166 10 3494 https://omeka.ibu.edu.ba/files/original/5d9178cec6684476abc2089b7594ea99.docx 3f009ba7c88e448423bb0ef6145a5240 https://omeka.ibu.edu.ba/files/original/bd02ca27cb3dcdab39f9c284b67bb1cd.pdf a91e538b09cb3c5d1860c73aa895cb52 PDF Text Text Formal Unity and Functional Diversity of PP Adverbials in Modern Standard Arabic Amra Mulović University of Sarajevo / Sarajevo, Bosnia and Herzegovina ABSTRACT This paper discusses adverbials in Modern Standard Arabic. Adverbials as the most diverse group of the clause elements are interpreted according to the functional grammar. Adverbial phrases in Arabic are optional elements primarily expressed by PP, NP and AdjP syntactic categorical varieties. The paper focuses on the semantic functions of PP adverbials (time, place, manner, cause and other) and examines the semantic equivalence between PP and NP structural forms of adverbials or their invariant semantic content. Depending on semantic features of the verb and its governing nature within various syntactic structures, a prepositional phrase embraces syntactic function of obligatory adverbial or adverbial complement. In part, the paper touches upon the thematic status of the prepositional phrases functioning as adjuncts of place and time (sometimes cause) that always occur in initial position of the sentence. Also, the paper distinguishes between the prepositional phrases that function as noun phrase modifiers or attribute and those that function as adverbials by indentifying the structural properties that set them apart. � 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. 1691 Title A name given to the resource Formal Unity and Functional Diversity of PP Adverbials in Modern Standard Arabic Author Author MULOVIĆ, Amra Abstract A summary of the resource. This paper discusses adverbials in Modern Standard Arabic. Adverbials as the most diverse group of the clause elements are interpreted according to the functional grammar. Adverbial phrases in Arabic are optional elements primarily expressed by PP, NP and AdjP syntactic categorical varieties. The paper focuses on the semantic functions of PP adverbials (time, place, manner, cause and other) and examines the semantic equivalence between PP and NP structural forms of adverbials or their invariant semantic content. Depending on semantic features of the verb and its governing nature within various syntactic structures, a prepositional phrase embraces syntactic function of obligatory adverbial or adverbial complement. In part, the paper touches upon the thematic status of the prepositional phrases functioning as adjuncts of place and time (sometimes cause) that always occur in initial position of the sentence. Also, the paper distinguishes between the prepositional phrases that function as noun phrase modifiers or attribute and those that function as adverbials by indentifying the structural properties that set them apart. 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/279a24885cbcd11e8fd010610b6efba6.docx b2cbaff153e4523bff6f636b78445213 https://omeka.ibu.edu.ba/files/original/f21c725b40f22aea6a37d2d53ef282d2.pdf bda2747975ca46075d0bfb779ed4f438 PDF Text Text Conceptual Scenarios in Contemporary American Political Discourse: (Not) Going It Alone Emir Muhic University of Banja Luka/ Banja Luka, Bosnia and Herzegovina Key words: conceptual scenarios, political discourse, conceptualization, hope, morality, polymorphous theoretical platform ABSTRACT American political discourse is oft-held up as the genuine article of the conceptualization of metaphorically structured discursive scenarios. The interplay of hope and morality is a prevalent lexical constituent giving rise to imperceptibly inculcated pan-societal mores and normative benchmarks within the bounds of which conventionalized patterns of semanto-pragmatic behavioural tendencies emerge and institute a desired constellation of values and mindsets emblematic of the American political arena. This micro-level study aims to identify and conceptually analyse the conspicuous and prominent discursive strategies employed to construct, restructure and deconstruct multilayered perceptions and embodiments from the standpoint of hope and morality scenario-predicated textual samples. Weight will be primarily attached to Conceptual Metaphor Theory (Lakoff, 2008 and Kovecses, 2005) in conjunction with purposefully selected facets of Critical Discourse Analysis (Fairclough, 1989) in the hope that this polymorphous orchestra echoes a present-day U.S. metaphorical portrait and sheds light as to how to combine the aforementioned theoretical platforms and morph them into analytically workable sync. � 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. 