159 10 3494 https://omeka.ibu.edu.ba/files/original/6064bd3bd4b7d6c6cf732b87811065cc.docx 3b83a367c1f7e93ab52d528c9617ab9e https://omeka.ibu.edu.ba/files/original/c4e92cfeacb0de9d51da0d54caf963f9.pdf da4177b00cae982d2df27c82800818db PDF Text Text First Language Use in the Second Language Classroom Semir Teskeredžić & Minela Kerla University of Zenica/ Zenica, Bosnia and Herzegovina Keywords: First Language(L1), Second Language (L2), Second Language Acquisition (SLA), Classroom management, Affective filters, Language anxiety ABSTRACT The subject of the research is the use of first language in the process of learning second language in the second language classroom. In this research, two usages will be considered: teachers’ use, and students’ use. Several teaching methods are used by the teachers in the second language classroom: the holistic approach (including visual, auditory and kinesthetic learning style), the silent way, and total physical response. In this paper two methods will be considered: analytic and comparison. Implications of this research will be used in the classroom to improve classroom management making the input comprehensible and easy to follow, to lower affective filters allowing deeper and more profound input of the second language, to reduce the levels of language anxiety thus improving communication and comprehension of the second language, and also for psychological and pedagogical teaching improvements. � 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. 1963 Title A name given to the resource First Language Use in the Second Language Classroom Author Author TESKEREDZIC, Semir KERLA, Minela Abstract A summary of the resource. Keywords: First Language(L1), Second Language (L2), Second Language Acquisition (SLA), Classroom management, Affective filters, Language anxiety ABSTRACT The subject of the research is the use of first language in the process of learning second language in the second language classroom. In this research, two usages will be considered: teachers’ use, and students’ use. Several teaching methods are used by the teachers in the second language classroom: the holistic approach (including visual, auditory and kinesthetic learning style), the silent way, and total physical response. In this paper two methods will be considered: analytic and comparison. Implications of this research will be used in the classroom to improve classroom management making the input comprehensible and easy to follow, to lower affective filters allowing deeper and more profound input of the second language, to reduce the levels of language anxiety thus improving communication and comprehension of the second language, and also for psychological and pedagogical teaching improvements. 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/c94df9c74bcf267d3e355faaf1364166.docx 06dc6140d28c7c083807089874ed6e85 https://omeka.ibu.edu.ba/files/original/78153d604c7090a02d6c7b65aebfe705.pdf a79124fd67da1315b6499f9fb9de3be0 PDF Text Text A Comparison of Pre-Service Foreign Language Teachers’ Beliefs about Self-Efficacy in Terms of Some Variables Tertemiz Neşe & Agildere Suna Gazi University/ Ankara, Turkey Key words: teacher training, pre-service teachers, self-efficacy about foreign language teaching ABSTRACT Pre-service teachers have beliefs about many varied topics, including their professional roles, their academic performance, correct and incorrect classroom practices (Raths, 2001). Self-efficacy in teachers refers to their beliefs and judgments about their teaching performance in regard to effective teaching. Expectation of outcomes in teachers is their belief and judgment about increasing the student achievement through effective teaching methods (Savran and Çakıroğlu, 2001). Studies on teachers’ self-efficacy (Gibson ve Demo, 1984; Riggs ve Enochs, 1990) conclude that those students with higher levels of self-efficacy are much more diligent, willing and enthusiastic in the teaching process and make immediate decisions about teaching. They are also reported to be more successful in implementing the program and less stressful. The data of the study will be collected through the use of “The scale of teachers’ self-efficacy” developed by Gibson and Dembo (1984). The scale that includes 31 items was adapted into Turkish. The participants of the study are senior pre-service foreign language teachers attending to a public university in Ankara during the academic year of 2012-2013. Firstly, their mean scores on the scale will be revealed, indicating their self-efficacy levels. Then their mean scores will be analysed and compared based on some variables, indicating the department they are attending, gender, and the high school they graduated from. ANOVA will be employed to see whether or not the mean scores of the participant groups differ significantly. Then the Scheffe test will be used to see which group leads to significant difference. The findings will be discussed in the light of previous findings. � 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. 