents a category. (Wierzbicka, 1999). In a certain sense, behaviour is always a type of state of predisposition to act in a certain way, but it is only one of the factors that intervene in determining effective behaviour side by side with the circumstances of that situation on one hand, and then with the regulations, values and daily habits of the social community on the other hand (Berruto, 1995). Many considerations can be interpreted with a somewhat limited vision if not even a stereotypical one, and this precludes many other possible interpretations. It is sufficient to consider that one type of behaviour then may be seen as polite in one country, may be seen quite mistakenly as hostile or sheepish in another, and as a consequence one often arrives at a negative classification of it. This is due to prejudices, or rather behaviour that we have in mind beforehand, independently of having ever had direct contact or knowledge with the next person. In fact prejudice is based on that pre-established category (stereotypes) which come to be attributed to an object based on an unfounded (or wrong) generalization (Baroni, 1983). METHOD OF STUDY This type of research includes both social and educational contexts in a set of holistic and empirical research at the same time. Thanks to an interdisciplinary approach based on the foundations of anthropology, psychology, sociology and education, it has been possible to have a right assessment about the problem. Anyway thanks to questionnaires and interviews with the directly and indirectly involved persons, it has been possible to converge views and data, describing the thoughts of the social actors involved. SAMPLING The research has been carried out in two geographical contexts and different school contexts of language learning, both in Italy and in Japan. In Japan approximately a quantity of 220 students has been observed. In Italy a quantity of about 30 Japanese students has been under observation. In Japan, students have been examined mainly in the city of Kyōto in both academic and private sectors. We have taken into consideration 5 Universities, where Italian is studied as a foreign language: the Kyōto Gaikokugo Daigaku, Kyōto Daigaku, Dōshisha Daigaku, Kyōto Sangyō Daigaku, Ritsumeikan Daigaku. In the private sector we have taken the data given by the Italian Institute of Culture in Kyōto and Tokyo. In Italy, on the other hand, the research has been carried out mainly in the city of Genoa in a private school. As a confirmation of the main aspects noted during this research, there is a corroboration of interviews with different, both Italian and Japanese, teachers met both in Italy and Japan. Anyway the general framework that is possible to obtain from the Japanese students remains linked, in spite of all efforts, to a Western perspective, and it is very difficult to be able to provide the details of a decentralised vision on a scientific basis, or to be able to assess the foreign teacher as in the perspective of a Japanese student. MAIN SOCIO-CULTURAL PROBLEMS The act of teaching in itself includes two-directional communication, or rather the input provided by the teacher to the student and then the return act, or the feedback; then also the output provided by the student to the teacher which above all is useful for the teacher to understand if the provided input has been taken in. The area that shall be dealt with in the next chapter concerns communication because, as is somewhat predictable, it is not a simple process; in fact, communication is nothing else than a delicate balance which may be easily interrupted or render particularly difficult the requisite compatibilities which do not subsist for the exchange of messages. The communicative exchange between two cultures is rather complex in that factors come into play which are not always noted; in this case there are not only linguistic signals but also those parameters tightly bound to the culture which concerns non-verbal communication. Non-verbal communication is the psychological dimension that produces and supports the definition of the self and the other in a more or less explicit manner. By means of this faculty it is possible to carry out different 233 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo functions that take on an important role in human social behaviour, it in fact allows the definition of the act taking place, the addition of implicit messages, to contain indirect requests bound to the behaviour of the interlocutor and to make richer the verbal content with elements and nuances laden with meaning. According to elementary psychology, non-verbal communication is held to be more spontaneous and ‗natural‘ than verbal communication in that it is less subject to forms of voluntary control. For this reason, it would be a greater ‗revealing agent‘ of the individual‘s state of mind since it would allow a filtering through of the individual‘s reactions and intentions. This would also happen in spite of what is actually said (Anolli 2002). Therefore, the verbal form would serve the function of denoting, the non verbal one of connoting; if the former includes the relevance of semantic material, then the second includes emotional information (D‘Urso, 1988) Non verbal communication varies notably from culture to culture and cannot be seen as just a ‗colouring agent‘ of the verbal version (Rimé, Schiaratura, 1991) but rather as a basic action for obtaining an enlightened comprehension where the word is not sufficient. Kinesics, taken from the Greek ‗kynesis‘-movement- as we have already said refers to facial expressions, looks, body language, physical contact between the interlocutors and to gesticulatory behaviour. In a way similar to verbal behaviour, every culture develops its own kinetic language and it shares its signs and meanings based on a network of rules and conventions. Traditionally, eye contact in oriental cultures is limited, more over in Japan, and is regarded as the boundary between bad manners and an invasion of one‘s privacy. However, in the majority of western countries, the act of looking directly into a person‘s eye is seen as a sign of sincerity, spontaneity and of interest. In fact, during a normal day to day conversation the look on a person‘s face takes up a ponderous quantity of time and serves the function of sending and gathering information. In the west, without this eye contact people do not get the actual impression to be communication with one another. Generally speaking, people who look at other people with greater frequency are perceived as being extroverts, socially skilled, enterprising and gifted with a good amount of self-control. In contrast to this, people who have the tendency to avoid eye contact are often thought to be suffering from some type of psychological problem. As with all cultures that come into contact with one another, these behavioural types are subject to variations, but nevertheless they leave their marks. In Japan, eye contact is however seen as a sign of aggression if it takes place between two strangers, and the use of a ‗glance‘ between members of different genders remains different (Balboni, 1999) In the field of gestural behaviour, of great expression, generally speaking, are nods of the head and hand gestures. Head gestures play an important role in the rate of progress of an interaction, for example a nod of the head from a person who is listening is commonly seen by the person who is speaking as a sign of attention or assent and can also be seen as a sign to continue with the output of information. This does not mean to say that the same nod of the head in Japan for example is seen with approval; in this country it is more tied in with the concept of listening, in that each frank and direct declaration gets considered more or less as a manifestation of vulgarity (Zimmerman, 1985). Hand gestures vary greatly from culture to culture; there are cultures with a small usage of the hands when communicating and also cultures with a high usage. The Italian people would be classed as ‗high gestural‘, where as well as semiotically independent gestures (emblems), therefore provided with a precise meaning and which are shared socially, illustrator agent gestures are very pronounced (they accompany verbal communication and they ‗illustrate‘ that which is being said), the emotive indicators, (tied to an emotional state) and illustrator gestures (they regulate the interaction, they permit the stressing of the speech in ‗points‘ of emphasis or for indicating a change of ‗position‘ in the speech strategy). In this context the Japanese culture is diametrically opposed, the only gestures used are generally speaking ‗emblems‘, and in this case hand gestures become more animated only in cases of refusal or prohibition. Facial mimicry serves important different functions in interaction between people; in fact the face represents the part of the body that is more specialized on an expressive and communicative level. Through facial gestures we manage to express spontaneous emotions, and also deliberate ones, which have the objective of dissimulating other emotions or of showing a form of social convention such as, for example, ‗circumstantial smiles‘. Precisely under this aspect, once again Japan has a true and proper culture, the smile is often seen as a type of condescending behaviour that is very often misunderstood by the foreigner. The smile‘s social convention therefore frequently hides embarrassment or difficulty. 234 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo We have to remember that there is a certain grade of separation between facial expressions and internal psychological states, in the sense that not everything that appears on the face necessarily indicates an internal emotional experience. Also there is a certain dissociability between that internal and external. Facial movements are also an important element in the coordination of the communicative exchange, they facilitate the alternation of the ‗who speaks next?‘ situation, and then the synchronism between the interlocutors. The glance generally makes a contribution in this exercise, for the collection of feedback information, to show attention and interest, and also to understand whose turn it is to speak during a conversation. As we have already said, the glance is however somewhat limited in Japan. On this point we must include a type of non-verbal conversation typically Japanese which is called ‗Haragei‘, that literally means ‗visceral language‘. It is a language/non-language made up more or less of silences, lulls in exchanges, and slow reflexions in which the interlocutor is scrutinized. This could be compared to a type of intuition in which words only act as an adjunct and do not express the true concept (Corddry, 1975). At this point a form of communication shall be added which constitutes a strategic way of communicating and has numerous meanings- this is quite simply, silence. Silence is not simply the absence of communication but it has well-defined rules with numerous variable standards from culture to culture. Generally speaking, western cultures are characterized by a type of communication with low contextualization and one witnesses a rapid change over in exchanges, conversational lulls are relatively reduced and silence is considered to be a threat or lack of cooperation in conversational management. As opposed to this, oriental cultures are typified by a high-contextualized communication, the participants exercise long periods of silence between one exchange and another and these are signals of reflexion and deliberation. In the Japanese culture, silence or mugon 無言 (むごん) is very often a symptom of trust, harmony and understanding (McVeigh, 1997). Chronemics, from the Greek ‗Khrñnos‘ or ―time‖, studies the use of time, and also in this case it varies greatly according to the culture. As well as the rhythm of the speech, the turns taken to speak and the length of the pauses in relation to the content, one must also add the sense of time in general (Anolli, 2003). This would be the punctuality, perception of future and past events, time management (Hall, 1983), etc. One presupposes that the concept of time not only has a notable influence on socio-cultural competence, but also operates in the syntactical construction of the language itself (D‘arcais, Wiley, 1978). Examples of chronemic differences between Italian and other cultures are numerous, but in this case the risk is run of losing count of historical, cultural and individual variables and then to be overly influenced entirely by stereotypes (Lipovetsky, 1989). The fact however remains that generally speaking there is a certain diffidence upon the concept of punctuality when we turn towards Italians and that this contributes to relationships with Japanese people. Proxemics studies the use that a person makes of the distance and the space of social and working organization and of interpersonal relationships. In particular, in the field of communication, inter-personal distance and orientation towards the interlocutor have important consequences on the efficacy of the interaction. The distinction between the different types of distance includes four areas which may vary from a maximum and a minimum according to the influence due to socio-cultural factors. The Japanese culture may be located between those cultures having a distance where spatial reduction is perceived as an encroachment, against the Italian culture which is characterized by a culture of vicinity and which considers distance as a symptom of coldness and hostility. At the same time, from an anthropological point of view, given the elevated population density in the big urban centres, life in Japan forces upon man a lifestyle in which distance is reduced, and for this reason right from infancy respect for interpersonal space is inculcated so as not to bother the next person. In this category, Japan may be placed among the countries having a ‗no-contact‘ culture, in fact the haptic is very limited and as a consequence bodily contact between people is avoided as much as possible (Balboni, 1999). On the other hand, in line with many other Latin or Arab cultures, Italy plays a part in the culture of contact. Maybe the socio-cultural aspects are not the most complex to describe, but they are when it comes to an analysis. This is because often they are the ones that, more than anything else, are subjectively bound. Beneath are those aspects that shall be taken into consideration that may influence the class didactic progress, and this phenomenon shall be looked into further on in this paper. 