1753 Title A name given to the resource Conceptual Scenarios in Contemporary American Political Discourse: (Not) Going It Alone Author Author MUHIC, Emir Abstract A summary of the resource. Key words: conceptual scenarios, political discourse, conceptualization, hope, morality, polymorphous theoretical platform ABSTRACT American political discourse is oft-held up as the genuine article of the conceptualization of metaphorically structured discursive scenarios. The interplay of hope and morality is a prevalent lexical constituent giving rise to imperceptibly inculcated pan-societal mores and normative benchmarks within the bounds of which conventionalized patterns of semanto-pragmatic behavioural tendencies emerge and institute a desired constellation of values and mindsets emblematic of the American political arena. This micro-level study aims to identify and conceptually analyse the conspicuous and prominent discursive strategies employed to construct, restructure and deconstruct multilayered perceptions and embodiments from the standpoint of hope and morality scenario-predicated textual samples. Weight will be primarily attached to Conceptual Metaphor Theory (Lakoff, 2008 and Kovecses, 2005) in conjunction with purposefully selected facets of Critical Discourse Analysis (Fairclough, 1989) in the hope that this polymorphous orchestra echoes a present-day U.S. metaphorical portrait and sheds light as to how to combine the aforementioned theoretical platforms and morph them into analytically workable sync. 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/d54b49bbc8a488b0aa23fc0c30c6373a.docx e193b3ed700235a45f04fa69ea5b7d1c https://omeka.ibu.edu.ba/files/original/a17cad7b81b2b928bf156abcb5384b7a.pdf 79ca976be9a5aa6a235e6f7f5560b302 PDF Text Text Teaching to Speakers of Local Dialects through Task-Based Syllabus: Requirements, Limitations and Applications (The Case Study of Teaching Persian to Speakers of Lari Dialect) Behzad Moridi & Mahinnaz Mirdehghan & Muhammed Ourang Payame Noor University of Shiraz , Shahid Beheshti University/ Tehran, Iran Key words: Task-based syllabus, Persian language, Lari, grammar, Contrastive analysis. ABSTRACT Today, tasks have been widely preferred in second language classrooms. Task-based syllabus yields a set of the target tasks that learners will need to do in the everyday life outside of the classroom (e.g. filling in a form for hotel reservation). The current study aims at studying the points which are to be considered in designing the task for teaching Persian grammar to Lari speakers (a dialect spoken in the southernmost of Iran and other Gulf countries by about one million people); furthermore, it examines the impact of such syllabus on applicants. The study was conducted based on quasi-experimental method. Two groups (experimental and control) were chosen through purposive selection, the first of which received the syllabus based on task-based to learn Persian (it is of great significance to note that the tasks are design according to the similarities and differences between Persian and Lari in the areas of Verbal and Nominal phrases) and the other received their regular syllabus in schools. Having implemented the pretest, treatment (for 24 sessions, each of which for an hour) and posttest, it was revealed that the experimental group outperformed in the posttest. The descriptive and inferential statistics (through SPSS) represented that the treatment was effective in enhancing the Persian grammar literacy of Lari speakers. Consequently, the researcher-made model of influential factors proved that tasks made grammar forms salient to the learner; namely this was achieved through communicative activities. In addition, the tasks promoted awareness in Lari speakers and their attention was drawn to the nature of the Persian structure and engaged Lari speakers in meaning-focused interaction. In fact, tasks required learners to communicate with each other about the grammar structures of Persian. � 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. 2105 Title A name given to the resource Teaching to Speakers of Local Dialects through Task-Based Syllabus: Requirements, Limitations and Applications (The Case Study of Teaching Persian to Speakers of Lari Dialect) Author Author MORIDI, Behzad MIRDEHGHAN, Mahinnaz OURANG, Muhammed Abstract A summary of the resource. Key words: Task-based syllabus, Persian language, Lari, grammar, Contrastive analysis. ABSTRACT Today, tasks have been widely preferred in second language classrooms. Task-based syllabus yields a set of the target tasks that learners will need to do in the everyday life outside of the classroom (e.g. filling in a form for hotel reservation). The current study aims at studying the points which are to be considered in designing the task for teaching Persian grammar to Lari speakers (a dialect spoken in the southernmost of Iran and other Gulf countries by about one million people); furthermore, it examines the impact of such syllabus on applicants. The study was conducted based on quasi-experimental method. Two groups (experimental and control) were chosen through purposive selection, the first of which received the syllabus based on task-based to learn Persian (it is of great significance to note that the tasks are design according to the similarities and differences between Persian and Lari in the areas of Verbal and Nominal phrases) and the other received their regular syllabus in schools. Having implemented the pretest, treatment (for 24 sessions, each of which for an hour) and posttest, it was revealed that the experimental group outperformed in the posttest. The descriptive and inferential statistics (through SPSS) represented that the treatment was effective in enhancing the Persian grammar literacy of Lari speakers. Consequently, the researcher-made model of influential factors proved that tasks made grammar forms salient to the learner; namely this was achieved through communicative activities. In addition, the tasks promoted awareness in Lari speakers and their attention was drawn to the nature of the Persian structure and engaged Lari speakers in meaning-focused interaction. In fact, tasks required learners to communicate with each other about the grammar structures of Persian. 