1938 Title A name given to the resource A Comparison of Pre-Service Foreign Language Teachers’ Beliefs about Self-Efficacy in Terms of Some Variables Author Author TERTEMIZ, Neşe AGILDERE, Suna Abstract A summary of the resource. Key words: teacher training, pre-service teachers, self-efficacy about foreign language teaching ABSTRACT Pre-service teachers have beliefs about many varied topics, including their professional roles, their academic performance, correct and incorrect classroom practices (Raths, 2001). Self-efficacy in teachers refers to their beliefs and judgments about their teaching performance in regard to effective teaching. Expectation of outcomes in teachers is their belief and judgment about increasing the student achievement through effective teaching methods (Savran and Çakıroğlu, 2001). Studies on teachers’ self-efficacy (Gibson ve Demo, 1984; Riggs ve Enochs, 1990) conclude that those students with higher levels of self-efficacy are much more diligent, willing and enthusiastic in the teaching process and make immediate decisions about teaching. They are also reported to be more successful in implementing the program and less stressful. The data of the study will be collected through the use of “The scale of teachers’ self-efficacy” developed by Gibson and Dembo (1984). The scale that includes 31 items was adapted into Turkish. The participants of the study are senior pre-service foreign language teachers attending to a public university in Ankara during the academic year of 2012-2013. Firstly, their mean scores on the scale will be revealed, indicating their self-efficacy levels. Then their mean scores will be analysed and compared based on some variables, indicating the department they are attending, gender, and the high school they graduated from. ANOVA will be employed to see whether or not the mean scores of the participant groups differ significantly. Then the Scheffe test will be used to see which group leads to significant difference. The findings will be discussed in the light of previous findings. 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/3b1190c330257b386e361055119f3f30.docx 1b616a41ae1c374fc28c5e2f9a87ff57 https://omeka.ibu.edu.ba/files/original/9462aafe64c0d334628bae9353ef8adf.pdf f3c85b7ba01a09090c0b6dcb69a6f979 PDF Text Text Insights on the Diaries of Novice Efl Teachers: Challenges for Tesol Laura Taylor University of York, Derwent College/ Heslington, UK Key words: NESTs, teacher development, culture shock, teacher stress ABSTRACT When offered the opportunity to travel to another part of the world on a free airline ticket, and then once there be given a free house, food, medical insurance and a pension, many Native English Speakers (NESs) with no actual teaching experience embark on new career paths as English teachers in foreign countries. In certain cases, the catchphrase, ‘if it sounds too good to be true, it probably is’ becomes applicable to this group of individuals. NESs may experience differences in culture and challenges in the workplace which are difficult to overcome. This may lead to increases in teacher stress and a lack of motivation. By examining the detailed diary entries of four novice Native English Speaking Teachers (NESTs) at a South Korean private preschool, the challenges they faced are soon evident. Each teacher is able to discuss in detail how they went from being ‘ambitious newbies’ in the field of TESOL, to frustrated individuals ‘going through the motions’ while waiting for their contracts to finish. This presentation discusses some of the thoughts that novice NESTs experience while teaching English for the first-time. It then goes on to offer suggestions on what these challenges mean for the TESOL industry and possible ways that these challenges can be overcome. � 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. 