235 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo ―Shame culture‖ 恥の文化(はじのぶんか - hajinobunka) is one of these. This has been analysed by numerous psychologists and, according to an analysis carried out by Kent (Kent, 1992), it may be understood both as a private phenomenon (embarrassment) and a public one. Shame has fundamentals based upon society itself and on psychological ideals. (Sakuta, 1967). Along with many other oriental cultures, Japan can be located in the area of collectivism, while individualism is found in many western cultures. It would be opportune to add to this that, ‗ Individualism and collectivism do not constitute two opposing poles in a unique dimension, but are rather two independent dimensions, further defined within their internal areas‘. (Anolli, 2004). Among its various characteristics, collectivism often has a strong sense of ‗social harmony‘ and lends priority to group objectives with respect to those of the individual. The sense of belonging to a group, that may be either for work or study, is very important in the Japanese culture, therefore competition stands at an acceptable limit between different groups, but even in this case it is always experienced with a collective spirit aimed at achieving a wider social wellbeing. In one group on its own, the competition on the contrary would shatter a fundamental balance, and this is one of the reasons why competition is also avoided in the classes. Amongst the various forms brought into play to avoid competition, ‗haji‘ (understood as shyness) is the ideal, in that it tends to flatten out the personality as it were, and not put the individual on show (Sumiko, 2000). The concept of ‘on‘ is tied to a sense of duty, to which each and every Japanese person is tightly bound; the concept of ‗giri‘ instead represents the good name and reputation. In the case of the Japanese, the ‗giri‘ must never in any way be dishonoured (Benedict, 1968). There is an aspect of communication that is not separable from socio-cultural characteristics, or rather the communicative competence relative to the conquest of the emotional filter. This filter is a psychological-emotive block due to a form of mental self-defence against states of anxiety. This anxiety, as also reported in Second Language Acquisition and Second Language Learning by Krashen, in fact has had a very powerful influence and jeopardises linguistic acquisition (Balboni, 2004). There are many characteristics that cause the emotive block to come into the field of linguistics; this is because the higher the knowledge of a language, the easier it is to get over the emotive block. However, a psychological factor remains which is consequence of being tied to both to the typology of the student (behaviour towards studying or the teacher, personal confidence, individual organisational skills, a more or less extrovert character etc.) and to the cultural origin. This is due to the fact that was discussed previously; students may be more predisposed than others to this emotive block. According to the Communication Accommodation Theory worked on by Giles and Coupland (Giles, Coupland, 1991), following determined strategies of synchronisation and accommodation of linguistic and extra-linguistic signals, it is possible to arrive at a position of convergence which allows a good interaction in communicative exchange, avoiding in this way divergence which would on the contrary not facilitate the understanding of an input. The Communication Accommodation Theory is favourable towards a meeting point that does not include a masking of culture or, even worse, the imitation of others. It uses a perspective that works side by side with a balanced management, which in the case of education respects that which the student thinks without giving up other positions on the part of the teacher. It therefore requires a pause control, the use of proxemics and gestemics, vocal intensity, enunciation length and also the use of vocal frequency (a tone of voice which is too high and strident can cause problems in much the same way that low and monotonous tone of voice can be boring). Psychological social research of language has illustrated how behaviour and reactions towards a person are strongly determined also by the way that person speaks and by the relative ‗speaker‘s paradigm of evaluation‘ which is activated by the listener (Giles, Johnson, 1995). In every communicative relationship between two people a continuous work of deconstruction and reconstruction equivalent to an upturning of perspective is necessary to an exchange. The occurrence of a true and proper inter-subject communication is in fact tied to the capacity of an individual to alternately take on his own and the other person‘s plan of reference, reconstructing the field every time without ever making his own point of view that specific privileged moment. (Mizzau, 1974). Teaching to an audience made up of different culture classes includes as a consequence a certain conscience of the use of these abilities that, above all in the collectivist culture, is particularly felt. On the other hand however, we find a more accommodating behaviour in the more individualistic cultures. (Gallois, Giles, 236 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Jones, Cargile, 1995). Therefore, one has to succeed in creating a type of empathy that allows the lowering of the emotional filter (Krashen, 1981). Also, according to Schumann, an increase in empathy between student and teacher would diminish the negative conditions caused by factors such as anxiety, stress, and it would obtain an improvement in learning as a result (Schumann, 1975). A condition of empathy leads the student to feel less the cultural distance in that this factor is of an emotional nature, and as a consequence can be managed with an approach of the psychological type. CONCLUSION Thanks to cultural psychology and other sciences, in this study we have been able to observe some of the more evident characteristics in the Japanese culture. The field circumscribed by education in the student-teacher relationship has given way to an understanding of the importance of the knowledge of various communicative signals, in that only a continuous interaction between them has allowed us to interpret signals and to understand the relative prerequisites. It has been also possible to also observe how some communication systems are to be limited to certain cultures and that it is not always possible to generalize by classifying behaviours; suffice it to bear in mind that among the western, non-verbal, vocal (shouting, crying, voice intonation) signal communication systems, and the non-vocal (smiles, a global motivator), some behavioural traits such as the lowered head, the fleeting glance, the scanty use of gestures, the absence of facial mimicry, the attenuated tone of voice etc. are more or less classified as characteristics of the depressed subject (Jones, Cumming, Horowitz 1981), characteristics which cannot obviously by applied to an intercultural context. Many reasons for intercultural incomprehension are born directly out of the absence of knowledge of certain communicative forms. An individual must know how to use a communicative signal in the same way in which the others use it. This mechanism ensures that the interlocutor comprehends that which he has learnt and that he is employing a ‗shared‘ communicative social sign, in this way one is able to produce and understand the same symbol with the same meaning. REFERENCES Luigi Anolli, Psicologia della comunicazione, Il Mulino, Bologna, 2002, p. 78. Luigi Anolli, Psicologia Generale, Il Mulino, Bologna, 2003, p.185. Luigi Anolli, Psicologia della cultura, Il Mulino, Bologna, 2004, p.266. Luigi Anolli, La mente multiculturale, Laterza, Roma-Bari, 2006, p.123. Paolo E. Balboni, Parole Comuni Culture Diverse - Guida Alla Comunicazione Interculturale, Saggi Marsilio, Venezia, 1999, p. 52. Paolo E. Balboni, Motivazione ed affettività nell'acquisizione di una lingua straniera, articolo in Punto Edu, 2004. Maria Rosa Baroni, Il linguaggio trasparente. Indagine psicolinguistica su chi parla e chi ascolta, Bologna, Il Mulino, 1983, p. 23 in Gaetano Berruto, Op. cit, Ed Laterza, Roma, 1995, p. 111. Fredrik Barth, Ethnic groups and boundaries: The social organization of cultural difference, George Allen&Unwin, London, 1969, pp. 117-134. Fredrik Barth, I gruppi etnici e i loro confini, in V. Maher (a cura di), Questioni di etnicità, Torino, Rosenberg & Sellier 1994, p. 47 Ruth Benedict, Il crisantemo e la spada, Dedalo, Bari, 1968. Gaetano Berruto, Fondamenti di Sociolinguistica, Ed Laterza, Roma, 1995, p. 110. 237 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo John W. Berry, Ype H. Poortinga, H. Segall, Pierre R. Dasen, Psicologia transculturale. Teoria, ricerca e applicazioni, Guerini e Associati, Milano, 1994. Noam Chomsky, Aspetti della teoria della sintassi, in Saggi Linguistici, Bollati Boringhieri, pp. 39- 258, 1979. Noam Chomsky, La conoscenza del linguaggio, Il saggiatore, Milan, 1989. Jane A. Corddry, Hara in A hundred things Japanese, p. 102, 1975. G.B.Flores D‘arcais, John Wiley & Sons, Studies in the perception of language, W.J.M.Levelt, Bath, 1978. Valentina D‘Urso, Rosanna Trentin, Psicologia delle Emozioni, Il Mulino, Bologna, 1988, p.101. Gallois, Giles, Jones, Cargile, etc, Accommodating intercultural encounters. Elaborations and Extensions, in R.L. Wiseman, Intercultural communication theory, Thousand Oaks, CA, Sage, 1995, 115-147. Martin J. Gannon, Global-Mente - Metafore culturali per capire 17 Paesi, Baldini & Castoldi, Milano, 1997 Clifford Geertz, Antropologia Interpretativa, Il Mulino, Bologna, 1988. Edward Twitchell Hall, The dance of life, Garden City, New York, Doubleday, 1983. Giles & Coupland, Contexts of accommodation: Developments in applied sociolinguistics, Cambridge, Cambridge University Press, 1991. Howard Giles and Patricia Johnson, Ethnolinguistic identity theory: a social psychological approach to language maintenance, 1987 (cit. in Gaetano Berruto, Fondamenti di Sociolinguistica, Ed Laterza, Roma, 1995, p. 112). E. E. Jones, J. D. Cumming, & M. J. Horowitz, <Another look at the nonspecific hypothesis of therapeutic effectiveness>, in Journal of Consulting and Clinical Psychology, 1988 e P. H. Waxer, <Channel contribution in anxiety displays>, in Journal of Research, in Personality, 15, 44,1981. Pauline Kent, Shame as social sanction in Japan, Japan Review, 1992, 3. Osamu Kitayama, Cross-Cultural Varieties in Experiencing affect, in The Language of emotions, Akhtar & Blum, USA, 2004, p. 37. Stephen D. Krashen, Second Language Acquisition and Second Language Learning, cap. II, p. 23., 1981 Ralph Linton, abridged by Adelin Linton, The Tree of Culture, Knopf, 1961. Gilles Lipovetsky, L‘impero dell‘effimero, la moda nelle società moderne, Garzanti, Milano, 1989, p. 182. Marina Mizzau, Prospettive della comunicazione interpersonale, Bologna, Il Mulino, 1974, pp. 60-61. Brian J. McVeigh, Life in a Japanese Women's College, The Nissan Institute/Routledge Japanese Studies Series, London, 1997, p. 76. Kenneth Pike, Language in Relation to a Unified Theory of Structure of Human Behavior, Summer Institute of Linguistics, Glendale, California, 1954 Sakuta, K., Haji no bunka saiko [Reconsideration of shame culture],Tokyo: Chikuma Shobo, 1967. Bernard Rimé & Loris Schiaratura, Gesture and Speech, in Fundamentals of Nonverbal Behavior, Cambridge University Press, Cambridge, 1991, pp. 239-283. John H. Schumann, Second language acquisition: the pidginization hypothesis, University of California at Los Angeles, 1975, p. 401. Iwao Sumiko, Problem‘s among Japan‘s young, in Japan Echo, 2000, pp. 256-260. Anna Wierzbicka, Emotions Across Languages and Cultures: Diversity and Universals, Cambridge University Press, Cambridge, 1999, p. 61. Mark Zimmerman, Dealing with the Japanese, Allen & Unwin, London,1985. 238 � 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. 35 Title A name given to the resource FOREIGN LANGUAGE TEACHING METHODOLOGY IN THE CONTEXT OF SOCIOCULTURAL DISTANCE Author Author Demont, Beatrice Abstract A summary of the resource. During a research period in Japan I had the opportunity to follow a number of students learning the Italian language, both from Universities and private contexts. According to an anthropologic interpretation, meetings between cultures is based on practices that cannot be reduced to feelings or individual ideas; the sociocultural aspect is an open system, and not sheltered from external influences; so there is not a privileged point of view for a detached observation, because a meeting is equal and is an exchange of meanings produced from both the parts. Meeting another culture carries a number of differences that can be misunderstood. The singular knowledge of the foreign language, even if useful, does not constitute a guarantee to understand the culture of a society. Incomprehension of attitudes or an improper use of the language are maybe not sufficient to damage a relationship, but they have the ability to complicate it, and for the same reason stereotypes often block other possible interpretations. Teaching implies a bi-directional communication that needs to give an input to the student but also an understandable feedback for the teacher. The communicative exchange between two cultures is furthermore difficult when we try to understand the psychological influence of linguistic signals in verbal and non-verbal communication. In that way, the relationship between teacher and student is a delicate balance that can easily be upset, especially in cultures such as the Italian and Japanese ones which are very far from one another. I shall illustrate, in a summarised form, the description of the subjects under study by means of appropriate tables in this report, analyzing the oral production, the learning processes and the cultural differences that could create misunderstandings. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/37b4f7a1c30eb13be5f130907a6aa161.pdf fe39b5d3ea8849cb1e2560acdf5856b1 PDF Text Text �FORENSIC GENETICS Theory and Application �FORENSIC GENETICS THEORY AND APPLICATION Damir Marjanović, Ph.D. Dragan Primorac, M. D. , Ph.D. Serkan Doğan, Ph.D. Publisher: International Burch University, Sarajevo, Bosnia and Herzegovina Printed by: Sabah Print d.o.o. DTP-Design: Veysel Cebe Circulation: 500 copies Place of publication: Sarajevo, Bosnia and Herzegovina Copyright: International Burch University, 2018 ______________________________________________________________________ CIP - Katalogizacija u publikaciji Nacionalna i univerzitetska biblioteka Bosne i Hercegovine, Sarajevo 577.21:340.64 MARJANOVIĆ, Damir Forensic genetics : theory and application / Damir Marjanović, Dragan Primorac, Serkan Doğan. - Sarajevo : International Burch University, 2018. - 289 str. : ilustr. ; 28 cm Bibliografija uz tekst. - Registar. ISBN 978-9958-834-63-9 1. Primorac, Dragan 2. Doğan, Serkan COBISS.BH-ID 26376198 �FORENSIC GENETICS Theory and Application Damir Marjanović, Ph.D. Professor of Forensic Genetics and Molecular Anthropology, Department of Genetics and Bioengineering, International Burch University, Sarajevo, Bosnia and Herzegovina Scientific Associate, Institute for Anthropological Research, University of Zagreb, Zagreb, Croatia Dragan Primorac, M.D., Ph.D. President of the Board of Trustees, St. Catherine Specialty Hospital, Zagreb and Zabok, Croatia Adjunct Professor of Forensic Science, Eberly College of Science, The Pennsylvania State University, University Park, PA, USA Adjunct Professor of Forensic Science, The Henry C. Lee College of Criminal Justice and Forensic Sciences, University of New Haven, West Haven, CT, USA Professor of Pediatric Medicine, Medical School, University of Split, Split, Croatia Professor of Pediatric Medicine, Medical School, University of Osijek, Osijek, Croatia Professor, Medical School, University of Rijeka, Rijeka, Croatia Serkan Doğan, Ph.D. Assistant Professor of Population Genetics and Forensic Genetics, Department of Genetics and Bioengineering, International Burch University, Sarajevo, Bosnia and Herzegovina �Contributors Adna Ašić Department of Genetics and Bioengineering Faculty of Engineering and Natural Sciences International Burch University Sarajevo, Bosnia and Herzegovina Monia Avdić Department of Genetics and Bioengineering Faculty of Engineering and Natural Sciences International Burch University Sarajevo, Bosnia and Herzegovina Serkan Doğan Department of Genetics and Bioengineering Faculty of Engineering and Natural Sciences International Burch University Sarajevo, Bosnia and Herzegovina Mirela Džehverović Institute for Genetic Engineering and Biotechnology University of Sarajevo Mirsada Hukić Larisa Bešić Department of Genetics and Bioengineering Faculty of Engineering and Natural Sciences International Burch University Sarajevo, Bosnia and Herzegovina Lada Lukić Bilela Department of Biology Faculty of Natural Sciences and Mathematics University of Sarajevo Sarajevo, Bosnia and Herzegovina BIOSPEL – Biospeleological Society of Bosnia and Herzegovina Sarajevo, Bosnia and Herzegovina ADIPA – Society for Research and Conservation of Croatian Natural Diversity Zagreb, Croatia Elma Ferić Bojić Department of Genetics and Bioengineering Faculty of Engineering and Natural Sciences International Burch University Sarajevo, Bosnia and Herzegovina Institute for Biomedical Diagnostics and Research NALAZ Sarajevo, Bosnia and Herzegovina Academy of Sciences and Arts of Bosnia and Herzegovina Sarajevo, Bosnia and Herzegovina Damir Marjanović Department of Genetics and Bioengineering Faculty of Engineering and Natural Sciences International Burch University