181 10 3494 https://omeka.ibu.edu.ba/files/original/1618fba4ed43bf9e85da98d017b7543b.docx be34f001c39323d3c10b40c4d7a2888c https://omeka.ibu.edu.ba/files/original/c351ce53a40b64858d7fcd0f6e51cc90.pdf 4f25d3873221d82f5e7c8353a1d8f93e PDF Text Text Shedding Light on Production of Idioms by ESL Learners: A Quantitative Study at International Burch University Harun Baştuğ & Selma Salihagić International Burch University/ Sarajevo, Bosnia and Herzegovina Key words: figurative expressions, idioms knowledge, idioms production ABSTRACT Learning a language implies learning both, its literal and figurative elements. Idioms, as figurative expressions in language, are considered as very important part of communication, since they are commonly and very often used in English language in speaking and writing, as well as in formal and informal context. The aim of this paper is to present results of a study which purpose is to investigate whether there is a correlation between idioms knowledge and idioms production. The study is conducted at the International Burch University on the students of English Language and Literature Department on the assumption that even if learners of ESL are being taught and exposed to hear idioms, understand them and are aware of their importance, still, they are reserved when it comes to their usage in communication. Thus, answers will be sought on the following research questions: Can students recognize idioms? Do students understand idioms? Do students use idioms in their communication? � 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. 1792 Title A name given to the resource Shedding Light on Production of Idioms by ESL Learners: A Quantitative Study at International Burch University Author Author BASTUG, Harun SALIHAGIC, Selma Abstract A summary of the resource. Key words: figurative expressions, idioms knowledge, idioms production ABSTRACT Learning a language implies learning both, its literal and figurative elements. Idioms, as figurative expressions in language, are considered as very important part of communication, since they are commonly and very often used in English language in speaking and writing, as well as in formal and informal context. The aim of this paper is to present results of a study which purpose is to investigate whether there is a correlation between idioms knowledge and idioms production. The study is conducted at the International Burch University on the students of English Language and Literature Department on the assumption that even if learners of ESL are being taught and exposed to hear idioms, understand them and are aware of their importance, still, they are reserved when it comes to their usage in communication. Thus, answers will be sought on the following research questions: Can students recognize idioms? Do students understand idioms? Do students use idioms in their communication? 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/e7ab9618277aef481ff9fd8ffb4a3dc6.docx eeb47e02e221a70db053ef966da1c2de https://omeka.ibu.edu.ba/files/original/ce1e513fe63786fb952ce6db48ed7393.pdf eda7a56c64653016c08c0f6eef8b077c PDF Text Text A Comparative Study: Literature Use of ELT Teachers with an ELT Background and Those with a Literature Background in Their Reading Classes Harun Baştuğ & Ahmet Özkan International Burch University/ Sarajevo, Bosnia and Herzegovina Key words: teachers’ perceptions, curriculum, ELT, reading classes, literature use ABSTRACT This study was conducted to determine whether English language teachers’ perceptions, attitudes and practices about the use of literature depending on their educational background, ELT or Literature, vary during their teaching practices in reading classes. Several curriculums of English Language Teaching (ELT) and English Language and Literature Departments of some private and public universities at undergraduate level have been compared to see to what degree they differ in their curriculum; the percentage of literature and related courses among these programs. And to what extent these differences in undergraduate programs lead to different practices in reading classes.The study also aimed to reveal the advantages and disadvantages of incorporating literature into ELT from teachers’ perspectives depending on their educational background. The study was conducted with 120 preparatory class instructors working in private and public universities in Istanbul. The data were collected through a questionnaire and were evaluated on SPSS (Statistical Package for the Social Sciences). The findings have revealed that teachers, whose language practices or experiences about teaching come from different educational backgrounds, tend to take a different approach to using literature in their reading classes. The findings also have revealed that teachers with a literature background believed in the benefits of using literature and literary works on improving the overall language proficiency, improving reading skills, contributing to vocabulary development during their reading classes. On the other hand, the findings have revealed that teachers with an ELT background mostly did not believe in the necessity of using literature as part of their reading classes. And those with an ELT background who believed in the necessity of using literature in their reading classes did not see themselves competent and did not feel confident in using literature. � 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. 