1819 Title A name given to the resource Insights on the Diaries of Novice Efl Teachers: Challenges for Tesol Author Author TAYLOR, Laura Abstract A summary of the resource. Key words: NESTs, teacher development, culture shock, teacher stress ABSTRACT When offered the opportunity to travel to another part of the world on a free airline ticket, and then once there be given a free house, food, medical insurance and a pension, many Native English Speakers (NESs) with no actual teaching experience embark on new career paths as English teachers in foreign countries. In certain cases, the catchphrase, ‘if it sounds too good to be true, it probably is’ becomes applicable to this group of individuals. NESs may experience differences in culture and challenges in the workplace which are difficult to overcome. This may lead to increases in teacher stress and a lack of motivation. By examining the detailed diary entries of four novice Native English Speaking Teachers (NESTs) at a South Korean private preschool, the challenges they faced are soon evident. Each teacher is able to discuss in detail how they went from being ‘ambitious newbies’ in the field of TESOL, to frustrated individuals ‘going through the motions’ while waiting for their contracts to finish. This presentation discusses some of the thoughts that novice NESTs experience while teaching English for the first-time. It then goes on to offer suggestions on what these challenges mean for the TESOL industry and possible ways that these challenges can be overcome. 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/43b12a72f6eb51d233223d2c9c110860.docx ab2418c483fa248d5307405da3a9f3d6 https://omeka.ibu.edu.ba/files/original/d7b4795bf5a39a999f236eb1cc615e1e.pdf 1dee5a48b1c67c8c609e70cfdf9746d5 PDF Text Text BOSNALI SÂBİT DİVANI’NDA RAMAZAN VE KURBAN BAYRAMI Aysun SUNGURHAN Kırıkkale Üniversitesi, Fen-Edebiyat Fakültesi, Türk Dili ve Edebiyatı Bölümü, Kırıkkale / Türkiye Anahtar Kelimeler: Klâsik Türk Edebiyatı, Bosnalı Sâbit, idiyye / bayram şiirleri, Ramazan Bayramı, Kurban Bayramı. ÖZET Klâsik Türk Edebiyatı şairleri, şiirlerinde içinde yaşadıkları toplumun sosyal ve kültürel hayatını, bağlı bulundukları edebiyatın kurallarına uyarak sanatsal bir üslûpla işlemişlerdir. Türk toplumunda önemli bir yere sahip olan Ramazan ve Kurban Bayramı, özellikle kasidelerin nesib bölümlerinde olmak üzere gazel, kıta gibi nazım şekilleriyle yazılan idiyyelerde (bayram şiirlerinde) belli başlı bir tema olarak ele alınmaktadır. XVII. yüzyıl şairi Bosnalı Alaeddin Sâbit’in Divanı’nda da Ramazan ve Kurban Bayramıyla ilgili bilgiler vardır. Bildirinin amacı, eski dönemlerdeki bayram anlayışının, düzenlenen tören, oyun ve eğlencelerin bayram şiirlerine nasıl yansıdığını belirlemektir. � 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. 1950 Title A name given to the resource BOSNALI SÂBİT DİVANI’NDA RAMAZAN VE KURBAN BAYRAMI Author Author SUNGURHAN, Aysun Abstract A summary of the resource. Anahtar Kelimeler: Klâsik Türk Edebiyatı, Bosnalı Sâbit, idiyye / bayram şiirleri, Ramazan Bayramı, Kurban Bayramı. ÖZET Klâsik Türk Edebiyatı şairleri, şiirlerinde içinde yaşadıkları toplumun sosyal ve kültürel hayatını, bağlı bulundukları edebiyatın kurallarına uyarak sanatsal bir üslûpla işlemişlerdir. Türk toplumunda önemli bir yere sahip olan Ramazan ve Kurban Bayramı, özellikle kasidelerin nesib bölümlerinde olmak üzere gazel, kıta gibi nazım şekilleriyle yazılan idiyyelerde (bayram şiirlerinde) belli başlı bir tema olarak ele alınmaktadır. XVII. yüzyıl şairi Bosnalı Alaeddin Sâbit’in Divanı’nda da Ramazan ve Kurban Bayramıyla ilgili bilgiler vardır. Bildirinin amacı, eski dönemlerdeki bayram anlayışının, düzenlenen tören, oyun ve eğlencelerin bayram şiirlerine nasıl yansıdığını belirlemektir. 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/b81fa585fcef8a0a2445546cb418abe3.docx 940e437ccf5175afc570cd99b385cd5f https://omeka.ibu.edu.ba/files/original/7428a5404f180331549090e21ef03ef1.pdf 50579d11decbfc2901acc36790a82438 PDF Text Text Journey as A Domain in Metaphorical Mappings in Eu Political Discourse in English and Bosnian Dženita Suljkanović University of Tuzla/ Tuzla, Bosnia and Herzegovina Key words: conceptual metaphor, metaphorical mappings, political discourse, conventionality of metaphors, metaphorical scenarios ABSTRACT This presentation will try to bring political discourse of EU to a closer inspection on frequency of metaphor usage, in particular the ones with journey as a domain. Since metaphors are considered to be mostly the part of literature, it is a general belief that they are not commonly used in politics or political discourse. Among so many metaphor constructions and conventionalized metaphor phrases, it is quite of an interest to see how often do we hear politicians use metaphors in their