Sarajevo, Bosnia and Herzegovina Institute for Anthropological Research University of Zagreb Zagreb, Croatia Enisa Omanović Mikličanin Faculty of Agriculture and Food Science University of Sarajevo Sarajevo, Bosnia and Herzegovina Imer Muhović Ascidea Genomics & Bioinformatics CRO Barcelona, Spain Jasmina Čakar Institute for Genetic Engineering and Biotechnology University of Sarajevo Sarajevo, Bosnia and Herzegovina Lejla Kovačević Mulahasanović Center for Genomics and Transcriptomics, CeGaT, GmbH Tübingen, Germany �Table of Contents and Authors Dragan Primorac St. Catherine Specialty Hospital Zagreb and Zabok, Croatia Eberly College of Science The Pennsylvania State University University Park, PA, USA The Henry C. Lee College of Criminal Justice and Forensic Sciences University of New Haven West Haven, CT, USA Medical School University of Split Split, Croatia Medical School University of Osijek Osijek, Croatia Medical School University of Rijeka Rijeka, Croatia Edited by: Damir Marjanović, Ph.D., Dragan Primorac, M. D., Ph.D., Serkan Doğan, Ph.D. 1. Introductory concepts and facts Damir Marjanović, Dragan Primorac, Serkan Doğan 2. Historical Development of Forensic Genetics Damir Marjanović, Dragan Primorac, Serkan Doğan 3. The variability of DNA and molecular markers in forensic genetics Serkan Doğan, Adna Ašić, Dragan Primorac, Damir Marjanović 4. Basic models and phases of the process of DNA analysis Damir Marjanović, Jasmina Čakar, Lejla Smajlović Skenderagić, Larisa Bešić, Serkan Doğan, Dragan Primorac 5. Application of lineage markers and the X chromosome analyses in forensic genetics Adna Ašić, Larisa Bešić, Lejla Kovačević Mulahasanović, Elma Ferić Bojić, Serkan Doğan, Dragan Primorac 6. Technological development trends in forensic genetics Lejla Smajlović Skenderagić, Damir Marjanović, Serkan Doğan, Imer Muhović, Larisa Bešić, Adna Ašić 7. Basic biostatistical rules in forensic genetics Serkan Doğan, Imer Muhović, Adna Ašić, Larisa Bešić, Dragan Primorac, Damir Marjanović 8. DNA database and missing persons identification Damir Marjanović, Imer Muhović, Monia Avdić, Serkan Doğan, Lejla Smajlović Skenderagić 9. Forensic DNA analysis of plant and animal biological traces Larisa Bešić, Imer Muhović, Adna Ašić, Jasmina Čakar, Lada Lukić Bilela, Mirela Džehverović, Monia Avdić Lejla Smajlović Skenderagić Department of Genetics and Bioengineering Faculty of Engineering and Natural Sciences International Burch University Sarajevo, Bosnia and Herzegovina 10. Food Forensics Enisa Omanović Mikličanin 11. Microbiomes as tools in human identification Monia Avdić, Lejla Smajlović Skenderagić, Mirsada Hukić 12. Supplement: Procedures for the collection and labeling of biological traces meant for DNA analysis Imer Muhović, Adna Ašić, Larisa Bešić, Mirela Džehverović, Damir Marjanović �Contents Chapter 1 INTRODUCTORY CONCEPTS AND FACTS ........................................................... 15 1. 2. Fundamentals of forensic science ............................................................................................................ 19 1.1. What is forensic science? .................................................................................................................... 19 1.2. Fields of forensic science .................................................................................................................. 19 1.3. Classical criminalistics methods for the identification of human individuals and the individualization of human traces ......................................................................................... 25 1.3.1. Identification and individualization via phenotypic marker analysis ...................................... 27 1.3.2. Identification and individualization using fingerprints ............................................................ 29 1.3.3. Identification using dental records .......................................................................................... 30 1.3.4. Identification and individualization using skeletal remains .................................................... 34 Basic models of molecular genetics ......................................................................................................... 38 2.1. The cell ............................................................................................................................................. 38 2.2. Chromosomes ................................................................................................................................... 39 2.3. Deoxyribonucleic acid (DNA) .......................................................................................................... 42 Chapter 2 HISTORICAL DEVELOPMENT OF FORENSIC GENETICS ................... 47 Chapter 3 VARIABILITY OF DNA AND MOLECULAR MARKERS IN FORENSIC GENETICS .............................................................................................................. 57 3.1. Variable Number Tandem Repeats – VNTR molecular markers .............................................................. 60 3.1.1. RFLP analysis of minisatellite markers .......................................................................................... 61 3.2. STR – Short Tandem Repeat molecular markers ..................................................................................... 62 3.2.1. The structure and nomenclature of STR markers ........................................................................... 63 3.2.2. Standard systems of STR loci ......................................................................................................... 64 3.2.2.1 CODIS (COmbined DNA Indexing System) loci ................................................. 64 3.2.2.2. INTERPOL Standard Set of Loci (ISSOL) ........................................................... 65 3.2.2.3. European Standard Set of Loci (ESS) ................................................................... 65 3.3. Alu repeats .............................................................................................................................................. 66 3.4. SNP – Single Nucleotide Polymorphism .................................................................................................. 66 3.5. mtDNA hypervariable regions ................................................................................................................ 70 Chapter 4 BASIC MODELS AND PHASES OF THE PROCESS OF DNA ANALYSIS ............................................................................................................................................. 75 4.1. Biological traces ........................................................................................................................................ 78 �4.2. Collection and storage of samples .............................................................................................................. 79 4.3. Identification of type of biological trace .................................................................................................... 81 4.3.1. Testing and identification of bodily fluids ....................................................................................... 82 4.3.1.1. Testing and identification of blood traces .............................................................................. 82 4.3.1.2. Testing and identification of sperm traces ............................................................................ 85 4.3.1.3. Testing and identification of saliva traces .............................................................................. 87 4.3.1.4. Testing and identification of urine traces ............................................................................... 88 4.3.2. Testing and identification of hair traces .......................................................................................... 88 4.4. DNA isolation methods ............................................................................................................................. 91 4.4.1. DNA isolation using organic solvents ............................................................................................. 92 4.4.2. DNA isolation using “Chelex® 100” method ................................................................................. 93 4.4.3. DNA isolation using Qiagen method .............................................................................................. 94 4.4.4. Promega DNA IQ™ System ........................................................................................................... 95 4.4.5. Prepfiler™ Forensic DNA Extraction Kit ....................................................................................... 96 4.4.6. Invitrogen ChargeSwitch® System ................................................................................................ 96 4.4.7. Other DNA isolation methods ........................................................................................................ 97 4.5. DNA quantification methods ..................................................................................................................... 98 4.5.1. Determination of DNA quantity in a sample using spectrophotometry ........................................... 98 4.5.2. Determination of concentration, yield and purity of DNA sample using the agarose gel electrophoresis method ................................................................................................................... 99 4.5.3. Hybridization (slot blot) method ................................................................................................... 100 4.5.3.1. QuantiBlot® Human DNA Quantitation Kit ....................................................................... 100 4.5.3.2. AluQuant™ Human DNA Quantitation System .................................................................. 101 4.5.4. qRT-PCR quantification ................................................................................................................ 102 4.5.4.1. Quantifiler® Human DNA Quantification Kit .................................................................... 102 4.5.4.2. Quantifiler® Duo DNA Quantification Kit .......................................................................... 103 4.5.4.2. Quantifiler™ HP DNA Quantification Kit ........................................................................... 104 4.5.4.3. Quantifiler® Trio DNA Quantification Kit ......................................................................... 104 4.5.4.4. Plexor® HY System ............................................................................................................ 105 4.5.4.5. Investigator® Quantiplex Kit .............................................................................................. 106 4.6. Polymerase Chain Reaction ..................................................................................................................... 107 4.6.1. Basic premises of the PCR and its biochemistry ........................................................................... 107 4.6.2. Optimization of basic parameters in application of PCR in forensic genetics ............................. 109 4.7. Detection of PCR results .......................................................................................................................... 110 4.7.1. Detection of allelic variants on STR loci ....................................................................................... 110 4.7.1.1. DNA profile ......................................................................................................................... 112 4.7.2. DNA sequencing ........................................................................................................................... 115 4.8. Application of autosomal multiplex PCR-based systems in forensic genetics ....................................... 116 4.8.1. Early PCR-based systems ............................................................................................................. 117 4.8.1.1. AmpliFLP® D1S80 PCR Amplification Kit ........................................................................ 117 4.8.1.2. AmpliType® PM+DQA1 PCR Amplification and Typing Kit ............................................ 117 �Contents 4.8.2. Commercial autosomal multiplex PCR-based STR systems ....................................................... 118 4.8.2.1. PowerPlex® 16 System ...................................................................................................... 120 4.8.2.2. PowerPlex® 21 System ....................................................................................................... 121 4.8.2.3. AmpFlSTR® Identifiler® PCR Amplification Kit .............................................................. 122 4.8.2.4. Investigator IDplex Kit ....................................................................................................... 123 4.8.2.5 PowerPlex® ESX and ESI System ...................................................................................... 124 4.8.2.6 AmpFlSTR® NGM and NGM Select PCR Amplification kits ............................................ 126 4.8.2.7. GlobalFiler® PCR Amplification Kit .................................................................................. 126 4.8.2.8. Investigator ESSplex Kit ..................................................................................................... 128 4.8.3. MiniSTR Systems ......................................................................................................................... 128 4.8.4. Direct Amplification STR Systems ............................................................................................... 131 4.9. Most frequent challenges in forensic DNA analysis ................................................................................. 134 4.9.1. Low copy number DNA – LCN DNA analysis ............................................................................ 134 4.9.2 Mixed sample analysis ................................................................................................................... 137 4.9.3 Degraded DNA .............................................................................................................................. 138 4.9.4. Microvariants ............................................................................................................................... 138 4.9.5. Mutations ...................................................................................................................................... 139 4.9.7. Challenges in the interpretation of results in court ....................................................................... 141 Chapter 5 APPLICATION OF LINEAGE MARKERS AND X CHROMOSOME ANALYSES IN FORENSIC GENETICS ...................................................................... 147 5.1. Y chromosome analysis in forensic genetics .......................................................................................... 150 5.1.1. Cytogenetic structure of the Y chromosome and its genes ........................................................... 151 5.1.2. Application of the Y chromosome in forensic and population genetics ......................................... 152 5.1.2.1. Minimal haplotype .............................................................................................................. 154 5.1.2.2. Commercial Y-STR multiplex kits ..................................................................................... 155 5.2. Mitochondrial DNA analysis ................................................................................................................... 155 5.2.1. Inheritance of mitochondrial DNA ............................................................................................... 157 5.2.2. The importance of mtDNA analysis in court medicine ................................................................ 158 5.2.3. Heteroplasmy ............................................................................................................................... 