191 10 3494 https://omeka.ibu.edu.ba/files/original/b55185ef8982133e1339740824b23f61.docx fc4e0d01a047d188e82ac70363962c55 https://omeka.ibu.edu.ba/files/original/d3b64686ff9e3eb9997d84669fe3c5e4.pdf 8495c1ce1fcfdf58684ed493373b88f7 PDF Text Text “Cracking Buenas Historias”: Creating Fiction For Low Literate Adult Immigrants in Spain Marcin Sosinski & Esteban T. Montoro Del Arco Universidad de Granada/ Granada, Spain Key words : Spanish, immigration, extensive reading ABSTRACT Practitioners working with low literate adult immigrants in Spain must deal with the lack of suitable materials. The manuals used in class have two major flaws: they are based on outdated and not significant methods of teaching literacy or they have been designed for native children and, therefore, they are not suitable for non-native adults. In order to change this situation a “Cracking Good Stories” project was launched in Newcastle University by Martha Young-Scholten and afterwards it was joined by Granada University in 2010 where it received the name of “Cracking Buenas Historias”. Both projects aim to create fiction texts for extensive reading programs focused on low literate adult immigrants with low (under A1) language skills. The books are designed and illustrated by university students who have to reflect on the language and literacy learning process, the situation of the immigrants in Spain and the features of interesting fiction texts. Finally, the copyright free products are uploaded to a web site (wdb.ugr.es/local/sosinski) and printed copies are distributed among adult centers. The goal of the presentation is to explain the basis of an extensive reading program, show how the original English project was adapted to the Spanish context, present the webpage and the printed versions of the materials. � 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. 1837 Title A name given to the resource Cracking Buenas Historias”: Creating Fiction For Low Literate Adult Immigrants in Spain Author Author SOSINSKI, Marcin DEL ARCO, Esteban T. Montoro Abstract A summary of the resource. Key words : Spanish, immigration, extensive reading ABSTRACT Practitioners working with low literate adult immigrants in Spain must deal with the lack of suitable materials. The manuals used in class have two major flaws: they are based on outdated and not significant methods of teaching literacy or they have been designed for native children and, therefore, they are not suitable for non-native adults. In order to change this situation a “Cracking Good Stories” project was launched in Newcastle University by Martha Young-Scholten and afterwards it was joined by Granada University in 2010 where it received the name of “Cracking Buenas Historias”. Both projects aim to create fiction texts for extensive reading programs focused on low literate adult immigrants with low (under A1) language skills. The books are designed and illustrated by university students who have to reflect on the language and literacy learning process, the situation of the immigrants in Spain and the features of interesting fiction texts. Finally, the copyright free products are uploaded to a web site (wdb.ugr.es/local/sosinski) and printed copies are distributed among adult centers. The goal of the presentation is to explain the basis of an extensive reading program, show how the original English project was adapted to the Spanish context, present the webpage and the printed versions of the materials. 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/7b9eb2bacff35056de477f31751b24c0.docx 1bd959fbb7402b792c34e86aa3c40d6b https://omeka.ibu.edu.ba/files/original/0d85edf1157b0cf1c6b0bd542a1d13fb.pdf 8d2ff148d1f852ac08af19fcd273bb59 PDF Text Text FATİH SULTAN MEHMET’İN DİVANİNDA GÖNÜL Ayşegül SÖZTUT Fatih Üniversitesi, Sosyal Bilimler Enstitüsü, Eski Türk Edebiyatı Anabilim Dalı, İstanbul / Türkiye Anahtar Kelimeler: Gönül, Dil, Ask. ÖZET Gönül edebiyatımızın varoluşundan beri ele alınan en önemli konulardan biridir. Özellikle klasik edebiyatımız açısından çok önemli bir mazmundur. Gönül Arapça; kalp, hatır farsça; dil, derûn Türkçe’ de ise yürek kelimesi anlamına gelir. Edebiyatımızda gönül birçok teşbih ve mecaza konu olmuştur. Bazen sevgilinin evi, ibadethanesi hükmünde olur. Bazense aşk ateşinde harap olmuş bir viranedir. Bazen padişahın bir ülkesi, tacı, tahtı bazense hiç değer vermediği bir mefhumdur. Gönül bazen sevgilinin aynası bazense aşkın ateşiyle eriyen bir mumdur. Bu teşbihlerin benzetmelerin edebiyatımızda sonu yoktur. Bilhassa divan edebiyatımız açısından gönül mefhumu çok önemlidir. Bu mefhuma değinmemiş bir şairimiz yoktur. İnsan bu önemli mazmunu anlatmadan hislerini duygularını nasıl anlatabilir ki. Özellikle divan şiiri dünyasında gönül birçok farklı yönleriyle ele alınmıştır. 