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/ad450093553b228e0ac3c984beff546a.docx e24042325c0ec251e0ebed66a2e6075e https://omeka.ibu.edu.ba/files/original/78065106e5cfec4fd4a78c7913b0ed72.pdf bdde616a36f7f810254307aedc9ce08d PDF Text Text The Art of Effective English Teaching Khaled Moradi & Gelareh Sabeti Azad University/ Tehran, Iran Key words:Managing skills, language teachers, professional development, teacher education ABSTRACT Effective teaching can be defined in many ways including teacher behavior (warmth, civility, and clarity), teacher knowledge (of subject matter, of students), teacher's belief and so forth. Here we define effective teaching as the skills, strategies, and techniques language teachers should know and use to be highly effective. As noted this is but one way to define effectiveness. In order to plan for the professional development of English language teachers, we need to have a comprehensive understanding of what strategies and techniques language teachers should know and use. What essential skills, knowledge, values, attitudes and goals do language teachers need, and how can these be acquired? This paper seeks to explore these questions by discussing five core dimensions of strategies and techniques for language teachers. These are: managing skills, creative rapport and influential behaviors, organizing the classroom, making learning happen, and professionalism. Each construct will be explained; its contribution to effective teaching illustrated, and some potential implications discussed for the development of English language teachers, teacher education programs as well as suggestion for continued professional development for teachers related to teaching. It is hoped that language teachers and teacher educators will be able to adapt the ideas presented in this paper to enhance their teaching performance. � 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. 1828 Title A name given to the resource The Art of Effective English Teaching Author Author MORADI, Khaled SABETI, Gelareh Abstract A summary of the resource. Key words:Managing skills, language teachers, professional development, teacher education ABSTRACT Effective teaching can be defined in many ways including teacher behavior (warmth, civility, and clarity), teacher knowledge (of subject matter, of students), teacher's belief and so forth. Here we define effective teaching as the skills, strategies, and techniques language teachers should know and use to be highly effective. As noted this is but one way to define effectiveness. In order to plan for the professional development of English language teachers, we need to have a comprehensive understanding of what strategies and techniques language teachers should know and use. What essential skills, knowledge, values, attitudes and goals do language teachers need, and how can these be acquired? This paper seeks to explore these questions by discussing five core dimensions of strategies and techniques for language teachers. These are: managing skills, creative rapport and influential behaviors, organizing the classroom, making learning happen, and professionalism. Each construct will be explained; its contribution to effective teaching illustrated, and some potential implications discussed for the development of English language teachers, teacher education programs as well as suggestion for continued professional development for teachers related to teaching. It is hoped that language teachers and teacher educators will be able to adapt the ideas presented in this paper to enhance their teaching performance. 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/e2bab0fc3e3ec7c9dfce1168d8319a4b.docx 6c6d48b78f51f6b3305a4d5fb01ca482 https://omeka.ibu.edu.ba/files/original/7d0a9b89849071764a502de631e15831.pdf ae6fede9c49b6368e779a864b3b0447e PDF Text Text Supervising English Language Teachers Khaled Moradi Azad University/ Tehran, Iran ABSTRACT Supervision is a common way to observe English language teachers during their teaching. Observation is a powerful tool for assessing and monitoring a teacher’s progress. However, observation and giving feedback are very complex skills, which need training and practice. This hands-on, workshop-style session aims at all EFL teachers and teacher trainers, but also of great use to supervisors in different countries with an interest in improving the quality of supervision. The session will begin with a 10- minute introduction during which the presenter will explain the session format and provide the explanation of the roles of teacher supervision, characteristics of supervisor, models of teacher supervision, approaches to language teacher supervision, advantages and disadvantages of observation, and supervisory styles. Following the introduction, the participants will be provided with different proformas to use and what to do before, during and after the observation. In the course of the workshop, worksheets with different activities will be distributed among the participants and they are asked to work on the activities in pairs/groups. This workshop is designed to be a participatory and exploratory experience for participating English instructors and teachers. Similarly, it is hoped that the interactive nature of the workshop will create opportunities for meeting likeminded colleagues, exchanging information, and networking, sharing resources and strategies, and building the capacity for effective reading instruction. � 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. 