185 10 3494 https://omeka.ibu.edu.ba/files/original/ad450093553b228e0ac3c984beff546a.docx e24042325c0ec251e0ebed66a2e6075e https://omeka.ibu.edu.ba/files/original/78065106e5cfec4fd4a78c7913b0ed72.pdf bdde616a36f7f810254307aedc9ce08d PDF Text Text The Art of Effective English Teaching Khaled Moradi & Gelareh Sabeti Azad University/ Tehran, Iran Key words:Managing skills, language teachers, professional development, teacher education ABSTRACT Effective teaching can be defined in many ways including teacher behavior (warmth, civility, and clarity), teacher knowledge (of subject matter, of students), teacher's belief and so forth. Here we define effective teaching as the skills, strategies, and techniques language teachers should know and use to be highly effective. As noted this is but one way to define effectiveness. In order to plan for the professional development of English language teachers, we need to have a comprehensive understanding of what strategies and techniques language teachers should know and use. What essential skills, knowledge, values, attitudes and goals do language teachers need, and how can these be acquired? This paper seeks to explore these questions by discussing five core dimensions of strategies and techniques for language teachers. These are: managing skills, creative rapport and influential behaviors, organizing the classroom, making learning happen, and professionalism. Each construct will be explained; its contribution to effective teaching illustrated, and some potential implications discussed for the development of English language teachers, teacher education programs as well as suggestion for continued professional development for teachers related to teaching. It is hoped that language teachers and teacher educators will be able to adapt the ideas presented in this paper to enhance their teaching performance. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1828 Title A name given to the resource The Art of Effective English Teaching Author Author MORADI, Khaled SABETI, Gelareh Abstract A summary of the resource. Key words:Managing skills, language teachers, professional development, teacher education ABSTRACT Effective teaching can be defined in many ways including teacher behavior (warmth, civility, and clarity), teacher knowledge (of subject matter, of students), teacher's belief and so forth. Here we define effective teaching as the skills, strategies, and techniques language teachers should know and use to be highly effective. As noted this is but one way to define effectiveness. In order to plan for the professional development of English language teachers, we need to have a comprehensive understanding of what strategies and techniques language teachers should know and use. What essential skills, knowledge, values, attitudes and goals do language teachers need, and how can these be acquired? This paper seeks to explore these questions by discussing five core dimensions of strategies and techniques for language teachers. These are: managing skills, creative rapport and influential behaviors, organizing the classroom, making learning happen, and professionalism. Each construct will be explained; its contribution to effective teaching illustrated, and some potential implications discussed for the development of English language teachers, teacher education programs as well as suggestion for continued professional development for teachers related to teaching. It is hoped that language teachers and teacher educators will be able to adapt the ideas presented in this paper to enhance their teaching performance. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/d54b49bbc8a488b0aa23fc0c30c6373a.docx e193b3ed700235a45f04fa69ea5b7d1c https://omeka.ibu.edu.ba/files/original/a17cad7b81b2b928bf156abcb5384b7a.pdf 79ca976be9a5aa6a235e6f7f5560b302 PDF Text Text Teaching to Speakers of Local Dialects through Task-Based Syllabus: Requirements, Limitations and Applications (The Case Study of Teaching Persian to Speakers of Lari Dialect) Behzad Moridi & Mahinnaz Mirdehghan & Muhammed Ourang Payame Noor University of Shiraz , Shahid Beheshti University/ Tehran, Iran Key words: Task-based syllabus, Persian language, Lari, grammar, Contrastive analysis. ABSTRACT Today, tasks have been widely preferred in second language classrooms. Task-based syllabus yields a set of the target tasks that learners will need to do in the everyday life outside of the classroom (e.g. filling in a form for hotel reservation). The current study aims at studying the points which are to be considered in designing the task for teaching Persian grammar to Lari speakers (a dialect spoken in the southernmost of Iran and other Gulf countries by about one million people); furthermore, it examines the impact of such syllabus on applicants. The study was conducted based on quasi-experimental method. Two groups (experimental and control) were chosen through purposive selection, the first of which received the syllabus based on task-based to learn Persian (it is of great significance to note that the tasks are design according to the similarities and differences between Persian and Lari in the areas of Verbal and Nominal phrases) and the other received their regular syllabus in schools. Having implemented the pretest, treatment (for 24 sessions, each of which for an hour) and posttest, it was revealed that the experimental group outperformed in the posttest. The descriptive and inferential statistics (through SPSS) represented that the treatment was effective in enhancing the Persian grammar literacy of Lari speakers. Consequently, the researcher-made model of influential factors proved that tasks made grammar forms salient to the learner; namely this was achieved through communicative activities. In addition, the tasks promoted awareness in Lari speakers and their attention was drawn to the nature of the Persian structure and engaged Lari speakers in meaning-focused interaction. In fact, tasks required learners to communicate with each other about the grammar structures of Persian. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2105 Title A name given to the resource Teaching to Speakers of Local Dialects through Task-Based Syllabus: Requirements, Limitations and Applications (The Case Study of Teaching Persian to Speakers of Lari Dialect) Author Author MORIDI, Behzad MIRDEHGHAN, Mahinnaz OURANG, Muhammed Abstract A summary of the resource. Key words: Task-based syllabus, Persian language, Lari, grammar, Contrastive analysis. ABSTRACT Today, tasks have been widely preferred in second language classrooms. Task-based syllabus yields a set of the target tasks that learners will need to do in the everyday life outside of the classroom (e.g. filling in a form for hotel reservation). The current study aims at studying the points which are to be considered in designing the task for teaching Persian grammar to Lari speakers (a dialect spoken in the southernmost of Iran and other Gulf countries by about one million people); furthermore, it examines the impact of such syllabus on applicants. The study was conducted based on quasi-experimental method. Two groups (experimental and control) were chosen through purposive selection, the first of which received the syllabus based on task-based to learn Persian (it is of great significance to note that the tasks are design according to the similarities and differences between Persian and Lari in the areas of Verbal and Nominal phrases) and the other received their regular syllabus in schools. Having implemented the pretest, treatment (for 24 sessions, each of which for an hour) and posttest, it was revealed that the experimental group outperformed in the posttest. The descriptive and inferential statistics (through SPSS) represented that the treatment was effective in enhancing the Persian grammar literacy of Lari speakers. Consequently, the researcher-made model of influential factors proved that tasks made grammar forms salient to the learner; namely this was achieved through communicative activities. In addition, the tasks promoted awareness in Lari speakers and their attention was drawn to the nature of the Persian structure and engaged Lari speakers in meaning-focused interaction. In fact, tasks required learners to communicate with each other about the grammar structures of Persian. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/279a24885cbcd11e8fd010610b6efba6.docx b2cbaff153e4523bff6f636b78445213 https://omeka.ibu.edu.ba/files/original/f21c725b40f22aea6a37d2d53ef282d2.pdf bda2747975ca46075d0bfb779ed4f438 PDF Text Text Conceptual Scenarios in Contemporary American Political Discourse: (Not) Going It Alone Emir Muhic University of Banja Luka/ Banja Luka, Bosnia and Herzegovina Key words: conceptual scenarios, political discourse, conceptualization, hope, morality, polymorphous theoretical platform ABSTRACT American political discourse is oft-held up as the genuine article of the conceptualization of metaphorically structured discursive scenarios. The interplay of hope and morality is a prevalent lexical constituent giving rise to imperceptibly inculcated pan-societal mores and normative benchmarks within the bounds of which conventionalized patterns of semanto-pragmatic behavioural tendencies emerge and institute a desired constellation of values and mindsets emblematic of the American political arena. This micro-level study aims to identify and conceptually analyse the conspicuous and prominent discursive strategies employed to construct, restructure and deconstruct multilayered perceptions and embodiments from the standpoint of hope and morality scenario-predicated textual samples. Weight will be primarily attached to Conceptual Metaphor Theory (Lakoff, 2008 and Kovecses, 2005) in conjunction with purposefully selected facets of Critical Discourse Analysis (Fairclough, 1989) in the hope that this polymorphous orchestra echoes a present-day U.S. metaphorical portrait and sheds light as to how to combine the aforementioned theoretical platforms and morph them into analytically workable sync. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1753 Title A name given to the resource Conceptual Scenarios in Contemporary American Political Discourse: (Not) Going It Alone Author Author MUHIC, Emir Abstract A summary of the resource. Key words: conceptual scenarios, political discourse, conceptualization, hope, morality, polymorphous theoretical platform ABSTRACT American political discourse is oft-held up as the genuine article of the conceptualization of metaphorically structured discursive scenarios. The interplay of hope and morality is a prevalent lexical constituent giving rise to imperceptibly inculcated pan-societal mores and normative benchmarks within the bounds of which conventionalized patterns of semanto-pragmatic behavioural tendencies emerge and institute a desired constellation of values and mindsets emblematic of the American political arena. This micro-level study aims to identify and conceptually analyse the conspicuous and prominent discursive strategies employed to construct, restructure and deconstruct multilayered perceptions and embodiments from the standpoint of hope and morality scenario-predicated textual samples. Weight will be primarily attached to Conceptual Metaphor Theory (Lakoff, 2008 and Kovecses, 2005) in conjunction with purposefully selected facets of Critical Discourse Analysis (Fairclough, 1989) in the hope that this polymorphous orchestra echoes a present-day U.S. metaphorical portrait and sheds light as to how to combine the aforementioned theoretical platforms and morph them into analytically workable sync. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/5d9178cec6684476abc2089b7594ea99.docx 3f009ba7c88e448423bb0ef6145a5240 https://omeka.ibu.edu.ba/files/original/bd02ca27cb3dcdab39f9c284b67bb1cd.pdf a91e538b09cb3c5d1860c73aa895cb52 PDF Text Text Formal Unity and Functional Diversity of PP Adverbials in Modern Standard Arabic Amra Mulović University of Sarajevo / Sarajevo, Bosnia and Herzegovina ABSTRACT This paper discusses adverbials in Modern Standard Arabic. Adverbials as the most diverse group of the clause elements are interpreted according to the functional grammar. Adverbial phrases in Arabic are optional elements primarily expressed by PP, NP and AdjP syntactic categorical varieties. The paper focuses on the semantic functions of PP adverbials (time, place, manner, cause and other) and examines the semantic equivalence between PP and NP structural forms of adverbials or their invariant semantic content. Depending on semantic features of the verb and its governing nature within various syntactic structures, a prepositional phrase embraces syntactic function of obligatory adverbial or adverbial complement. In part, the paper touches upon the thematic status of the prepositional phrases functioning as adjuncts of place and time (sometimes cause) that always occur in initial position of the sentence. Also, the paper distinguishes between the prepositional phrases that function as noun phrase modifiers or attribute and those that function as adverbials by indentifying the structural properties that set them apart. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1691 Title A name given to the resource Formal Unity and Functional Diversity of PP Adverbials in Modern Standard Arabic Author Author MULOVIĆ, Amra Abstract A summary of the resource. This paper discusses adverbials in Modern Standard Arabic. Adverbials as the most diverse group of the clause elements are interpreted according to the functional grammar. Adverbial phrases in Arabic are optional elements primarily expressed by PP, NP and AdjP syntactic categorical varieties. The paper focuses on the semantic functions of PP adverbials (time, place, manner, cause and other) and examines the semantic equivalence between PP and NP structural forms of adverbials or their invariant semantic content. Depending on semantic features of the verb and its governing nature within various syntactic structures, a prepositional phrase embraces syntactic function of obligatory adverbial or adverbial complement. In part, the paper touches upon the thematic status of the prepositional phrases functioning as adjuncts of place and time (sometimes cause) that always occur in initial position of the sentence. Also, the paper distinguishes between the prepositional phrases that function as noun phrase modifiers or attribute and those that function as adverbials by indentifying the structural properties that set them apart. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/62f742e8e2c8af5a57c9e79b7a38a6e3.docx 0c0f53c93443859db859532cd343acda https://omeka.ibu.edu.ba/files/original/0f307668ff1482f6ee020b0d49707c7b.pdf b746f6d7f6c1d8a47ad736f29a0efbad PDF Text Text Mistakes Have Been Made: Evasion of Responsibility in Political Apologies Alma Mureškić Harbaš University of Bihać / Bihac, Bosnia and Herzegovina Key words: political discourse, mediated political apologies, mitigation of blame and responsibility, CDA ABSTRACT Over the past two decades, increasing demands for public apologies from politicians have put public apologies at the centre of media attention. Apologies have been the object of a considerable amount of research within the fields of linguistic politeness and speech act theory, sociolinguistics and pragmatics. Much of the research on apologies has been based on interpersonal apologies that involve face-to-face interaction between two individuals. While public apologies share some characteristics with interpersonal apologies, there are important differences between the two types of apologies. Political apologies represent a highly mediated form of public discourse. They are often the result of a prior demand for an apology, and have layers of implied addressee. Political apology is the result of a political calculus where the coat of a potential threat to the politician’s public image is weighed against the benefits of restoring the politician’s public image. As such political apologies are skilfully used as