15. Yüzyıl edebiyatımızda gönül mefhumunu en güzel işleyen şairlerimizden biriside Fatih Sultan Mehmet’tir. Bu bildirimizde Fatih Sultan Mehmet’in kısaca hayatından bahsedilmiş ve divanında gönül mefhumunu nasıl işlediği ele alınmıştır. Klasik Edebiyatımızda ‘Avnî’ mahlasıyla tanınan Sultanımızın devlet yönetiminde çok güçlü olduğu gibi divanı da oldukça başarılı ve güçlüdür. � 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. 1949 Title A name given to the resource FATİH SULTAN MEHMET’İN DİVANİNDA GÖNÜL Author Author SOZTUT, Aysegul Abstract A summary of the resource. Anahtar Kelimeler: Gönül, Dil, Ask. ÖZET Gönül edebiyatımızın varoluşundan beri ele alınan en önemli konulardan biridir. Özellikle klasik edebiyatımız açısından çok önemli bir mazmundur. Gönül Arapça; kalp, hatır farsça; dil, derûn Türkçe’ de ise yürek kelimesi anlamına gelir. Edebiyatımızda gönül birçok teşbih ve mecaza konu olmuştur. Bazen sevgilinin evi, ibadethanesi hükmünde olur. Bazense aşk ateşinde harap olmuş bir viranedir. Bazen padişahın bir ülkesi, tacı, tahtı bazense hiç değer vermediği bir mefhumdur. Gönül bazen sevgilinin aynası bazense aşkın ateşiyle eriyen bir mumdur. Bu teşbihlerin benzetmelerin edebiyatımızda sonu yoktur. Bilhassa divan edebiyatımız açısından gönül mefhumu çok önemlidir. Bu mefhuma değinmemiş bir şairimiz yoktur. İnsan bu önemli mazmunu anlatmadan hislerini duygularını nasıl anlatabilir ki. Özellikle divan şiiri dünyasında gönül birçok farklı yönleriyle ele alınmıştır. 15. Yüzyıl edebiyatımızda gönül mefhumunu en güzel işleyen şairlerimizden biriside Fatih Sultan Mehmet’tir. Bu bildirimizde Fatih Sultan Mehmet’in kısaca hayatından bahsedilmiş ve divanında gönül mefhumunu nasıl işlediği ele alınmıştır. Klasik Edebiyatımızda ‘Avnî’ mahlasıyla tanınan Sultanımızın devlet yönetiminde çok güçlü olduğu gibi divanı da oldukça başarılı ve güçlüdür. 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/83e161c7096116db39634249d16b2c80.docx 401a2ba52b3ba401ef2cb56ad1cd049f https://omeka.ibu.edu.ba/files/original/b9aaf2a68c58cb253b50cfe445cb54be.pdf 035d96cb0844bb75afcf068f7af95408 PDF Text Text Learning Style Preferences and Language Learning Strategies - An Input to Course Design Irena Meštrović Štajduhar University of Rijeka/ Rijeka, Croatia Key words: learning styles, language learning strategies, course design ABSTRACT This study aims to examine the learning style preferences and language learning strategy use of the 1st year undergraduate students of English language and literature at a Croatian university. A total of 41 students attending the same core English language course were asked to complete the Style Analysis Survey (SAS), a questionnaire which was used to identify the following aspects of learning styles: how they use their physical senses to study or work, how they deal with other people, how they handle possibilities, how they approach tasks and how they deal with ideas. In addition, the participants completed Strategy Inventory for Language Learning (SILL), which was used to determine the extent to which the following strategies are used: memory, cognitive, compensatory, metacognitive, affective and social. The data was obtained at the end of the 1st semester course and will be used as input for the 2nd semester course, which directly builds on the previous one. In order to provide opportunities for all students to achieve success and fulfill their potential, course activities will be centered on the students’ learning styles. The findings regarding learning strategies will be the basis for implementing Styles- and strategies-based instruction (Cohen, 2002), which is intended to help the students complement their current strategy repertoire with language learning strategies that match their styles � 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. 1880 Title A name given to the resource Learning Style Preferences and Language Learning Strategies - An Input to Course Design Author Author STAJDUHAR, Irena Meštrović Abstract A summary of the resource. Key words: learning styles, language learning strategies, course design ABSTRACT This study aims to examine the learning style preferences and language learning strategy use of the 1st year undergraduate students of English language and literature at a Croatian university. A total of 41 students attending the same core English language course were asked to complete the Style Analysis Survey (SAS), a questionnaire which was used to identify the following aspects of learning styles: how they use their physical senses to study or work, how they deal with other people, how they handle possibilities, how they approach tasks and how they deal with ideas. In addition, the participants completed Strategy Inventory for Language Learning (SILL), which was used to determine the extent to which the following strategies are used: memory, cognitive, compensatory, metacognitive, affective and social. The data was obtained at the end of the 1st semester course and will be used as input for the 2nd semester course, which directly