1827 Title A name given to the resource Supervising English Language Teachers Author Author MORADI, Khaled Abstract A summary of the resource. Supervision is a common way to observe English language teachers during their teaching. Observation is a powerful tool for assessing and monitoring a teacher’s progress. However, observation and giving feedback are very complex skills, which need training and practice. This hands-on, workshop-style session aims at all EFL teachers and teacher trainers, but also of great use to supervisors in different countries with an interest in improving the quality of supervision. The session will begin with a 10- minute introduction during which the presenter will explain the session format and provide the explanation of the roles of teacher supervision, characteristics of supervisor, models of teacher supervision, approaches to language teacher supervision, advantages and disadvantages of observation, and supervisory styles. Following the introduction, the participants will be provided with different proformas to use and what to do before, during and after the observation. In the course of the workshop, worksheets with different activities will be distributed among the participants and they are asked to work on the activities in pairs/groups. This workshop is designed to be a participatory and exploratory experience for participating English instructors and teachers. Similarly, it is hoped that the interactive nature of the workshop will create opportunities for meeting like-minded colleagues, exchanging information, and networking, sharing resources and strategies, and building the capacity for effective reading instruction. 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/77b0a26cdacf1a4210838cf20771041e.docx 5373618befe51663ae40d0c06dc73593 https://omeka.ibu.edu.ba/files/original/1659563aa62bdb2fc2af9ead69b0ed7a.pdf 7f375c466efba8bd3689b54d59d7d07b PDF Text Text W. B. Yeats’ Postmodern Apocalyptic View Soolmaz Mohammadshahi & Mohammad Exir Iran Language Institute (ILI), Bushehr Branch/Bushehr, Iran Key words: W. B. Yeats, deconstruction, postmodernism, apocalyptic ABSTRACT Postmodernism, a rather vague term, escapes any centralized framework attempting to define it. This might be the reason Derrida denied the attachment of any isms to his theories which construct one of the mainstream critical foundations of any postmodernist reading. In other words, defining certain techniques and frameworks to include or exclude a literary work into/from a defined postmodernist context is a flaw which questions the very foundations of postmodernism itself. Postmodernism might better be called a vogue, a stream, even an era rather than a specific movement, not an era ascribed to the post-world war period only, but to any era which goes beyond the accepted norms and conventions of the dominant discourse of its own time. In this regard, W.B. Yeats had a post modern apocalyptic vision which prophesied the upcoming of an age in which “Things fall apart; the centre cannot hold; /Mere anarchy is loosed upon the world.” Generally agreed, the antinomies in Yeats's poetry turns out to be reconciliation between the old hostilities of the good/bad, soul/flesh, etc., which attempts to arrive at a unity holding both parts. Yeats’s juxtaposing rather than reconciling the old vs. new ideas is a postmodern attitude. In this way, we might call Yeats as a poet who not only prophesied the coming of the postmodern era, but also a precursor of postmodernity in his verse as well as his apocalyptic work, A Vision. This paper is an attempt to analyze Yeats’s late poetry in the context of Derridean deconstruction and difference. � 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. 