182 10 3494 https://omeka.ibu.edu.ba/files/original/53aca4484100476c7b63c58d0400996a.docx be6569ce1754ad1d16dc75aa0a62a06a https://omeka.ibu.edu.ba/files/original/8e346d7b425ddd1507e513aa85510741.pdf dd7d62c263cfcf234212fe1fcea9fc7b PDF Text Text Foreign Language Classroom Anxiety and Its Relationship with Students’ Gender and Educational Level of Parents M.Yavuz Konca & Çilem Bozkır Atatürk University/ Erzurum, Turkey Bingöl University/ Bingöl, Turkey Keywords: Foreign language classroom anxiety, anxiety scale, parents, gender, university students. ABSTRACT The aim of this study was to determine whether there was a relationship between students’ foreign language classroom anxiety and educational level of their parents and genders. In this study, a Likert type scale, which was developed by Horwitz, Horwitz and Cope (1986) and adapted into Turkish by Öner and Gedikoğlu (2007) was used. ‘Foreign Language Anxiety Scale’ was applied to 278 freshmen students at Faculty of Science and Letters in the academic year of 2011-2012 at Bingöl University. 154 participants were female and 123 were male. The scale’s validity and reliability were examined and Cronbach Alpha coefficient was found 0.91. The data were analyzed by SPSS (20). The findings of the study revealed that there was no meaningful difference in foreign language anxiety levels of participants in terms of their gender. The results of the study also proved that the students whose parents were primary school graduates scored higher in foreign language anxiety scale than those whose parents were graduates of high school. The education level of the parents was found as a significant factor that affected foreign language classroom anxiety � 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. 2061 Title A name given to the resource Foreign Language Classroom Anxiety and Its Relationship with Students’ Gender and Educational Level of Parents Author Author KONCA, M.Yavuz BOZKIR, Çilem Abstract A summary of the resource. Keywords: Foreign language classroom anxiety, anxiety scale, parents, gender, university students. ABSTRACT The aim of this study was to determine whether there was a relationship between students’ foreign language classroom anxiety and educational level of their parents and genders. In this study, a Likert type scale, which was developed by Horwitz, Horwitz and Cope (1986) and adapted into Turkish by Öner and Gedikoğlu (2007) was used. ‘Foreign Language Anxiety Scale’ was applied to 278 freshmen students at Faculty of Science and Letters in the academic year of 2011-2012 at Bingöl University. 154 participants were female and 123 were male. The scale’s validity and reliability were examined and Cronbach Alpha coefficient was found 0.91. The data were analyzed by SPSS (20). The findings of the study revealed that there was no meaningful difference in foreign language anxiety levels of participants in terms of their gender. The results of the study also proved that the students whose parents were primary school graduates scored higher in foreign language anxiety scale than those whose parents were graduates of high school. The education level of the parents was found as a significant factor that affected foreign language classroom anxiety 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/447a7f298e81cfbf4fc8925f0ac4002d.docx 18970764f2c7c8194bfd735029da6e13 https://omeka.ibu.edu.ba/files/original/bf0ba883afc07060aa06e8d6b90295b6.pdf e3274d6e24eee8ae0904395c90ec72e3 PDF Text Text Preference of Indirect Answers by High School Students M.Yavuz Konca & Ayse Korkmaz Ataturk University/ Cumhuriyet University/ Turkey Key words: Politeness, Second language acquisition,Indirectness, Conventionally Indirect Answers, Tendency to select ABSTRACT This paper, based on a qualitative study conducted among high school students, investigates the tendency to select non-conventionally indirect answers by high school students while performing basic speech acts.The instrument used in the study was a discourse completion test (DCT), which has ten multiple-choice questions. In this instrument, the subjects were given five request, two offer and two invitation situations. The survey included twenty-five ninth-year students learning English at a government high school.According to the findings of the study, the majority of subjects preferred to give conventionally indirect (CI) answers in request situations. As for the offer and invitation situations, the results showed that the percentage of selecting non-conventionally indirect (NCI) answers was higher than the others for rejecting an offer or an invitation. Finally, some suggestions have been developed for further research. � 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. 