199 10 3494 https://omeka.ibu.edu.ba/files/original/c1e549a78a8bfd93230f2e14d24bb6f6.doc af20e372d93ffba2526f486f5f0ed38d https://omeka.ibu.edu.ba/files/original/86772e6b2baa5ba719e2e048875837ac.pdf 7068d20f8c0d1c8dd450dba8f4eac7e4 PDF Text Text BOOK OF ABSTRACTS On English Phonetics Ilhana Halilovic International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT The aim of this paper is to give a complete guide to English phonetics for students of English Department and those interested in this field. It is to deal with the definitions of basic terms in phonetics, starting with the definition of Phonetics, Phonology, Lexis, Grammar, Morphology, Syntax, Semantics, Dialectology, Psycholinguistics, Sociolinguistics, Communication and Writing. After defining the basic terminology, we shall proceed with speech mechanism. There are three stages of speech production: the production of speech sounds (lungs, trachea, larynx, vocal folds, and pharynx), the transmission of the sounds and the reception of the sounds. The next, we are to discuss is Description and Classification of Speech Sounds, where two types of speech sounds can be distinguished: consonants and vowels. We shall give a full description of English vowels and diphthongs, presented on the Cardinal Vowel scale. Each definition shall be supported by plenty of examples. | 31 � 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. 1432 Title A name given to the resource On English Phonetics Author Author HALILOVIC, Ilhana Abstract A summary of the resource. The aim of this paper is to give a complete guide to English phonetics for students of English Department and those interested in this field. It is to deal with the definitions of basic terms in phonetics, starting with the definition of Phonetics, Phonology, Lexis, Grammar, Morphology, Syntax, Semantics, Dialectology, Psycholinguistics, Sociolinguistics, Communication and Writing. After defining the basic terminology, we shall proceed with speech mechanism. There are three stages of speech production: the production of speech sounds (lungs, trachea, larynx, vocal folds, and pharynx), the transmission of the sounds and the reception of the sounds. The next, we are to discuss is Description and Classification of Speech Sounds, where two types of speech sounds can be distinguished: consonants and vowels. We shall give a full description of English vowels and diphthongs, presented on the Cardinal Vowel scale. Each definition shall be supported by plenty of examples. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed PN Literature (General),PR English literature https://omeka.ibu.edu.ba/files/original/2a2f01de7dc8b0e1ef82f4163fc38344.pdf f0582692656eee6ad3f3b13e690b3ae8 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo On Extinct Suffixes: -arium GEORGETA RAŢĂ BUASVM, TimiĢoara, România georgeta_rata@yahoo.com Abstract: There are two English nominal suffixes sharing the same meaning ―a place or device containing or associated with [something]‖: -arium and -ary (for the latter, the English language dictionaries mention only the meaning ―one that relates to or is connected with [something]‖). These two suffixes have produced, directly or indirectly, a considerable number of derivatives designating more or less ‗a place‘ (35), ‗a device‘ (33), or other realities (15). Diachronically, the suffix -arium produced most indirect derivatives in the 13 th c. and almost stopped producing any in the 20th c., the suffix -ary reached a peak in the 16th c. and stopped producing any in the 20th c., while Latin nouns in -arium were borrowed in considerable amounts in the 19th c. and almost stopped being borrowed in the 20 th c. The suffix -arium can, therefore, be considered extinct from the point of view of its productivity. For students in nature-related fields almost all the nouns in -arium and -ary are indicative of places and devices of interest for these fields. Keywords: Nominal suffix, derivation, derivative INTRODUCTION The suffix -arium (< L neuter of -ārius ‗-ary‘) is a noun suffix indicating ―a place or device containing or associated with‖ [AHDEL]. The suffix -ary is both a nominal suffix meaning ‗one that relates to or is connected with‘ and an adjectival suffix meaning ‗of or relating to‘ [Middle English -arie, from Old French, from Latin -ārius, adj. and n. suff.] [AHDEL] According to etymological dictionaries, the suffix -ary (in most cases < L -ārius, -ārium ‗connected with, pertaining to, the man engaged in‘) appears in words borrowed from Latin in Middle English. In later borrowings from Latin to French, it became -aire and passed into ME as -arie, subsequently -ary [OED]. 2. MATERIALS AND METHODS The corpus of derivatives in both -arium and -ary was made up using English language dictionaries and literature, as shown in References. Then, the derivatives were grouped as nouns in -arium and nouns in -ary derived directly and indirectly from Latin words in -arium and in each of the two groups we identified the nouns designating places, devices, and other cases. We have also compared chronologically the production of derivatives in -arium and -ary and analysed the productivity of the nouns in -arium and -ary to show how well these derivatives have turned Romanian nouns. 3. RESULTS 3.1. NOUNS IN -ARIUM There are 17 nouns in -arium in our inventory designating either a place or a device containing or associated with something: - place (14): aquarium ‗a place for the public exhibition of live aquatic animals and plants‘ [L aquārium ‗source of water‘ < neuter of aquārius ‗of water‘ < aqua ‗water‘] (1840-1850), cinerarium ‗a place for keeping the ashes of a cremated body‘ [L cinerārium < neuter of cinerārius ‗of ashes‘ < cinis, ciner- ‗ashes‘] (1875-1880), columbarium ‗a vault with niches for urns containing ashes of the dead, one of the niches in such a vault; a dovecote, a pigeonhole in a dovecote‘ [L columbārium ‗sepulchre for urns, dovecote‘ < columba ‗dove‘] (1840-1850), fumatorium ‗an airtight fumigation chamber in which chemical vapors are used to destroy insects and fungi on plants‘ [NL < L fūmāre ‗to smoke‘ < fūmus ‗smoke‘], herbarium ‗a place or an institution where a collection of dried plants mounted, labeled, and systematically arranged for use in scientific study is kept‘ [LL herbārium < L herbārius ‗one skilled in herbs‘ < 496 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo L herba ‗herb, vegetation‘] (1770-1780), leprosarium ‗a hospital for the treatment of leprosy‘ [ML leprosārium < LL leprosus ‗leprous‘] (1840-1850), oceanarium ‗a large aquarium for the study or display of marine life‘ [OCEAN + -ARIUM, modeled on aquarium] (1935-1940), planetarium ‗a building or room containing a planetarium, with seats for an audience‘ [NL < neuter of L planētārius] (1765-1775), sacrarium ‗the sanctuary or sacristy of a church; piscina‘ [ML sacrārium < L shrine < sacer, sacr- ‗sacred‘] (1700-1710), sanitarium ‗a resort for improvement or maintenance of health, especially for convalescents‘ [NL < L sānitās ‗health‘] (18501855), solarium ‗a room, gallery, or glassed-in porch exposed to the sun‘ [L solārium ‗terrace, flat housetop‘ < sol ‗sun‘] (1815-1825), termitarium ‗a nest built by a colony of termites; termitary‘ [NL termit (ēs), pl. Of termes TERMITE + -ARIUM] (1860-1865), terrarium ‗a small enclosure or closed container in which selected living plants and sometimes small land animals, such as turtles and lizards, are kept and observed‘ [NL < L terra ‗earth‘; TERRENE + -ARIUM] (1885-1890), and vivarium ‗a place, especially an indoor enclosure, for keeping and raising living animals and plants under natural conditions for observation or research‘ [L vīvārium < neuter of vīvārius ‗of living creatures‘ < vīvus ‗alive‘] (1590-1600). - device (4): aquarium ‗a tank, bowl, or other water-filled enclosure in which living fish or other aquatic animals and plants are kept‘ [L aquārium ‗source of water‘ < neuter of aquārius ‗of water‘ < aqua ‗water‘] (1840-1850), planetarium ‗an apparatus or a model representing the solar system; an optical device for projecting images of celestial bodies and other astronomical phenomena onto the inner surface of a hemispherical dome‘ [NL < neuter of L planētārius] (1765-1775), solarium ‗a room, gallery, or glassed-in porch exposed to the sun‘ [L solārium ‗terrace, flat housetop‘ < sol ‗sun‘] (1815-1825), and termitarium ‗a nest built by a colony of termites; termitary‘ [NL termit (ēs), pl. Of termes TERMITE + -ARIUM] (1860-1865). - other meanings (3): honorarium ‗a payment given to a professional person for services for which fees are not legally or traditionally required‘ [L honorārium < neuter of honorārius ‗honorary‘ < honor, honor‗honor‘] (1650-1660), polyzoarium ‗a bryozoan colony or its supporting skeletal structure‘ [NL Polyzoa phylum name; POLYZOAN + -ARIUM] (1875-1880), and septarium ‗an irregular polygonal system of calcite-filled cracks occurring in certain rock concretions‘ [L saeptum ‗partition‘; SEPTUM + -ARIUM] (1775-1785). 3.2. NOUNS IN -ARY The 30 nouns in -ary in our corpus also designate a place or a device containing or associated with something: - place (12): apiary ‗a place where bees and beehives are kept, especially a place where bees are raised for their honey‘ [L apiārium ‗beehive‘ < apis ‗bee‘] (1645-1655), aviary ‗a large enclosure for holding birds in confinement‘ [L aviārium < avis ‗bird‘] (1570-1580), columbary ‗a vault with niches for urns containing ashes of the dead, one of the niches in such a vault; a dovecote, a pigeonhole in a dovecote‘ [L columbārium ‗sepulchre for urns, dovecote‘ < Columba ‗dove‘] (1540-1550), estuary ‗the part of the wide lower course of a river where its current is met by the tides; an arm of the sea that extends inland to meet the mouth of a river‘ [L aestuārium < aestus ‗tide, surge, heat‘] (1530-1540), formicary ‗a nest of ants, an anthill‘ [ML formīcārium < L formīca ‗ant‘] (1810-1820), granary ‗a building for storing threshed grain; a region yielding much grain‘ [L grānārium < grānum ‗grain‘] (1560-1570), itinerary ‗a route or proposed route of a journey‘ [ME itinerarie < LL itinerārium ‗account of a journey‘ < neuter of itinerārius ‗of traveling‘ < L iter, itiner- ‗journey‘] (14251475), library ‗a place in which literary and artistic materials, such as books, periodicals, newspapers, pamphlets, prints, records, and tapes, are kept for reading, reference, or lending, a room in a private home for a collection of literary and artistic materials, such as books, periodicals, newspapers, pamphlets, prints, records, and tapes, are kept for reading, reference, or lending, an institution or a foundation maintaining such a collection; a commercial establishment that lends books for a fee;‘ [ME librarie < AN < L librārium ‗bookcase‘ < neuter of librārius ‗of books‘ < liber, libr ‗book‘] (1300-1350), piscary ‗a fishery‘ [ML piscārium < L piscis ‗fish‘ + L ārium ‗-arium‘] (1425-1475), sanctuary ‗a sacred place, such as a church, temple, or mosque; the holiest part of a sacred place, as the part of a Christian church around the altar; a sacred place, such as a church, in which fugitives formerly were immune to arrest; a place of refuge or asylum; a reserved area in which birds and other animals, especially wild animals, are protected from hunting or molestation‘ [ME < OF sainctuarie < LL sānctuārium < L sānctus ‗sacred‘] (1300-1350), seminary ‗a school, especially a theological school for the training of priests, ministers, or rabbis, a school of higher education, especially a private school for girls; a place or environment in which something is developed or nurtured‘ [ME seed plot < L sēminārium < sēminārius ‗of seed‘ < sēmen, sēmin ‗seed‘] (1400-1450), and vestiary ‗a dressing room, cloakroom, or vestry‘ [L vestiārius < vestis ‗garment‘; ME vestiarie < OF < ML vestiārium < L wardrobe < neuter of vestiārius ‗of clothes‘] (16151625). 