159 5.2.4 Mitochondrial DNA Haplogroups ................................................................................................. 160 5.2.5 Mitochondrial SNPs ...................................................................................................................... 160 5.3. Characteristics of the X-chromosome and its application in forensic genetics ...................................... 161 5.3.1. Main characteristics of the X chromosome ................................................................................... 161 5.3.2. Cytogenetic comparison of human X and Y gonosomes ............................................................... 161 5.3.3. Genes on the X chromosome and the molecular and genetic determination of sexes ................... 163 5.3.4. X-linked STR (Short Tandem Repeat) Markers ............................................................................ 165 5.3.5. Applications of X-STR Markers in Forensic DNA Analysis ........................................................ 166 5.3.6. Possibilities of the application of X-STR markers in cases of kinship testing ............................... 167 5.3.6.1. Paternity testing on human skeletal remains and their postmortem identification ...................... 167 5.3.6.2. Paternity testing in cases where potential fathers are closely related ......................................... 167 �5.3.6.3. Paternity testing in cases where the potential father is not available .................................... 167 5.3.6.4. Paternity testing in cases of rape and incest ......................................................................... 168 5.3.6.5. Maternity testing ................................................................................................................. 168 Chapter 6 DEVELOPMENT TRENDS IN FORENSIC GENETICS TECHNOLOGY .............................................................................................................................. 171 6.1. Automation of DNA extraction ............................................................................................................... 174 6.1.1. Promega Maxwell®16 System ..................................................................................................... 174 6.1.2. Maxwell® Forensic Sample Concentrator (FSC) Instrument....................................................... 175 6.1.3. Qiagen EZ1 Advanced Instrument ................................................................................................ 175 6.1.4. Qiagen QIAsymphony® SPInstrument ........................................................................................ 175 6.1.5 Qiagen STAR Q SP Instrument ...................................................................................................... 176 6.1.6. AutoMateExpressTMForensic DNA Extraction System .............................................................. 176 6.1.7. Freedom EVO® ........................................................................................................................... 176 6.1.8. Biomek® 3000 Laboratory Automation Workstation ................................................................... 177 6.1.9. iPrep™ Purification Instrument .................................................................................................... 177 6.2. Development and trends in PCR technology ............................................................................................ 178 6.2.1. Applied Biosystems PCR machines .............................................................................................. 179 6.2.2. Eppendorf PCR machines ............................................................................................................. 180 6.2.3. Rotor-Gene Q ............................................................................................................................... 180 6.2.4. Other PCR machines ..................................................................................................................... 181 6.3. Method and technology development in DNA marker analysis in forensic genetics ............................... 181 6.3.1. Fluorescent labeling and detection ................................................................................................ 181 6.3.2. Development of DNA sequencers and genetic analyzers .............................................................. 183 6.3.2.1. Automatic genetic gel analyzers .......................................................................................... 183 6.3.2.1.1. ABI PRISM 373 DNA SEQUENCER ............................................................... 183 6.3.2.1.2. ABI PRISM 377 DNA SEQUENCER ............................................................... 184 6.3.2.2. Automated capillary genetic analyzers ................................................................................ 184 6.3.2.2.1.ABI PRISM 310 GENETIC ANALYZER ......................................................... 184 6.3.2.2.2. Other systems for molecular marker detection ................................................... 185 6.3.2.3. Recent developments in automatic capillary genetic analyzers .......................................... 185 6.3.2.3.1. Spectrum CE System ......................................................................................... 185 6.3.2.3.2. Spectrum Compact CE System .......................................................................... 185 6.4. New technological fields in forensic genetics .......................................................................................... 186 6.4.1. DNA phenotyping ......................................................................................................................... 186 6.4.2. Genetic methods for determining age and type of biological traces .............................................. 189 6.4.3. Application of INDELs in forensic genetics ................................................................................. 190 6.4.4. Next generation sequencing .......................................................................................................... 191 6.4.4.1. Pyrosequencing ................................................................................................................... 196 6.4.5. Third generation sequencing .................................................................................................. 197 �Contents Chapter 7 BASIC BIOSTATISTICS RULES IN FORENSIC GENETICS .................. 201 7.1. Mendelian inheritance ............................................................................................................................ 204 7.2. Rules in parentage testing ....................................................................................................................... 204 7.3. Hardy-Weinberg equilibrium ................................................................................................................... 204 7.4. Linkage disequilibrium ............................................................................................................................ 205 7.5. Creating a population database ................................................................................................................ 205 7.6. Paternity testing ....................................................................................................................................... 207 7.6.1. Statistical procedures and paternity testing - Paternity Index or Combined Paternity Index ......... 207 7.6.2. Probability of Paternity (W) .......................................................................................................... 209 7.6.3. Random Man Not Excluded (RMNE) .......................................................................................... 210 7.6.4 Motherless paternity testing ........................................................................................................... 211 7.6.5. Maternity testing ........................................................................................................................... 212 7.6.6. Parentage testing as opposed to forensic DNA analysis ................................................................ 214 7.7 Forensic individualization ........................................................................................................................ 214 7.8. Statistical analysis of mixed and low copy number traces ....................................................................... 216 7.8.1 Statistical analysis of mixed traces ................................................................................................ 216 7.8.2. Statistical analysis of low copy number traces ............................................................................. 216 7.9. Statistical testing of biological kinship .................................................................................................... 217 7.10. Identification of mass disaster victims .................................................................................................. 217 7.11. Statistical rules in the analysis of sex-linked markers ............................................................................ 218 7.11.1. Presenting results obtained by the usage of Y-STR systems ........................................................ 218 7.11.2. Presenting results obtained by the usage of X-STR systems .................................................... 218 Chapter 8 DNA DATABASES ......................................................................................................................... 221 8.1. Criteria for Creating Legislation Regarding DNA Databases ................................................................. 224 8.1.1. Criteria for Profile Archiving ....................................................................................................... 224 8.1.1.1. Profiles of Convicted Felons .............................................................................................. 224 8.1.1.2. Profiles of Suspects ............................................................................................................ 224 8.1.1.3. Profiles Obtained from Traces from the Crime Scene ......................................................... 224 8.1.2. Criteria for Removal of Profiles from the Database ..................................................................... 225 8.1.2.1. Profiles of Convicted Felons ............................................................................................... 225 8.1.2.2. Suspects/Arrested Persons .................................................................................................. 225 8.1.3. Sample Storage ............................................................................................................................ 225 8.2. Forensic DNA Databases in the World ..................................................................................................... 225 8.2.1. CODIS Database – United States of America ............................................................................... 225 8.2.2 NDNAD Database – England ....................................................................................................... 226 8.2.3. Application of DNA Analysis in Germany ................................................................................... 227 8.2.4. European Exchange of DNA Data ................................................................................................ 228 8.2.5 INTERPOL’s Global DNA Gateway ............................................................................................. 228 8.2.6 Y Chromosome Databases ............................................................................................................. 229 8.3 Current Situation in the Region ................................................................................................................. 229 �Chapter 9 FORENSIC DNA ANALYSIS OF PLANT AND ANIMAL BIOLOGICAL TRACES .......................................................................................................... 231 9.1. Forensic botany ....................................................................................................................................... 234 9.1.1. Fundamentals of the molecular and genetic techniques in plant material analysis ..................... 234 9.1.1.1. Analysis of STR molecular markers on plant traces ............................................................ 234 9.1.2. Analysis of random/unknown markers ......................................................................................... 235 9.1.2.1. Analysis of randomly amplified polymorphic DNA ............................................................ 235 9.1.2.2. Amplified fragment length polymorphisms ........................................................................ 236 9.1.2.3. Species identification .......................................................................................................... 237 9.1.3. Palynology and Mycology ............................................................................................................ 238 9.2. Fundamentals of animal forensic DNA analysis ..................................................................................... 238 9.2.1. Forensic entomology .................................................................................................................... 238 9.2.1.1. Analysis of human DNA isolated from insects .................................................................... 240 9.2.1.2. Ribonucleic acid analysis (RNA analysis) ........................................................................... 240 9.2.2. Forensic DNA analysis of vertebrates ........................................................................................... 240 9.2.2.1. Analysis of animal nuclear DNA ......................................................................................... 240 9.2.2.2. Analysis of animal mitochondrial DNA .............................................................................. 242 9.2.2. Forensic DNA analysis in the control of food products ............................................................... 242 Chapter 10 FOOD FORENSICS ..................................................................................................................... 245 10.1. Food Fraud ............................................................................................................................................ 248 10.2. Definitions ............................................................................................................................................. 249 10.3. Methods used in food forensics ............................................................................................................. 249 10.3.1. DNA analysis in food forensics .................................................................................................. 250 10.3.2. Applications of DNA analysis in food forensics ........................................................................ 250 10.3.2.1. Identification of meat and fish origin in food products ...................................................... 250 10.3.2.2. Tracing of botanical origin and adulteration identification in basmati rice ........................ 253 10.3.2.3. The provenance of olive oil ............................................................................................... 253 10.3.2.4. Durum wheat pasta adulteration ........................................................................................ 253 10.3.3. Forensic toxicology .................................................................................................................... 254 10.3.4. Genetically modified organisms (GMO) .................................................................................... 254 10.3.5. Trace elements ............................................................................................................................ 