speeches. However, since politicians tend to get votes and support from the masses, they do use these oratorical ways of expressing their beliefs and as such they have to use phrases familiar to people. Exploring political speeches, online magazines and political journals, a substantial corpus of metaphors is collected and thus used to demonstrate the frequency of this part of speech in both English and Bosnian. Moreover, metaphors of journey of both languages fall under two categories, which are the following: vehicle specific and general walking journey scenario, which is thus proven that metaphors are conventionalized and used in everyday language. Through analysis of these findings, it is shown that general walking journey scenarios are much more standardized in language and it is not even considered to be unusual to find a metaphor in politics. On the other hand, vehicle specific journey metaphors have still a long way to go. Finally, the analysis of metaphors of journey will be thoroughly presented in this paper in order to demonstrate conventionality of metaphors in political discourse of EU in English and Bosnian. � 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. 1758 Title A name given to the resource Journey as A Domain in Metaphorical Mappings in Eu Author Author SULJKANOVIC, Dženita Abstract A summary of the resource. Key words: conceptual metaphor, metaphorical mappings, political discourse, conventionality of metaphors, metaphorical scenarios ABSTRACT This presentation will try to bring political discourse of EU to a closer inspection on frequency of metaphor usage, in particular the ones with journey as a domain. Since metaphors are considered to be mostly the part of literature, it is a general belief that they are not commonly used in politics or political discourse. Among so many metaphor constructions and conventionalized metaphor phrases, it is quite of an interest to see how often do we hear politicians use metaphors in their speeches. However, since politicians tend to get votes and support from the masses, they do use these oratorical ways of expressing their beliefs and as such they have to use phrases familiar to people. Exploring political speeches, online magazines and political journals, a substantial corpus of metaphors is collected and thus used to demonstrate the frequency of this part of speech in both English and Bosnian. Moreover, metaphors of journey of both languages fall under two categories, which are the following: vehicle specific and general walking journey scenario, which is thus proven that metaphors are conventionalized and used in everyday language. Through analysis of these findings, it is shown that general walking journey scenarios are much more standardized in language and it is not even considered to be unusual to find a metaphor in politics. On the other hand, vehicle specific journey metaphors have still a long way to go. Finally, the analysis of metaphors of journey will be thoroughly presented in this paper in order to demonstrate conventionality of metaphors in political discourse of EU in English and Bosnian. 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/c5abe339f80c03e3c66ac29428e6cca7.docx f55b89f4a4ce9ff095ebf98c064bf196 https://omeka.ibu.edu.ba/files/original/2eb2af359acd77de0b661546f3ac80d3.pdf ef0c07005d5305569b8e5f1085034ad7 PDF Text Text Is Bodily Experience Shared by Different Cultures? Universality of Metaphors and Metonymies in English and Bosnian Language Jasmina Stuhli & Almir Mustafić Tuzla University/Tuzla, Bosnia and Herzegovina Key words: conceptual metaphor, conceptual metonymy, concept, universality, embodiement ABSTRACT With the introduction of the terms conceptual metaphor and metonymy, the scope of cognitive linguistics has been considerably broadened and majority of linguists have set on to investigate the cognitive processes that structure our everyday language and thought. One such part of scientific investigation has been directed towards universality, i.e. the universality of conceptual metaphors and metonymies shared by different languages. Universality of conceptual metaphors and metonymies has been primarily tested on English and some other worldlyknown languages (Chinese, Japanese, German etc.). Never has such analysis been done with the Bosnian language. Analyzing English and Bosnian idioms with the lexical component hand, we shall show that these two distinct cultures share bodily experience, and that majority of conceptual metaphors, as well as conceptual metonymies are the same in both languages. Starting with