builds on the previous one. In order to provide opportunities for all students to achieve success and fulfill their potential, course activities will be centered on the students’ learning styles. The findings regarding learning strategies will be the basis for implementing Styles- and strategies-based instruction (Cohen, 2002), which is intended to help the students complement their current strategy repertoire with language learning strategies that match their styles 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/b83c0e8137dd2913ced8ee535689ba65.docx e2d5e6126d9723238778ce1779b8cdc9 https://omeka.ibu.edu.ba/files/original/adcfc65ce2f88c8d5f59676d9f1d44d2.pdf b751d3e6cfe14d3c934868089433fd0a PDF Text Text Desuggestopedia – Mozart vs. Britten Radmila Paunovic-Stajn State University of Novi Pazar / Novi Pazar, Serbia Key words: desuggestopedia, first and second concert, music, non-native teacher, acquisition, activation of subconscious potentials ABSTRACT Should a humanistic approach to teaching be adopted, Suggestopedia as a method has to be taken into consideration, even more so in teaching foreign language when numerous motivational barriers may prevent learners from acquisition. Created by Georgi Lozanov and supported by Stevick the method was renamed Desuggestopedia, which means that it involves unloading the memory banks, or reserves of unwanted or blocking memories. This is achieved by creating classroom/environmental setting, relaxed atmosphere and especially stimulating students’ mental reserves through integration of fine arts. The effect of music on mental processes has long been recognized. In music therapy, it helps to facilitate the establishment and maintenance of personal relations, bring about increased self-esteem, energize and bring order using the unique potential of rhythm. This last function of music is especially emphasized in this method. According to promoters of Desuggestopedia, classical music is widely used in the presentation of linguistic material. Most often, the employed pieces are by Mozart, sometimes Beethoven or other famous Western European composers. This paper deals with the choice of music that might be used, suggesting that the priority should be given to authentic composers. This approach to the selection of music material would also fit into the target culture that is being studied. The problem of ‘first concert’ and ‘second concert’ techniques when performed by a non-native teacher is especially discussed. In the context of BBC English (RP), these techniques may result in incorrect interpretation and comprehension of intonation - a significant feature of spoken language. Bearing in mind the fact that the selection of music material requires the establishment of criteria for selection, the teacher should be aware of the semantics of music and its effect on limbic system which might help the students’ acquisition and activation of subconscious potentials. � 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. 1914 Title A name given to the resource Desuggestopedia – Mozart vs. Britten Author Author STAJN, Radmila Paunovic Abstract A summary of the resource. Key words: desuggestopedia, first and second concert, music, non-native teacher, acquisition, activation of subconscious potentials ABSTRACT Should a humanistic approach to teaching be adopted, Suggestopedia as a method has to be taken into consideration, even more so in teaching foreign language when numerous motivational barriers may prevent learners from acquisition. Created by Georgi Lozanov and supported by Stevick the method was renamed Desuggestopedia, which means that it involves unloading the memory banks, or reserves of unwanted or blocking memories. This is achieved by creating classroom/environmental setting, relaxed atmosphere and especially stimulating students’ mental reserves through integration of fine arts. The effect of music on mental processes has long been recognized. In music therapy, it helps to facilitate the establishment and maintenance of personal relations, bring about increased self-esteem, energize and bring order using the unique potential of rhythm. This last function of music is especially emphasized in this method. According to promoters of Desuggestopedia, classical music is widely used in the presentation of linguistic material. Most often, the employed pieces are by Mozart, sometimes Beethoven or other famous Western European composers. This paper deals with the choice of music that might be used, suggesting that the priority should be given to authentic composers. This approach to the selection of music material would also fit into the target culture that is being studied. The problem of ‘first concert’ and ‘second concert’ techniques when performed by a non-native teacher is especially discussed. In the context of BBC English (RP), these techniques may result in incorrect interpretation and comprehension of intonation - a significant feature of spoken language. Bearing in mind the fact that the selection of music material requires the establishment of criteria for selection, the teacher should be aware of the semantics of music and its effect on limbic system which might help the students’ acquisition and activation of subconscious potentials. 