255 10.4. Conclusions ........................................................................................................................................... 255 Chapter 11 MICROBIOMES AS TOOLS IN HUMAN IDENTIFICATION ................ 259 11.1. Microbial forensics – an introduction ..................................................................................................... 262 11.2. Human microbial „ID Cards“ ................................................................................................................ 263 11.3. Abundance of microbial species can be individualized ......................................................................... 264 �Contents 11.4. 16S rDNA as microbial signature ........................................................................................................... 266 11.5. Metagenomics reveals complex microbial information ........................................................................ 267 Chapter 12 SUPPLEMENT: SUGGESTED PROCEDURES FOR COLLECTION AND LABELING OF BIOLOGICAL TRACES FOR DNA ANALYSIS ................................................................................................................. 271 12.1. Collection of blood samples ................................................................................................................... 274 12.1.1. Collection of wet blood samples from objects that cannot be delivered for analysis .................. 274 12.1.2. Collection of wet blood samples from objects that can be delivered for analysis ...................... 274 12.1.3. Collection of dry blood samples from objects that cannot be delivered for analysis ................. 275 12.1.4. Collection of dry blood samples from objects that can be delivered for analysis ...................... 276 12.1.5. Blood samples found on wet or moist clothes and shoes ........................................................... 276 12.2. Collection of sperm samples .................................................................................................................. 276 12.2.1. Time period in which it is necessary to collect a sperm sample ................................................ 276 12.2.2. Collection of wet (fresh) sperm samples from objects that cannot be delivered for analysis .................................................................................................................................. 277 12.2.3. Collection of wet (fresh) sperm traces from objects which can be delivered for analysis ........... 277 12.2.4. Collection of dry sperm samples from objects that cannot be delivered for analysis ................ 278 12.2.5. Collection of dry sperm samples from objects that can be delivered for analysis ..................... 278 12.2.6. Collection of sperm samples found inside the victim’s body (vaginal and anal smear) ............. 278 12.2.7. Collection of sperm samples found on the victim’s body ............................................................ 279 12.2.8. Collection of Sperm Samples from the Mouth (Buccal Swab) .................................................. 279 12.2.9. Early Paternity Dispute Testing .................................................................................................. 279 12.3. Collection of Saliva Samples ................................................................................................................ 279 12.3.1. Collection of wet (fresh) saliva traces from objects that cannot be delivered for analysis .......... 279 12.3.2. Collection of wet (fresh) saliva traces from objects that can be delivered for analysis ............. 280 12.3.3. Collection of dry saliva traces from objects that cannot be delivered for analysis .................... 280 12.3.4. Collection of dry saliva traces from objects that can be delivered for analysis ......................... 280 12.3.5. Collection of Saliva Samples from the Body ............................................................................. 281 12.4. Collection of Hair Samples .................................................................................................................... 281 12.4.1. Collection of Hair Samples Found at the Crime Scene .............................................................. 281 12.4.2. Collection of Hair Samples from the Victim’s Body ................................................................... 281 12.4.3. Collection of Hair Samples from the Body of a Victim Potentially Containing Sperm or Blood Traces ............................................................................................................... 282 12.5. Collection of Biological Samples under the Nails and from Feces ....................................................... 282 12.6. Collection of Reference Biological Samples .......................................................................................... 282 12.6.1. Collection of Reference Buccal Mucous Membrane Samples .................................................... 283 12.6.2. Collection of Reference Blood Samples ..................................................................................... 283 12.6.3. Collection of Skeletal Remains .................................................................................................. 283 12.6.4. Collection of Personal Objects for Use as Reference Samples .................................................. 284 Index ............................................................................................................................................................... 285 �FOREWORD The science of the 21st century has not given up on its rapid development. The pace of evident progress in certain scientific disciplines, especially those relying on applied genetics, does not allow for a breakthrough in the collection, sorting and presentation of the latest achievements made in hundreds of laboratories around the world. Continuous education of scientists, professors, experts, and users of scientific achievements has never been this prominent and observable. After a brief analysis of the development of forensic genetics in the past five years, we have decided that it would be wise to approach the complementation of existing material available with, as we then thought, “some new information”. But when we included everything we wanted to add onto the previous edition, we found that the new facts, hypotheses and models have been generated, as well as a promising direction for potential development established. Soon upon this realization, we had nothing left to do but to, significantly influenced by young and enthusiastic associates, “roll up our sleeves” and prepare a new textbook. As a result, this book was created, which at the moment of its creation is probably the only existing edition that includes the most up-to-date information, especially related to the new multiplex STR systems, next-generation sequencing platforms and lineage markers, as well as new approaches in forensic DNA analysis in general. Two completely new chapters have been prepared, including the topics of food forensics and microbiology in forensic investigations. We are especially proud of the last chapter of this book that gives brief, understandable and highly applicable guidelines for proper sample handling, collection and storage, and overall model of behavior at the crime scene. As in the previous editions of this material, we tried to present the basic molecular biological, biochemical, statistical and technological knowledge, and other principles that must be known in order to comprehend the application of fundamental scientific knowledge in forensic genetics. Also, we aimed at adding everything that is important into this book, and also what is written within the best books of the world, and everything that we have learnt from our practical work in the past decade. By preparing this edition in English language, we have thought of potential international readers of our book and tried our best to make this text as accessible worldwide as possible. Damir Marjanović Dragan Primorac Serkan Doğan Sarajevo/Zagreb, Summer of 2018 � 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. 3774 Title A name given to the resource FORENSIC GENETICS, THEORY AND APPLICATION Author Author MARJANOVIĆ, Damir Primorac, Dragan DOGAN, Serkan Abstract A summary of the resource. FOREWORD The science of the 21st century has not given up on its rapid development. The pace of evident progress in certain scientifc disciplines, especially those relying on applied genetics, does not allow for a breakthrough in the collection, sorting and presentation of the latest achievements made in hundreds of laboratories around the world. Continuous education of scientists, professors, experts, and users of scientifc achievements has never been this prominent and observable. After a brief analysis of the development of forensic genetics in the past fve years, we have decided that it would be wise to approach the complementation of existing material available with, as we then thought, “some new information”. But when we included everything we wanted to add onto the previous edition, we found that the new facts, hypotheses and models have been generated, as well as a promising direction for potential development established. Soon upon this realization, we had nothing left to do but to, signifcantly infuenced by young and enthusiastic associates, “roll up our sleeves” and prepare a new textbook. As a result, this book was created, which at the moment of its creation is probably the only existing edition that includes the most up-to-date information, especially related to the new multiplex STR systems, next-generation sequencing platforms and lineage markers, as well as new approaches in forensic DNA analysis in general. Two completely new chapters have been prepared, including the topics of food forensics and microbiology in forensic investigations. We are especially proud of the last chapter of this book that gives brief, understandable and highly applicable guidelines for proper sample handling, collection and storage, and overall model of behavior at the crime scene. As in the previous editions of this material, we tried to present the basic molecular biological, biochemical, statistical and technological knowledge, and other principles that must be known in order to comprehend the application of fundamental scientifc knowledge in forensic genetics. Also, we aimed at adding everything that is important into this book, and also what is written within the best books of the world, and everything that we have learnt from our practical work in the past decade. By preparing this edition in English language, we have thought of potential international readers of our book and tried our best to make this text as accessible worldwide as possible. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2018 Keywords Keywords. Book PeerReviewed Q Science (General) 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. 3467 Title A name given to the resource FORGING SYNERGY BETWEEN A FOREIGN LANGUAGE AND INTERCULTURAL EDUCATION Author Author Chodzkienė, Loreta Abstract A summary of the resource. Expansion of the borders of the European Higher Education Area (EHEA) provides members of academic communities with a challenging opportunity to participate in various exchange programmes. The phenomenon of mobility tests the proficiency level of the participants’ Intercultural Communicative Competence that enables them not only to speak a common language but also interact effectively and appropriately in the context of a hosting country. The paper focuses on the case study of internationalisation process implemented by eight European Teacher Training institutions – Cá Foscari University (Italy), Pedagogical University of Tirol (Austria), the University of Cyprus (Cyprus), the School of Education of Aarhus University (Denmark), University of Nantes (France), Eötvös Loránd University in Budapest (Hungary), Jagiellonian University, Krakow (Poland), the Institute of Foreign Languages, Vilnius University (Lithuania) via the designed educational project carried out within the framework of an Intensive Programme in the socio-cultural context of the Republic of Lithuania. The data of the study based on the participants’ reflections reveals that no matter how positive the respondents’ attitudes towards mobility are, and how willing they are to participate in various exchange programmes, the level of their ICC does not always meet the desired internal and external outcomes. This proves the necessity of Intercultural education to be integrated into the content of many subjects, foreign languages, above all. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/22e6f20101adde32da951d136a19d16e.pdf b4be9449854b273c4876b98bac8f668f PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics Forging Synergy between a Foreign Language and Intercultural Education LoretaChodzkienė Vilnius University, Lithuania Submitted: 21.04.2014. Accepted: 20.11.2014. Abstract The expansion of the borders of the European Higher Education Area (EHEA) provides members of academic communities with a challenging opportunity to participate in various exchange programmes. The phenomenon of mobility tests the proficiency level of the participants’ Intercultural Communicative Competence, whichenables them not only to speak a common language but also interact effectively and appropriately in the context of a hosting country. The paper focuses on the case study of internationalisation process implemented by eight European Teacher Training institutions – CáFoscari University (Italy), thePedagogical University of Tirol (Austria), the University of Cyprus (Cyprus), the School of Education of Aarhus University (Denmark), theUniversity of Nantes (France), EötvösLoránd University in Budapest (Hungary), Jagiellonian University, Krakow (Poland), and the Institute of Foreign Languages, Vilnius University (Lithuania) –via the designed educational project carried out within the framework of an Intensive Programme in the socio-cultural context of the Republic of Lithuania. The data of the study based on the participants’ reflections reveals that no matter how positive the respondents’ attitudes towards mobility are, and how willing they are to participate in various exchange programmes, the level of their ICC does not always meet the desired internal and external outcomes. This proves the necessity of Intercultural education to be integrated into the content of many subjects, foreign languages, above all. Keywords: teachers' Intercultural Communicative Competence, Intercultural education, educational project, diary, reflection Introduction Exchange programmes within the EHEA oblige their participants to become interculturally competent. It meansthat mobile members of the academic 159 �Forging Synergy between a Foreign Language and Intercultural Education communityare expected to develop their “affective capacity to relinquish ethnocentric attitudes towards and perceptions of others, cognitive ability to establish and maintain a relationship between native cultures and foreign cultures” (Zarate, 1998), and communicate in at least one foreign language. Since the Intercultural Communicative Competence (ICC) is identified as the key competence of 21st century citizens (Deardorff, 2010), its developmentbecomes one of the prioritized areas in both secondary schools and institutions of higher education(Žydžiūnaitėet al., 2010):“now society expects schools to deal with different languages and student backgrounds effectively, to be sensitive to culture and gender issues, to promote tolerance and social cohesion” (OECD, 2005), and “teachersbecome the main factors of education changes and mediators of society development processes in the alteration of educational systems”(Barkauskaitė, 2005). To support the prevailing demand for ICC development at universities, the target competence has been included in the list of learning outcomes inthe majority of study programmes. Despite the attention given to ICC development,there is stilla feeling of uncertainty with respect to teachers’ readiness to develop younger generations’ICC, which would enable them, first, to grasp the core of their national identity, to become open and curious about other cultures, to be able to recognize the manifestations of behaviour based on the limits of other cultures, and todiscover cultural differences and commonalities, and, second,to shift their attitudes from ethnocentric points of view towards the ability to see the reality from the others’ perspectives (Deardorff, 2009). It is quite complicated to transfer the criteria measuring a person’s ICC from theory to practice. Only a real encounter with an unfamiliar culture can reveal one’s attitudinal and behavioural dynamics,indicating a certain level ofa person’sacquiredICC; therefore, mobility is considered the best educational means for developing a person’s ICC.It provides conditions for creating authentic relationships at the socio-cultural, academic and professional levels. This paper focuses on the development of the ICC of teachers, the people who are responsible for raising their students’ awareness of the existing differences and similarities between their native culture and other cultures, which is the backbone strategy in intercultural education. Thus, the Subject of the paper – a teacher’s intercultural communicative competence. The aim of the paperisto substantiate ICC developmental possibilities theoretically and empirically.In order to fulfil this aim, the following objectives were set: 1. to discuss the scholars’ insights into prevailing tendencies of intercultural training; 2. tohighlight future EUteachers’ ICC manifestation in the socio-cultural context of Lithuania within the framework of an educational project. 