2088 Title A name given to the resource Preference of Indirect Answers by High School Students Author Author KONCA, M.Yavuz KORKMAZ, Ayse Abstract A summary of the resource. Key words: Politeness, Second language acquisition,Indirectness, Conventionally Indirect Answers, Tendency to select ABSTRACT This paper, based on a qualitative study conducted among high school students, investigates the tendency to select non-conventionally indirect answers by high school students while performing basic speech acts.The instrument used in the study was a discourse completion test (DCT), which has ten multiple-choice questions. In this instrument, the subjects were given five request, two offer and two invitation situations. The survey included twenty-five ninth-year students learning English at a government high school.According to the findings of the study, the majority of subjects preferred to give conventionally indirect (CI) answers in request situations. As for the offer and invitation situations, the results showed that the percentage of selecting non-conventionally indirect (NCI) answers was higher than the others for rejecting an offer or an invitation. Finally, some suggestions have been developed for further research. 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/86d82db813c9cf165f0087d8c41028ae.docx bc79e5b030159a05c8081e58ce654275 https://omeka.ibu.edu.ba/files/original/68c6dba966341f06019b930d2fec458a.pdf 52cda9c017f1fe7d3b93b340088d839c PDF Text Text Teachers’ Beliefs on the Use of Melody and Songs in EFL classes Mustafa Yavuz Konca & Emine Karadeniz Ataturk University/ Recep Tayyip Erdoğan University/ Turkey Key words: EFL, Melody and Songs, Teachers' Beliefs, Language Teaching ABSTRACT The purpose of this study was to examine the beliefs of English language teachers about the importance of using melody and songs in language teaching. As a result of this study, it was found that teachers’ beliefs were influenced by personal experiences, classroom experiences, and in-service training. In addition, it was seen that teachers’ knowledge of melody and songs was highly related to their confidence of implementing activities with melody and songs in their teaching practice. Teachers’ personal and professional concerns about integrating melody and songs were considered to be taking place among the most important factors having effects on the integration of melody and songs in EFL classes. Implications of the study were mainly on inclusion of melody and songs in teacher training to provide teachers with necessary background to increase the use of melody and songs in EFL classes. � 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. 1889 Title A name given to the resource Teachers’ Beliefs on the Use of Melody and Songs in EFL classes Author Author KONCA, Mustafa Yavuz KARADENIZ, Emine Abstract A summary of the resource. Key words: EFL, Melody and Songs, Teachers' Beliefs, Language Teaching ABSTRACT The purpose of this study was to examine the beliefs of English language teachers about the importance of using melody and songs in language teaching. As a result of this study, it was found that teachers’ beliefs were influenced by personal experiences, classroom experiences, and in-service training. In addition, it was seen that teachers’ knowledge of melody and songs was highly related to their confidence of implementing activities with melody and songs in their teaching practice. Teachers’ personal and professional concerns about integrating melody and songs were considered to be taking place among the most important factors having effects on the integration of melody and songs in EFL classes. Implications of the study were mainly on inclusion of melody and songs in teacher training to provide teachers with necessary background to increase the use of melody and songs in EFL classes. 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/c96f8a44f1597193073aa2d37d663b19.docx c973c8ce8be8e21dbe8ff7eea1e712b5 https://omeka.ibu.edu.ba/files/original/061e8e7ea826c32891b67f8f17e21f3c.pdf c2a62e6afd463f94e4e7faff28e1babf PDF Text Text Using Physical Games in Teaching Vocabulary to Adult Learners of English Mustafa Yavuz Konca & Kübra Şik Atatürk University, Erzincan University/ Turkey Key words: physical games, vocabulary teaching, adult learners, teaching English, feelings ABSTRACT Language teaching is not teaching only the grammar, vocabulary, or pronunciation. A real language teaching includes all parts of the target language. However, in many cases either grammar teaching or vocabulary teaching is emphasized. A thorough review indicates that vocabulary teaching has an important place in language teaching. Learners may express themselves without sound knowledge of grammar but this is not the case considering lack of vocabulary. Research has shown that educational games can have positive impact on student learning and motivation regarding the traditional ways of teaching vocabulary. Games seem more effective in terms of teaching vocabulary. The present paper is based on the study investigating the effectiveness of vocabulary games in teaching vocabulary to adult learners of English. The main purpose is to try to answer the question “How do the physical games affect the process of teaching vocabulary to adult learners of English?” It can be concluded that vocabulary games are heavily effective in vocabulary 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. 