497 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo - device (19): bestiary ‗a medieval collection of stories providing physical and allegorical descriptions of real or imaginary animals along with an interpretation of the moral significance each animal was thought to embody; a modern version of such a collection‘ [ML bēstiārium < L bēstia ‗beast‘] (1615-1625), breviary ‗Ecclesiastical.a book containing the hymns, offices, and prayers for the canonical hours‘ [ME breviarie < OF breviaire < ML breviārium < L ‗summary‘ < brevis ‗short‘] (1540-1550), c(h)artulary ‗a collection of deeds or charters, especially a register of titles to all the property of an estate or a monastery‘ [ME cartularie ‗collection of documents‘ < ML cartulārium < L cartula, chartula ‗document‘] (1565-1575), corollary ‗a proposition that follows with little or no proof required from one already proven; a deduction or an inference; a natural consequence or effect, a result‘ [ME corolarie < L corollārium ‗money paid for a garland, gratuity‘ < corolla ‗small garland‘] (1325-1375), diary ‗a daily record, especially a personal record of events, experiences, and observations, a journal; a book for use in keeping a personal record, as of experiences‘ [L diārium ‗daily allowance, daily journal‘ < diēs ‗day‘] (1575-1585), dictionary ‗a reference book containing an alphabetical list of words, with information given for each word, usually including meaning, pronunciation, and etymology; a book listing the words of a language with translations into another language; a book listing words or other linguistic items in a particular category or subject with specialized information about them; Computer Science a list of words stored in machine-readable form for reference as by spelling-checking software; an electronic spelling checker‘ [ML dictionārium < L dictio, diction- ‗diction‘] (1520-1530), glossary ‗a list of difficult or specialized words with their definitions, often placed at the back of a book‘ [ME glosarie < L glossārium < glossa ‗foreign word‘] (1350-1400), itinerary ‗an account or a record of a journey; a guidebook for travelers‘ [ME itinerarie < LL itinerārium ‗account of a journey‘ < neuter of itinerārius ‗of traveling‘ < L iter, itiner‗journey‘] (1425-1475), lectionary ‗a book or list of lections to be read at church services during the year‘ [ML lēctionārium < L lēctio, lēction- ‗a reading‘] (1770-1780), library ‗a collection of literary and artistic materials, such as books, periodicals, newspapers, pamphlets, prints, records, and tapes, are kept for reading, reference, or lending, especially when systematically arranged; a series or set of books issued by a publisher; a collection of recorded data or tapes arranged for ease of use; Computer Science. a collection of standard programs, routines, or subroutines, often related to a specific application, that are available for general use‘ [ME librarie < AN < L librārium ‗bookcase‘ < neuter of librārius ‗of books‘ < liber, libr ‗book‘] (1300-1350), nectary ‗a glandlike organ, located outside or within a flower, that secretes nectar‘ [NL nectārium < NECTAR] (1590-1600), ossuary ‗a container or receptacle, such as an urn or a vault, for holding the bones of the dead‘ [LL ossuārium < neuter of L ossuārius ‗of bones‘ < os, oss-‗bone‘] (1650-1660), ovary ‗the usually paired female or hermaphroditic reproductive organ that produces ova and, in vertebrates, estrogen and progesterone; Botany. the ovule-bearing lower part of a pistil that ripens into a fruit‘ [NL ovārium < L ovum ‗egg‘] (1650-1660), pessary ‗any of various devices worn in the vagina to support or correct the position of the uterus or rectum; a contraceptive diaphragm; a medicated vaginal suppository‘ [ME pessarie < LL pessārium < pessus, pessum < Gk pesos ‗oval-shaped stone, pessary‘] (1350-1400), rosary ‗Roman Catholic Church. a form of devotion to the Virgin Mary, chiefly consisting of three sets of five decades each of the Hail Mary, each decade preceded by the Lord‘s Prayer and ending with a doxology; one of these sets of decades; a string of beads of 5 or 15 decades on which these prayers are counted; similar beads used by other religious groups‘ [ME rose garden < ML rosārium ‗rose garden, rosary‘ < L rose garden < neuter of rosārius ‗of roses‘ < rosa ‗rose‘] (1400-1450), sanctuary ‗immunity to arrest afforded by a sanctuary‘ [ME < OF sainctuarie < LL sānctuārium < L sānctus ‗sacred‘] (1300-1350), spermary ‗an organ or a gland in which male gametes are formed, especially in invertebrate animals‘ [NL spermārium < LL sperma, semen] (1860-1865), syllabary ‗a list of syllables; a list or set of written characters for a language, each character representing a syllable‘ [NL syllabārium < L