160 �Journal of Foreign Language Teaching and Applied Linguistics Educational project: Participants The implementation of the educational project is related tothe LLP Erasmus project “EMETT – European Master for European Teacher Training”, (No. 134348-LLP-1IT-ERASMUS-ECDSP), the output of which – the newly designed MA study programme–aimsto devise teacher training that will develop knowledge, abilities, and professional awareness indispensable for teachers practicing in the European context. The study programme comprised a mobility term, the content of which was implemented via the Erasmus Intensive programme (IP) entitled “MEITT Modernisation of Europe by Innovating Teacher Training” (No. LLP-ERA-IP-2009LT-0261-LSS-12400-1133). The educational project provided the background for the IP. Thirty-three student teachers of various subjects representing seven European teacher training institutions –CáFoscari University, thePedagogical University of Tirol, the University of Cyprus, the School of Education at Aarhus University, the University of Nantes, EötvösLoránd University, and Jagiellonian University participated in a two-week educational project carried out atVilnius University. Educational project: Methodology A complex syllabus of the educational project was designed to enhance its participants’ICC both theoretically and practically. Further to the lectures and seminars on teacher profession, a number of activities were dedicated to master student teachers’ ICC: lectures on the history and culture of the host country (Lithuania) and its capital Vilnius, theLithuanian education system, Lithuanian culture, lessons in Lithuanian language, excursionsto the country’shistorical places, anobservation of the festivities dedicated to the Day of the Lithuanian Statehood, a two-day trip to the Open Air Museum of Lithuania in Rumšiškės, the Curonian Spit and the Baltic sea, andnational evenings organized by the project participants. In addition, the future teachershad to carry out an ethnographic survey, i.e., to explore the socio-cultural context of the host country. While applying theethnographic method,there was no intention of turning project participants into ethnographers in any full sense of the term (Roberts et al., 2001). We aimed at equipping them “with the ethnographic skills and knowledge” to carry out their own research (Byram, 2001, p. 79), i.e., to develop enough ethnographic imagination to describe, interpret, explain and construct the socio-cultural reality of the country (Bitinas, 2006). The applied reflection method helped the project participants to unfold some particular objects and situations here and now (Zlataravičienė et al., 2008, p. 89), and also to identify thecorrelation between the similarities and differences between their native culture and that of the host country, to become aware of the importance of their own identity and its impact on discovering and interpreting other cultures,and to expandtheir own worldviews. Thediary was chosen asa data-collection instrument to 161 �Forging Synergy between a Foreign Language and Intercultural Education identify the student teachers’ ICC-manifestation tendencies through their reflection, for it encompasses the methods of introspection and retrospection that are of particular importance for revealing one’s cultural experience (Bailey &Ochsner, 1983), which cannot be measured by any other means. From the diary data obtained,it was possible to identifythe teachers’ Englishlanguage proficiency, which, consequently, revealed the range of their abilities to demonstrate the worldview and cultural capital (Bourdieu 1994) they hadobtained. The latter was the background for constructing and interpreting the socio-cultural context of Lithuania. This instrument also allowed us to see the events from the student teachers’ point of view and observe shifts in their attitudes. The analysis of the data obtained by the 33 project participants was based on qualitative content analysis. (Žydžiūnaitė et al.,2005).Cultural anthropologists F. Kluckhohn and F. Strodbeck’s Model of “Value Orientations,” comprising such structural parts as 1) the human orientation to activity; 2) the relationship of humans to each other; 3) the nature of human beings; 4) the relationship of humans to the natural world; 5) the orientation of humans to time (Lustig& Koester, 2010, p. 90)was chosen as a methodological background for data interpretation. Key Aspects of Intercultural Education The revision of the research literature on intercultural education allows us to highlight several prevalenttendencies in this field of the EHEA. First of all, scholars admit the fact higher education institutions are responding to a worldwide demand for “interculturally competent”graduates (Paige& Goode, 2009, p. 333). To satisfy this demand,universities are widely considering the necessity to educate professionals who will “help foster cultural self-awareness and intercultural competence among their students” (Paige & Goode, 2009, p. 341), and manage the process of implementation of internationalisation. Further,R. Paige and M. Goode propose cultural mentoring during the study process that will support incoming students “when they are feeling strongly challenged by cultural differences”(2009, p. 335). Secondly, it has been admitted that institutions of higher education participating in the process of internationalisation started renewing the content of the study programmestargeting thedevelopment of students’ ICC throughout the component of experience (Paige et al., 2004; O’Donovan &Mikelonis, 2005;Cushner, 2009;Ruskamp, 2009). In many cases,theperiod for students’ exposure to a new culture is foreseen, which, naturally, guarantees the students’ immersion into a new socio-cultural context and thedevelopment of their abilities to reflect upon it (Zeichner,1996; Deardorff, 2010).Third,intercultural education is considered to be beneficial when studies abroad are student-oriented and guided by 162 �Journal of Foreign Language Teaching and Applied Linguistics experienced professional educators (Paige et al., 2004; Vande Berg et al, 2004; Vande Berg, 2007: Vande Berg & Paige, 2009) who are responsible for ensuring “that students would derive as much benefit as possible from time abroad” (Savicki& Selby, 2008, p. 349). K. Cushner proposes to classify study programmes “according to the degree of immersion into the host culture that the experience provides” and recommends relying on the assumption by L. Engle and J. Engle,which states that “the more integrated a student is in the host culture, the better the programme is assisting the student to develop Intercultural Competence” (2009, p. 158). This contemplation sums up the goals of any study-abroad period: to master competences both in the field of the subject studied and personal development; to cross the boundaries of a personal comfort zone; to get acquainted with the education system andthe prevailing philosophy of education and teaching methods, and to expand one’s knowledge of the culture of the host country and the worldview of the local people. The target of intercultural education is a person’s Intercultural Communicative Competence,defined in this article as “complex abilities ...required to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (Fantini, 2009, p. 458). According to A. Fantini, effective reflects the view of one’s own performance in the target-language culture (an outsider’s or “etic” view), while appropriate reflects how natives perceive such performance (an insider’s or “emic” view). The research literature presents the conceptualization of the construct of ICC as highly intertwined with the learning outcomes of the study programme and the context it manifests (Neuliep, 2006; Lustig& Koester, 2010). There is neither a common agreement on the content of ICC,nor the subject domain that should cover the development of ICC. Some scholars (Barkauskaitė, 2007; Gaižutis, 2011; Gibson, 2002; Lukšienė, 2000; Schachinger& Taylor, 2000) claim that one discipline alone is not enough to develop a person’s ICC, while others (Bandura, 2005; Byram, 1989, 2008; Fenner, 2006; Lázár, 2003; Little, 2007; Nizegorodcew, 2011; Risager, 2007; Sercu, 2005; Zarate, 1998) maintain that ICC development is a mission of foreign language teachers when language teaching integrates aspects of other sciences such as anthropology, social psychology, sociology. The third group of scientists (Bennet, 2008; Goode, 2008; Cushner, 2009; Cushner&Mahon, 2009; Paige et al., 2009; Sunnugard, 2007) believe that the process of intercultural training should encompass all the three chains of a higher education institution, including administrators, pedagogical staff and students, making them aware of the ICC concept and its importance in the process of internationalisation. The case presented in this paper supports the synergy of two fields – foreign language and anthropology. Results & Discussion 163 �Forging Synergy between a Foreign Language and Intercultural Education Culture-revealing Models, both vertical and horizontal (according to G. Weaver, 2000, pp. 75–77), equipped the project participants with abilities to identify cultural aspects typical of the host country’s socio-cultural context and its people. Among the abundance of data obtained the informants’ reflections mainly focused on people’s value orientations, therefore, the Value Orientations Model designed by anthropologists F. Kluckhohnand F. Strodtbeck(see Table 1) was chosen for data interpretation. Kluckhohn and Strodtbeck’s Value Orientations. Table 1. Orientation Activity Postulated Range of Variations Being-inDoing becoming Linearity Collaterality Individualism Relationships Evil Mixture of good Good Human nature and evil Subjugation to Harmony with Mastery over People-nature nature nature nature Past Present Future Time Source:Adapted version by M. Lustig and J. Koester, Intercultural Competence: Interpersonal Communication across Cultures, Boston: Allyn& Bacon, 2010, p. 91. Being The culture’s orientation to the value of activity According to M. Lustig and J. Koester’s insights, a culture’s orientation to the importance and value of activity can range from passive acceptance of the world (a “being” orientation) to a preference for a gradual transformation of the human condition (a “being-in-becoming” orientation) and to a more direct intervention (a “doing” orientation) (Lustig& Koester, 2010, p. 90). Having reviewed the data presented by the participants of the educational project,the first thing that draws a reader’s attention is the student teachers’ surprise at theLithuanian people’s pace of life:“Wealways have to be in a hurry and on time. It is a little bit stressful,”indicate the informants from France. They find it difficult to adapt to such an orientation to time, while the student teachers from Italy demonstrate their impatience,statingthat“Lithuanians have lost the concept of time... there exist 24 hours per day, not 30!”. 164 �Journal of Foreign Language Teaching and Applied Linguistics Since the participants spent most of the time within the academic context, the majority of the informants’ observations reflect the academic community’s orientation towards the value of activity. They point out Lithuanians’ keenness on intensive work and punctuality,misinterpretation of one’s leisure time and love of organizing everything. The informants from Hungary and France indicate thatLithuanians:“plan everything and try to be prepared for any casein life, though it is impossible!”; “you organise every step and explain how to carry it out”. The last comment was related to the tradition of organizing guided excursions to introduce the country or the city. However, this way of getting acquainted with a new country/city was not acceptable for the student teachers from Denmark and Italy: “Your society members neglect a person’s right to privacy: you foresee the strategies of how to discover your country beforehand: book excursions or appoint students to guide us. But we are mature enough to discover your country on our own. In Denmark we let foreigners discover our country themselves”. Lithuanians’penchant for carrying out activities in an intensive way was stressed in many cases and evaluated differentlyby the informants. Table 2 sums up the education-projectparticipants’ attitudes towardsthe intensity of activities in the Lithuanian academic context: Informants’positive attitudes towardsthe intensity of activities. Table 2a. Informants fromAustria: “Everything is organised very intensively”,“agenda for the whole day”. Informants from Cyprus: “The programme is very intensive, even for the weekend!”. Informants from Poland: “The programme is very intensive. Due to its intensity we can see and discover many valuable things, national evenings among them”. “Although the programme was very intensive and I had to get up early, I really like it and enjoy its every moment”. Informants from Hungary: “The programme was compact and well organised”, “really good according to the lecture – leisure time ratio: lectures-seminarsnational evening”, “although I was tired of the variety of lectures and seminars, and sleepless nights, I would not change anything in the syllabus of the programme. I was happy while participating in it, and my university colleagues were happy too”. 