178 10 3494 https://omeka.ibu.edu.ba/files/original/0622ffadde4cd022d107d6e605037b80.docx 1df97d91e7a9731b1097372185fe69c9 https://omeka.ibu.edu.ba/files/original/e5abb2aa1912f3b21471f53bbeb956c3.pdf 0750a7c85623b250efda4a53362d3c8f PDF Text Text Perceptions of Turkish Language Teachers’ Competence in Multicultural and Multilingual Education Environment Aynur Gürsoy & Leyla Şentürk University Of South-East Europe Lumina/ Romania Key words: Turkish teacher competences, teaching language in multicultural and environment, the perceptions of competence, Turkish as a foreign language multilingual education ABSTRACT The aim of this research is to determine the perceptions of Turkish Language teachers’ competence, teaching Turkish as a second language, and to find out the new methods to increase their competence. Qualifications of becoming a teacher are put forth by specialists after doing many studies about second language teachers. However scientific researches about teaching Turkish in foreign countries and Turkish as a second language in multicultural and multilingual Education are brand new. Educators, to be trained for the teaching Turkish as a second language course, must be equipped with requirements of the course. In this study, a questionnaire was going to be prepared by analyzing data of perceptions of Turkish language teachers’ competence and specialists’ views. The questionnaire was going to applied to Turkish language teachers, work in international schools and language centers in foreign countries. After identifying the fields which teachers were inadequate, resources for their professional developments were going to be determined. Second language teachers face with different cultures. Turkish and foreign studies, about teaching a second language in multicultural education and teachers’ competence, is reviewed because multicultural is concept, including cultural differences. � 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. 1739 Title A name given to the resource Perceptions of Turkish Language Teachers’ Competence in Multicultural and Multilingual Education Environment Author Author GÜRSOY, Aynur SENTURK, Leyla Abstract A summary of the resource. Key words: Turkish teacher competences, teaching language in multicultural and multilingual education environment, the perceptions of competence, Turkish as a foreign language ABSTRACT The aim of this research is to determine the perceptions of Turkish Language teachers’ competence, teaching Turkish as a second language, and to find out the new methods to increase their competence. Qualifications of becoming a teacher are put forth by specialists after doing many studies about second language teachers. However scientific researches about teaching Turkish in foreign countries and Turkish as a second language in multicultural and multilingual Education are brand new. Educators, to be trained for the teaching Turkish as a second language course, must be equipped with requirements of the course. In this study, a questionnaire was going to be prepared by analyzing data of perceptions of Turkish language teachers’ competence and specialists’ views. The questionnaire was going to applied to Turkish language teachers, work in international schools and language centers in foreign countries. After identifying the fields which teachers were inadequate, resources for their professional developments were going to be determined. Second language teachers face with different cultures. Turkish and foreign studies, about teaching a second language in multicultural education and teachers’ competence, is reviewed because multicultural is concept, including cultural differences. 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/100774075b54fcc2fdcd0941149f75dc.docx 25ebec4ed420c209ed706f6b0255c8b1 https://omeka.ibu.edu.ba/files/original/b39cf054c7052f7a0273e2415d401947.pdf 692c7b2d0018f57e73b4696d03d0002a PDF Text Text Using a Case Study to Teach the (Non)Subtleties of Language: Logical Fallacies and Principles of Conversational Coherence Artur Hadaj & Christina Standerfer University of Tirana/ Tirana, Albania Key words:logical fallacies, case study, conversational coherence ABSTRACT This paper centers on a practical and relevant way to teach logical fallacies and how to avoid them to English as a second language learners in the Balkan region. The paper begins with a brief overview of the importance of teaching subtleties of language, such as logical fallacies and principles of conversational coherence and then proceeds to describe a rather heated written exchange between the editors of the Albanian daily newspaper Shekulli and representatives of the U.S. Embassy. In 2011, Shekulli published a long editorial without adding any statement saying that the views expressed in the article did not represent the stand of the newspaper. Immediately after this editorial, the US Embassy issued a brief statement accusing this newspaper of using an ad hominem argument when they explicitly referred to the ambassador’s Asian looks and his short