symbolic acts by politicians in order to restore their public image (Kampf, 2009). The paper studies several newspaper articles, which report on political apologies following political scandals that shook the British public in 2008. The analysis is situated within the field of critical discourse analysis, and includes the analysis of the socio-political context in which the apology was made, as well as the explicit comments by journalists, who 'are responsible for mediating between the politician and the public. The aim of this paper is to examine different linguistic forms (passive voice, inanimate agents, generic reference, impersonal use of pronouns) that politicians use in the speech act of apology as evasion strategies to minimize personal agency and responsibility for the offensive act. Findings suggest that the use of ambiguous and indirect message, which is a key pragmatic feature of political discourse (Obeng 1997), is inseparable part of political apologies. � 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. 1699 Title A name given to the resource Mistakes Have Been Made: Evasion of Responsibility in Political Apologies Author Author MUREŠKIĆ HARBAŠ, Alma Abstract A summary of the resource. Key words: political discourse, mediated political apologies, mitigation of blame and responsibility, CDA ABSTRACT Over the past two decades, increasing demands for public apologies from politicians have put public apologies at the centre of media attention. Apologies have been the object of a considerable amount of research within the fields of linguistic politeness and speech act theory, sociolinguistics and pragmatics. Much of the research on apologies has been based on interpersonal apologies that involve face-to-face interaction between two individuals. While public apologies share some characteristics with interpersonal apologies, there are important differences between the two types of apologies. Political apologies represent a highly mediated form of public discourse. They are often the result of a prior demand for an apology, and have layers of implied addressee. Political apology is the result of a political calculus where the coat of a potential threat to the politician’s public image is weighed against the benefits of restoring the politician’s public image. As such political apologies are skilfully used as symbolic acts by politicians in order to restore their public image (Kampf, 2009). The paper studies several newspaper articles, which report on political apologies following political scandals that shook the British public in 2008. The analysis is situated within the field of critical discourse analysis, and includes the analysis of the socio-political context in which the apology was made, as well as the explicit comments by journalists, who 'are responsible for mediating between the politician and the public. The aim of this paper is to examine different linguistic forms (passive voice, inanimate agents, generic reference, impersonal use of pronouns) that politicians use in the speech act of apology as evasion strategies to minimize personal agency and responsibility for the offensive act. Findings suggest that the use of ambiguous and indirect message, which is a key pragmatic feature of political discourse (Obeng 1997), is inseparable part of political apologies. 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/1a24402261d0abc587b8beea25d8ad73.docx 593df0bb1b3af0e08d9f640d41811a59 https://omeka.ibu.edu.ba/files/original/9025895ac18a3d2015e0c7bfaf1b674f.pdf 72079e7cd5fe4606c1c27a476c7d66ee PDF Text Text Teaching English through Hemingway’s Eyes Ahmad Mursy Sultan Qaboos University / Muscat, Saudi Arabia Key words: Teaching Literature, Short Stories, Language Skills, Foreign Language Teaching, Classroom Activities ABSTRACT Literature is one of the most powerful fields that can be used to teach language due to its fascinating nature and the fun it could bring to the language class. According to Collie and Slater (1990), there are four key reasons for using literature in the classroom. These are valuable authentic material, cultural enrichment, language enrichment and personal involvement. Furthermore, while reading a contextualized text, students become familiar with many features of the written language, which develops their own writing skills. Not only does the teaching of literature develop reading and writing, but it also enhances both speaking and listening through oral reading, dramatisation, improvisation, role-playing, and group discussions. For these reasons, literature, and more specifically short stories, could be utilisd to teach various elements in EFL as well as all the language four skills. Hişmanoğlu (2005) suggests that teaching short stories seem to be a very helpful technique in today’s FL classes. He thinks that being short; they make the students’ reading task and the teacher’s coverage easier. He also asserts that an important feature of short fiction is its being universal as students worldwide have experienced stories and can relate to them. Moreover, short fiction, contributes to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation in a single place and moment (Sage 1987:43). In this workshop, Hemingway’s short story: ‘Old Man at the Bridge’ will illustrate the integration of literature and EFL. The participants will read the story and then discuss in groups what language points and skills could be taught through the text. Then the groups will share their ideas with each other and a conclusion will be provided by the presenter. � 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. 