165 �Forging Synergy between a Foreign Language and Intercultural Education Informants’ negative attitudes towardsthe intensity of activities. Table 2b. Informants from Italy: “Excellent range of activities: diversity of lectures, keeping the schedules, punctuality. What should I say? A good school for army officers”, “The requirements for the programme participants are too high: preparatory work before coming, extra tasks, including diary writing, during the programme. When shall I do all of them?” “I got tired because of the intensive programme. I keep asking myself all the time I am I on holiday or at work?” “Lithuanians have lost the concept of time: you should study a little of Latin culture, ‘carpe diem’”. “I have never done so much within such a short period of time as in Lithuania.” Informants from Denmark: “You want to grasp everything within such a short period of time”, “This programme is too ambitious. From my point of view it is unfair to leave students without leisure and sleep. First, we are surrounded by unfamiliar people, second, the course is run in a foreign language, third, we find ourselves in a strange city, we need leisure to recover from all these things!” “Why nobody told me that I would have to work? If I had known that I would not have joined the programme”. Having decided to participate in the intensive programme and become familiar with its syllabus, some of its participants forget about the very nature of the programme and tried to establish the rules of their owncultures in the context of the host country. On the other hand, their reflections helped us to reveal a definite fact that our society members’ orientation to activity is the“doing” type, where“work comes before play” (Lustig& Koester, 2010, p. 94) and makes people forget about themselves as personalities. The culture’s orientation to the value of human relationships “A culture’s solution to how it should organize itself to deal with interpersonal relationships can vary along a continuum from hierarchical social organization (‘liniarity’) to group identification (‘collaterality’ or ‘collectivism’) or individual autonomy (‘individualism’)” (Lustig& Koester, 2010, p. 91). To put it another way, the social-relations orientation describes how the people in a culture organize themselves and relate to one another. Student teachers’ reflections on this issue allowed us toidentify four areas of human relationships existing in the country: Lithuanians’ relationship with the country residents of different nationalities; the residents’ inner relationship;student-teacher relationships in the academic context; 166 �Journal of Foreign Language Teaching and Applied Linguistics and the country residents’ relationship with foreigners. Lithuanians’ relationship with ethnic minorities residing in the country was illustrated by the reflection found in aninformant from Austria’sdiary:“Lithuanians are very tolerant of the people from minorities living in Lithuania (Karaite case in Trakai).” Thisopinion is supported by an informant from Hungary’s insight: “Lithuanian people open up in the run of time, they are used to live together with Jews, Polish, Russian.” The informant’s reflection sidetracks to the conclusion that generalizes the origins of good relationships demonstrated by the leaders of the country: “The President’s participation in the ceremonies on the Day of Statehood (6 July) demonstrates great respect to common people.” The tendency of good innerrelationships among the citizens of Lithuania was noted by the informants from Hungary, Denmark and France: “Friendly, make easy connections, smiling…; there are many old(er) people on the streets. In general, people are happy, helpful and kind, the same as in my country(Hungary) – they are warm-hearted. It is good that even when the financial situation of the country is difficult people are able to smile.” According to Lithuanian psychologist V. Legkauskas,the interpretation ofpeople’s social relationship is always subjective and biased, and depends either on the nature of our interest (2008, p. 149) oradoptedattitudes. Danish student teachers admitthat “people seem to be supportive to each other and have a strong sense of family”,“people trust each other”.Italianstudent teachers point out a “good atmosphere on the buses and trolley-buses. People here are very supportive,” while informants from France feel a good atmosphere “even on the beach. The relations here are good.” However, the atmosphere in the academic context of the host country dissatisfies the student teachers. They describe it as less friendlythan that of theirown universities, e.g. the student teachers from Austria and Denmarkstate that a“hierarchy is evidentbetween teachers and students. In Austria it is not so strong; the position of a person is more important in our (Austrian) countryside areas.” “The teachers do not have much respect to the students, in my country (Denmark) professors try to listen what their students tell them.” It does not take the participants of the educational project long tonote that the residents of Lithuania have a special attitude towards foreigners. Some of them were surprised at the level of Lithuanians’openness and helpfulness toward foreigners (9 cases): “You are open-minded and very positive towards foreigners. You are interested in our culture! In Austria we are also open-minded, however, the Austrian people’s 167 �Forging Synergy between a Foreign Language and Intercultural Education level of tolerance towards foreigners depends on the name of the country they come from. And Austrians are more distant from foreigners.” The respondent from Austria’s reflection is supported by a student teacher from Poland:“People are positive in general, very hospitable and friendly”. However, some criticism is voiced at the customer-service mentality: “Sometimes waiters and waitresses appear to be mean. It is a pity that the service staff of the restaurants do not respect foreign guests”. The informants keep comparing and contrasting their native people’s attitude toward foreigners: “Your people are friendlier to foreigners than we, Hungarians, are. You smile at foreigners and help them. Especially you’re happy when foreigners say something in Lithuanian. Further to it, you are interested in who we are, ask about our culture and traditions. We, Hungarians, try to be friendly to foreigners too, we understand that tourism is important, but we aren‘t as polite to foreigners as Lithuanians are”; or “Your people are much friendlier to foreigners than the French people are: we keep distance from them. We also find that your people are very curious about foreigners”. Describing human relationships in an unfamiliar context is one of the most complicated tasks. It requires specific culture knowledge about the host country, time to feel the new culture and experience to interpret it. Although the informants’ skills in evaluating and interpreting the host-country residents’ orientation to human relationships appear to be rather limited, and there is some evidence that reflections are linked to the people they met or situations they were involved in, the data obtained lead us to the assumption that the Lithuanian culture is oriented to collaterality with sparse manifestations of individualism. The nature of human beings Considering the nature of the host country people, the informants identified 48 character features of the people of Lithuania. Friendliness was pointed out as the most typical feature of the residents of the host country(20 cases): “Lithuanians are nice and friendly, happy and smiling”,“friendly and supportive”. 60 % of the informants said Lithuanians are kindand nice: “Your people are very nice: on the bus a girl came up to us to offer her help. We did not invite her; she did it voluntarily. The other one helped us on the street. In Italy people do not offer their help if they are not asked.” The informant from Austria doubts if this character feature is typical of her compatriots: “Lithuanian students are so kind to us. We have been wondering whether the Austrian students would be as kind as the Lithuanians are to foreigners?” 168 �Journal of Foreign Language Teaching and Applied Linguistics The third feature on a hierarchical scale happens to be Lithuanians’helpfulness(18 cases): “very supportive, willing to help”, “any time when help was in need we were given a hand”. Lithuanians’ well-known feature of hospitality was remarked uponby nine informants: “very hospitable”, “they know the way how to treat foreigners”. In an investigation into the origin of the Lithuanian hospitality, Lithuanian scholar M. Lukšienėcompares itto the feature of servilism described in M. Shennan‘sEuropean Identity theory, which states that Lithuanians might have inherited this feature during the cultural encounter with the Byzantine empire (2000, p. 37). The Greek Cypriots support the researcher’s idea, stating that our (Lithuanian) and their (Greek) “attitudes toward foreigners match”. The Polish informants are of the same opinion of their compatriots: “Poles try to be as hospitable as possible.”However, the rest of the informants doubt whether they can attribute these characteristicsto people in their homecountries: “In France younger generation are very open-minded, however, people in general are not so welcoming”; “We (Italians) are not as hospitable as you are.” French and Austrians admit that their people “keep away from foreigners”. The other characteristicfeatures of the Lithuanian peoplediscovered by the participants of the education project can be arranged in the following order: open(sevencases): “you’re open to the world, and proud of your origin”. The Lithuanian scholar R. Grigasdiscusses the importance of openness in the process of education, maintaining that theevolution of the nation can only occur only when it is open to the constantly changing world, and, on the other hand, receptive. However, openness should be selective (2005, p. 18). sociable(fivecases): “making easy connections, smiling”,“not greedy for advice”. polite (fivecases): “too polite to very demanding people”. honest (five cases): Lithuanians were discovered as respectingthe“family institution“ and proud of “the history of their country”,“customs and traditions”,“their culture”,“their nation”and“their national identity”. Although the majority of informants pointed out positive features of the people in the host country, there were some cases that highlighted the negative features typical ofthe Lithuanian people: avoiding uncertainty (four cases): “you are not very keen on confrontations with foreigners”,“your people tend to avoid constructive talks”. This featureof the country’s residentsis considered negative in the reflections of Danish and Hungarian student teachers. dishonest(sixcases): service people, mainly taxi drivers whohave a habit of cheating foreign visitors, were described as dishonest. 169 �Forging Synergy between a Foreign Language and Intercultural Education rude(sixcases): Lithuanian society members also cannot escape the phenomenon of beingblack sheep in a herd of white. This philosophical insight, revealed by the Cypriot student teachers, was meant to describe the rude service personnel who, further to the lack of foreign language knowledge, hide themselves under a skin of impoliteness, and thus tarnish the image of the residents. Despite some negative featuresthat, according to Kluckhohn and Strodtbeck, stand for the ingredients of evil, the abundance of data presented by the informants reveal the dominant nature of the host-country people to be good. The relationship of humans to the natural world In F. Kluckhohn and F. Strodtbeck’sValue Orientations Model,a culture’s response to the preferred relationship of humans to the natural world can range from a belief that “people are subjugatedby nature” to “people live in harmony with nature” to “people master nature” (Lustig& Koester, 2010, p. 91). Environmental psychologist Richard Knopf maintains that “the natural environment is valued differently by different people. A culture’s relationship with nature is culture bound”. According to Knopf, culture influences the degree to whichpeople value nature and the symbols they use to communicate about it. People perceive and create symbols of their environment based on their cultural experiences with it. (Knopf, cit. by Neuliep, 2012, p. 135). J. Lang emphasises the importance of the built environment of any culture, which demonstrates people’s adaptations to the terrestrial environment. “The built environment artificially changes natural patterns of behaviour, heat, light, sound, odour, and human communication”(cit. by Neuliep, 2012, p. 139). The abundance of data obtained on the “the incredibly beautiful country with amazingly fantastic views, many rivers, lakes, forests, green landscapes”proved that environment is important to Lithuanian society and allowed us to classify the reflection cases into groups describing: The landscape ofthe city ofVilnius: “While landing I saw the green landscape of Vilnius. It is very impressive”.Student teachers from Austria, Denmark, Italy, Hungary remarked on the greenness of the city, expressing regret that the cities they come from “do not possess as much greenness as Vilnius does”. Vilnius citizens’ relationship with the landscape was noticed too. It was measured by the level of cleanliness in the streets: “Vilnius is so green and very clean. I am sorry to say that Copenhagen is far more dirty” and how the citizens take care of the public places in the city: “Vilnius is very 170 �Journal of Foreign Language Teaching and Applied Linguistics green, we do not have so many nice squares in our capital (Budapest)”. Recently the topic of the Built Environment has often been included in the syllabus of Intercultural studies. Lang emphasises the fact that “built environment is not random; it is intentionally designed to facilitate or restrict human interaction”and that it demonstrates relationships between objects and objects, objects and people, people and people (Neuliep, 2012, p. 139). The landscape of Lithuania: C. Sauer, an American geographer, advocated “a strictly geographical way of thinking of culture, namely, as the impress of the works of man upon the area” (Sauer, 1967, p. 326). S. Šalkauskis, a Lithuanian philosopher and teacher trainer, was also of the same opinion and acknowledged the fact that “a culture’s relationship with nature is demonstrated by the state of nature as a result of human activities”(1990, p. 19). According to Neuliep’s insights,“a culture’s orientation toward nature affects how people within that culture communicate about nature and organize their daily activities. Knowing and understanding a particular culture’s orientation toward nature is a helpful step in becoming competent intercultural communicator” (2012, p. 136). J. Neuliepnotes that all cultures exist within specific terrestrial contexts;however, some aspects of the terrestrial environment exist in every culture, while others do not. <...> oceans, lakes, streams, mountain ranges, deserts, valleys, trees, and forms of vegetation vary considerably across cultures. According to Lang, the natural environment of any culture influences life in that culture. Physical and climatic aspects of the environment can restrict the kinds of activitiesthat occur (Neuliep, 2012: 136). Although the project participants’ acquaintance with Lithuania and its landscape was based just on a two-day trip on the arranged Vilnius–Rumšiškės–Klaipėda, Klaipėda–CuronianSpit–Vilnius itineraryand a trip to Trakai, their reflections are full of landscape details. Student teachers not only demonstratethe skills of observation and evaluation,they also relate the landscape of the host country to their native countries. The most impressive landscape pictures of Lithuania and the informants’native countries are presented in Table 3. 171 �Forging Synergy between a Foreign Language and Intercultural Education Landscape comparison. Table 3. LandscapeofLithuania 1. From the informants from Austria: “Lithuania is a country of plains, dunes, the sea and greenness reigning everywhere”. From the informants from Cyprus: “Beautiful country with amazingly fantastic views, many rivers, lakes, forests, green landscapes; it is so incredible!” From the informants from Denmark: “Lithuanian nature is lovely, not too much garbage.” “The trip to the Baltic Sea showed Lithuania’s beautiful forest areas and wonderful beaches.” From the informants from France: “You are very rich: you have many rivers and forests, your country is green”. From the informants from Hungary: “The nature of your country is unique: 2824 lakes; ~ 800 rivers, churches, castles, beautiful seaside, sand dunes–all of them contribute to the uniqueness of the country”. From the informants from Italy: “The landscape is nice, pristine and very green”. From the informants from Poland: “Breathtaking! We find the nature of your country wilder and more intense”. 