1993 Title A name given to the resource W. B. Yeats’ Postmodern Apocalyptic View Author Author MOHAMMADSHAHI, Soolmaz EXIR, Mohammad Abstract A summary of the resource. Key words: W. B. Yeats, deconstruction, postmodernism, apocalyptic ABSTRACT Postmodernism, a rather vague term, escapes any centralized framework attempting to define it. This might be the reason Derrida denied the attachment of any isms to his theories which construct one of the mainstream critical foundations of any postmodernist reading. In other words, defining certain techniques and frameworks to include or exclude a literary work into/from a defined postmodernist context is a flaw which questions the very foundations of postmodernism itself. Postmodernism might better be called a vogue, a stream, even an era rather than a specific movement, not an era ascribed to the post-world war period only, but to any era which goes beyond the accepted norms and conventions of the dominant discourse of its own time. In this regard, W.B. Yeats had a post modern apocalyptic vision which prophesied the upcoming of an age in which “Things fall apart; the centre cannot hold; /Mere anarchy is loosed upon the world.” Generally agreed, the antinomies in Yeats's poetry turns out to be reconciliation between the old hostilities of the good/bad, soul/flesh, etc., which attempts to arrive at a unity holding both parts. Yeats’s juxtaposing rather than reconciling the old vs. new ideas is a postmodern attitude. In this way, we might call Yeats as a poet who not only prophesied the coming of the postmodern era, but also a precursor of postmodernity in his verse as well as his apocalyptic work, A Vision. This paper is an attempt to analyze Yeats’s late poetry in the context of Derridean deconstruction and difference. 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/58e4aa99a2558f629df26d99b4341f6b.docx 699fabe657d0bf83273da8299c89070f https://omeka.ibu.edu.ba/files/original/a30f29e534a292cd029b062d5096e964.pdf c67c1d77ea2632f81cce7f6c0ae22e67 PDF Text Text Inter-lingual subtitling: A valued linguistics and pedagogical language learning tool Maha Fathi Mohamed Misr International University/ Cairo, Egypt Key words: Inter-lingual subtitling, Linguistics, Pedagogical language learning tool, Cultural knowledge, Second language acquisition. ABSTRACT Research on the relationship between subtitling and second language acquisition has focused, for so long, on the question of whether or not watching inter-lingual subtitling of films, TV series, etc. would actually develop one’s language. Not much attention has been paid to the fact of using inter-lingual subtitling as a pedagogical tool in itself. Inter-lingual subtitling as a form of translation can enhance various second language learners’ skills’. By exposure to spoken language, printed texts, visual effects and cultural contexts, inter-lingual subtitling develops learners’ listening skills, writing competencies, linguistic awareness and cultural knowledge. The purpose of the present study is to present a successful pedagogical experiment that involves a number of undergraduate Egyptian students who have studied inter-lingual subtitling (from English to Arabic and Arabic to English) for 3 successive semesters. The study will describe the steps they have undergone during each semester, highlighting problems they have met; the technical problems include spatial limitations, display-time regulations and continuous monitoring of output; semantic issues are translating idiomatic expressions, understanding different dialects, and accents, interpreting cultural allusions and understanding coined words; structural problems address tenses, word order and punctuation; finally, cultural hindrances involve hoe translating certain ideas can completely contradict with students’ beliefs. Also presented will be means by which the above problems have been overcome, the language skills students have acquired, and finally, their overall evaluation of the process. � 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. 1870 Title A name given to the resource Inter-lingual subtitling: A valued linguistics and pedagogical language learning tool Author Author MOHAMED, Maha Fathi Abstract A summary of the resource. Key words: Inter-lingual subtitling, Linguistics, Pedagogical language learning tool, Cultural knowledge, Second language acquisition. ABSTRACT Research on the relationship between subtitling and second language acquisition has focused, for so long, on the question of whether or not watching inter-lingual subtitling of films, TV series, etc. would actually develop one’s language. Not much attention has been paid to the fact of using inter-lingual subtitling as a pedagogical tool in itself. Inter-lingual subtitling as a form of translation can enhance various second language learners’ skills’. By exposure to spoken language, printed texts, visual effects and cultural contexts, inter-lingual subtitling develops learners’ listening skills, writing competencies, linguistic awareness and cultural knowledge. The purpose of the present study is to present a successful pedagogical experiment that involves a number of undergraduate Egyptian students who have studied inter-lingual subtitling (from English to Arabic and Arabic to English) for 3 successive semesters. The study will describe the steps they have undergone during each semester, highlighting problems they have met; the technical problems include spatial limitations, display-time regulations and continuous monitoring of output; semantic issues are translating idiomatic expressions, understanding different dialects, and accents, interpreting cultural allusions and understanding coined words; structural problems address tenses, word order and punctuation; finally, cultural hindrances involve hoe translating certain ideas can completely contradict with students’ beliefs. Also presented will be means by which the above problems have been overcome, the language skills students have acquired, and finally, their overall evaluation of the process. 