1777 Title A name given to the resource A Comparative Study Literature Use of ELT Teachers with an ELT Background and Those with a Literature Background in Their Reading Classes Author Author BASTUG, Harun OZKAN, Ahmet Abstract A summary of the resource. Key words: teachers’ perceptions, curriculum, ELT, reading classes, literature use ABSTRACT This study was conducted to determine whether English language teachers’ perceptions, attitudes and practices about the use of literature depending on their educational background, ELT or Literature, vary during their teaching practices in reading classes. Several curriculums of English Language Teaching (ELT) and English Language and Literature Departments of some private and public universities at undergraduate level have been compared to see to what degree they differ in their curriculum; the percentage of literature and related courses among these programs. And to what extent these differences in undergraduate programs lead to different practices in reading classes.The study also aimed to reveal the advantages and disadvantages of incorporating literature into ELT from teachers’ perspectives depending on their educational background. The study was conducted with 120 preparatory class instructors working in private and public universities in Istanbul. The data were collected through a questionnaire and were evaluated on SPSS (Statistical Package for the Social Sciences). The findings have revealed that teachers, whose language practices or experiences about teaching come from different educational backgrounds, tend to take a different approach to using literature in their reading classes. The findings also have revealed that teachers with a literature background believed in the benefits of using literature and literary works on improving the overall language proficiency, improving reading skills, contributing to vocabulary development during their reading classes. On the other hand, the findings have revealed that teachers with an ELT background mostly did not believe in the necessity of using literature as part of their reading classes. And those with an ELT background who believed in the necessity of using literature in their reading classes did not see themselves competent and did not feel confident in using literature. 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/a36df61731901dff61face9e00c78c02.docx 396f6558a281be1bfa762e0638a4b7e5 https://omeka.ibu.edu.ba/files/original/d23d246cd9b46d7327f0edc19aeca995.pdf 6ffc261d371a9a032cbaf782b4af57e0 PDF Text Text Multisensory Approach of BBC's Program Muzzy in Teaching Foreign Languages to Young Learners Harun Baştuğ & Ajla Kurspahić International Burch University/ Sarajevo, Bosnia and Herzegovina Key words:Multisensory, stress-free, teaching program, foreign language, young learners ABSTRACT A multimedia program Muzzy is a linguistically recognized and multiple award-winning program for teaching and learning foreign and second languages, developed by The British Broadcasting Company (BBC). It has been originated from an animated movie entitled Muzzy in Gondoland (1986) and its sequel Muzzy comes back. In spite of these movies’ initial aim to teach exclusively English language, due to their remarkable success in young learners' English language acquisition, the movies have been redesigned into an educational program shortly entitled Muzzy. Nowadays, it is used for teaching not only English, but also many other languages worldwide. The essence of Muzzy lies in its entertaining and multisensory approach to language teaching and learning, presenting the linguistic items in meaningful context and stress-free environment. The research paper focuses on the way this program operates in terms of its main concept, and the analysis of the program's linguistic and cognitive aspects and components, as well as how the program deals with some common acquisition barriers. � 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. 