1834 Title A name given to the resource Using Physical Games in Teaching Vocabulary to Adult Learners of English Author Author KONCA, Mustafa Yavuz SIK, Kübra Abstract A summary of the resource. Key words: physical games, vocabulary teaching, adult learners, teaching English, feelings ABSTRACT Language teaching is not teaching only the grammar, vocabulary, or pronunciation. A real language teaching includes all parts of the target language. However, in many cases either grammar teaching or vocabulary teaching is emphasized. A thorough review indicates that vocabulary teaching has an important place in language teaching. Learners may express themselves without sound knowledge of grammar but this is not the case considering lack of vocabulary. Research has shown that educational games can have positive impact on student learning and motivation regarding the traditional ways of teaching vocabulary. Games seem more effective in terms of teaching vocabulary. The present paper is based on the study investigating the effectiveness of vocabulary games in teaching vocabulary to adult learners of English. The main purpose is to try to answer the question “How do the physical games affect the process of teaching vocabulary to adult learners of English?” It can be concluded that vocabulary games are heavily effective in vocabulary 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/6b5b59efe785c308f0693e3ded658f4f.docx 336cf82c9b6cf5fb4d02daf45f1e2951 https://omeka.ibu.edu.ba/files/original/082eefbe8f22e0f0dbcd9d0540e5a7cf.pdf 471c5e7597e374db14d9568da6c0b09a PDF Text Text The Role of Translation in Foreign Language Teaching – Time for Reassessment? Melita Koletnik Korošec University of Maribor/Maribor, Slovenia Key words: foreign language teaching (FLT), translation, L2 acquisition, grammatical competence, translation exercises ABSTRACT Translation as a method of foreign language teaching (FLT) has been out of favour with the language teaching community for much of the 20th century. In addition to economic and ethno-centric forces, which have played a major role in the banishing of translation foreign language classroom - namely the spread of international language schools and uniform course materials classroom - objections to its use seem to be a reaction provoked by a number of disparate motives and reasons. Some of them seem to have been pedagogic, such as the belief that translation was dull and frustrating; others cognitive, namely the idea that translation creates interferences and causes negative transfer. Further objections pertain to practicality and the argument that translation is only suitable for future translators. In recent decades, however, an increasing number of counter-arguments have been voiced for the use of translation in FLT, and pleas have multiplied for a more balanced and holistic examination of its role. In line with above observations this article attempts to contribute to this debate and presents, first, an overview of common objections to using translation contrasted with counter-objections and, second, preliminary findings of an experimental study on the role of translation in linguistic competence acquisition that is currently underway at the University of Maribor’s Department of Translation Studies. The research investigates the effect of translation exercises on the acquisition of grammatical competence in L2 in 1st year students and is predicated on carefully selected and/or prepared texts and exercises targeting particular aspects of grammar under instruction. The preliminary evidence seems to point to the belief that translation exercises contribute to explicit language learning, and are in this context particularly suited to advanced students at colleges and universities. � 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. 1897 Title A name given to the resource The Role of Translation in Foreign Language Teaching – Time for Reassessment? Author Author KOROSEC, Melita Koletnik Abstract A summary of the resource. Key words: foreign language teaching (FLT), translation, L2 acquisition, grammatical competence, translation exercises ABSTRACT Translation as a method of foreign language teaching (FLT) has been out of favour with the language teaching community for much of the 20th century. In addition to economic and ethno-centric forces, which have played a major role in the banishing of translation foreign language classroom - namely the spread of international language schools and uniform course materials classroom - objections to its use seem to be a reaction provoked by a number of disparate motives and reasons. Some of them seem to have been pedagogic, such as the belief that translation was dull and frustrating; others cognitive, namely the idea that translation creates interferences and causes negative transfer. Further objections pertain to practicality and the argument that translation is only suitable for future translators. In recent decades, however, an increasing number of counter-arguments have been voiced for the use of translation in FLT, and pleas have multiplied for a more balanced and holistic examination of its role. In line with above observations this article attempts to contribute to this debate and presents, first, an overview of common objections to using translation contrasted with counter-objections and, second, preliminary findings of an experimental study on the role of translation in linguistic competence acquisition that is currently underway at the University of Maribor’s Department of Translation Studies. The research investigates the effect of translation exercises on the acquisition of grammatical competence in L2 in 1st year students and is predicated on carefully selected and/or prepared texts and exercises targeting particular aspects of grammar under instruction. The preliminary evidence seems to point to the belief that translation exercises contribute to explicit language learning, and are in this context particularly suited to advanced students at colleges and universities. 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/625046a6af71d7437713fcd1af06ad06.pdf 0c84b7b0f166a5dcca3086fae9459973 PDF Text Text Appropriate versus Preferred Teaching Style: A Freshman English Case Ervin Kovačević International University of Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: Teaching Style, Compulsory Adult Education ABSTRACT The contemporary universities across the world offer programs run in a foreign language; the courses are planned, delivered, and assessed in the language that has to be mastered by the non-native student population. The heterogeneity among their students is met in quite unique ways, since both the domains of compulsory adult education and foreign language education are dictated by various andragogical and pedagogical theories and approaches. When educational philosophies are studied the focus is on the educators' beliefs about education and other relating concepts. If teaching styles are to be studied the focus is not only on the beliefs and values, but also on the educational decisions and displayed teaching actions. Therefore, defining the appropriate teaching styles in compulsory educational settings seems to be crucial if the efficiency of teaching actions or educational decisions is to be questioned. This research presents the freshman students' preferences over teaching styles they had been exposed to. More than 150 freshman students of International University of Sarajevo were surveyed during the last three semesters. The comparative analysis of the stated preferences and the learner profiles under the scope confirms the premise that an advanced foreign language course delivery at the college level needs to be segmented into the teaching tasks of informing, demonstrating, facilitating, and delegating nature, which alternate not only in the classroom but in every other available teaching – learning exchange context during the process of instruction. Consequently, the concept of an appropriate teaching style is challenged by the concept of a preferred teaching style in this article. � https://omeka.ibu.edu.ba/files/original/754c584f6686c34a6f19e6b2d2e7e34c.docx f89a9cbd9cb35ac1e066cbf4c394d785 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. 1760 Title A name given to the resource Appropriate versus Preferred Teaching Style: A Freshman English Case Author Author KOVACEVIC, Ervin Abstract A summary of the resource. Key words: Teaching Style, Compulsory Adult Education ABSTRACT The contemporary universities across the world offer programs run in a foreign language; the courses are planned, delivered, and assessed in the language that has to be mastered by the non-native student population. The heterogeneity among their students is met in quite unique ways, since both the domains of compulsory adult education and foreign language education are dictated by various andragogical and pedagogical theories and approaches. When educational philosophies are studied the focus is on the educators' beliefs about education and other relating concepts. If teaching styles are to be studied the focus is not only on the beliefs and values, but also on the educational decisions and displayed teaching actions. Therefore, defining the appropriate teaching styles in compulsory educational settings seems to be crucial if the efficiency of teaching actions or educational decisions is to be questioned. This research presents the freshman students' preferences over teaching styles they had been exposed to. More than 150 freshman students of International University of Sarajevo were surveyed during the last three semesters. The comparative analysis of the stated preferences and the learner profiles under the scope confirms the premise that an advanced foreign language course delivery at the college level needs to be segmented into the teaching tasks of informing, demonstrating, facilitating, and delegating nature, which alternate not only in the classroom but in every other available teaching – learning exchange context during the process of instruction. Consequently, the concept of an appropriate teaching style is challenged by the concept of a preferred teaching style in this article. 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/7b29a36dbc0a8f54e22da01a72825ac3.docx 1ee8c58cf5126f86d31fefbc6346b01a https://omeka.ibu.edu.ba/files/original/dbc5d0bafb6d24b24bbec1c927be2258.pdf 2d7449c19137062e2cfed3081bb8339f PDF Text Text "Prezi" - an Online Presentation Tool and Some Possibilities of Its Use in Creating ESP Courses Darko Kovačević University of East Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: Prezi, presentation tool, ESP, tuition, Internet ABSTRACT In creating an ESP course at a university level, one of the important things at a teacher's side is to make adequate visualizations of the matter that is taught and, in such a way, to make it clear, understandable and logic to students. The Internet of today, with the increasing speed, low cost and innumerous multimedia and interaction options offered by the Web 2.0 technologies, is an excellent place for creating and posting both teaching and extracurricular materials with the purpose to facilitate the students' progress and understanding of the matter. "Prezi" is a presentation tool that works in online environment (having, under certain circumstances, also, the possibility to be used offline) and offers a new and innovative way of visualization and presenting of teaching units and sharing the presentations with students. In the beginning, the paper will briefly deal with some general concepts and use of multimedia presentations in an English language classroom, and then the concept and main features of "Prezi" will be described. After that, some practical possibilities of the use of "Prezi" in specific ESP courses at two different faculties (English for ICT and English for Musicians) will be given, together with practical examples. � 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. 1718 Title A name given to the resource "Prezi" - an Online Presentation Tool and Some Possibilities of Its Use in Creating ESP Courses Author Author KOVAČEVIĆ, Darko Abstract A summary of the resource. Key words: Prezi, presentation tool, ESP, tuition, Internet ABSTRACT In creating an ESP course at a university level, one of the important things at a teacher's side is to make adequate visualizations of the matter that is taught and, in such a way, to make it clear, understandable and logic to students. The Internet of today, with the increasing speed, low cost and innumerous multimedia and interaction options offered by the Web 2.0 technologies, is an excellent place for creating and posting both teaching and extracurricular materials with the purpose to facilitate the students' progress and understanding of the matter. "Prezi" is a presentation tool that works in online environment (having, under certain circumstances, also, the possibility to be used offline) and offers a new and innovative way of visualization and presenting of teaching units and sharing the presentations with students. In the beginning, the paper will briefly deal with some general concepts and use of multimedia presentations in an English language classroom, and then the concept and main features of "Prezi" will be described. After that, some practical possibilities of the use of "Prezi" in specific ESP courses at two different faculties (English for ICT and English for Musicians) will be given, together with practical examples. 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/cb71095c694b6364b2bd822067b8d9e6.docx 6f20997fe1cc1798c2a309d2576a9c9e https://omeka.ibu.edu.ba/files/original/27d635fbcd5cc20db4683ef87dfcf6d0.pdf 11b4c6922bb8502bf89cb8810466206d PDF Text Text Some Aspects of Narrative Techniques in Paul Auster's Novels Darko Kovačević University of East Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: Paul Auster, narrative, American literature, techniques, writing. ABSTRACT The paper will mention, analyze and discuss some aspects of narrative techniques used in the novels by a contemporary American writer Paul Auster. It will be based on fifteen of his novels, written in the period from 1987 to 2009. In the beginning of the paper, a short general text on Paul Auster, his work and his place in contemporary American literature will be given. The central part will deal with some of the most important characteristics of narrative in Auster's novels, such as stories and their narrative realizations, narrators, focalization, points of view, frame narratives and framing narratives, characterization etc. At the end of the paper, some general conclusions will be made. � 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. 1719 Title A name given to the resource Some Aspects of Narrative Techniques in Paul Auster's Novels Author Author KOVAČEVIĆ, Darko Abstract A summary of the resource. Key words: Paul Auster, narrative, American literature, techniques, writing. ABSTRACT The paper will mention, analyze and discuss some aspects of narrative techniques used in the novels by a contemporary American writer Paul Auster. It will be based on fifteen of his novels, written in the period from 1987 to 2009. In the beginning of the paper, a short general text on Paul Auster, his work and his place in contemporary American literature will be given. The central part will deal with some of the most important characteristics of narrative in Auster's novels, such as stories and their narrative realizations, narrators, focalization, points of view, frame narratives and framing narratives, characterization etc. At the end of the paper, some general conclusions will be made. 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/1468f9b7017909888a8c16b289e986a9.docx 5d7699c6d97497e71e4e8b6dc758cadc https://omeka.ibu.edu.ba/files/original/4ed41de58529b1fc1eb497119f9263b6.pdf 38d075a19b048bd6a4017152b2c00e35 PDF Text Text Information Passing in Polycode Advertising Texts Elena Kulikova Lobachevsky State University of Nizhni Novgorod/ Russia Key words: polycode advertising text, precedential phenomena ABSTRACT The perception of a text, as a coherent unit made up of elements of different semiotic systems, is influenced by verbal and non-verbal elements. Linguists use different terms to name such a combination: creolized text, polycode text etc. A polycode text is interpreted as a complex textual formation in which verbal and nonverbal elements constitute a single whole in visual, structural, semantic and functional aspects, and which is aimed at a complex influence on recipients. The paper’s objective is to examine precedential phenomena functioning in polycode advertising texts and to show that the organic interaction between precedential phenomena and visual components is used in advertizing texts as a means of enhancing a pragmatic effect on an audience. Precedential phenomena are phenomena that are important to an individual in cognitive and emotional aspects, have an over individual character, i.e. also well-known to a broad circle of this individual, repeatedly used in this individual discourse. The range of precedential phenomena used in print advertisements is wide. They are precedential phrases (quotations, set expressions, lines from well-known songs etc.) and names that are verbal phenomena, and also precedential texts and situations that belong to phenomena which can be verbalized by means of symbols presented by precedential names and phrases. We examined two transformation types of precedential phenomena: semantic (double actualization) and structuralsemantic (insert, component substitution, contamination, role inversion). Under the study of these types, semantic transformations proved to be more powerful than structural-semantic in accordance with their emotional, cognitive and pragmatic aspects. Non-verbal components are especially important when recipients are not able to form a clear picture of goods in their minds on the basis of verbal components. Thus, through a combination of verbal and nonverbal codes during information passing a key advertising idea begins to "work", contributing to the promotion of goods and services in the market, expanding audiences. � 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. 2065 Title A name given to the resource Information Passing in Polycode Advertising Texts Author Author KULIKOVA, Elena Abstract A summary of the resource. Key words: polycode advertising text, precedential phenomena ABSTRACT The perception of a text, as a coherent unit made up of elements of different semiotic systems, is influenced by verbal and non-verbal elements. Linguists use different terms to name such a combination: creolized text, polycode text etc. A polycode text is interpreted as a complex textual formation in which verbal and nonverbal elements constitute a single whole in visual, structural, semantic and functional aspects, and which is aimed at a complex influence on recipients. The paper’s objective is to examine precedential phenomena functioning in polycode advertising texts and to show that the organic interaction between precedential phenomena and visual components is used in advertizing texts as a means of enhancing a pragmatic effect on an audience. Precedential phenomena are phenomena that are important to an individual in cognitive and emotional aspects, have an over individual character, i.e. also well-known to a broad circle of this individual, repeatedly used in this individual discourse. The range of precedential phenomena used in print advertisements is wide. They are precedential phrases (quotations, set expressions, lines from well-known songs etc.) and names that are verbal phenomena, and also precedential texts and situations that belong to phenomena which can be verbalized by means of symbols presented by precedential names and phrases. We examined two transformation types of precedential phenomena: semantic (double actualization) and structural-semantic (insert, component substitution, contamination, role inversion). Under the study of these types, semantic transformations proved to be more powerful than structural-semantic in accordance with their emotional, cognitive and pragmatic aspects. Non-verbal components are especially important when recipients are not able to form a clear picture of goods in their minds on the basis of verbal components. Thus, through a combination of verbal and nonverbal codes during information passing a key advertising idea begins to "work", contributing to the promotion of goods and services in the market, expanding audiences. 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/0b974c5e9e06f19bb29ded75e5383f06.docx a6d2057e0d6493a3618e6a34ed433656 https://omeka.ibu.edu.ba/files/original/325f7a5c55eee844538c29d1e1b578ef.pdf 07f2649b6d2dd95d7371fa9908562554 PDF Text Text Where has Joyce Carol Oates's Fiction Gone? Entela Kushta University of Tirana/ Tirana, Albania Key words: violence, superficial, realism, gothic, parody ABSTRACT This study aims at presenting a chronological view on Joyce Carol Oates's fiction, and thus its variation and evolution. The title of the paper springs from one of the most acclaimed short stories by the author in question, "Where are you going, Where have you been". A writing career which started with her first novel, With Shuddering Fall (1964), and continues to the day, speaks for an ongoing process of experimentation with the means of expression. If attempting to find a common thread pervading all her novels, violence can be said to carry the greatest weight in her thematic treatment. However, from the physical violence of the early stages, her novels of the 1980s move towards a more explicit featured violence reaching the phase where characters are able to verbalize violent incidents in the novels of the 1990s. The characters inhabiting her novels are as well a proof of this evolution process. Scholars have criticized the characters of the initial stage as being superficial and inarticulate, who sometimes commit suicide as they cannot bear the burden of their actions. Later novels witness characters, who despite their deficiencies, have learned to make their way through the dark reality of the American society, rarely resorting to suicidal attempts. The paper will also look at the issue of literary movements which have influenced and find reflection in the fiction of Joyce Carol Oates spanning over 5 decades. � 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. 1775 Title A name given to the resource Where has Joyce Carol Oates's Fiction Gone? Author Author KUSHTA, Entela Abstract A summary of the resource. Key words: violence, superficial, realism, gothic, parody ABSTRACT This study aims at presenting a chronological view on Joyce Carol Oates's fiction, and thus its variation and evolution. The title of the paper springs from one of the most acclaimed short stories by the author in question, "Where are you going, Where have you been". A writing career which started with her first novel, With Shuddering Fall (1964), and continues to the day, speaks for an ongoing process of experimentation with the means of expression. If attempting to find a common thread pervading all her novels, violence can be said to carry the greatest weight in her thematic treatment. However, from the physical violence of the early stages, her novels of the 1980s move towards a more explicit featured violence reaching the phase where characters are able to verbalize violent incidents in the novels of the 1990s. The characters inhabiting her novels are as well a proof of this evolution process. Scholars have criticized the characters of the initial stage as being superficial and inarticulate, who sometimes commit suicide as they cannot bear the burden of their actions. Later novels witness characters, who despite their deficiencies, have learned to make their way through the dark reality of the American society, rarely resorting to suicidal attempts. The paper will also look at the issue of literary movements which have influenced and find reflection in the fiction of Joyce Carol Oates spanning over 5 decades. 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