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/394147bf6ec002045800d4a6601a9da5.docx 752bb6da300344e31644ca3055d7ba86 https://omeka.ibu.edu.ba/files/original/7fb511b96b9e05a3651f4d7de0cc379b.pdf 15a75bfbc04fe54bd2a063fcb0ac1128 PDF Text Text The Role of Students' Presentations in Foreign Language Teaching Marija Miščančuk Međimurje University of Applied Sciences in Čakovec/ Čakovec, Croatia Key words: presentation, foreign language, interculturality, tolerance ABSTRACT Student's presentation plays a multiple role in teaching foreign languages at an institution of higher education, since the presentation itself includes several competencies students have to show if they want it to be successful. First of all, the theme should be created and presented in a foreign language, which includes all language competencies, starting with the vocabulary specific for a certain topic, grammar structures and spelling in the first stage of preparing the presentation. Another important component is a theme of the presentation which is always a topic related to culture and civilisation of English-speaking countries, with the aim of gaining knowledge of their culture, history, geography, art, noting the similarities and differences compared to their own country, acceptance of the customs and tradition of different nationalities, with the aim of developing mutual tolerance and formation of a young person for the intercultural society of the future. Furthermore, the knowledge on how to make and structure the presentation slides is also required, and everything should be done in a way attractive for the audience, in this specific case it is the fellow students to whom the topic is presented. The final step in the whole process is student's verbal presentation in a foreign languge, which will finally consolidate all previous steps and requires loud oral articulation of words and sentences in a foreign language. Whereas on the one hand there is a presenter, on the other hand there is audience, i.e. students who listen to the presentation and actively participate in it by not only listening but also asking questions and final peer evaluation of the topic presented. The fact that the evaluation of the presentation contributes to the final grade also shows how important such a teaching method is. � 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. 1896 Title A name given to the resource The Role of Students' Presentations in Foreign Language Teaching Author Author MISCANCUK, Marija Abstract A summary of the resource. Key words: presentation, foreign language, interculturality, tolerance ABSTRACT Student's presentation plays a multiple role in teaching foreign languages at an institution of higher education, since the presentation itself includes several competencies students have to show if they want it to be successful. First of all, the theme should be created and presented in a foreign language, which includes all language competencies, starting with the vocabulary specific for a certain topic, grammar structures and spelling in the first stage of preparing the presentation. Another important component is a theme of the presentation which is always a topic related to culture and civilisation of English-speaking countries, with the aim of gaining knowledge of their culture, history, geography, art, noting the similarities and differences compared to their own country, acceptance of the customs and tradition of different nationalities, with the aim of developing mutual tolerance and formation of a young person for the intercultural society of the future. Furthermore, the knowledge on how to make and structure the presentation slides is also required, and everything should be done in a way attractive for the audience, in this specific case it is the fellow students to whom the topic is presented. The final step in the whole process is student's verbal presentation in a foreign languge, which will finally consolidate all previous steps and requires loud oral articulation of words and sentences in a foreign language. Whereas on the one hand there is a presenter, on the other hand there is audience, i.e. students who listen to the presentation and actively participate in it by not only listening but also asking questions and final peer evaluation of the topic presented. The fact that the evaluation of the presentation contributes to the final grade also shows how important such a teaching method is. 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/8204001999486e3ffb09073578666ce8.docx 0c00bcd4366f31349b8fe15551dbf1e0 https://omeka.ibu.edu.ba/files/original/c485ff3bf3e85ec6a07994d5082068e9.pdf 3157e0f6f120537b1d9b41bc3bcef3a2 PDF Text Text Design and Implementation of an Intelligent Feedback Generator for Learners of Persian Grammar Vahid-Reza Mirzaeian & Shahram Afrougheh Arak Industrial University, Islamic Azad University/Boroujerd, Iran Key words:CALL, ICALL, Grammar, Persian, Intelligent ABSTRACT The aim of this paper is to report on attempt to design, and implement an intelligent feedback generator (IFG) aiming at helping learners of Persian. In order to design the system correctly, some preliminary data have been collected to see what areas are most probletic for such learners. Later a feedback generator based on two natural language processing engines for both Persian and English has been developed. The system works by comparing logical forms generated from English and Persian sentences. These logical forms are compared and anomalies are reported. With some modifications, the system can also be used with Persian learners of English since it can parse input from both languages. � 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. 