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/f9f83657e20fc54e172acfdc234a691c.docx a2c8c3abc77e0dd38dc34c85a85ec2ec https://omeka.ibu.edu.ba/files/original/d77096ef776608752bac51a638c30e61.pdf 198a13c48476ecfba007e00a17e7fab6 PDF Text Text Language in Culture and Culture in Language Vojkan Stojičić & Vesna Krajišnik University of Belgrade/ Belgrade, Serbia Key words: Serbian as foreign language, glottodidactic means, foreign language teaching methods, cultural contents ABSTRACT Until recently in linguistics and methodology it has been recommended that learning a foreign language means acquiring its grammatical and lexical system, which has been a basis for writing textbooks for foreign language learning, where they are more reminiscent of a grammatical summary of a language, and the lexis was used solely as a tool for grammar explanations. This principle has been almost completely changed with the notion that language is a means to express the cultural contents of a country and the people, and language learning includes the acquisition of the cultural values of the people whose language is being learned. This paper will highlight the cultural values that foreign students, from various ethnic and linguistic backgrounds, adopt in the Serbian language learning. Their choice depends on the content that is scheduled for acquiring by the programme, the personal preferences of the students, and the students’ personal affinity, their needs and interests. � 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. 1972 Title A name given to the resource Language in Culture and Culture in Language Author Author STOJICIC, Vojkan KRAJISNIK, Vesna Abstract A summary of the resource. Key words: Serbian as foreign language, glottodidactic means, foreign language teaching methods, cultural contents ABSTRACT Until recently in linguistics and methodology it has been recommended that learning a foreign language means acquiring its grammatical and lexical system, which has been a basis for writing textbooks for foreign language learning, where they are more reminiscent of a grammatical summary of a language, and the lexis was used solely as a tool for grammar explanations. This principle has been almost completely changed with the notion that language is a means to express the cultural contents of a country and the people, and language learning includes the acquisition of the cultural values of the people whose language is being learned. This paper will highlight the cultural values that foreign students, from various ethnic and linguistic backgrounds, adopt in the Serbian language learning. Their choice depends on the content that is scheduled for acquiring by the programme, the personal preferences of the students, and the students’ personal affinity, their needs and interests. 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/1df6a35e86a0e0b4ab0891428c070b5c.docx 4c81bdbfe18498a26395c03d6ba1e59c https://omeka.ibu.edu.ba/files/original/3dc06f28e7ce450a8f15a9b09dedc403.pdf 30dec62a57df3a105fbca7cf45054b5b PDF Text Text (Self)Evaluation in a New Round of Accreditation of the Lcc Study Program Vojkan Stojičić & Predrag Mutavdžić & Ljiljana Markovic University of Belgrade/ Belgrade, Serbia Key words:selfevaluation, study programme, Faculty of Philology, foreign languages ABSTRACT In many views of distinguished scholars it has been pointed out that student self-evaluation is considered as a crucial condition of learner autonomy. Our paper shares the view of the Council of Europe that there is an urgent need for further updating the traditional approach to language learning. Since compliance to the standards set by the National Council for Higher Education of the Republic of Serbia is being verified by the obligatory accreditation of institutions and study programmes, this paper tries to analyze the first results of five years of teaching in the study of Language, literature, culture of the Faculty of Philology, University of Belgrade. The Faculty of Philology has provided the quality of this study through the ongoing monitoring and verification of objectives set in this programme study, paying particular attention to its structure, workload of students and regular modernization of the content and collecting information about the quality of the system through the (self)evaluation system. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1996 Title A name given to the resource (Self)Evaluation in a New Round of Accreditation of the Lcc Study Program Author Author STOJICIC, Vojkan MUTAVDZIC, Predrag MARKOVIC, Ljiljana Abstract A summary of the resource. Key words:selfevaluation, study programme, Faculty of Philology, foreign languages ABSTRACT In many views of distinguished scholars it has been pointed out that student self-evaluation is considered as a crucial condition of learner autonomy. Our paper shares the view of the Council of Europe that there is an urgent need for further updating the traditional approach to language learning. Since compliance to the standards set by the National Council for Higher Education of the Republic of Serbia is being verified by the obligatory accreditation of institutions and study programmes, this paper tries to analyze the first results of five years of teaching in the study of Language, literature, culture of the Faculty of Philology, University of Belgrade. The Faculty of Philology has provided the quality of this study through the ongoing monitoring and verification of objectives set in this programme study, paying particular attention to its structure, workload of students and regular modernization of the content and collecting information about the quality of the system through the (self)evaluation system. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/e30ae3c0cebdfa4eb68b2bddada4a965.docx 6519640b15515aac745664a0955a8d39 https://omeka.ibu.edu.ba/files/original/0b3881aecd1845b4ab76af9e1b6eee5d.pdf 3f547253613ad030e079f5b223e87947 PDF Text Text The Role of Antonyms in English Language Acquision Ekaterina Strati & Suzana Samarxhi (Gjata) “Aleksander Moisiu” Durres, Albania Key words: antonyms; teaching English; semantic relations; vocabulary ABSTRACT Second language acquisition is an important issue in the academic life of every English as a second language teacher and student. This paper aims to offer an interesting and useful tool in this challenging process. As far as effective tools are concerned, we would like to emphasize the fact that there are various types of instruments used to help and enhance English as a second language acquisition. However, this paper will be entirely focused on the role of antonyms in the process of practical vocabulary acquisition. The expressive semantic value analyzes will also serve as a means of describing this process. There are certain questions which arise in this paper related to antonyms: How can we define antonyms?; Which are the necessary strategies we need to teach our students in the process of English as a second language acquisition?; Which are the difficulties we face in the appropriate use of antonyms in both the written and the verbal speech?; Which are the methods and strategies used in different group-ages? etc. These questions will be answered in this paper through an analytical perspective. � 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. 1771 Title A name given to the resource The Role of Antonyms in English Language Acquision Author Author STRATI, Ekaterina SAMARXHI, Suzana Abstract A summary of the resource. Key words: antonyms; teaching English; semantic relations; vocabulary ABSTRACT Second language acquisition is an important issue in the academic life of every English as a second language teacher and student. This paper aims to offer an interesting and useful tool in this challenging process. As far as effective tools are concerned, we would like to emphasize the fact that there are various types of instruments used to help and enhance English as a second language acquisition. However, this paper will be entirely focused on the role of antonyms in the process of practical vocabulary acquisition. The expressive semantic value analyzes will also serve as a means of describing this process. There are certain questions which arise in this paper related to antonyms: How can we define antonyms?; Which are the necessary strategies we need to teach our students in the process of English as a second language acquisition?; Which are the difficulties we face in the appropriate use of antonyms in both the written and the verbal speech?; Which are the methods and strategies used in different group-ages? etc. These questions will be answered in this paper through an analytical perspective. 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/34af4c669f146ba56a7ee62964507158.docx 9d3d231ec4ae255d24ddd7ba3ea46523 https://omeka.ibu.edu.ba/files/original/9e3a44e35283c104b0adfc5626d99783.pdf 7e00502c2027eda530bf2ca82680ccb1 PDF Text Text The Analysis of Turkish Elements as a Cultural Connection between Bosnia and Turkey in Sevdalinka Songs Mersima Strika & Azamat Akbarov International Burch University/ Sarajevo, Bosnia and Herzegovina Key words: Sevdalinka, Sevdalinka songs, Common elements, Cultural connection. ABSTRACT Since 1463, there has been a cultural connection between Bosnia and Turkey.There is a bridge between Bosnia and Turkey such as culture,civiliation and society.Turkish people have brought their tradition,customs as well as a lot of elements that combine strong relations between those two countries.Sevdalinka is one of the examples that combines both cultures.Even though we have different languages,we have similar elements that make us understand each other.Some of those elements are words found in Sevdalinka songs that have Turkish origins.The common elements of Turkish and Bosnian languages in Sevdalinka songs will be examined in this study. � 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. 