stature. In their statement, the Embassy conveyed information regarding money the U.S. government had donated to the Albanian Media Institute for the qualification of Albania journalists. The implication being that the journalists of this newspaper either did not want to attend the qualification courses organized by the Institute or they could not understand the modern principles of newspaper writing. A few days later the Dutch embassy in Tirana severed relations with Shekulli, accusing its editors of engaging in slander. Description of the case is followed by an analysis, with a focus on the logical fallacies evident in the discourse (e.g., ad hominem arguments, non sequiturs, and glittering generalities). The paper concludes with lesson plans for how the case can be used to teach not only logical fallacies but also principles of conversational coherence (Grice, 1989) by leading students through a series of exercises in which they reimagine and reconstruct the exchange in ways that produce different and perhaps more favorable outcomes. � 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. 1741 Title A name given to the resource Using a Case Study to Teach the (Non)Subtleties of Language: Logical Fallacies and Principles of Conversational Coherence Author Author HADAJ, Artur STANDERFER, Christina Abstract A summary of the resource. Key words:logical fallacies, case study, conversational coherence ABSTRACT This paper centers on a practical and relevant way to teach logical fallacies and how to avoid them to English as a second language learners in the Balkan region. The paper begins with a brief overview of the importance of teaching subtleties of language, such as logical fallacies and principles of conversational coherence and then proceeds to describe a rather heated written exchange between the editors of the Albanian daily newspaper Shekulli and representatives of the U.S. Embassy. In 2011, Shekulli published a long editorial without adding any statement saying that the views expressed in the article did not represent the stand of the newspaper. Immediately after this editorial, the US Embassy issued a brief statement accusing this newspaper of using an ad hominem argument when they explicitly referred to the ambassador’s Asian looks and his short stature. In their statement, the Embassy conveyed information regarding money the U.S. government had donated to the Albanian Media Institute for the qualification of Albania journalists. The implication being that the journalists of this newspaper either did not want to attend the qualification courses organized by the Institute or they could not understand the modern principles of newspaper writing. A few days later the Dutch embassy in Tirana severed relations with Shekulli, accusing its editors of engaging in slander. Description of the case is followed by an analysis, with a focus on the logical fallacies evident in the discourse (e.g., ad hominem arguments, non sequiturs, and glittering generalities). The paper concludes with lesson plans for how the case can be used to teach not only logical fallacies but also principles of conversational coherence (Grice, 1989) by leading students through a series of exercises in which they reimagine and reconstruct the exchange in ways that produce different and perhaps more favorable outcomes. 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/86fb7e6be8c1e1bfec112852b2e659c6.docx 6d1f8424e81c0196a869a9480fd43308 https://omeka.ibu.edu.ba/files/original/f1a8060f1dc9b8e771c002ea87d108b2.pdf 5d964c640d740d10b9223fa7e6e33e2b PDF Text Text Traditional vs Modern Teaching Methods. Advantages and Disadvantages Mahira Hadžimehmedagić & Azamat Akbarov International Burch University/ Sarajevo, Bosnia and Herzegovina Key words: traditional, modern, methodology, advantage, disadvantage ABSTRACT Which methods of teaching have our teachers used,and we grew up with? Which methods do we use nowdays? Has something changed? Can we, today, talk about "those traditional" and "these modern" approaches of teaching?What, in fact, we can name as "traditional" and "modern"? Is there a border where we can distinguish or separate one from another? All these questions show the big imporatnce of knowing the terms : methodology, traditional, modern...Traditional method of teaching is "teacher-dominated interaction".Teaching is deeply teacher centred and teachers are the source of the knowledge, while learners are passive receivers that must memorize things.Modern method is "student centred" method based on "help learning to happen"-role, communication, interaction, helping students to explore method.These days, especially at private schools, we have great possibilities in what a teacher can do with the students, in terms of teaching methodsand usage of all optional aids in the classroom.With this freedom in teaching we also have an enormous number of ideas to use.Since the time we spent with our students is very precious,teachers' crucial task should be:comparing, analysing and evaluating the methods they use to motivate the students and to make learning as effective as possible. A teacher must be aware of all advantages and disadvantages in using all types of methodologies. There is no one best or worst method, or one method simply the best for everything and everybody.The central factor in the choice of methods is the learner's need and character. A teacher must be a good pedagog to see and understand all the students' individual abilities. Some methods work for one person well, but the same one might not work for another person at all.Understanding the student help you choose the way of teaching � 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. 1901 Title A name given to the resource Traditional vs Modern Teaching Methods. Advantages and Disadvantages Author Author HADZIMEHMEDAGIC, Mahira AKBAROV, Azamat Abstract A summary of the resource. Key words: traditional, modern, methodology, advantage, disadvantage ABSTRACT Which methods of teaching have our teachers used,and we grew up with? Which methods do we use nowdays? Has something changed? Can we, today, talk about "those traditional" and "these modern" approaches of teaching?What, in fact, we can name as "traditional" and "modern"? Is there a border where we can distinguish or separate one from another? All these questions show the big imporatnce of knowing the terms : methodology, traditional, modern...Traditional method of teaching is "teacher-dominated interaction".Teaching is deeply teacher centred and teachers are the source of the knowledge, while learners are passive receivers that must memorize things.Modern method is "student centred" method based on "help learning to happen"-role, communication, interaction, helping students to explore method.These days, especially at private schools, we have great possibilities in what a teacher can do with the students, in terms of teaching methodsand usage of all optional aids in the classroom.With this freedom in teaching we also have an enormous number of ideas to use.Since the time we spent with our students is very precious,teachers' crucial task should be:comparing, analysing and evaluating the methods they use to motivate the students and to make learning as effective as possible. A teacher must be aware of all advantages and disadvantages in using all types of methodologies. There is no one best or worst method, or one method simply the best for everything and everybody.The central factor in the choice of methods is the learner's need and character. A teacher must be a good pedagog to see and understand all the students' individual abilities. Some methods work for one person well, but the same one might not work for another person at all.Understanding the student help you choose the way of teaching 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/37315eba9c8c09dd5a1ab4f327fcaa47.docx 17954e431572d5415a8efac0b9ede5eb https://omeka.ibu.edu.ba/files/original/d44d6ccc07013d7c677a5057c16c20eb.pdf 4672814113c75921612fc7db8fa2541b PDF Text Text Students' Perception of Directed Reading in Relation to Moral Values Muslih Hambali FKIP Universitas Sriwijaya/ Palembang, Indonesia Key words: character building, directed reading, moral value ABSTRACT The demand of character building in educational world should be introduced to learners beginning from early level of education. A moral value, a part of character building, is beneficial in people’s life as they need to communicate and socialize to each other. Having good moral value, people can create good atmosphere in communication and socialization. This study intends to explore students’ perception toward directed reading and moral value and discuss to what extent students could write moral value statements obtained from narrative reading texts through Directed Reading (DR) based on Indonesian context. Directed reading, a fully autonomous learning, refers to an extensive reading assignment given to students individually after their formal reading class. The major use of assigning students to do this activity is simply to enrich or to maintain their moral values from free narrative reading texts. The data were taken from directed reading activities and the questionnaires consisting of 18 close items distributed to 20 forth semester students of English Study Program of Teacher Training and Education Faculty, Sriwijaya University in the academic year of 2011/2012. Based on the result of five recorded directed reading activities with 96 different topics of narrative reading texts, there were 128 statements or sentences of moral values that the students could obtain. This activity could be the first step for the students to improve and strengthen their moral value stocks. Meanwhile, from basic statistical analysis of the questionnaires the response of the students’ perception regarding both moral value and directed reading was generally positive. � 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. 1887 Title A name given to the resource Students' Perception of Directed Reading in Relation to Moral Values Author Author HAMBALI, Muslih Abstract A summary of the resource. Key words: character building, directed reading, moral value ABSTRACT The demand of character building in educational world should be introduced to learners beginning from early level of education. A moral value, a part of character building, is beneficial in people’s life as they need to communicate and socialize to each other. Having good moral value, people can create good atmosphere in communication and socialization. This study intends to explore students’ perception toward directed reading and moral value and discuss to what extent students could write moral value statements obtained from narrative reading texts through Directed Reading (DR) based on Indonesian context. Directed reading, a fully autonomous learning, refers to an extensive reading assignment given to students individually after their formal reading class. The major use of assigning students to do this activity is simply to enrich or to maintain their moral values from free narrative reading texts. The data were taken from directed reading activities and the questionnaires consisting of 18 close items distributed to 20 forth semester students of English Study Program of Teacher Training and Education Faculty, Sriwijaya University in the academic year of 2011/2012. Based on the result of five recorded directed reading activities with 96 different topics of narrative reading texts, there were 128 statements or sentences of moral values that the students could obtain. This activity could be the first step for the students to improve and strengthen their moral value stocks. Meanwhile, from basic statistical analysis of the questionnaires the response of the students’ perception regarding both moral value and directed reading was generally positive. 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/54647adae4c90652b5b363353d798c4a.docx 0f7360305f80b5e53b5dbfd9dc5341ab https://omeka.ibu.edu.ba/files/original/8da70bdc11c1982e091548f9858f2f0a.pdf 08b4934aa5882c429840fcac9b01c7b0 PDF Text Text The Prefix EXTRA: A Cognitive Linguistic Approach Jasmina Hanić University of Tuzla/ Tuzla, Bosnia and Herzegovina Key words: cognitive linguistics, trajector, landmark ABSTRACT In this paper we shall try to shed more light on the semantic network of the prefix EXTRA- that belongs to the group of prefixes classified as prefixes of degree and size. The prefix analyzed combines with different word classes and its semantics might seem chaotic due to different meaning extensions. The prototype theory, along with the theory of conceptual metaphor and metonymy can make sense of the semantics of prefixes and show that the semantic structure of the prefix is not arbitrary but motivated. The starting point of this paper is that bound morphemes do not behave differently from any other lexical unit and therefore should be analyzed as such. The prefix EXTRA- conveys different meanings: spatial and non-spatial, literal and figurative meanings (metaphorical extensions). Meanings are explained in terms of trajector and landmark as well as the relationship between concrete and abstract meanings is explained along with the metaphorical extensions. � 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. 1831 Title A name given to the resource The Prefix EXTRA: A Cognitive Linguistic Approach Author Author HANIC, Jasmina Abstract A summary of the resource. Key words: cognitive linguistics, trajector, landmark ABSTRACT In this paper we shall try to shed more light on the semantic network of the prefix EXTRA- that belongs to the group of prefixes classified as prefixes of degree and size. The prefix analyzed combines with different word classes and its semantics might seem chaotic due to different meaning extensions. The prototype theory, along with the theory of conceptual metaphor and metonymy can make sense of the semantics of prefixes and show that the semantic structure of the prefix is not arbitrary but motivated. The starting point of this paper is that bound morphemes do not behave differently from any other lexical unit and therefore should be analyzed as such. The prefix EXTRA- conveys different meanings: spatial and non-spatial, literal and figurative meanings (metaphorical extensions). Meanings are explained in terms of trajector and landmark as well as the relationship between concrete and abstract meanings is explained along with the metaphorical extensions. 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/41562dab716f4b7d73befeaa2b5bd89d.docx 9dd33c34c4f0812abdb5d5f578f701b9 https://omeka.ibu.edu.ba/files/original/9a7adedd8947284f54e607dcc443d345.pdf 7c18f95d4edf4a68c80ec20ea7705639 PDF Text Text Bosnian Catenative Verbs in Syntactic Ambiguity Jasmin Hodžić University "Džemal Bijedić"/ Mostar, Bosnia and Herzegovina Key words:syntactic ambiguity, catenative verbs, verb complementation, syntactic-semantic analysis, Bosnian language ABSTRACT This paper deals with phenomenon of syntactic ambiguity in structure with catenative verbs in Bosnian language. The aim is to show certain characteristics in corelation between meaning and grammar, by applying syntacticsemantic analysis to selected examples of usage Bosnian catenative verbs, where we can examine the relationship between subject and/or object of main and embedded clause (ie. subject/object of catenative verb and it's complement). Different posibilities in analysis of grammar leads us to the different (semantic) interpretations, what by definition we call syntactic ambiguity. � 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. 1813 Title A name given to the resource Bosnian Catenative Verbs in Syntactic Ambiguity Author Author HODZIC, Jasmin Abstract A summary of the resource. Key words:syntactic ambiguity, catenative verbs, verb complementation, syntactic-semantic analysis, Bosnian language ABSTRACT This paper deals with phenomenon of syntactic ambiguity in structure with catenative verbs in Bosnian language. The aim is to show certain characteristics in corelation between meaning and grammar, by applying syntactic-semantic analysis to selected examples of usage Bosnian catenative verbs, where we can examine the relationship between subject and/or object of main and embedded clause (ie. subject/object of catenative verb and it's complement). Different posibilities in analysis of grammar leads us to the different (semantic) interpretations, what by definition we call syntactic ambiguity. 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/42ab8a58a755c6b5e6d7272b62f7f3b2.docx a0e697dab4037399091c3f5d68bff62f https://omeka.ibu.edu.ba/files/original/e638fb6a6a7c784e6528984672b855f2.pdf a8e9ec083711136af74da20c4254b9d3 PDF Text Text Correlation between the Initial Consonants and Tone Perception Patterns Guohua Hu University of Gothenburg/ Gothenburg, Sweden Key words: L2 Chinese, Disyllablic Words, Perception, L1 Swedish ABSTRACT Many tests have been performed in order to find out how adult learners perceive the tones of Standard Chinese and also how they manage to produce them. The conclusions are that the students master the Standard Chinese (SC) tones (T) when it comes to the so-called static tones (in isolated syllables). However, most modern words in SC are di- or polysyllabic so one tone has to combine with another one (dynamic tones), the so-called tone combinations (TC). Earlier studies on the perception of Chinese tones (i.e. Chuang, et al. 1972; Gandour 1978; Guo 1993:330334; Kiriloff 1969; Klatt 1973) have claimed that the more syllables a word contains the higher is the ratio of misperceived tones. Yet the tests almost exclusively used monosyllabic words. According to the results of their studies the most common misper-ception, regardless of what non-tonal L1 the listeners might have, has shown to be that of T2 and T3. No studies were, however, found investigating how Swedish students perform so a test was presented. It was the listening test of their annual exam (25 words) which pushed the par-ticipants to perform well. The results show that (1) on monosyllable level (each syllable in disyllabic words) most of the confusions are, in accordance to earlier studies, between T2 and T3; (2) the stops may be the cause for the confusions between T2 and T3; (3) the neutral tone in the second syllable is always confused with T4; (4) on disyllabic level most TC confusions fall upon 2+3 and (5) the commonmost misinterpretation response is 2+4 which to a certain degree sounds simi-lar to the Swedish grave or acute accent. � 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. 2009 Title A name given to the resource Correlation between the Initial Consonants and Tone Perception Patterns Author Author HU, Guohua Abstract A summary of the resource. Key words: L2 Chinese, Disyllablic Words, Perception, L1 Swedish ABSTRACT Many tests have been performed in order to find out how adult learners perceive the tones of Standard Chinese and also how they manage to produce them. The conclusions are that the students master the Standard Chinese (SC) tones (T) when it comes to the so-called static tones (in isolated syllables). However, most modern words in SC are di- or polysyllabic so one tone has to combine with another one (dynamic tones), the so-called tone combinations (TC). Earlier studies on the perception of Chinese tones (i.e. Chuang, et al. 1972; Gandour 1978; Guo 1993:330-334; Kiriloff 1969; Klatt 1973) have claimed that the more syllables a word contains the higher is the ratio of misperceived tones. Yet the tests almost exclusively used monosyllabic words. According to the results of their studies the most common misper-ception, regardless of what non-tonal L1 the listeners might have, has shown to be that of T2 and T3. No studies were, however, found investigating how Swedish students perform so a test was presented. It was the listening test of their annual exam (25 words) which pushed the par-ticipants to perform well. The results show that (1) on monosyllable level (each syllable in disyllabic words) most of the confusions are, in accordance to earlier studies, between T2 and T3; (2) the stops may be the cause for the confusions between T2 and T3; (3) the neutral tone in the second syllable is always confused with T4; (4) on disyllabic level most TC confusions fall upon 2+3 and (5) the commonmost misinterpretation response is 2+4 which to a certain degree sounds simi-lar to the Swedish grave or acute accent. 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/c5f802074863a20714cd55baf79a5299.docx 4c0a9aede05f1d601e7bf0f1e7452554 https://omeka.ibu.edu.ba/files/original/a9e2e4ce28cff61c1f9a4d8bbf678977.pdf bbfac0b376a35915d2b6e94986454b4c PDF Text Text A Sociolonguistic Account of the Gender and Culture Based Language Effect Aida Huseinović & Azamat Akbarov International Burch University / Sarajevo, Bosnia and Herzegovina Key words: Mother tongue, Second language acquisition, language culture, gender differences in languages, politeness in languages, solidarity ABSTRACT There is an old saying among Bosnian people “How many languages you know that much you are worth”. From this old saying we see that knowing a language is a very important thing. It’s not just being able to communicate with other people, it’s showing how well educated a person is. While learning a foreign language it is being impossible not to compare it with your mother tongue and to check if there are any differences or perhaps similarities between the language/s. Do L1 and L2 have similarities in respect of grammar, pronouns, word order in the sentence, gender differences, politeness and etc?! In this case Bosnian is considered as mother tongue and English, Turkish as foreign languages. While acquiring second language the important thing on what a person pays attention is the way how politeness is expressed. Some languages as Bosnian and Turkish have the ways of politeness when having a conversation with someone elder expressed but English doesn’t. Is it a good thing or not? Which language has politeness fully expressed? Learning languages and paying attention if they have words that are focusing on gender differences, as we know nowadays many males and females may have the same occupation. Is it seen as an offense towards a female person referring them with the word that is usually used for males, or vice versa? Do we refer to them as equal or do we pay attention on their gender? How is politeness differentiated in these languages? Those are aspects on which this project is focused on, and they are considered as being of great importance while acquiring second language. Another important aspect is, paying attention on the role of all these named components while acquiring a foreign language. Do they lead to misunderstandings, wrong usage, or perhaps to something else? � 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. 1706 Title A name given to the resource A Sociolonguistic Account of the Gender and Culture Based Language Effect Author Author HUSEINOVIĆ, Aida AZAMAT, Akbarov Abstract A summary of the resource. Key words: Mother tongue, Second language acquisition, language culture, gender differences in languages, politeness in languages, solidarity ABSTRACT There is an old saying among Bosnian people “How many languages you know that much you are worth”. From this old saying we see that knowing a language is a very important thing. It’s not just being able to communicate with other people, it’s showing how well educated a person is. While learning a foreign language it is being impossible not to compare it with your mother tongue and to check if there are any differences or perhaps similarities between the language/s. Do L1 and L2 have similarities in respect of grammar, pronouns, word order in the sentence, gender differences, politeness and etc?! In this case Bosnian is considered as mother tongue and English, Turkish as foreign languages. While acquiring second language the important thing on what a person pays attention is the way how politeness is expressed. Some languages as Bosnian and Turkish have the ways of politeness when having a conversation with someone elder expressed but English doesn’t. Is it a good thing or not? Which language has politeness fully expressed? Learning languages and paying attention if they have words that are focusing on gender differences, as we know nowadays many males and females may have the same occupation. Is it seen as an offense towards a female person referring them with the word that is usually used for males, or vice versa? Do we refer to them as equal or do we pay attention on their gender? How is politeness differentiated in these languages? Those are aspects on which this project is focused on, and they are considered as being of great importance while acquiring second language. Another important aspect is, paying attention on the role of all these named components while acquiring a foreign language. Do they lead to misunderstandings, wrong usage, or perhaps to something else? 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/f2650556e59898679286904e33c080c1.docx 976996d960171858a18a7214b938313f https://omeka.ibu.edu.ba/files/original/3cf4bd7c0d1d9b8ebf3a52770d2d6f4d.pdf 5990209f2e04682dd496e7eeedce94bb PDF Text Text The Influence of Word Etymology Knowledge on Learning of Borrowings Amra Hodzic Jejna International University of Novi Pazar / Novi Pazar, Serbia Key words: etymology, vocabulary, learning, borrowings, students ABSTRACT Nowadays English is the first language of more than 350 million people all around the world. The immense diversity of English speakers is connected with the great diversity of English words. When we talk about origins of English words, even about the most frequent ones, we see that English vocabulary is a mixture of many different languages. English is a language of borrowings so in most cases that cause many difficulties for EFL learners. Therefore, the history and roots of English language are very important parts of English language learning. Some etymologies are totally unexpected and therefore much more complicated for memorizing. Of course not only borrowing is a process of introducing the new words into English language. When learning new vocabulary, EFL students have many obstacles and are always in a process of searching for the new techniques and methods of memorizing and usage of newly introduced words. This work is about how much word etymology knowledge can help EFL students to memorize and use borrowings. Research is conducted at the Department of Philology, International University of Novi Pazar. � 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. 1690 Title A name given to the resource The Influence of Word Etymology Knowledge on Learning of Borrowings Author Author Hodžić Jejna, Amra Abstract A summary of the resource. Key words: etymology, vocabulary, learning, borrowings, students ABSTRACT Nowadays English is the first language of more than 350 million people all around the world. The immense diversity of English speakers is connected with the great diversity of English words. When we talk about origins of English words, even about the most frequent ones, we see that English vocabulary is a mixture of many different languages. English is a language of borrowings so in most cases that cause many difficulties for EFL learners. Therefore, the history and roots of English language are very important parts of English language learning. Some etymologies are totally unexpected and therefore much more complicated for memorizing. Of course not only borrowing is a process of introducing the new words into English language. When learning new vocabulary, EFL students have many obstacles and are always in a process of searching for the new techniques and methods of memorizing and usage of newly introduced words. This work is about how much word etymology knowledge can help EFL students to memorize and use borrowings. Research is conducted at the Department of Philology, International University of Novi Pazar. 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/033fcf28d576eeb9e70733076299b0fc.docx 9ec3934be41f8983a1cfc01d37a0cf93 https://omeka.ibu.edu.ba/files/original/c621d6d4c668972012b1a90717c9ff22.pdf f7eb521627d3412d31c02126f92cc669 PDF Text Text Compliment Response Patterns of the Undergraduate Students of English Jelena Ilic University of Tuzla/ Tuzla, Bosnia and Herzegovina Key words: complimenting strategies, complimenting behaviour, macro and micro level CRs ABSTRACT Since complimenting strategies are associated with social as well as cognitive factors, the aim of this paper is to analyze gender-based differences in compliment response strategies based on English undergraduate students' responses obtained from a questionnaire. The paper tries to examine the formulaic patterns of complimenting of both genders, as well as to determine possible linguistic choices reflecting different socio-cultural norms. Furthermore, the focus is to identify a range of macro and micro level compliment responses given by the undergraduate students of English determining the way female and male respondents exchange and interpret compliments. � 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. 1815 Title A name given to the resource Compliment Response Patterns of the Undergraduate Students of English Author Author ILIC, Jelena Abstract A summary of the resource. Key words: complimenting strategies, complimenting behaviour, macro and micro level CRs ABSTRACT Since complimenting strategies are associated with social as well as cognitive factors, the aim of this paper is to analyze gender-based differences in compliment response strategies based on English undergraduate students' responses obtained from a questionnaire. The paper tries to examine the formulaic patterns of complimenting of both genders, as well as to determine possible linguistic choices reflecting different socio-cultural norms. Furthermore, the focus is to identify a range of macro and micro level compliment responses given by the undergraduate students of English determining the way female and male respondents exchange and interpret compliments. 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