1790 Title A name given to the resource Multisensory Approach of BBC's Program Muzzy in Teaching Foreign Languages to Young Learners Author Author BASTUG, Harun KURSPAHIC, Ajla Abstract A summary of the resource. Key words:Multisensory, stress-free, teaching program, foreign language, young learners ABSTRACT A multimedia program Muzzy is a linguistically recognized and multiple award-winning program for teaching and learning foreign and second languages, developed by The British Broadcasting Company (BBC). It has been originated from an animated movie entitled Muzzy in Gondoland (1986) and its sequel Muzzy comes back. In spite of these movies’ initial aim to teach exclusively English language, due to their remarkable success in young learners' English language acquisition, the movies have been redesigned into an educational program shortly entitled Muzzy. Nowadays, it is used for teaching not only English, but also many other languages worldwide. The essence of Muzzy lies in its entertaining and multisensory approach to language teaching and learning, presenting the linguistic items in meaningful context and stress-free environment. The research paper focuses on the way this program operates in terms of its main concept, and the analysis of the program's linguistic and cognitive aspects and components, as well as how the program deals with some common acquisition barriers. 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/ce25461bfbe5c9f5f2e3d3c7ebe038c4.docx bf379f82900f8c88fdf4c50063ed6064 https://omeka.ibu.edu.ba/files/original/fd5ade74ba5a62bb8d6f4fbb07a523bb.pdf a4265ac4ee16190047025291ebf6d63e PDF Text Text Morphological and Phonological Transformation of Turkish Loan words in Bosnian Language Hakan Başöz & Melih Karakuzu International Burch University/ Sarajevo, Bosnia Key words:Balkans, Turkish lnaguage. Bosnia, Phonology,Transformation,morphology ABSTRACT The concepts of culture closely interact with the language. The relations between culture and language are two separate aspects. In fact, two different aspects and opinions can be combined; on the one hand language is living and developing in the culture, on the other hand culture exists in the language.Every culture has its langugae, every langugae has its own culture. In relationship between language and culture, the people speak the language which is representing tradition and beliefs as well as information about lifestyle. Therefore, results of the changes in the lifestyle of people, directly affect people's life and language. Interaction betwen languages throughout the history of languages in the Balkan region which is the best known linguistic area of old OttomanTurkish culture for hundreds of years is still functioning. In this paper, based on linguistic relationship generated by Turkish speaking community, morphological and phonological transformation of Turkish loan words in Bosnian language in Bosnia and Herzegovina has been studied by indicating how some words have changed either in form or phonetically. � 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. 1789 Title A name given to the resource Morphological and Phonological Transformation of Turkish Loan words in Bosnian Language Author Author BASOZ, Hakan KARAKUZU, Melih Abstract A summary of the resource. Key words:Balkans, Turkish lnaguage. Bosnia, Phonology,Transformation,morphology ABSTRACT The concepts of culture closely interact with the language. The relations between culture and language are two separate aspects. In fact, two different aspects and opinions can be combined; on the one hand language is living and developing in the culture, on the other hand culture exists in the language.Every culture has its langugae, every langugae has its own culture. In relationship between language and culture, the people speak the language which is representing tradition and beliefs as well as information about lifestyle. Therefore, results of the changes in the lifestyle of people, directly affect people's life and language. Interaction betwen languages throughout the history of languages in the Balkan region which is the best known linguistic area of old OttomanTurkish culture for hundreds of years is still functioning. In this paper, based on linguistic relationship generated by Turkish speaking community, morphological and phonological transformation of Turkish loan words in Bosnian language in Bosnia and Herzegovina has been studied by indicating how some words have changed either in form or phonetically. 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/35a0ec69da3a45a3d4efc4de1275af00.docx 8053ef8863562179749f0e591f0f856f https://omeka.ibu.edu.ba/files/original/8de874cdf1a60631abf5444a33e5d442.pdf 45831a8bda32dfe8fe64f24ab271b9ca PDF Text Text Teaching English through Authentic Songs Suleyman Basaran & Ibrahim Nisanci Dicle Universiyty/Ishik University Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills ABSTRACT The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills. � 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. 1983 Title A name given to the resource Teaching English through Authentic Songs Author Author BASARAN, Suleyman NISANCI, Ibrahim Abstract A summary of the resource. Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills ABSTRACT The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills. 