1707 Title A name given to the resource Teaching English through Hemingway’s Eyes Author Author MURSY, Ahmad Abstract A summary of the resource. Key words: Teaching Literature, Short Stories, Language Skills, Foreign Language Teaching, Classroom Activities ABSTRACT Literature is one of the most powerful fields that can be used to teach language due to its fascinating nature and the fun it could bring to the language class. According to Collie and Slater (1990), there are four key reasons for using literature in the classroom. These are valuable authentic material, cultural enrichment, language enrichment and personal involvement. Furthermore, while reading a contextualized text, students become familiar with many features of the written language, which develops their own writing skills. Not only does the teaching of literature develop reading and writing, but it also enhances both speaking and listening through oral reading, dramatisation, improvisation, role-playing, and group discussions. For these reasons, literature, and more specifically short stories, could be utilisd to teach various elements in EFL as well as all the language four skills. Hişmanoğlu (2005) suggests that teaching short stories seem to be a very helpful technique in today’s FL classes. He thinks that being short; they make the students’ reading task and the teacher’s coverage easier. He also asserts that an important feature of short fiction is its being universal as students worldwide have experienced stories and can relate to them. Moreover, short fiction, contributes to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation in a single place and moment (Sage 1987:43). In this workshop, Hemingway’s short story: ‘Old Man at the Bridge’ will illustrate the integration of literature and EFL. The participants will read the story and then discuss in groups what language points and skills could be taught through the text. Then the groups will share their ideas with each other and a conclusion will be provided by the presenter. 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/f7bddcca237df005395646feb92c8be3.docx 7251cc7ed9d2f3b9b7378bc2a18da808 https://omeka.ibu.edu.ba/files/original/e35cec2bef9a13843c0dabc4d6975433.pdf 2b2ccf9ae1ff186c5de6a73d2ede0810 PDF Text Text 'Head, Shoulders, Knees and Toes', Nonverbal Communication in Esl/Efl Classroom Alma Mustafić & Elmedin Zubović ''Džemal Bijedić'' Mostar / Mostar, Bosnia and Herzegovina Key words: nonverbal communication, teaching methodology, ESL/EFL, classroom management ABSTRACT This paper aims at presenting major features of nonverbal communication in general, and in an EFL/ESL classroom. Little it is known about how the principles and aspects of nonverbal communication can help in building a rapport acceptable for both the students and teachers. Commenting Schulz von Thun’s communication model, this paper also sheds light on the connection between the nonverbal communication and learner styles, teacher roles and classroom management. The first part of the paper focuses on teacher’s nonverbal communication, and the way it affects both the students and classroom management. During everyday classroom talk it may appear that the teacher and pupils exchange information utterly at the verbal level, but as it has been suggested, between 60 and 70 percent of all meaning comes from nonverbal communication. The list of do’s and don’ts of nonverbal communication is presented (use of physical and personal space, body motion and gestures, use of face and eyes, vocal, and physical characteristics). The paper furthermore addresses teachers’ approach to different learner types, no matter what the criteria of learner type division are. The second part of the paper introduces the nonverbal communication regarded from the students’ perspective. It will help teachers understand the component of communication not visible on first sight, but which can easily be implemented in teaching techniques used in presenting different language skills; such as concept questions in teaching grammar, intonation in teaching tone of English, mime in presenting syntactically difficult expressions, and many more. The nonverbal communication can also be implemented in classroom management techniques, such as giving task instructions, grouping or pairing students, plenary feedbacks, correcting mistakes and giving feedback to students. � 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. 1757 Title A name given to the resource 'Head, Shoulders, Knees and Toes', Nonverbal Communication in Esl/Efl Classroom Author Author MUSTAFIC, Alma ZUBOVIC, Elmedin Abstract A summary of the resource. Key words: nonverbal communication, teaching methodology, ESL/EFL, classroom management ABSTRACT This paper aims at presenting major features of nonverbal communication in general, and in an EFL/ESL classroom. Little it is known about how the principles and aspects of nonverbal communication can help in building a rapport acceptable for both the students and teachers. Commenting Schulz von Thun’s communication model, this paper also sheds light on the connection between the nonverbal communication and learner styles, teacher roles and classroom management. The first part of the paper focuses on teacher’s nonverbal communication, and the way it affects both the students and classroom management. During everyday classroom talk it may appear that the teacher and pupils exchange information utterly at the verbal level, but as it has been suggested, between 60 and 70 percent of all meaning comes from nonverbal communication. The list of do’s and don’ts of nonverbal communication is presented (use of physical and personal space, body motion and gestures, use of face and eyes, vocal, and physical characteristics). The paper furthermore addresses teachers’ approach to different learner types, no matter what the criteria of learner type division are. The second part of the paper introduces the nonverbal communication regarded from the students’ perspective. It will help teachers understand the component of communication not visible on first sight, but which can easily be implemented in teaching techniques used in presenting different language skills; such as concept questions in teaching grammar, intonation in teaching tone of English, mime in presenting syntactically difficult expressions, and many more. The nonverbal communication can also be implemented in classroom management techniques, such as giving task instructions, grouping or pairing students, plenary feedbacks, correcting mistakes and giving feedback to students. 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/85aaef7e04458f0c173ef83a71bc64c5.docx eb63a87b23a7759b9b593a4b99a99c4e https://omeka.ibu.edu.ba/files/original/3d259ce727fa9657d93d3446d317f3f2.pdf 25effad744bfb2d4f671afefcc385d27 PDF Text Text Who is America and Where Does She Go? Cognitive Mechanisms in Inaugural Addresses of American Presidents Almir Mustafić & Jasmina Stuhli Tuzla University/Tuzla, Bosnia and Herzegovina ABSTRACT Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another. However, scientific disciplines exploded during the last century and linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains. Politics is the area which abounds in metaphors and metonymies and from a linguistic perspective it is impossible even to imagine how a serious political speech would look like without these linguistic means. The paper analyses this aspect of the American society and, as the prototype of the American political discourse, we analyse presidential inaugural addresses. Understanding the importance of this event, it is impossible not to think about the messages and linguistic means inaugural addresses contain. Inspired by these questions, we decided to analyse several inaugural addresses and determine how mataphors and metonymies are used in American political discourse over the last three decades. The analysis focuses on inaugural addresses of Ronald Reagan, George H. W. Bush, Bill Clinton, George W. Bush and Barack Hussein Obama. � 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. 1835 Title A name given to the resource Who is America and Where Does She Go? Cognitive Mechanisms in Inaugural Addresses of American Presidents Author Author MUSTAFIC, Almir STUHLI, Jasmina Abstract A summary of the resource. Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another. However, scientific disciplines exploded during the last century and linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains. Politics is the area which abounds in metaphors and metonymies and from a linguistic perspective it is impossible even to imagine how a serious political speech would look like without these linguistic means. The paper analyses this aspect of the American society and, as the prototype of the American political discourse, we analyse presidential inaugural addresses. Understanding the importance of this event, it is impossible not to think about the messages and linguistic means inaugural addresses contain. Inspired by these questions, we decided to analyse several inaugural addresses and determine how mataphors and metonymies are used in American political discourse over the last three decades. The analysis focuses on inaugural addresses of Ronald Reagan, George H. W. Bush, Bill Clinton, George W. Bush and Barack Hussein Obama. 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/36d4bc37003f48ff34c37c6473963e88.docx 126b94a9a4c4c5cc0fb9659c03726a1b https://omeka.ibu.edu.ba/files/original/0cba5ea81156e71c9b3bc7070bc69e42.pdf 305414e8045e70ec73cdb80226dcede2 PDF Text Text Intercultural Linguistic Competence Development Marie J. Myers Queen's University/ Ontario, Canada Key words: beliefs; intercultural awareness, new implementations ABSTRACT With new developments in applied linguistics, foreign language teacher preparation programs come under a great deal of scrutiny. Teachers have to grasp the different degrees of difficulty and the different amounts of detail involved in acquiring professional know-how and at the same time understand that these have to be balanced accurately across cultures. A number of suggestions have been made for the processing of information in an intercultural context through a step-by-step mental approach . In today's global knowledge economy some parameters take on crucial importance in situational contexts (Gee, 2006; Myers, 2012; Olson, 2004). Developing awareness of self and of how people interact in their native language is a crucial aspect of this approach. In order to enhance comprehensibility, for clearer output on language teaching issues, we have proposed an integrated model derived from two perspectives (looking at linguistic and intercultural aspects) and including a number of processes with a focus on a 'new grammar approach', culture and assessment of intercultural linguistic competence. We investigated teacher endorsement of new implementations through written contributions. Data were collected and analyzed to uncover emergent themes. The findings point to the perceived importance of the following three main topics namely, the new grammar approach based on developments in applied linguistics, a new way to integrate culture knowledge in teaching and the new approach to assessment of linguistic competence. These findings will be discussed in light of the literature and contextual elements. The results indicate that these new implementations required a change in beliefs. Overall we found that the students in the courses put on 'new lenses' and most of them accommodated in their mind's eye. � 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. 1847 Title A name given to the resource Intercultural Linguistic Competence Development Author Author MYERS, Marie J. Abstract A summary of the resource. Key words: beliefs; intercultural awareness, new implementations ABSTRACT With new developments in applied linguistics, foreign language teacher preparation programs come under a great deal of scrutiny. Teachers have to grasp the different degrees of difficulty and the different amounts of detail involved in acquiring professional know-how and at the same time understand that these have to be balanced accurately across cultures. A number of suggestions have been made for the processing of information in an intercultural context through a step-by-step mental approach . In today's global knowledge economy some parameters take on crucial importance in situational contexts (Gee, 2006; Myers, 2012; Olson, 2004). Developing awareness of self and of how people interact in their native language is a crucial aspect of this approach. In order to enhance comprehensibility, for clearer output on language teaching issues, we have proposed an integrated model derived from two perspectives (looking at linguistic and intercultural aspects) and including a number of processes with a focus on a 'new grammar approach', culture and assessment of intercultural linguistic competence. We investigated teacher endorsement of new implementations through written contributions. Data were collected and analyzed to uncover emergent themes. The findings point to the perceived importance of the following three main topics namely, the new grammar approach based on developments in applied linguistics, a new way to integrate culture knowledge in teaching and the new approach to assessment of linguistic competence. These findings will be discussed in light of the literature and contextual elements. The results indicate that these new implementations required a change in beliefs. Overall we found that the students in the courses put on 'new lenses' and most of them accommodated in their mind's eye. 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/0c7a24f59211c00d0520f838d2f232b2.docx c05f30c332f5ce0e00c515da713e82d8 https://omeka.ibu.edu.ba/files/original/0aa378f7c3d0e2fb32985b86539cf695.pdf e680d9e83736458534761597143b9d59 PDF Text Text Keynote Speaker What Are The Ten Most Effective Vocabulary Activities? Paul Nation Victoria University of Wellington, New Zealand ABSTRACT This talk presents ten proven and very useful activities for helping learners increase their vocabulary knowledge. In addition, reasons are given why these techniques were chosen to be in the top ten. These reasons relate to the five most important jobs of the vocabulary teacher. 1 2 3 4 5 Plan and provide a well-balanced course Organize learning opportunities both in and outside the classroom Train the learners in the four most useful vocabulary strategies Test the learners Teach vocabulary By the end of the talk, participants should know ten very useful ways to encourage the learning of vocabulary, should know why they are useful, and should have an awareness of some very important principles that should guide the learning of vocabulary. � 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. 1714 Title A name given to the resource What Are The Ten Most Effective Vocabulary Activities? Author Author NATION, Paul Abstract A summary of the resource. This talk presents ten proven and very useful activities for helping learners increase their vocabulary knowledge. In addition, reasons are given why these techniques were chosen to be in the top ten. These reasons relate to the five most important jobs of the vocabulary teacher. 1 Plan and provide a well-balanced course 2 Organize learning opportunities both in and outside the classroom 3 Train the learners in the four most useful vocabulary strategies 4 Test the learners 5 Teach vocabulary By the end of the talk, participants should know ten very useful ways to encourage the learning of vocabulary, should know why they are useful, and should have an awareness of some very important principles that should guide the learning of vocabulary. 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