1891 Title A name given to the resource The Analysis of Turkish Elements as a Cultural Connection between Bosnia and Turkey in Sevdalinka Songs Author Author STRIKA, Mersima AKBAROV, Azamat Abstract A summary of the resource. Key words: Sevdalinka, Sevdalinka songs, Common elements, Cultural connection. ABSTRACT Since 1463, there has been a cultural connection between Bosnia and Turkey.There is a bridge between Bosnia and Turkey such as culture,civiliation and society.Turkish people have brought their tradition,customs as well as a lot of elements that combine strong relations between those two countries.Sevdalinka is one of the examples that combines both cultures.Even though we have different languages,we have similar elements that make us understand each other.Some of those elements are words found in Sevdalinka songs that have Turkish origins.The common elements of Turkish and Bosnian languages in Sevdalinka songs will be examined in this study. 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/c5abe339f80c03e3c66ac29428e6cca7.docx f55b89f4a4ce9ff095ebf98c064bf196 https://omeka.ibu.edu.ba/files/original/2eb2af359acd77de0b661546f3ac80d3.pdf ef0c07005d5305569b8e5f1085034ad7 PDF Text Text Is Bodily Experience Shared by Different Cultures? Universality of Metaphors and Metonymies in English and Bosnian Language Jasmina Stuhli & Almir Mustafić Tuzla University/Tuzla, Bosnia and Herzegovina Key words: conceptual metaphor, conceptual metonymy, concept, universality, embodiement ABSTRACT With the introduction of the terms conceptual metaphor and metonymy, the scope of cognitive linguistics has been considerably broadened and majority of linguists have set on to investigate the cognitive processes that structure our everyday language and thought. One such part of scientific investigation has been directed towards universality, i.e. the universality of conceptual metaphors and metonymies shared by different languages. Universality of conceptual metaphors and metonymies has been primarily tested on English and some other worldlyknown languages (Chinese, Japanese, German etc.). Never has such analysis been done with the Bosnian language. Analyzing English and Bosnian idioms with the lexical component hand, we shall show that these two distinct cultures share bodily experience, and that majority of conceptual metaphors, as well as conceptual metonymies are the same in both languages. Starting with some theoretical background on conceptual metaphors and metonymies, as well as the notions of embodiment and universality, our paper analyzes idiomatic expressions with the lexical element hand/ruka/šaka and shows the similarities and differences in various abstract concepts that can be referred to through the notion of HAND. Discussing various abstract concepts, we analyze cognitive mechanisms on which these concepts have been formed, and compare their interaction between the two languages. Our analysis shows that universal metaphors exist, and that even if there are differences between the two distant languages, such as English and Bosnian are, they can be found on a specific level of language analysis. � 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. 1822 Title A name given to the resource Is Bodily Experience Shared by Different Cultures? Universality of Metaphors and Metonymies in English and Bosnian Language Author Author STUHLI, Jasmina MUSTAFIC, Almir Abstract A summary of the resource. Key words: conceptual metaphor, conceptual metonymy, concept, universality, embodiement ABSTRACT With the introduction of the terms conceptual metaphor and metonymy, the scope of cognitive linguistics has been considerably broadened and majority of linguists have set on to investigate the cognitive processes that structure our everyday language and thought. One such part of scientific investigation has been directed towards universality, i.e. the universality of conceptual metaphors and metonymies shared by different languages. Universality of conceptual metaphors and metonymies has been primarily tested on English and some other worldly-known languages (Chinese, Japanese, German etc.). Never has such analysis been done with the Bosnian language. Analyzing English and Bosnian idioms with the lexical component hand, we shall show that these two distinct cultures share bodily experience, and that majority of conceptual metaphors, as well as conceptual metonymies are the same in both languages. Starting with some theoretical background on conceptual metaphors and metonymies, as well as the notions of embodiment and universality, our paper analyzes idiomatic expressions with the lexical element hand/ruka/šaka and shows the similarities and differences in various abstract concepts that can be referred to through the notion of HAND. Discussing various abstract concepts, we analyze cognitive mechanisms on which these concepts have been formed, and compare their interaction between the two languages. Our analysis shows that universal metaphors exist, and that even if there are differences between the two distant languages, such as English and Bosnian are, they can be found on a specific level of language analysis. 