1960 Title A name given to the resource Design and Implementation of an Intelligent Feedback Generator for Learners of Persian Grammar Author Author MIRZAEIAN, Vahid-Reza AFROUGHEH, Shahram Abstract A summary of the resource. Key words:CALL, ICALL, Grammar, Persian, Intelligent ABSTRACT The aim of this paper is to report on attempt to design, and implement an intelligent feedback generator (IFG) aiming at helping learners of Persian. In order to design the system correctly, some preliminary data have been collected to see what areas are most probletic for such learners. Later a feedback generator based on two natural language processing engines for both Persian and English has been developed. The system works by comparing logical forms generated from English and Persian sentences. These logical forms are compared and anomalies are reported. With some modifications, the system can also be used with Persian learners of English since it can parse input from both languages. 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/853ede11174655ea3d22eddadd163a1a.docx 84b0c04fa4b8924b7898f4e6b89f99d6 https://omeka.ibu.edu.ba/files/original/68dfe33c7a6af1fccadd4366fecbfa86.pdf 6a5715bbe44c7ae5ce65558f85584225 PDF Text Text Co-Occurence of Tenses And Adverbs in Spontaneous Speech Jasmina Mirtoska SEEU / Tetovo, Macedonia Key words:tenses, adverbs, transfer, spontaneous speech ABSTRACT This study examines the co-occurrence of tenses and the accompanied adverbs by L1 Macedonian, Albanian and English students at the South European University, Macedonia. An additional aim of this research is finding out whether the students’ performance correlates with their Morphology grades, a second year course in which tenses are taught, practiced and tested, as well as whether their performance in this study correlates with their GPA (Grade Point Average). For the sake of finding out whether the co-occurrence is grammatical and appropriate, the third year students, studying English Language and Literature, at the same university, have been involved in 10 open and semicontrolled activities in the form of a recorded interview. Tense/adverb co-occurrence as well as knowledge retention from the course Morphology which they attended as first year students, was tested in three groups of 5 students with different first languages. The participants in this experiment with different L1s also provided foundation for L1 tense interference analysis. The initial anticipation was that the results will show evidence of their knowledge gained in the course Morphology in which they have been explicitly taught the English tense system. The transcribed data showed that the co-occurrence of the tenses did not mirror the anticipated performance. In other words, the comparison of the results with their Morphology 1 grades and their GPA (grade point average) showed some inconstancies � 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. 1816 Title A name given to the resource Co-Occurence of Tenses And Adverbs in Spontaneous Speech Author Author MIRTOSKA, Jasmina Abstract A summary of the resource. Key words:tenses, adverbs, transfer, spontaneous speech ABSTRACT This study examines the co-occurrence of tenses and the accompanied adverbs by L1 Macedonian, Albanian and English students at the South European University, Macedonia. An additional aim of this research is finding out whether the students’ performance correlates with their Morphology grades, a second year course in which tenses are taught, practiced and tested, as well as whether their performance in this study correlates with their GPA (Grade Point Average). For the sake of finding out whether the co-occurrence is grammatical and appropriate, the third year students, studying English Language and Literature, at the same university, have been involved in 10 open and semi-controlled activities in the form of a recorded interview. Tense/adverb co-occurrence as well as knowledge retention from the course Morphology which they attended as first year students, was tested in three groups of 5 students with different first languages. The participants in this experiment with different L1s also provided foundation for L1 tense interference analysis. The initial anticipation was that the results will show evidence of their knowledge gained in the course Morphology in which they have been explicitly taught the English tense system. The transcribed data showed that the co-occurrence of the tenses did not mirror the anticipated performance. In other words, the comparison of the results with their Morphology 1 grades and their GPA (grade point average) showed some inconstancies 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