172 Landscape of My Country “In Austria the landscape is very mountainous, there is no sea. We do not have the seaside, though our lakes and mountains are very beautiful.” “We do not have such green landscapes, lakes and forests, neither the rivers to walk along.” “Denmark also has some spots of green nature.” “There are not so many forests in France, there are not so many lakes, either”. “Our landscape does not vary as much as yours”. “In Italy we have less green areas”. “In Poland we have a very similar coastline and seaside. We also have forests and dunes so we feet like we’re at home. We do not have as many lakes as you do.” �Journal of Foreign Language Teaching and Applied Linguistics The data obtained prove the informants’ skills not only in comparing/contrastingthelandscapes of the countries, but also in describingnatural objects in detail, e.g. water deposits of the country, the Curonian Spit and“the fairytale like greenery reigning everywhere”. With respect to English-language proficiency, the diary appeared to be the right tool to observe linguistic progress: If there were just a few lines written on the first days of the stay, subsequently, the ideas presentedwere much more elaborate, like the following one: “The Baltic sea and its dunes are so impressive! The Curonian Spit makes you feel like you were in a dream standing at the crossroads of northern Africa, southern Europe and Scandinavia”. Detailed pictures of green forest areas and wild foods were found in the reflections of the informants from Cyprus, France, Italy, Hungary andPoland. Some of them are very interesting, e.g. the Italian student teacher notices Lithuanians’ relationship with bees: “I’ve noticed that there are many hives in the homesteads”and regrets that“in Italy it is a very rare case when people keep bees: the level of pollution is much higher”. The informant from France succeeds in discovering several layers of the soil, Cypriots identify nature’s influence on the people’s character and point out the existing nature-mythology-history synthesis; however, this already leads to the other value orientations related to time. The data collected make us infer that nature is a source of spiritual inspirationfor the Lithuanian people, thus they strive to live in harmony with the natural world. The orientation of humans to time This orientation concerns how people conceptualize time, whether the culture’s preferred time orientation emphasizes events and experiences from the past, the present, or the future. The reflections of student teachers from Hungary and Austria reveal people’s evident respect for their customs and traditions. The data obtained on the country residents’ orientation to time fall into the following groups: 1) preservation of the ethnic culture via embodying its elements in the world of nature; 2) nurture of mother tongue, customs and traditions; 3) commemoration of historic events and famous persons. The past is very important to Lithuanians. This opinion was predominant in many of the informants’ diaries. According to their insights, “Lithuanians still live in the ancient traditions, legends, fairy-tales and myths”,“and they care of the past which, to my mind, is theirgreatest value”. Having gone sightseeing onthe Hill of Witches, one ofthe most beautiful dunes in the region of Juodkrantethat is overgrown with old pine trees sheltering the outdoor exposition of wooden sculptures, the informants reveal Lithuanians’ love ofnature, forests and trees. The local people’s decision to 173 �Forging Synergy between a Foreign Language and Intercultural Education revive fairy-tale characters in carvings seemed to astonish them, which can be interpreted as a compliment:“the best example for the nation to preserve its past”;orasa sneer at “the people’s total regress revealing how conservative they are”. After the visit to the Rumšiškės open-air ethnographic museum, which displays the rural way of life in Lithuania’s four regions, the majority of the project participants praised the residents of the country for preserving the reality of the past in connection with the present. The informants from Cyprus, Poland and France found such a museum to be a good didactic example for the younger generations to discover the history of the country, otherwise “urban children won’t know where milk comes from, as it often happens to children in Paris”. Student teachers from Denmark and Italy find it boring to explore the past of the host country. They claim that young people do not like talking about the past or history of any country. This will be discussed when describing theplace of history in the people’s lives. All the participants of the project had an opportunity to be exposed to some folklore elements during nearly every cultural evening. At the Lithuanian cultural event, they were taught folk dances and folk songs, how to weaveEaster palms and how to paint eggs. These activities were abundantly reflected uponby the informants. Their opinions differ: Some enjoyed “every minute of dancing and singing”while the others wondered what kind of Lithuanian identity the organisers of the project were creating: “I saw parts of the Lithuanian traditions (egg painting, Easter palm making, dancing and singing) but I do not really know whether, e.g., traditional dances are part of young people’s everyday lives or whether the dances are mostly used to show tourists?”.A third groupmanaged to suspend criticism and remaindiscrete, saying that “It is great when people care about the preservation of their language, folk songs and dances, national foods and commemoration of historic events. My people (Hungarians) do not have so many traditions and we do not live by traditions, we care about the present”, thus demonstrating that their culture’s orientation to time is different from ours. The informants’ reflection on the Lithuanian people’s relationship with history is based on the Day of the Statehood events held in Vilnius. Student teachers from seven EU universities had an opportunity to observe the flag-hoisting ceremony at the Presidential Palace andthe re-enactment of theGrünwald battle at the Cathedral’s Square, visit a number of monuments dedicated to famous Lithuanians or historic events, and interview local people atthe monument and inquire as to who/what it is meant for. This interactive way of familiarizing themselves with the history of the host country appealed to the informants’ feelings,prompting themto review their own identities. They came to the conclusion that “everybody sees that you do care about your history, probably you’re in love with your history.” However, sightseeing the monuments and interviewing local residents made the informants change their minds 174 �Journal of Foreign Language Teaching and Applied Linguistics and draw a gap betweenLithuanians’different orientation to time and thevalue of historyto younger and older generations: “are you aware of the fact that your younger generation do not like the monuments of the city? They feel being Europeans now free to go wherever they want”. This could be an indication that in time, people’s orientation to time might change. Currently,it can be stated that Lithuanians live in the past, present and future: They value their traditions and find ways to revive them. They cherish their history and traditionsand they want the younger generation to know and observe them.Thus the people’s orientation to activity expands the range of orientation from the past to the present and adds the component of the future. To sum up, student teachers’ ICC skills allowed them to discover Lithuania as a country whose people’s orientation to activity is of “doing”, whose socio-relationship varies from collaterality to individualism, wherethe nature of people is good, where residentslive in harmony with nature,and where peoplevalue the past, the present and the future. It must be affirmed that diary is a rewarding tool, not only for checking students’ linguistic abilities, but also for tracing out the manifestation of their ICC components. 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Tarpkultūrinėskompetencijosugdymo/simetodologija, 4–19, 41–62.Retrieved from http://www.google.lt/#pq=europos+tarybos+strategijos+%E2%80%9Ceurop a+2020%E2%80%9D+(2011%2Fc+70%2F01)+i%C5%A1vadas&hl=lt&sug exp=kjrmc&cp=57&gs_id=1x&xhr=t&q=177.%09%C5%BDyd%C5%BEi% C5%ABnait%C4%97%2C+V.%2C++Lepait%C4%97%2C+D.%2C++Bubn ys%2C+%C4%8Cepien%C4%97+2010&pf=p&sclient=psyab&source=hp&pbx=1&oq=177.%09%C5%BDyd%C5%BEi%C5%ABnait %C4%97,+V.,++Lepait%C4%97,+D.,++Bubnys,+%C4%8Cepien%C4%97+ 2010&aq=f&aqi=&aql=&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.,cf.osb &fp=168bb4bdb303db1&biw=1564&bih=587; [žiūrėta 2010-12-03]. 180 � 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. 2816 Title A name given to the resource Forging Synergy between a Foreign Language and Intercultural Education Author Author Chodzkienė, Loreta Abstract A summary of the resource. The expansion of the borders of the European Higher Education Area (EHEA) provides members of academic communities with a challenging opportunity to participate in various exchange programmes. The phenomenon of mobility tests the proficiency level of the participants’ Intercultural Communicative Competence, whichenables them not only to speak a common language but also interact effectively and appropriately in the context of a hosting country. The paper focuses on the case study of internationalisation process implemented by eight European Teacher Training institutions – CáFoscari University (Italy), thePedagogical University of Tirol (Austria), the University of Cyprus (Cyprus), the School of Education of Aarhus University (Denmark), theUniversity of Nantes (France), EötvösLoránd University in Budapest (Hungary), Jagiellonian University, Krakow (Poland), and the Institute of Foreign Languages, Vilnius University (Lithuania) –via the designed educational project carried out within the framework of an Intensive Programme in the socio-cultural context of the Republic of Lithuania. The data of the study based on the participants’ reflections reveals that no matter how positive the respondents’ attitudes towards mobility are, and how willing they are to participate in various exchange programmes, the level of their ICC does not always meet the desired internal and external outcomes. This proves the necessity of Intercultural education to be integrated into the content of many subjects, foreign languages, above all. Keywords: teachers' Intercultural Communicative Competence, Intercultural education, educational project, diary, reflection Date A point or period of time associated with an event in the lifecycle of the resource 2015-04-21 Keywords Keywords. Article PeerReviewed L Education (General),P Philology. Linguistics,PR English literature https://omeka.ibu.edu.ba/files/original/f2135f10c9d95eefe1ec2881549b22f7.docx 04e4fcef9d9eafc585ad84b164552c00 https://omeka.ibu.edu.ba/files/original/9078b6f392f7559eedafa02529c34663.pdf 13a89390a1305b570b8e0bf0b1284e2e PDF Text Text Keynote Speaker Formal and Functional Explanations: New Perspective on an Old Debate Ian Roberts University of Cambridge, England ABSTRACT As discussed by Newmeyer (1998), the debate between “formal” and “functional” approaches to explanation in linguistics has a long pedigree, and in some respects the two perspectives may seem almost irreconcilable. Here I suggest that, taking seriously certain aspects of Chomsky‟s Minimalist Programme and, in particular, building on ongoing work proposing non-UGspecified, emergent parameter hierarchies (Roberts 2011, and work collected at http://www.mml.cam.ac.uk/dtal/research/recos), it becomes apparent that the old dichotomy is a false one. There is a small, irreducible formal core to Universal Grammar (Merge and a schema for formal features) which interfaces with aspects of cognition which are related to the functional aspects of language (expression/communication of thought and action). Both aspects of this “broad” design of language are required in order to account for almost any linguistic phenomenon of interest, and so the old debate dissolves simply into the question of which aspect of the overall design (form or function) is of most immediate interest for researcher; no real issue of substance hinges on the issue. I will illustrate this by arguing, following Biberauer, Holmberg, Sheehan & Roberts (2009) and Biberauer, Roberts & Sheehan (2013) that this kind of approach to cross-linguistic variation offers a suitably restrictive theory of the nature and limits of syntactic variation. My focus is one aspect of the proposed parametric hierarchies, the so-called Mafioso Effect by which certain formal parametric options are simply „irresistible‟ for broadly functional reasons. � 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. 1715 Title A name given to the resource Formal and Functional Explanations: New Perspective on an Old Debate Author Author ROBERTS, Ian Abstract A summary of the resource. As discussed by Newmeyer (1998), the debate between “formal” and “functional” approaches to explanation in linguistics has a long pedigree, and in some respects the two perspectives may seem almost irreconcilable. Here I suggest that, taking seriously certain aspects of Chomsky‟s Minimalist Programme and, in particular, building on ongoing work proposing non-UG-specified, emergent parameter hierarchies (Roberts 2011, and work collected at http://www.mml.cam.ac.uk/dtal/research/recos), it becomes apparent that the old dichotomy is a false one. There is a small, irreducible formal core to Universal Grammar (Merge and a schema for formal features) which interfaces with aspects of cognition which are related to the functional aspects of language (expression/communication of thought and action). Both aspects of this “broad” design of language are required in order to account for almost any linguistic phenomenon of interest, and so the old debate dissolves simply into the question of which aspect of the overall design (form or function) is of most immediate interest for researcher; no real issue of substance hinges on the issue. I will illustrate this by arguing, following Biberauer, Holmberg, Sheehan & Roberts (2009) and Biberauer, Roberts & Sheehan (2013) that this kind of approach to cross-linguistic variation offers a suitably restrictive theory of the nature and limits of syntactic variation. My focus is one aspect of the proposed parametric hierarchies, the so-called Mafioso Effect by which certain formal parametric options are simply „irresistible‟ for broadly functional reasons. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed 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. 3571 Title A name given to the resource Formal and Functional Explanations: New Perspective on an Old Debate Author Author ROBERTS, Ian Abstract A summary of the resource. As discussed by Newmeyer (1998), the debate between “formal” and “functional” approaches to explanation in linguistics has a long pedigree, and in some respects the two perspectives may seem almost irreconcilable. Here I suggest that, taking seriously certain aspects of Chomsky’s Minimalist Programme and, in particular, building on ongoing work proposing non-UGspecified, emergent parameter hierarchies (Roberts 2011, and work collected at http://www.mml.cam.ac.uk/dtal/research/recos), it becomes apparent that the old dichotomy is a false one. There is a small, irreducible formal core to Universal Grammar (Merge and a schema for formal features) which interfaces with aspects of cognition which are related to the functional aspects of language (expression/communication of thought and action). Both aspects of this “broad” design of language are required in order to account for almost any linguistic phenomenon of interest, and so the old debate dissolves simply into the question of which aspect of the overall design (form or function) is of most immediate interest for researcher; no real issue of substance hinges on the issue. I will illustrate this by arguing, following Biberauer, Holmberg, Sheehan & Roberts (2009) and Biberauer, Roberts & Sheehan (2013) that this kind of approach to cross-linguistic variation offers a suitably restrictive theory of the nature and limits of syntactic variation. My focus is one aspect of the proposed parametric hierarchies, the so-called Mafioso Effect by which certain formal parametric options are simply ‘irresistible’ for broadly functional reasons. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English