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/c5118ba4e8264ceb0325123f6d0bf661.docx 878d77e43334ff0d7884e60f415a382b https://omeka.ibu.edu.ba/files/original/4d679fa65ea64365018b854b48450246.pdf 5ca456b04a88be3b2bc23d312b0eeea3 PDF Text Text Türkçeyi Yabancı Dil Olarak Öğrenenlerin Yazılı Kompozisyonlarının İçerik ve Biçim Açısından Değerlendirilmesi Mustafa Başaran Dumlupinar University/ Kutahya, Turkey Key words:languge education; languge testing and assessment ABSTRACT Yazma, beyinde yapılandırılmış bilgilerin yazıya dökülmesi işlemidir. Bunun için öğrencilerin dinledikleriyle okuduklarını iyi anlamaları ve zihinde yapılandırmaları gerekmektedir. Yazma duyguların, düşüncelerin, isteklerin, tasarıların yazılı olarak ifade edilmesidir. Yazma, insan düşüncesini çeşitlendirilmesi ve geliştirilmesi, düşünceyi kalıcı kılması ve sözü kişinin sınırları dışına taşıması nedeniyle önemlidir. Öğrencilerin yazma becerisini ne ölçüde geliştirdiklerini ve eksik ve güçlü yönlerini tespit etmek; yazma etkinliklerinde yapılacak etkinliklerin planlamasını etkili bir şekilde yapmak yazma becerisinin ölçülmesine ve değerlendirilmesine bağlıdır. Yazma becerisi ölçülürken ve değerlendirilirken yazının şu dört boyutuna dikkat edilmelidir (Kantemir, 1995; Deniz, 2000; Özkırımlı, 1994; Olgun, 1996): 1.Dış yapı: Yazının kâğıt üzerindeki görünüşü. 2.İçyapı (anlatım): Yazıda anlatılan duygu veya düşünce. 3.İmla: Dilbilgisi kurallarına uyma ve kelimelerin doğru şekilde yazımı. 4.Noktalama: Yazının anlaşılmasını kolaylaştıran işaretler. İçerik değerlendirilirken dikkat edilmesi gereken kriterler ise şu şekilde sıralanabilir (Blasingame, 2000; Kozlow ve Bellamy, 2005; Paquette, 2002; Shuul and Sullivan, 2001). 1. Fikirler: Yazının vermek istediği mesaj 2. Organizasyon: Anlam akışı ve fikirlerin mantıklı sıralanışı 3. Üslûp: Yazarın yazıya verdiği kişilik, tat ve stil 4. Kelime seçimi: Etkili ve doğru kelime kullanımı 5. Cümle akıcılığı: Cümlelerin düzgün ve akıcı olması Çalışmada, Türkçeyi yabancı dil olarak öğrenenlerin yazılı ürünlerinin içerik ve biçim açısından değerlendirilmesi amaçlanmaktadır. Böylelikle hem Türkçeyi yabancı dil olarak öğrenenlerin yazılı anlatımda karşılaştıkları güçlükler tespit edilecek hem de Türkçeyi yabancı dil olarak öğretenlerin yazılı anlatımı geliştirmek için yapacakları etkinlikleri planlarken dikkat etmeleri gereken ilkler ortaya çıkarılabilecektir. Araştırmanın yöntemi olay ve olguları betimlemek amacıyla yapılan alan araştırması yöntemidir. Araştırmanın çalışma evreni TÖMER’de Türkçeyi iyi seviyede öğrenen yabancı uyruklu öğrencilerdir. Bu everenden seçilen ve Gazi Üniversitesine bağlı olarak çalışan TÖMER’de Türkçeyi iyi seviyede öğrenen 50 öğrenci ise örneklemi oluşturacaktır. Bu öğrencilerden toplanan yazılı kompozisyonlar yukarıda sıralanan kriterlere göre araştırmacı tarafından geliştirilen ölçek kullanılarak değerlendirilecektir. � 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. 1902 Title A name given to the resource Türkçeyi Yabancı Dil Olarak Öğrenenlerin Yazılı Kompozisyonlarının İçerik ve Biçim Açısından Değerlendirilmesi Author Author BASARAN, Mustafa Abstract A summary of the resource. Key words:languge education; languge testing and assessment ABSTRACT Yazma, beyinde yapılandırılmış bilgilerin yazıya dökülmesi işlemidir. Bunun için öğrencilerin dinledikleriyle okuduklarını iyi anlamaları ve zihinde yapılandırmaları gerekmektedir. Yazma duyguların, düşüncelerin, isteklerin, tasarıların yazılı olarak ifade edilmesidir. Yazma, insan düşüncesini çeşitlendirilmesi ve geliştirilmesi, düşünceyi kalıcı kılması ve sözü kişinin sınırları dışına taşıması nedeniyle önemlidir. Öğrencilerin yazma becerisini ne ölçüde geliştirdiklerini ve eksik ve güçlü yönlerini tespit etmek; yazma etkinliklerinde yapılacak etkinliklerin planlamasını etkili bir şekilde yapmak yazma becerisinin ölçülmesine ve değerlendirilmesine bağlıdır. Yazma becerisi ölçülürken ve değerlendirilirken yazının şu dört boyutuna dikkat edilmelidir (Kantemir, 1995; Deniz, 2000; Özkırımlı, 1994; Olgun, 1996): 1.Dış yapı: Yazının kâğıt üzerindeki görünüşü. 2.İçyapı (anlatım): Yazıda anlatılan duygu veya düşünce. 3.İmla: Dilbilgisi kurallarına uyma ve kelimelerin doğru şekilde yazımı. 4.Noktalama: Yazının anlaşılmasını kolaylaştıran işaretler. İçerik değerlendirilirken dikkat edilmesi gereken kriterler ise şu şekilde sıralanabilir (Blasingame, 2000; Kozlow ve Bellamy, 2005; Paquette, 2002; Shuul and Sullivan, 2001). 1. Fikirler: Yazının vermek istediği mesaj 2. Organizasyon: Anlam akışı ve fikirlerin mantıklı sıralanışı 3. Üslûp: Yazarın yazıya verdiği kişilik, tat ve stil 4. Kelime seçimi: Etkili ve doğru kelime kullanımı 5. Cümle akıcılığı: Cümlelerin düzgün ve akıcı olması Çalışmada, Türkçeyi yabancı dil olarak öğrenenlerin yazılı ürünlerinin içerik ve biçim açısından değerlendirilmesi amaçlanmaktadır. Böylelikle hem Türkçeyi yabancı dil olarak öğrenenlerin yazılı anlatımda karşılaştıkları güçlükler tespit edilecek hem de Türkçeyi yabancı dil olarak öğretenlerin yazılı anlatımı geliştirmek için yapacakları etkinlikleri planlarken dikkat etmeleri gereken ilkler ortaya çıkarılabilecektir. Araştırmanın yöntemi olay ve olguları betimlemek amacıyla yapılan alan araştırması yöntemidir. Araştırmanın çalışma evreni TÖMER’de Türkçeyi iyi seviyede öğrenen yabancı uyruklu öğrencilerdir. Bu everenden seçilen ve Gazi Üniversitesine bağlı olarak çalışan TÖMER’de Türkçeyi iyi seviyede öğrenen 50 öğrenci ise örneklemi oluşturacaktır. Bu öğrencilerden toplanan yazılı kompozisyonlar yukarıda sıralanan kriterlere göre araştırmacı tarafından geliştirilen ölçek kullanılarak değerlendirilecektir. 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/72a9559dd2fd9ab76c83c5391480b852.docx 1d4f9c67a2aec0dd6286a91e9b283825 https://omeka.ibu.edu.ba/files/original/f3df13abca8c2790b9576f0d7a251eb9.pdf da788ca90625620a0304515bcab32c61 PDF Text Text Do Language-Tasks Contribute to the Learning of Beginning-Level Chinese? A Case-Study from a Children’s after-school CFL Class in Denmark Rui Bao Aalborg University/ Aalborg, Denmark Key words: language tasks, participation, negotiation, after-school beginning Chinese class ABSTRACT Language-tasks, as part of a Communicative Teaching Approach to foreign language teaching, have been frequently promoted in current second or foreign language teaching classrooms. Although language-tasks were introduced many years ago, language researchers still do not agree on the definitions and possible effects of language-tasks on foreign language acquisition. This has not, however, prevented foreign language teachers, syllabus designer and researcher from exploring the use and effects of language-tasks. On the contrary, it seems to have inspired them. Some language researchers argued that language-tasks provide students with better opportunities for foreign language acquisition than other approaches. In recent years, a wide range of research has shown strong evidence of the benefits of tasks on foreign language acquisition (Long, 1989, 1996; Duff, 1986; Pica & Doughty, 1985) and it may be one of the most important explanations of its popularity. However, it is worth mentioning that a majority of these positive findings are derived from adult learners, at an intermediate proficiency level (Bygate et al., 2001) and in laboratory or controlled ESL contexts (e.g., Skehan & Foster, 2005). Because of the good results with adult learners, some teachers have, unreflecting, taken the benefits of tasks for granted and adopted them as a panacea in foreign language classrooms. One needs to, however, ask oneself whether these findings have value for all kinds of learners and situations. A few studies have been conducted in other contexts than the above mentioned, and these studies have indeed made a number of challenges in relation to the use of tasks in foreign language teaching and learning visible. Swan (2005), for instance, mentions that the use of tasks is considerably less effective for the systematic teaching of new language; Bruton (2005) indicates that the effects of tasks in secondary school foreign language classrooms are relatively limited. Carless (2007) argues that the use of tasks has to be adapted to local school contexts in order to be effective. These studies indicate a need to rethink the use of tasks and their suitability in different contexts, and this seems not least to be true for beginning-level child learners of non-European languages. To this end, this paper aims to explore the feasibility and suitability of the use of tasks in two Danish children’s after-school beginning-level Chinese classes. Qualitative data, including interviews with students and transcriptions of audio- and video-recordings on completing assigned tasks among students, are used in this study in order to get an in-depth understanding of the extent of effects of tasks on Chinese classroom. This study confirms previous findings that the use of tasks is positive in terms of increasing student’s participation, peer interaction and their assistance. It also shows how the interplay of various factors has an impact on the effects of tasks in beginninglevel Chinese classroom. Finally, a number of tentative suggestions for the use of tasks with young beginning learners in Denmark are proposed. This paper seeks to explore the following questions: RQ 1 What effects does the use of tasks have on after-school beginning level Chinese classroom? RQ 2 What factors impact on the use of tasks in after-school beginning level Chinese classroom? RQ 3 What adaptions might make it more suitable to the use of tasks in after-school beginning level Chinese classroom? � 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. 