120 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 996 Title A name given to the resource Type your abstract here (no more than 300 words excluding references). The abstract must be in English. Author Author Huyuk, Nazife Akbarov, Azamat Abstract A summary of the resource. Idioms are groups of words in a proper order that have a specific meaning bearing difference from the meanings and connotations of each word understood on its own. They are crucial elements of a language and it is difficult to imagine a language without its idioms. As understood from the definition, their meaning cannot be understood from their elements, but should be learned as a whole. In languages, it is possible to find idioms in any topic and category. The aim of this article is to compare English and Turkish idioms with food names. Five idioms of English have been chosen, and it has been searched whether Turkish has the same idioms or not. The cultural reasons of these idioms have been searched in both languages. Their meanings and connotations are given. Moreover, similarities and differences are discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 778 Title A name given to the resource Innovating assessment in language learning Author Author Hermoso Gómez, Bettina Abstract A summary of the resource. The use of emerging technologies in and out of the classroom is changing the ways in which we interact with our students. Using different tools is key to interacting with students in new ways and this is especially relevant when trying to reach out students with very different learning styles. A very important part of this is the feedback that we produce for our students and we still need to look further in the role of technology in feedback provision. This paper would like to present a Pilot Project involving first year students of Spanish and the use of screen capture software to give more detailed feedback on different types of coursework and will analyze the advantages and disadvantages of using video feedback technology when giving feedback to students learning a Foreign Language. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 766 Title A name given to the resource Yabancı Dil Öğretiminde Sözlük Kullanımının Öğrenme Düzeyine Etkisi Author Author GÜRSOY, Aynur Soho, Loredana ÇETİN, Mustafa Abstract A summary of the resource. Yabancı dil öğretimi sözlükle başlar. Yabancı dil öğretiminin temelinde sözlükler yatmaktadır. Eski çağlarda yazılan sözlükler hep dil öğretim amacıyla yazılmıştır. Dillerde bulunan sözcüklerin anlam ve kavram kapsamları onlarda kayıt altına alınmıştır. Sözlük aynı zamanda dillerin gücünü, zenginliğini gösterir. Hatta Cemil Meriç Fransızların kamusu namus saydığından bahseder. Kaşgarlı Mahmut, Divan’ını Araplara Türkçeyi öğretmek için yazmıştır. Ali Şir Nevai de Lügatini aynı amaçla kaleme almıştır. Yabancı dil öğrenmek meçhul denizlere kulaç atmaktır. Bu süreçte en önemli rehberimiz sözlükler olacaktır. Bu bildiride yabancı dil öğretiminde sözlüklerin gerekliliği üzerinde durulacak aynı zamanda yabancı dil öğrenirken ve öğretirken hangi tarz sözlüklerden faydalanılabileceğine değinilecektir. Yabancı dil öğreniminde sözlükten faydalanma yüzdesi farklı yabancı dilleri öğrenen ortaöğretim öğrencileri arasında uygulanacak bir anketle ortaya konulacaktır. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 974 Title A name given to the resource An Attempt to ESLize EFL through Video Making Author Author Gurbuz, Salim Abstract A summary of the resource. Leaving aside the subsidiary discussions about specific distinctions between ESL and EFL in literature, ESL as a learning situation in which the learner has a chance to be exposed to the language outside the class stands out more advantageous than its counterpart most of the time. EFL students start the language race with not only this disadvantage but also the lack of real communicative tasks in the class which creates a real gap between ESL and EFL curriculum (Al-Hashash 2007). Specifically in the English language preparatory programs (or year) of Turkish higher education the gap is aggravated by the unmotivated students who consider this year as the Berlin Wall between themselves and their branches of study. In MUYDEM (Meliksah University Foreign Languages Education Center) which offers such kind of one year extensive English program and has about 650 students as of 2012, Muydem TV started as a project to replace these three problems with a tripod. Compared to the studies describing various criteria and several benefits of video making in ESL and EFL teaching (Cogill, 1999; Hoelker, Nimmannit, and Nakamura 1999; Hada, Ogata and Yano 2002; Ryan, 2003;Goulah 2007; Long & Doughty, 2009; Masats, Dooly & Costa, 2009;Gromik, 2006) Muydem TV rather focuses on encouraging students from different levels and classes to work in video shooting teams organized on Facebook to use English outside the class for authentic purposes and online audiences on Youtube and Moodle. The participants of this workshop will prepare and present an episode whose parts will be merged into the prefabricated format of Muydem TV, and through this, will have a chance to experience communicative, creative, and especially motivational aspects of this method or pack of activities for the teachers in closing the gap between ESL and EFL by immunizing the language for further use outside the class. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 998 Title A name given to the resource Ambiguity Tolerance, Emotional Intelligence, Listening Comprehension, EFL learners Author Author Ghofrani Esfahani, Mina Shahsavan, Azam Hosseini Kazemizad, Neda Abstract A summary of the resource. The aim of this study is to examine the role of ambiguity tolerance and emotional intelligence in listening comprehension of second language learners. Sixty freshman students who are majoring in English teaching in Arak University are chosen. Oxford placement test (1994) was administered to homogenize students. Thereafter, Second Language Tolerance of Ambiguity Scale (SLTAS) (Ely 1995), Norton's Measurement of Ambiguity Tolerance (1975), and Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997) were administered to analyze the level of ambiguity tolerance and emotional intelligence of students, respectively. Moreover, the listening part of OPT was used to investigate the students’ listening comprehension. The results of the study reveal that there is a relation among ambiguity tolerance, emotional intelligence and listening comprehension. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 993 Title A name given to the resource A Study of the Frequency of Language Related Episodes (LREs) in Homogeneous and Heterogeneous Dyadic Interaction and its Comparative Role in Improving EFL Learners’ Writing Ability Author Author Ghafoori, Nasser Javashi, Ramak Abstract A summary of the resource. The study compared the relative frequency of the Language Related Episodes (LREs) in the pair talk data of homogenous and heterogeneous pairs of English learners and investigated the effect of two types of dyadic interaction on the learners’ writing ability. Ninety-eight female students of TEFL participated in the study. The participants’ English language proficiency was initially tested by First Certificate English (FCE) test the results of which were the basis for designing two groups of pairs. In the heterogeneous group, 15 participants who had low scores were paired with partners who had high scores in the test while in the homogeneous group, 15 participants were paired with partners who had similar English proficiency test scores. The pairs in both groups were assigned to perform six oral pair works including picture description and table description tasks. The transcribed pair-talks were analyzed for the frequency of the LREs. The Independent-groups t-test analysis showed a significantly higher occurrence of LREs in the heterogeneous pairs. Furthermore, the participants’ writing scores in the writing section of the FCE test, as the pretest, were compared with their writing scores in another version of FCE test considered as the posttest. The Paired samples t-test and the Univaiate Analysis of Variance analyses showed significant increases from pretest to posttest for both groups but no significant difference between the two groups’ gains. The findings of the study were explained in reference to Vygotsky’s notion of ZPD within the Socio-cultural theory. The study had several pedagogical implications and suggestions for further research. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 879 Title A name given to the resource ‘Let’s make that tower even higher’: A task-based approach to directive speech acts in spoken EFL interactions. Author Author Floeck, Ilka Pfingsthorn, Joanna Abstract A summary of the resource. Despite Bardovi-Harlig (1999) calling for the inclusion of more diversified naturalistic data collection methods in the study of interlanguage discourse, studies on the production of L2 speech acts still rely heavily on experimental data. Methodological comparisons in speech act research have revealed differences between naturally occurring data and language elicited in experimental conditions (cf. e.g. Beebe and Cummings, 1996; Golato, 2003; Yuan, 2001). The omnipresence of the discourse completion task and other - what Jucker (2009) calls - laboratory methods in interlanguage pragmatic research allows for comparability of both speaker variables (such as L1, length of acquisition, exposure to target language and more general sociolinguistic factors) and test conditions (such as pre-test post-test design). On the other hand, it - at least - has the potential to generate language which is not necessarily representative of what learners are capable of doing in situations with actual communicative intent. The present paper therefore integrates the advantages of traditional laboratory methods in a more naturalistic approach to data collection in interlanguage speech act research. In order to elicit and analyse directive speech acts (i.e. speech acts with which the speaker wants the hearer to carry out a future action, cf. Searle 1976), a task-based experimental design was chosen. Participants were asked to negotiate meaning in their foreign language English while being engaged in a problem-solving non-verbal task. Participants‘ focus on achieving the goal and their involvement in the task seemed to have diminished the observer effect (cf. Labov, 1972; Kasper, 2000) which surfaces in different realisation patterns than those observed in DCT-based studies on interlanguage requests (cf. Faerch and Kasper 1989; Trosborg, 1995; Barron, 2005; Schauer, 2007). The present paper will discuss the differences found and moreover present preliminary findings on the conversational structures and the sequencing of directive speech acts in spoken learner discourse. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 779 Title A name given to the resource Online Forum Discussions as a Post-Reading Vocabulary Development Tool Author Author Emgin, Betül Abstract A summary of the resource. In the language acquisition, especially EFL learners feel themselves quite unattained to native-speaker performance in learning words in the target language although they are exposed to the formal education for years. The fact that they are deprived of native-speaker performance in their vocabulary knowledge after so many years has taken the attention of many educationalists and linguists. Vocabulary knowledge in L2 is essential to enable learners to speak fluently (Nation, 1993). In other words, vocabulary size indicates the proficiency level of the learners in all of the skills; writing, listening, speaking etc. (Bear, Invernizzi, Templeton & Johnston, 2008). Most of the research findings concluded that vocabulary teaching should be regarded as a part of reading skill rather than an isolated activity as context-free isolated vocabulary teaching does not result in long-term retention. In addition to that, interactive post-reading tasks can enhance vocabulary growth (Atay & Kurt, 2006). Integrating target vocabulary items in a reading text enhances learning those vocabulary items; apart from that with the use of less-structured post-reading activities, words exhibited in the reading text can be dealt with more in detail, which, as a consequence, helps learners to cluster these vocabulary items in their lexicon. In the current study, 32 university prepatory year students’ (15 in the experimental group, 17 in the control group) performances were observed after 3 forum discussion post-reading activities during which students were assigned to use the target vocabulary items while answering discussion questions which were related to reading texts covered beforehand. Students’ vocabulary performances were scored with a post-vocabulary test after each forum discussion session. It was observed that students in the experimental group over performed in all of the post-vocabulary tests with a significant difference ratio. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 841 Title A name given to the resource Energizing Reading Classes: Collaborative Games Author Author Elicin, Canan Cakir, Yesim Abstract A summary of the resource. Reading is of great importance in basic linguistic knowledge acquisition and English language learning. However, there is a big challenge for teachers to create new and engaging tasks for reading classes. The aim of this workshop is to illustrate collaborative and motivating activities for studying reading passages in class with students. The activities aim to help students examine texts closely to comprehend them, to reinforce grammar and vocabulary, to distinguish details from the main idea while interacting with each other in different contexts through games and/or competitions. They require little or no preparation on the part of the teacher. Moreover, they can be adapted to other skill classes (speaking, listening, grammar, and vocabulary teaching) to be employed as warm-up activities or to increase student participation and interest. The workshop will begin with an activity that teachers can use in their own classes to energize students. Then several activities (4- 6 as time allows) will be presented and performed with the participants. The first three activities are called Hexagon Race, Horse Race, and S.O.S. Game. They are competitive games in which different question types, such as scanning, grammar, reference, vocabulary, spelling, pronunciation, True/False, word formation, and word collocation can be asked. Run to Win is the next activity which especially lends itself to scanning as the idea is to encourage the students to read as quickly as possible in a race. The next activity is Find Your Match. It appeals to kinesthetic learners, as well. Finally, Stump the Teacher enables students to generate questions to ask their teachers. All these activities have different versions to be adapted according to students’ needs and classroom size. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 889 Title A name given to the resource Intercultural Communicative Competence in Lingua Franca, Multilingualism and Plurilingualism Author Author Drobot, Irina-Ana Abstract A summary of the resource. The purpose of this paper is to understand, from a psycholinguistics approach, how a foreign language may be understood at least partly on the basis of knowledge of one’s native language and perhaps on other languages one has previously learnt. An example of such a situation would be a Romanian native speaker who knows French as a foreign language and English and tries to understand Spanish. The respective speaker would try to make various connections between similar words in Romanian and French mostly as these are languages from the same family as Spanish when trying to infer the meaning of various words. Theories of language comprehension may help in the understanding of the process. A modular view and an interactive view of sentence processing will both be taken into account. “A modular view of sentence processing assumes that the stages involved in reading a sentence function independently in separate modules” while “an interactive theory of sentence processing, such as a constraint-based lexical approach assumes that all available information contained within a sentence can be processed at any time.” (Wikipedia). Theories of language acquisition may also help in explaining this situation, as trying to understand a language one doesn’t know is a first step in beginning to learn the respective language. What is more, this situation helps support the theory of the universal grammar, which states that everybody has an innate language faculty. The abstract system of the Spanish language in our case doesn’t have to be learned, it is already there. Of course, learning is necessary in order to completely master the language, yet there are some intuitive means of understanding it at least partly, based on analogies with other languages. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics