171 10 3494 https://omeka.ibu.edu.ba/files/original/54152c71dfd7bfbb157284f736fbac63.docx 656b818ae6a6e2647eba0bfb62a5c0f5 https://omeka.ibu.edu.ba/files/original/3ea364fdbca03ed0ff370ca40c0c4a57.pdf 831a9e7af7486e0691017bcccdea94fd PDF Text Text The Evaluation of an Online Practice Tool, the Views of Students and Teachers on How to Better Use the Online Practice Center Ufuk Bilki & Hakan Aydoğan Celal Bayar University/ Manisa, Turkey Key words: Online practice, evaluation, implementation, self-study ABSTRACT This study aims to investigate the possible reasons behind the unsuccessful implementation of an online practice program by Oxford University Press in Celal Bayar University’s School of Foreign Languages and also attempts to find ways to turn around this unfortunate event in the following years. After looking at the numerical data, which showed that only 8 of the 589 students completed more than half of the practice program, the evaluator decided to set up interviews with select students and teachers to investigate the reasons behind the unsuccessful implementation.These 16 students along with 8 volunteer teachers from the institution were then asked several questions in the format of a semi-structured interview. The results show that there were several different reasons behind the unsuccessful implementation. The participants also offered some insights on how to deal with these issues and achieve a healthier practice program. The researcher hopes that this evaluation would prove useful in providing new ideas for future administrations of the program. Today most language schools boast big computer labs with state-of-the-art computers for each student, many teachers prefer to ‘hand out’ the external materials on-line, libraries slowly wane while search engines and ‘wikis’ grow to fill in, and students often ‘blog’ for millions to read and comment on instead of writing to their pen-friends who may or may not respond within the month. The self-study books and resources also grew in abundance and students can now easily find many opportunities to practice the target language in a number of paid or free sites which cover the language thoroughly from exercises on form to authentic listening or speaking tasks. This study aims to investigate the several possible reasons behind the unsuccessful implementation of such an online practice in the Celal Bayar University School of Foreign 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. 1986 Title A name given to the resource The Evaluation of an Online Practice Tool, the Views of Students and Teachers on How to Better Use the Online Practice Center Author Author BILKI, Ufuk AYDOGAN, Hakan Abstract A summary of the resource. Key words: Online practice, evaluation, implementation, self-study ABSTRACT This study aims to investigate the possible reasons behind the unsuccessful implementation of an online practice program by Oxford University Press in Celal Bayar University’s School of Foreign Languages and also attempts to find ways to turn around this unfortunate event in the following years. After looking at the numerical data, which showed that only 8 of the 589 students completed more than half of the practice program, the evaluator decided to set up interviews with select students and teachers to investigate the reasons behind the unsuccessful implementation.These 16 students along with 8 volunteer teachers from the institution were then asked several questions in the format of a semi-structured interview. The results show that there were several different reasons behind the unsuccessful implementation. The participants also offered some insights on how to deal with these issues and achieve a healthier practice program. The researcher hopes that this evaluation would prove useful in providing new ideas for future administrations of the program. Today most language schools boast big computer labs with state-of-the-art computers for each student, many teachers prefer to ‘hand out’ the external materials on-line, libraries slowly wane while search engines and ‘wikis’ grow to fill in, and students often ‘blog’ for millions to read and comment on instead of writing to their pen-friends who may or may not respond within the month. The self-study books and resources also grew in abundance and students can now easily find many opportunities to practice the target language in a number of paid or free sites which cover the language thoroughly from exercises on form to authentic listening or speaking tasks. This study aims to investigate the several possible reasons behind the unsuccessful implementation of such an online practice in the Celal Bayar University School of Foreign 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/51ba2210d0328bac63334b48ad3a96fb.docx 601358bb3adec51054bc458e3e298604 https://omeka.ibu.edu.ba/files/original/d09a6bb9b9dbfed7f5568b098951836c.pdf 084423309151b4521af80f501aa7108e PDF Text Text Stilovi i Strategije Ucenja I Nastava Italijanskog Jezika Kao Stranog Gordona Bojicic University of Montenegro Key words:stilovi učenja, strani jezik, strategije ABSTRACT Learning styles are defined as the preferred techniques of operation of the brain when it faces the acquisition of new information. Thanks to experiments conducted by psychologists and experts in language learning we can conclude that each individual tends to acquire and manage information in different way. After a short presentation of different learning styles, in this paper we will try to use the studies related to learning styles to construct concrete proposals to be used when teaching Italian as foreign language. � 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. 1793 Title A name given to the resource Stilovi i Strategije Ucenja I Nastava Italijanskog Jezika Kao Stranog Author Author BOJICIC, Gordona Abstract A summary of the resource. Key words:stilovi učenja, strani jezik, strategije ABSTRACT Learning styles are defined as the preferred techniques of operation of the brain when it faces the acquisition of new information. Thanks to experiments conducted by psychologists and experts in language learning we can conclude that each individual tends to acquire and manage information in different way. After a short presentation of different learning styles, in this paper we will try to use the studies related to learning styles to construct concrete proposals to be used when teaching Italian as foreign language. 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/4f7c9dec6bb7e467d5b563b5a2bf065e.docx fb2269f21ffc2113c519d75bc1d9e02f https://omeka.ibu.edu.ba/files/original/76a949e63f9e6085afb37cf6d64ea13a.pdf cdd0f8191b6cb796b4b5fc3fc40cdf91 PDF Text Text The Usage of Exercises in Foreign Language Grammar Lessons Gordona Bojicic University of Montenegro Key words: exercises, foreign language, grammar, Italian. ABSTRACT In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes occurring in the classroom should have a subsidiary function, in order to facilitate the language learning and to contribute more rational and more efficient use of exercises. After a short review of existing classifications of language exercises, the paper will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them � 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. 1807 Title A name given to the resource The Usage of Exercises in Foreign Language Grammar Lessons Author Author BOJICIC, Gordona Abstract A summary of the resource. Key words: exercises, foreign language, grammar, Italian. ABSTRACT In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes occurring in the classroom should have a subsidiary function, in order to facilitate the language learning and to contribute more rational and more efficient use of exercises. After a short review of existing classifications of language exercises, the paper will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them 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/20d2178bee593f1ed54ce36cab69601f.docx a167ff26ce0cdb467b771de8a55022ac https://omeka.ibu.edu.ba/files/original/55aaf18b61d547412a415773279a385a.pdf 643874690be812a563d04a8db3cd36bf PDF Text Text The Attitudes of Students towards Role-Play Based Video Classes: From Multiple Intelligence Perspective F. Duygu Bora Bülent Ecevit University/ Zonguldak, Turkey Key words: Video, Role-play, Multiple intelligence ABSTRACT As technology is getting more integrated with English language teaching process, using videos has also gained popularity. In addition to the development of technology, great emphasis on communicative language teaching increases the popularity of videos. With the help of videos, students deal with real-life language as well as the rules they are exposed to as part of their curriculum. Sometimes, video is even considered as a separate class as part of the curriculum beside the main course. In spite of its facilitating role, students are generally the passive participants who are responsible for watching the theme, and answer the questions about it. Students are only expected to comprehend the story and catch some words in order to do the exercises on a sheet of paper. However, in a communicative language teaching environment, students need to be the active participants of their learning process. If video is regarded as fundamental to develop communicative skills, students should use it, not the questions. Otherwise, using the language becomes a vehicle instead of a goal. This can be achieved by integrating role-play with video classes. This study aimed to reveal the attitudes of learners towards role-play in video classes. It was applied with 20 students and lasted for 4 weeks. Different groups were given video scripts and assigned with performing it in an appropriate environment. Then, the rest of the students in the class watched the video and made discussions about it. The data was collected with an attitude scale and a multiple intelligence scale to determine their attitudes considering their intelligence type. At the end of the study, it turned out that while the learners who have linguistic, logical-mathematical, interpersonal and bodily-kinesthetic have find it useful and motivating, intrapersonal learners prefer only to watch and answer the questions. � 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. 1767 Title A name given to the resource The Attitudes of Students towards Role-Play Based Video Classes: From Multiple Intelligence Perspective Author Author BORA, F. Duygu Abstract A summary of the resource. Key words: Video, Role-play, Multiple intelligence ABSTRACT As technology is getting more integrated with English language teaching process, using videos has also gained popularity. In addition to the development of technology, great emphasis on communicative language teaching increases the popularity of videos. With the help of videos, students deal with real-life language as well as the rules they are exposed to as part of their curriculum. Sometimes, video is even considered as a separate class as part of the curriculum beside the main course. In spite of its facilitating role, students are generally the passive participants who are responsible for watching the theme, and answer the questions about it. Students are only expected to comprehend the story and catch some words in order to do the exercises on a sheet of paper. However, in a communicative language teaching environment, students need to be the active participants of their learning process. If video is regarded as fundamental to develop communicative skills, students should use it, not the questions. Otherwise, using the language becomes a vehicle instead of a goal. This can be achieved by integrating role-play with video classes. This study aimed to reveal the attitudes of learners towards role-play in video classes. It was applied with 20 students and lasted for 4 weeks. Different groups were given video scripts and assigned with performing it in an appropriate environment. Then, the rest of the students in the class watched the video and made discussions about it. The data was collected with an attitude scale and a multiple intelligence scale to determine their attitudes considering their intelligence type. At the end of the study, it turned out that while the learners who have linguistic, logical-mathematical, interpersonal and bodily-kinesthetic have find it useful and motivating, intrapersonal learners prefer only to watch and answer the questions. 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/b2068d1864f9bef68d15f9a2f2bca3d6.docx 34e753ff82643894241f51ed152828ca https://omeka.ibu.edu.ba/files/original/c1ef7c9eadc6153c8bc9ef8910a6224d.pdf e7365084d3851d9de3f2254adac61034 PDF Text Text The Importance of Prefixes in Foreign Language Teaching and Learning Damir Boras & Nives Mikelić Preradović University of Zagreb/ Zagreb, Croatia Key words: verb prefixes, language semantics, language acquisition, verb valency, language teaching ABSTRACT The aim of this paper is to examine associations between the general meaning of the verb prefix and the meaning of verb it is attached to in order to help foreign language learners to build their vocabulary easier and faster. To achieve this goal, the specific semantics of verb prefixes in Croatian has been extracted and captured. The statistics of derivational characteristics for 20 productive prefixes in Croatian was collected. Also, all meanings of 20 prefixes were thoroughly analyzed, the properties of the base verbs and prefixed verbs were compared and the group model of verbs sharing the same meaning of the prefix was built. The statistics show that the prefix with the largest set of meanings in Croatian is za- (in, at, down) with 20 different meanings, while the average number of meanings per prefix is 11. We proved that the process of prefixation establishes connection between different base verbs that start to share the same semantic feature due to the prefix attached. This connection became obvious in the valency frames of these verbs, since prefixed verbs tend to share the valency frames, regardless of the valency frame of the base verb. We discovered that derived prefixed verbs can be treated as hyponyms of base verbs if they do not differ significantly with regard to the meaning. Finally, the syntacto-semantic connections between base verbs and derived prefixed verbs were revealed and modelled as rules which contribute to the foreign language learning and teaching of Croatian language. Rules are modelled to help foreign language learners guess the meaning of new prefixed verbs while reading and to help them use dictionaries better, recognizing common verb prefixes and their meanings. These rules can also enable them to acquire the syntactic complexity of the morphologically rich language, such as Croatian, Bosnian or Serbian. � 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. 1933 Title A name given to the resource The Importance of Prefixes in Foreign Language Teaching and Learning Author Author BORAS, Damir PRERADOVIC, Nives Mikelić Abstract A summary of the resource. Key words: verb prefixes, language semantics, language acquisition, verb valency, language teaching ABSTRACT The aim of this paper is to examine associations between the general meaning of the verb prefix and the meaning of verb it is attached to in order to help foreign language learners to build their vocabulary easier and faster. To achieve this goal, the specific semantics of verb prefixes in Croatian has been extracted and captured. The statistics of derivational characteristics for 20 productive prefixes in Croatian was collected. Also, all meanings of 20 prefixes were thoroughly analyzed, the properties of the base verbs and prefixed verbs were compared and the group model of verbs sharing the same meaning of the prefix was built. The statistics show that the prefix with the largest set of meanings in Croatian is za- (in, at, down) with 20 different meanings, while the average number of meanings per prefix is 11. We proved that the process of prefixation establishes connection between different base verbs that start to share the same semantic feature due to the prefix attached. This connection became obvious in the valency frames of these verbs, since prefixed verbs tend to share the valency frames, regardless of the valency frame of the base verb. We discovered that derived prefixed verbs can be treated as hyponyms of base verbs if they do not differ significantly with regard to the meaning. Finally, the syntacto-semantic connections between base verbs and derived prefixed verbs were revealed and modelled as rules which contribute to the foreign language learning and teaching of Croatian language. Rules are modelled to help foreign language learners guess the meaning of new prefixed verbs while reading and to help them use dictionaries better, recognizing common verb prefixes and their meanings. These rules can also enable them to acquire the syntactic complexity of the morphologically rich language, such as Croatian, Bosnian or Serbian. 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/84f2820f1e2382cfb712df6a3280e366.docx 2b4a0d954f7fdcf4926b46de9d1e9af5 https://omeka.ibu.edu.ba/files/original/3d7d5b7fad174873618dd11afea3c38b.pdf 7b5a8e1d0ae3a45effeceb28cfff190b PDF Text Text Catalan and International Culture(S) in Catalan as a Second Language Textbooks Pau Bori University of Belgrade/Beograd,Serbia Key words: foreign language, textbooks, cultural content, representation, Catalan ABSTRACT Since the year 2000 due to a large wave of international immigration to Catalonia there has been a proliferation of Catalan as a second language (CSL) teaching centers. Subsequently the number of teaching materials for CSL increased. These textbooks give learners a certain vision of a culture of their host country as well as the international culture(s) some of which could be their own native ones. This study focuses on specific elements of Catalan and international culture(s) in two collections of CLS most widely used textbooks. Adapting a methodology used by Ramirez & Hall (1990), the study firstly gives quantitative analysis of all the geographical references related to Catalonia and the rest of the world in form of a large text (more than 50 words), image, or mere mention in a text. It is later followed by qualitative analysis. The results show that Catalan culture is favored over international cultures, but that, in most cases, textbooks give a simplified view on both Catalan and international cultures. Catalonia and the rest of the countries mentioned are very often presented as destinations for wealthy tourists without any substantial cultural information. Furthermore, the study suggests that textbooks avoid cultural comparisons therefore giving little space for cultural understanding. � 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. 1912 Title A name given to the resource Catalan and International Culture(S) in Catalan as a Second Language Textbooks Author Author BORI, Pau Abstract A summary of the resource. Key words: foreign language, textbooks, cultural content, representation, Catalan ABSTRACT Since the year 2000 due to a large wave of international immigration to Catalonia there has been a proliferation of Catalan as a second language (CSL) teaching centers. Subsequently the number of teaching materials for CSL increased. These textbooks give learners a certain vision of a culture of their host country as well as the international culture(s) some of which could be their own native ones. This study focuses on specific elements of Catalan and international culture(s) in two collections of CLS most widely used textbooks. Adapting a methodology used by Ramirez & Hall (1990), the study firstly gives quantitative analysis of all the geographical references related to Catalonia and the rest of the world in form of a large text (more than 50 words), image, or mere mention in a text. It is later followed by qualitative analysis. The results show that Catalan culture is favored over international cultures, but that, in most cases, textbooks give a simplified view on both Catalan and international cultures. Catalonia and the rest of the countries mentioned are very often presented as destinations for wealthy tourists without any substantial cultural information. Furthermore, the study suggests that textbooks avoid cultural comparisons therefore giving little space for cultural understanding 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/e26662fd2c23128125aa7184cf2af2ce.docx cacf21d9f55fbab1a4e8d05b4baa931c https://omeka.ibu.edu.ba/files/original/a097dab0c024583484bf24cc04840d77.pdf b2e0d4fc18a5464470cc93d99f14561a PDF Text Text The oyatoi gaikokujin (御雇い外国人) and the Modernization of the Educational System in Meiji Japan Giovanni Borriello Roma Tre University/ Rome, Italy Key words: Japan, Education, Modernization, Oyatoi gaikokujin, Foreign experts ABSTRACT A striking aspect of the history of Japan in the Nineteenth century is the government’s employment of thousands of foreigners to aid its modernization. While Japan’s leadership drew heavily on the resources of other nations, at the same time they marshaled indigenous resources, selected from among the successful Nineteenth-century Western models of modern development, adhered firmly to a policy of Japanese control and management, assumed total responsibility for the cost of modernizing, and carried their decision to replace foreigners with trained Japanese as soon as possible. The use of foreign instructors and the sending of Japanese students abroad were two important modernization factors in Meiji Japan’s experience. The number of foreigners employed in Japan during the Meiji period is difficult to ascertain. Umetani Noboru estimates it as no less than 800. But Ogata Hiroyasu finds about 800 persons who served as teachers alone. Saigusa Hiroto gives the names of 1377 foreigners who contributed to the technical and industrial development of the country. It would be conservative to estimate the total number of oyatoi as somewhere in the range from 1500 to 2000. Most of the oyatoi were drawn from the four countries that played the most important part in Japan’s foreign relations at that time: Great Britain, France, the United States and Germany. There was a sprinkling of Swiss, Italians, Austrians, Russians, Portuguese and some Chinese. Expect for the university of Tokyo, where there were teachers of several different nationalities, clusters of fellow tended to develop in particular lines of work. The modernization of the educational/school system was based on the American model and the most important oyatoi in this field were David Murray (1830-1905), Marion McCarrell Scott (1843-1922) and George Adams Leland (1850-1924). Thanks to their help and advices, starting from 1886, the Japanese government began to issue a series of laws with which was established an elementary school system, middle school system, normal school system and an imperial university 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. 1801 Title A name given to the resource The oyatoi gaikokujin (御雇い外国人) and the Modernization of the Educational System in Meiji Japan Author Author BORRIELLO, Giovanni Abstract A summary of the resource. Key words: Japan, Education, Modernization, Oyatoi gaikokujin, Foreign experts ABSTRACT A striking aspect of the history of Japan in the Nineteenth century is the government’s employment of thousands of foreigners to aid its modernization. While Japan’s leadership drew heavily on the resources of other nations, at the same time they marshaled indigenous resources, selected from among the successful Nineteenth-century Western models of modern development, adhered firmly to a policy of Japanese control and management, assumed total responsibility for the cost of modernizing, and carried their decision to replace foreigners with trained Japanese as soon as possible. The use of foreign instructors and the sending of Japanese students abroad were two important modernization factors in Meiji Japan’s experience. The number of foreigners employed in Japan during the Meiji period is difficult to ascertain. Umetani Noboru estimates it as no less than 800. But Ogata Hiroyasu finds about 800 persons who served as teachers alone. Saigusa Hiroto gives the names of 1377 foreigners who contributed to the technical and industrial development of the country. It would be conservative to estimate the total number of oyatoi as somewhere in the range from 1500 to 2000. Most of the oyatoi were drawn from the four countries that played the most important part in Japan’s foreign relations at that time: Great Britain, France, the United States and Germany. There was a sprinkling of Swiss, Italians, Austrians, Russians, Portuguese and some Chinese. Expect for the university of Tokyo, where there were teachers of several different nationalities, clusters of fellow tended to develop in particular lines of work. The modernization of the educational/school system was based on the American model and the most important oyatoi in this field were David Murray (1830-1905), Marion McCarrell Scott (1843-1922) and George Adams Leland (1850-1924). Thanks to their help and advices, starting from 1886, the Japanese government began to issue a series of laws with which was established an elementary school system, middle school system, normal school system and an imperial university 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/39c37e79dec63d23f9aa7e70cdde4dee.docx 38afe25e1d34495afa80c6b3db08fb67 https://omeka.ibu.edu.ba/files/original/0d4ee5c124edcd14d78dcd162fac3499.pdf e7303091953af0770b715480db7385e7 PDF Text Text Gender Stereotypes and Gender Differences in Language Usage Valentina Boskovic & Slavko Alcakovic Singidunum University/ Belgrade, Serbia Key words: gender language equality, male/ female titles, language usage, speech differences ABSTRACT Along with various social, cultural and political factors, language is one of the biggest conveyors of prejudices. As speakers of a specific language, consciously or subconsciously, we tend to depict all our beliefs, values and expectations via our choice of vocabulary, speaking style, register etc. Moreover, the attitude of speakers towards diverse social issues, such as gender equality, can be visible through our language usage. Therefore, this paper will present the idea of gender (in) equality seen from a sociolinguistic and applied linguistic perspective, using the language as the main means of gender stereotypes. The paper highlights the influence of the society and the area in which the language is communicated as one of the main contributors to the speech differences between men and women, which later on contribute to their social differences. In other words, the differences (or similarities, if existing) between male and female speech characteristics will be presented in the paper, taking into consideration the attitude of speakers and their communication habits and characteristics. The paper also presents a brief research (survey) including 20 men and women who give their opinion on this topic and who answer relevant questions regarding language usage and language policy. The survey includes the group of nouns denoting titles and professions in male/ female gender and their usage, as it has been shown in some languages that most of the titles and professions are used mainly for male gender. In the end, the paper depicts potential solutions to the problems of gender (in) equality in languages and gives examples of how this issue can be solved. � 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. 1967 Title A name given to the resource Gender Stereotypes and Gender Differences in Language Usage Author Author BOSKOVIC, Valentina ALCAKOVIC, Slavko Abstract A summary of the resource. Key words: gender language equality, male/ female titles, language usage, speech differences ABSTRACT Along with various social, cultural and political factors, language is one of the biggest conveyors of prejudices. As speakers of a specific language, consciously or subconsciously, we tend to depict all our beliefs, values and expectations via our choice of vocabulary, speaking style, register etc. Moreover, the attitude of speakers towards diverse social issues, such as gender equality, can be visible through our language usage. Therefore, this paper will present the idea of gender (in) equality seen from a sociolinguistic and applied linguistic perspective, using the language as the main means of gender stereotypes. The paper highlights the influence of the society and the area in which the language is communicated as one of the main contributors to the speech differences between men and women, which later on contribute to their social differences. In other words, the differences (or similarities, if existing) between male and female speech characteristics will be presented in the paper, taking into consideration the attitude of speakers and their communication habits and characteristics. The paper also presents a brief research (survey) including 20 men and women who give their opinion on this topic and who answer relevant questions regarding language usage and language policy. The survey includes the group of nouns denoting titles and professions in male/ female gender and their usage, as it has been shown in some languages that most of the titles and professions are used mainly for male gender. In the end, the paper depicts potential solutions to the problems of gender (in) equality in languages and gives examples of how this issue can be solved. 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/9cda7d09aa43f6c2c487d79ca5481830.docx 2d2d2e05768ee56ce5fcc5877007a344 https://omeka.ibu.edu.ba/files/original/63e0644e5fab3ac5d5ca6ec5e2ebb9f7.pdf 5a0e3c5b6411b93c086f592702159d60 PDF Text Text Kültürlerarasi Adaptasyonun Demografik Değişkenler Bağlaminda Incelenmesi Aylin Yavaş Bozkurt & Hasan Aydın Yildiz Technical University/Istanbul, Turkey Anahtar sözcükler: Kültürlerarası Adaptasyon, Çok Kültürlü Eğitim, Program Geliştirme Bireysel farklılıklar ve adaptasyon, hayatın tüm alanlarında yönetilmesi gereken bir olgu olarak değerlendirilmekte ve üniversite yaşamı içinde daha da önem kazanmaktadır. Belirli amaçlar doğrultusunda bir araya gelmiş bireylerin sahip oldukları adaptasyon, bireysel ve örgütsel çıktılar / sonuçlar üzerinde önemli rol oynamaktadır. Örgütsel amaçların gerçekleştirilmesi için bir araya gelen bireyler aynı ortamda birbirlerine uyum sağlamaya çalışmaktadırlar (Sürgevil ve Budak, 2008). Bu bağlamda farklı kültürlerden gelen bireylerin uyumu ve yönetimi, birçok disiplinin kesişim noktasında yer almaktadır. Eğitim bilimleri, sosyoloji, psikoloji, sosyal psikoloji, endüstri ve örgüt psikolojisi, antropoloji, hukuk, işletme, yönetim bilimleri ve insan kaynakları yönetimi bu disiplinlerden bazılarıdır. Kültürlerarası etkileşimin ve çok kültürlü eğitim örgütlerinin sayısının her geçen gün arttığı ortamda, en önemli konulardan bir tanesi kültürel farklılıklar ve bu farklılıkların örgütler açısından etkin şekilde yönetilebilmesidir. Kültürel farklılıkların örgütlere ve özellikle üniversitelere çeşitli stratejik faydalar sağlayabileceği düşünülebilir. Bu yüzden de kültürel farklılıkların en iyi şekilde yönetilmesi ve örgütlerin yararına kullanılması gerekmektedir (Yeşil, 2009). � 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. 2070 Title A name given to the resource Kültürlerarasi Adaptasyonun Demografik Değişkenler Bağlaminda Incelenmesi Author Author BOZKURT, Aylin Yavaş AYDIN, Hasan Abstract A summary of the resource. Anahtar sözcükler: Kültürlerarası Adaptasyon, Çok Kültürlü Eğitim, Program Geliştirme Bireysel farklılıklar ve adaptasyon, hayatın tüm alanlarında yönetilmesi gereken bir olgu olarak değerlendirilmekte ve üniversite yaşamı içinde daha da önem kazanmaktadır. Belirli amaçlar doğrultusunda bir araya gelmiş bireylerin sahip oldukları adaptasyon, bireysel ve örgütsel çıktılar / sonuçlar üzerinde önemli rol oynamaktadır. Örgütsel amaçların gerçekleştirilmesi için bir araya gelen bireyler aynı ortamda birbirlerine uyum sağlamaya çalışmaktadırlar (Sürgevil ve Budak, 2008). Bu bağlamda farklı kültürlerden gelen bireylerin uyumu ve yönetimi, birçok disiplinin kesişim noktasında yer almaktadır. Eğitim bilimleri, sosyoloji, psikoloji, sosyal psikoloji, endüstri ve örgüt psikolojisi, antropoloji, hukuk, işletme, yönetim bilimleri ve insan kaynakları yönetimi bu disiplinlerden bazılarıdır. Kültürlerarası etkileşimin ve çok kültürlü eğitim örgütlerinin sayısının her geçen gün arttığı ortamda, en önemli konulardan bir tanesi kültürel farklılıklar ve bu farklılıkların örgütler açısından etkin şekilde yönetilebilmesidir. Kültürel farklılıkların örgütlere ve özellikle üniversitelere çeşitli stratejik faydalar sağlayabileceği düşünülebilir. Bu yüzden de kültürel farklılıkların en iyi şekilde yönetilmesi ve örgütlerin yararına kullanılması gerekmektedir (Yeşil, 2009). 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/e46e82187c1a22623d635e50039cf9e6.docx 66d7d34eb2bf433a0b588d1cf1503753 https://omeka.ibu.edu.ba/files/original/272225930b4a3d0d3dd242f2263f5622.pdf 11b0cd6f6b40af9d97b29013284c9ab9 PDF Text Text Foregrounding Critical Thinking in Communication Courses for Engineering Students Caroline Brandt Petroleum Institute, United Arab Emirates ABSTRACT This paper reports on research completed at a degree-awarding engineering institute accredited by the US Accreditation Board for Engineering and Technology (ABET) in the United Arab Emirates. In first-year communication programs, ABET Student Outcome 3i, “recognition of the need for, and an ability to engage in life-long learning” is supported in part by a learning objective that aims to develop students’ ability to “demonstrate reflective and critical thinking skills”. While this objective is supported throughout the institute’s engineering curricula, many students first encounter the associated concepts and skills in their freshman year, primarily during the first communication course. Program review found that while instruction aimed at developing students’ critical thinking skills is well integrated in the curriculum, and it appears that many students begin to develop the necessary skills successfully, limited means existed for tracking individual students’ specific progress, which is an ABET requirement. Addressing this, informed by a meta-analysis of research in which key critical thinking skills for freshmen were identified, the researchers developed a series of interventions designed to foreground critical thinking in the curriculum and provide holistic evidence of the extent to which students successfully develop skills as a result of instruction. Intervention design was informed by the need for evidence that: a) can be used to infer the degree to which the student has met the learning objective; b) is longitudinally comparable; c) results from a variety of instruments; and d) is transparent and valid. Drawing on the results of administering the interventions to over 240 freshmen, student progress is discussed and intervention effectiveness in facilitating tracking is evaluated. Various linguistic and cultural issues arising from the interventions are outlined, and several unanticipated benefits are explored. The paper concludes with a consideration of the extent to which the intervention may be transferable to other discipline contexts. � 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. 1727 Title A name given to the resource Foregrounding Critical Thinking in Communication Courses for Engineering Students Author Author BRANDT, Caroline Abstract A summary of the resource. This paper reports on research completed at a degree-awarding engineering institute accredited by the US Accreditation Board for Engineering and Technology (ABET) in the United Arab Emirates. In first-year communication programs, ABET Student Outcome 3i, “recognition of the need for, and an ability to engage in life-long learning” is supported in part by a learning objective that aims to develop students’ ability to “demonstrate reflective and critical thinking skills”. While this objective is supported throughout the institute’s engineering curricula, many students first encounter the associated concepts and skills in their freshman year, primarily during the first communication course. Program review found that while instruction aimed at developing students’ critical thinking skills is well integrated in the curriculum, and it appears that many students begin to develop the necessary skills successfully, limited means existed for tracking individual students’ specific progress, which is an ABET requirement. Addressing this, informed by a meta-analysis of research in which key critical thinking skills for freshmen were identified, the researchers developed a series of interventions designed to foreground critical thinking in the curriculum and provide holistic evidence of the extent to which students successfully develop skills as a result of instruction. Intervention design was informed by the need for evidence that: a) can be used to infer the degree to which the student has met the learning objective; b) is longitudinally comparable; c) results from a variety of instruments; and d) is transparent and valid. Drawing on the results of administering the interventions to over 240 freshmen, student progress is discussed and intervention effectiveness in facilitating tracking is evaluated. Various linguistic and cultural issues arising from the interventions are outlined, and several unanticipated benefits are explored. The paper concludes with a consideration of the extent to which the intervention may be transferable to other discipline contexts. 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