1916 Title A name given to the resource Do Language-Tasks Contribute to the Learning of Beginning-Level Chinese? A Case-Study from a Children’s after-school CFL Class in Denmark Author Author BAO, Rui Abstract A summary of the resource. Key words: language tasks, participation, negotiation, after-school beginning Chinese class ABSTRACT Language-tasks, as part of a Communicative Teaching Approach to foreign language teaching, have been frequently promoted in current second or foreign language teaching classrooms. Although language-tasks were introduced many years ago, language researchers still do not agree on the definitions and possible effects of language-tasks on foreign language acquisition. This has not, however, prevented foreign language teachers, syllabus designer and researcher from exploring the use and effects of language-tasks. On the contrary, it seems to have inspired them. Some language researchers argued that language-tasks provide students with better opportunities for foreign language acquisition than other approaches. In recent years, a wide range of research has shown strong evidence of the benefits of tasks on foreign language acquisition (Long, 1989, 1996; Duff, 1986; Pica & Doughty, 1985) and it may be one of the most important explanations of its popularity. However, it is worth mentioning that a majority of these positive findings are derived from adult learners, at an intermediate proficiency level (Bygate et al., 2001) and in laboratory or controlled ESL contexts (e.g., Skehan & Foster, 2005). Because of the good results with adult learners, some teachers have, unreflecting, taken the benefits of tasks for granted and adopted them as a panacea in foreign language classrooms. One needs to, however, ask oneself whether these findings have value for all kinds of learners and situations. A few studies have been conducted in other contexts than the above mentioned, and these studies have indeed made a number of challenges in relation to the use of tasks in foreign language teaching and learning visible. Swan (2005), for instance, mentions that the use of tasks is considerably less effective for the systematic teaching of new language; Bruton (2005) indicates that the effects of tasks in secondary school foreign language classrooms are relatively limited. Carless (2007) argues that the use of tasks has to be adapted to local school contexts in order to be effective. These studies indicate a need to rethink the use of tasks and their suitability in different contexts, and this seems not least to be true for beginning-level child learners of non-European languages. To this end, this paper aims to explore the feasibility and suitability of the use of tasks in two Danish children’s after-school beginning-level Chinese classes. Qualitative data, including interviews with students and transcriptions of audio- and video-recordings on completing assigned tasks among students, are used in this study in order to get an in-depth understanding of the extent of effects of tasks on Chinese classroom. This study confirms previous findings that the use of tasks is positive in terms of increasing student’s participation, peer interaction and their assistance. It also shows how the interplay of various factors has an impact on the effects of tasks in beginning-level Chinese classroom. Finally, a number of tentative suggestions for the use of tasks with young beginning learners in Denmark are proposed. This paper seeks to explore the following questions: RQ 1 What effects does the use of tasks have on after-school beginning level Chinese classroom? RQ 2 What factors impact on the use of tasks in after-school beginning level Chinese classroom? RQ 3 What adaptions might make it more suitable to the use of tasks in after-school beginning level Chinese classroom? 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/dbeacc45615a6aa9a1d97be3e878ffd3.docx 7d10d8712aada3e11f775b391aedbfbf https://omeka.ibu.edu.ba/files/original/fb911f042127cf6585e93f21b8f63718.pdf 34d28c080624a19026a41a20a7ee43b4 PDF Text Text The Role of Texual Input Enhancement in the Second Language Acquisition of English Passive Voice Hoda Bakori University Of Leeds/ Leeds, England Key words: Texual Input Enhancement, Explicit,the second language acquisition, English passive voice ABSTRACT The question of whether or not grammar should be taught has been determinedly debated in the fields of language pedagogy and second language acquisition. Some scholars (e.g. Ellis, 2003) are against form-oriented language instructions such as the Grammar Translation Method, because they state that grammar is acquired naturally if students are exposed to the sufficient input so there is no need to be taught. Others (e.g. White, 1987) have an opposing opinion, focusing on the inclusion of formal grammar teaching. They argue that instruction is necessary, as some grammatical features cannot be acquired naturally. Taking into consideration that both techniques aim to present the input in such way that learners’ attention is drawn to the target feature, the research conducted here focuses on how textual input enhancement affected the acquisition of the passive construction in English in the long term that compares traditional ‘form-focused’ instruction. Sharwood Smith (1991:118) defines input enhancement as ‘the process by which language input becomes salient to the learner.’ Ninety Libyan students from one Libyan university participated in the study, were randomly assigned to one of three different conditions; enhancement, explicit and control groups. Participants in the enhancement group received enhanced reading passages in English with all passive forms highlighted; participants in the explicit group received explicit teaching and participants in the control group received no enhanced reading texts or instructions. An analysis of the participants’ responses revealed that participants in the explicit group show better knowledge of English passive than the enhancement and control groups. However, they were unable to show further improvement in the delayed post-test (long term) as the enhancement group did. The results of this study showed that textual input enhancement proven to be more effective in the long term than explicit and no instruction conditions. � 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. 1804 Title A name given to the resource The Role of Texual Input Enhancement in the Second Language Acquisition of English Passive Voice Author Author BAKORI, Hoda Abstract A summary of the resource. Key words: Texual Input Enhancement, Explicit,the second language acquisition, English passive voice ABSTRACT The question of whether or not grammar should be taught has been determinedly debated in the fields of language pedagogy and second language acquisition. Some scholars (e.g. Ellis, 2003) are against form-oriented language instructions such as the Grammar Translation Method, because they state that grammar is acquired naturally if students are exposed to the sufficient input so there is no need to be taught. Others (e.g. White, 1987) have an opposing opinion, focusing on the inclusion of formal grammar teaching. They argue that instruction is necessary, as some grammatical features cannot be acquired naturally. Taking into consideration that both techniques aim to present the input in such way that learners’ attention is drawn to the target feature, the research conducted here focuses on how textual input enhancement affected the acquisition of the passive construction in English in the long term that compares traditional ‘form-focused’ instruction. Sharwood Smith (1991:118) defines input enhancement as ‘the process by which language input becomes salient to the learner.’ Ninety Libyan students from one Libyan university participated in the study, were randomly assigned to one of three different conditions; enhancement, explicit and control groups. Participants in the enhancement group received enhanced reading passages in English with all passive forms highlighted; participants in the explicit group received explicit teaching and participants in the control group received no enhanced reading texts or instructions. An analysis of the participants’ responses revealed that participants in the explicit group show better knowledge of English passive than the enhancement and control groups. However, they were unable to show further improvement in the delayed post-test (long term) as the enhancement group did. The results of this study showed that textual input enhancement proven to be more effective in the long term than explicit and no instruction conditions. 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/442d3977ba6065bc8790654cfa4a437c.docx 68522044742e234a6ca0e139c003dbb2 https://omeka.ibu.edu.ba/files/original/521d59ffb9b5240dbbfe0cb5094bfc29.pdf 1497c65de60f9ec5ba1161a5187955ba PDF Text Text Kreativni Postupci u Nastavi Književnosti Muris Bajramović & Amel Alić University of Zenica/ Zenica, Bosnia and Herzegovina Key words: Creativity, Literature, Teaching ABSTRACT In this paper authors are writing about possibilities of using creative methods in teaching literature using multiple intelligence system, mind mapping, and creativity of the pupils. These authors wrote a book "Kreativni postupci u nastavi književnosti" (Creative approach in teaching Literature) and the paper presents the theoretical aspects of approaching creativity. Main question is: how we can make teaching Literature better and more interesting, and in the same time using Gardner's models and mind mapping? How we can use creativity as a process of teaching? How pupils and students can use simple workshops and combine all the methodical and didactical, pedagogical as well as psychical methods in understanding Literature? Is it possible to use logical-mathematical and spacial type of intelligence with linguistic or musical in teaching Literature? And how we can develope creativity we already have. Author's are trying to answer to these 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. 1876 Title A name given to the resource Kreativni Postupci u Nastavi Književnosti Author Author BAJRAMOVIC, Muris ALIC, Amel Abstract A summary of the resource. Key words: Creativity, Literature, Teaching ABSTRACT In this paper authors are writing about possibilities of using creative methods in teaching literature using multiple intelligence system, mind mapping, and creativity of the pupils. These authors wrote a book "Kreativni postupci u nastavi književnosti" (Creative approach in teaching Literature) and the paper presents the theoretical aspects of approaching creativity. Main question is: how we can make teaching Literature better and more interesting, and in the same time using Gardner's models and mind mapping? How we can use creativity as a process of teaching? How pupils and students can use simple workshops and combine all the methodical and didactical, pedagogical as well as psychical methods in understanding Literature? Is it possible to use logical-mathematical and spacial type of intelligence with linguistic or musical in teaching Literature? And how we can develope creativity we already have. Author's are trying to answer to these 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/75de29ea9968136233d6bc473a3305d1.docx fe9418bb31922bfbac411a4ce42f8a03 https://omeka.ibu.edu.ba/files/original/8dfa8224255e767adbc992ea978dea6a.pdf d84d62993a858194b4269d4842aba509 PDF Text Text Task Based Learning - New Challenge in Education Gordana Backović Sveučilište u Zagrebu/ Zagreb, Croatia Key words: task based learning, teacher, european framework, national curriculum, education ABSTRACT Task Based Learning is one of the approaches in the area of applied linguistics and second language teaching studies. There are still too little researches made about this approach. So far it is too frequently underlined the fact that a teacher is only a tutor in the class, that he has to be less possibly included in the process of learning and acquisition. That's a well known fact, but Task BAsed Learning brings a whole new perspective. The teacher is the one that uses his creativity and responsibility to control the ways in which the students learn some new lexical or grammatical units. Accept representing a new approach, it also puts a serie of new challenges before the whole education system. In this paperwork those new challenges will be presented and followed by some examples in the context of some european national curriculums, and, in the end, also in the context of the croatian education system. Common european framework for languages is one of the basic documents in which are listed the main challenges of this new approach. We shall see also in what way Croatia handles new teoretical and practical trends. So there will be also presented a Croatian national and educational standard as an attempt to create a certain guide for teachers that would provide them directions to design a teaching process with high quality. This paperwork brings a detailed teoretical review together with some particular examples from the national curriculums, and also it represents a good foundation for the future researches in order to improve the quality of education not only for Croatia, but in all the education systems around the world. � 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. 1795 Title A name given to the resource Task Based Learning - New Challenge in Education Author Author BACKOVIC, Gordana Abstract A summary of the resource. Key words: task based learning, teacher, european framework, national curriculum, education ABSTRACT Task Based Learning is one of the approaches in the area of applied linguistics and second language teaching studies. There are still too little researches made about this approach. So far it is too frequently underlined the fact that a teacher is only a tutor in the class, that he has to be less possibly included in the process of learning and acquisition. That's a well known fact, but Task BAsed Learning brings a whole new perspective. The teacher is the one that uses his creativity and responsibility to control the ways in which the students learn some new lexical or grammatical units. Accept representing a new approach, it also puts a serie of new challenges before the whole education system. In this paperwork those new challenges will be presented and followed by some examples in the context of some european national curriculums, and, in the end, also in the context of the croatian education system. Common european framework for languages is one of the basic documents in which are listed the main challenges of this new approach. We shall see also in what way Croatia handles new teoretical and practical trends. So there will be also presented a Croatian national and educational standard as an attempt to create a certain guide for teachers that would provide them directions to design a teaching process with high quality. This paperwork brings a detailed teoretical review together with some particular examples from the national curriculums, and also it represents a good foundation for the future researches in order to improve the quality of education not only for Croatia, but in all the education systems around the world. 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