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/b81fa585fcef8a0a2445546cb418abe3.docx 940e437ccf5175afc570cd99b385cd5f https://omeka.ibu.edu.ba/files/original/7428a5404f180331549090e21ef03ef1.pdf 50579d11decbfc2901acc36790a82438 PDF Text Text Journey as A Domain in Metaphorical Mappings in Eu Political Discourse in English and Bosnian Dženita Suljkanović University of Tuzla/ Tuzla, Bosnia and Herzegovina Key words: conceptual metaphor, metaphorical mappings, political discourse, conventionality of metaphors, metaphorical scenarios ABSTRACT This presentation will try to bring political discourse of EU to a closer inspection on frequency of metaphor usage, in particular the ones with journey as a domain. Since metaphors are considered to be mostly the part of literature, it is a general belief that they are not commonly used in politics or political discourse. Among so many metaphor constructions and conventionalized metaphor phrases, it is quite of an interest to see how often do we hear politicians use metaphors in their speeches. However, since politicians tend to get votes and support from the masses, they do use these oratorical ways of expressing their beliefs and as such they have to use phrases familiar to people. Exploring political speeches, online magazines and political journals, a substantial corpus of metaphors is collected and thus used to demonstrate the frequency of this part of speech in both English and Bosnian. Moreover, metaphors of journey of both languages fall under two categories, which are the following: vehicle specific and general walking journey scenario, which is thus proven that metaphors are conventionalized and used in everyday language. Through analysis of these findings, it is shown that general walking journey scenarios are much more standardized in language and it is not even considered to be unusual to find a metaphor in politics. On the other hand, vehicle specific journey metaphors have still a long way to go. Finally, the analysis of metaphors of journey will be thoroughly presented in this paper in order to demonstrate conventionality of metaphors in political discourse of EU in English and Bosnian. � 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. 1758 Title A name given to the resource Journey as A Domain in Metaphorical Mappings in Eu Author Author SULJKANOVIC, Dženita Abstract A summary of the resource. Key words: conceptual metaphor, metaphorical mappings, political discourse, conventionality of metaphors, metaphorical scenarios ABSTRACT This presentation will try to bring political discourse of EU to a closer inspection on frequency of metaphor usage, in particular the ones with journey as a domain. Since metaphors are considered to be mostly the part of literature, it is a general belief that they are not commonly used in politics or political discourse. Among so many metaphor constructions and conventionalized metaphor phrases, it is quite of an interest to see how often do we hear politicians use metaphors in their speeches. However, since politicians tend to get votes and support from the masses, they do use these oratorical ways of expressing their beliefs and as such they have to use phrases familiar to people. Exploring political speeches, online magazines and political journals, a substantial corpus of metaphors is collected and thus used to demonstrate the frequency of this part of speech in both English and Bosnian. Moreover, metaphors of journey of both languages fall under two categories, which are the following: vehicle specific and general walking journey scenario, which is thus proven that metaphors are conventionalized and used in everyday language. Through analysis of these findings, it is shown that general walking journey scenarios are much more standardized in language and it is not even considered to be unusual to find a metaphor in politics. On the other hand, vehicle specific journey metaphors have still a long way to go. Finally, the analysis of metaphors of journey will be thoroughly presented in this paper in order to demonstrate conventionality of metaphors in political discourse of EU in English and Bosnian. 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