some theoretical background on conceptual metaphors and metonymies, as well as the notions of embodiment and universality, our paper analyzes idiomatic expressions with the lexical element hand/ruka/šaka and shows the similarities and differences in various abstract concepts that can be referred to through the notion of HAND. Discussing various abstract concepts, we analyze cognitive mechanisms on which these concepts have been formed, and compare their interaction between the two languages. Our analysis shows that universal metaphors exist, and that even if there are differences between the two distant languages, such as English and Bosnian are, they can be found on a specific level of language analysis. � 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. 1822 Title A name given to the resource Is Bodily Experience Shared by Different Cultures? Universality of Metaphors and Metonymies in English and Bosnian Language Author Author STUHLI, Jasmina MUSTAFIC, Almir Abstract A summary of the resource. Key words: conceptual metaphor, conceptual metonymy, concept, universality, embodiement ABSTRACT With the introduction of the terms conceptual metaphor and metonymy, the scope of cognitive linguistics has been considerably broadened and majority of linguists have set on to investigate the cognitive processes that structure our everyday language and thought. One such part of scientific investigation has been directed towards universality, i.e. the universality of conceptual metaphors and metonymies shared by different languages. Universality of conceptual metaphors and metonymies has been primarily tested on English and some other worldly-known languages (Chinese, Japanese, German etc.). Never has such analysis been done with the Bosnian language. Analyzing English and Bosnian idioms with the lexical component hand, we shall show that these two distinct cultures share bodily experience, and that majority of conceptual metaphors, as well as conceptual metonymies are the same in both languages. Starting with some theoretical background on conceptual metaphors and metonymies, as well as the notions of embodiment and universality, our paper analyzes idiomatic expressions with the lexical element hand/ruka/šaka and shows the similarities and differences in various abstract concepts that can be referred to through the notion of HAND. Discussing various abstract concepts, we analyze cognitive mechanisms on which these concepts have been formed, and compare their interaction between the two languages. Our analysis shows that universal metaphors exist, and that even if there are differences between the two distant languages, such as English and Bosnian are, they can be found on a specific level of language analysis. 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/34af4c669f146ba56a7ee62964507158.docx 9d3d231ec4ae255d24ddd7ba3ea46523 https://omeka.ibu.edu.ba/files/original/9e3a44e35283c104b0adfc5626d99783.pdf 7e00502c2027eda530bf2ca82680ccb1 PDF Text Text The Analysis of Turkish Elements as a Cultural Connection between Bosnia and Turkey in Sevdalinka Songs Mersima Strika & Azamat Akbarov International Burch University/ Sarajevo, Bosnia and Herzegovina Key words: Sevdalinka, Sevdalinka songs, Common elements, Cultural connection. ABSTRACT Since 1463, there has been a cultural connection between Bosnia and Turkey.There is a bridge between Bosnia and Turkey such as culture,civiliation and society.Turkish people have brought their tradition,customs as well as a lot of elements that combine strong relations between those two countries.Sevdalinka is one of the examples that combines both cultures.Even though we have different languages,we have similar elements that make us understand each other.Some of those elements are words found in Sevdalinka songs that have Turkish origins.The common elements of Turkish and Bosnian languages in Sevdalinka songs will be examined in this study. � 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. 1891 Title A name given to the resource The Analysis of Turkish Elements as a Cultural Connection between Bosnia and Turkey in Sevdalinka Songs Author Author STRIKA, Mersima AKBAROV, Azamat Abstract A summary of the resource. Key words: Sevdalinka, Sevdalinka songs, Common elements, Cultural connection. ABSTRACT Since 1463, there has been a cultural connection between Bosnia and Turkey.There is a bridge between Bosnia and Turkey such as culture,civiliation and society.Turkish people have brought their tradition,customs as well as a lot of elements that combine strong relations between those two countries.Sevdalinka is one of the examples that combines both cultures.Even though we have different languages,we have similar elements that make us understand each other.Some of those elements are words found in Sevdalinka songs that have Turkish origins.The common elements of Turkish and Bosnian languages in Sevdalinka songs will be examined in this study. 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/e30ae3c0cebdfa4eb68b2bddada4a965.docx 6519640b15515aac745664a0955a8d39 https://omeka.ibu.edu.ba/files/original/0b3881aecd1845b4ab76af9e1b6eee5d.pdf 3f547253613ad030e079f5b223e87947 PDF Text Text The Role of Antonyms in English Language Acquision Ekaterina Strati & Suzana Samarxhi (Gjata) “Aleksander Moisiu” Durres, Albania Key words: antonyms; teaching English; semantic relations; vocabulary ABSTRACT Second language acquisition is an important issue in the academic life of every English as a second language teacher and student. This paper aims to offer an interesting and useful tool in this challenging process. As far as effective tools are concerned, we would like to emphasize the fact that there are various types of instruments used to help and enhance English as a second language acquisition. However, this paper will be entirely focused on the role of antonyms in the process of practical vocabulary acquisition. The expressive semantic value analyzes will also serve as a means of describing this process. There are certain questions which arise in this paper related to antonyms: How can we define antonyms?; Which are the necessary strategies we need to teach our students in the process of English as a second language acquisition?; Which are the difficulties we face in the appropriate use of antonyms in both the written and the verbal speech?; Which are the methods and strategies used in different group-ages? etc. These questions will be answered in this paper through an analytical perspective. � 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. 1771 Title A name given to the resource The Role of Antonyms in English Language Acquision Author Author STRATI, Ekaterina SAMARXHI, Suzana Abstract A summary of the resource. Key words: antonyms; teaching English; semantic relations; vocabulary ABSTRACT Second language acquisition is an important issue in the academic life of every English as a second language teacher and student. This paper aims to offer an interesting and useful tool in this challenging process. As far as effective tools are concerned, we would like to emphasize the fact that there are various types of instruments used to help and enhance English as a second language acquisition. However, this paper will be entirely focused on the role of antonyms in the process of practical vocabulary acquisition. The expressive semantic value analyzes will also serve as a means of describing this process. There are certain questions which arise in this paper related to antonyms: How can we define antonyms?; Which are the necessary strategies we need to teach our students in the process of English as a second language acquisition?; Which are the difficulties we face in the appropriate use of antonyms in both the written and the verbal speech?; Which are the methods and strategies used in different group-ages? etc. These questions will be answered in this paper through an analytical perspective. 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/1df6a35e86a0e0b4ab0891428c070b5c.docx 4c81bdbfe18498a26395c03d6ba1e59c https://omeka.ibu.edu.ba/files/original/3dc06f28e7ce450a8f15a9b09dedc403.pdf 30dec62a57df3a105fbca7cf45054b5b PDF Text Text (Self)Evaluation in a New Round of Accreditation of the Lcc Study Program Vojkan Stojičić & Predrag Mutavdžić & Ljiljana Markovic University of Belgrade/ Belgrade, Serbia Key words:selfevaluation, study programme, Faculty of Philology, foreign languages ABSTRACT In many views of distinguished scholars it has been pointed out that student self-evaluation is considered as a crucial condition of learner autonomy. Our paper shares the view of the Council of Europe that there is an urgent need for further updating the traditional approach to language learning. Since compliance to the standards set by the National Council for Higher Education of the Republic of Serbia is being verified by the obligatory accreditation of institutions and study programmes, this paper tries to analyze the first results of five years of teaching in the study of Language, literature, culture of the Faculty of Philology, University of Belgrade. The Faculty of Philology has provided the quality of this study through the ongoing monitoring and verification of objectives set in this programme study, paying particular attention to its structure, workload of students and regular modernization of the content and collecting information about the quality of the system through the (self)evaluation system. � 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. 1996 Title A name given to the resource (Self)Evaluation in a New Round of Accreditation of the Lcc Study Program Author Author STOJICIC, Vojkan MUTAVDZIC, Predrag MARKOVIC, Ljiljana Abstract A summary of the resource. Key words:selfevaluation, study programme, Faculty of Philology, foreign languages ABSTRACT In many views of distinguished scholars it has been pointed out that student self-evaluation is considered as a crucial condition of learner autonomy. Our paper shares the view of the Council of Europe that there is an urgent need for further updating the traditional approach to language learning. Since compliance to the standards set by the National Council for Higher Education of the Republic of Serbia is being verified by the obligatory accreditation of institutions and study programmes, this paper tries to analyze the first results of five years of teaching in the study of Language, literature, culture of the Faculty of Philology, University of Belgrade. The Faculty of Philology has provided the quality of this study through the ongoing monitoring and verification of objectives set in this programme study, paying particular attention to its structure, workload of students and regular modernization of the content and collecting information about the quality of the system through the (self)evaluation system. 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/f9f83657e20fc54e172acfdc234a691c.docx a2c8c3abc77e0dd38dc34c85a85ec2ec https://omeka.ibu.edu.ba/files/original/d77096ef776608752bac51a638c30e61.pdf 198a13c48476ecfba007e00a17e7fab6 PDF Text Text Language in Culture and Culture in Language Vojkan Stojičić & Vesna Krajišnik University of Belgrade/ Belgrade, Serbia Key words: Serbian as foreign language, glottodidactic means, foreign language teaching methods, cultural contents ABSTRACT Until recently in linguistics and methodology it has been recommended that learning a foreign language means acquiring its grammatical and lexical system, which has been a basis for writing textbooks for foreign language learning, where they are more reminiscent of a grammatical summary of a language, and the lexis was used solely as a tool for grammar explanations. This principle has been almost completely changed with the notion that language is a means to express the cultural contents of a country and the people, and language learning includes the acquisition of the cultural values of the people whose language is being learned. This paper will highlight the cultural values that foreign students, from various ethnic and linguistic backgrounds, adopt in the Serbian language learning. Their choice depends on the content that is scheduled for acquiring by the programme, the personal preferences of the students, and the students’ personal affinity, their needs and interests. � 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. 1972 Title A name given to the resource Language in Culture and Culture in Language Author Author STOJICIC, Vojkan KRAJISNIK, Vesna Abstract A summary of the resource. Key words: Serbian as foreign language, glottodidactic means, foreign language teaching methods, cultural contents ABSTRACT Until recently in linguistics and methodology it has been recommended that learning a foreign language means acquiring its grammatical and lexical system, which has been a basis for writing textbooks for foreign language learning, where they are more reminiscent of a grammatical summary of a language, and the lexis was used solely as a tool for grammar explanations. This principle has been almost completely changed with the notion that language is a means to express the cultural contents of a country and the people, and language learning includes the acquisition of the cultural values of the people whose language is being learned. This paper will highlight the cultural values that foreign students, from various ethnic and linguistic backgrounds, adopt in the Serbian language learning. Their choice depends on the content that is scheduled for acquiring by the programme, the personal preferences of the students, and the students’ personal affinity, their needs and interests. 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