syllaba ‗syllable‘] (1580-1590), and vocabulary ‗all the words of a language; the sum of words used by, understood by, or at the command of a particular person or group; a list of words and often phrases, usually arranged alphabetically and defined or translated, a lexicon or glossary; a supply of expressive means, a repertoire of communication‘ [F vocabulaire < OF < ML vocābulārium < neuter of vocābulārius ‗of words‘ < L vocābulum ‗name‘] (1525-1535). - other meanings (2): electuary ‗a drug mixed with sugar and water or honey into a pasty mass suitable for oral administration‘ [ME electuarie < LL ēlēctuārium probably alteration of Gk ekleikton < ekleikhein ‗to lick up‘] (1350-1400) and salary ‗fixed compensation for services, paid to a person on a regular basis‘ [ME salarie < AN < L salārium ‗money given to Roman soldiers to buy salt‘ < neuter of salārius ‗pertaining to salt‘ < sāl ‗salt‘] (1350-1400). 3.3. OTHER CASES The 28 nouns ending in other suffixes but -arium or -ary but that originate in the L -arium also designate ‗a place‘ or ‗a device containing or associated with something‘: - place (9): ambry ‗Chiefly British. a pantry; a niche near the altar of a church for keeping sacred vessels and vestments‘ [ME almerie ‗place for safekeeping‘ < OF almarie < ML almārium < L armārium ‗closet‘ < arma ‗tools‘] (1200-1250), armoire ‗a large, often ornate cabinet or wardrobe‘ [F armoire < OF 498 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo armoire < L armārium ‗chest‘ < arma ‗tools‘] (1565-1575), cellar ‗a room or enclosed space used for storage, usually beneath the ground or under a building; a basement; an underground shelter, as from storms; a wine cellar‘ [ME celer < OF < LL cellārium ‗pantry‘ < L cella ‗storeroom‘] (1175-1225), foyer ‗a lobby or an anteroom, as of a theater or hotel; an entrance hall, a vestibule‘ [F social center < OF foier ‗fireplace‘ < VL *focārium < LL neuter of focārius ‗of the hearth‘ (unattested sense) < L focus ‗fire‘] (1855-1860), fumarole ‗a hole in a volcanic area from which hot smoke and gases escape‘ [It fumarola < LL fūmāriolum ‗smoke hole‘ diminutive of L fūmārium ‗smoke chamber‘ < fūmus ‗smoke‘] (1805-1815), fumatory ‗an airtight fumigation chamber in which chemical vapors are used to destroy insects and fungi on plants. [< L fūmāre ‗to smoke‘ < fūmus ‗smoke‘], garner ‗a granary‘ [ME < garner, garner ‗granary‘ < OF gernier, grenier < L grānārium] (1125-1275), larder ‗a place, such as a pantry or cellar, where food is stored; a supply of food‘ [ME < AN < ML lārdārium < L lārdum ‗bacon‘] (1275-1325), and rathskeller ‗a restaurant or tavern, usually below street level, that features the serving of beer‘ [ObsG restaurant in the city hall basement: German Rat ‗council, counsel‘ (< MHG rāt < OHG + G Keller ‗cellar‘ < MHG < OHG kellāri < L cellārium)] (1860-1865). - device (10): beaker ‗a wide cylindrical glass vessel with a pouring lip, used as a laboratory container and mixing jar; a large drinking cup with a wide mouth‘ [MD bīker ‗drinking vessel‘ and ME bekir < ML bicārius, bicārium probably < Gk bikos ‗jug‘ possibly of Egyptian origin] (1300-1350), calendar ‗any of various systems of reckoning time in which the beginning, length, and divisions of a year are defined; a table showing the months, weeks, and days in at least one specific year; a schedule of events; an ordered list of matters to be considered: a calendar of court cases; the bills on a legislative calendar; Chiefly British. a catalogue of a university‘ [ME calendar < OF calendier < LL kalendārium < L account book < kalendae ‗calends‘ (from the fact that monthly interest was due on the calends)] (1175-1225), chandelier ‗a branched, decorative lighting fixture that holds a number of bulbs or candles and is suspended from a ceiling‘ [ME chandeler < OF chandelier < VL *candēlārium alteration of L candēlābrum ‗candelabrum‘] (1655-1665), inventory ‗a detailed, itemized list, report, or record of things in one‘s possession, especially a periodic survey of all goods and materials in stock; the process of making such a list, report, or record; the items listed in such a report or record, the quantity of goods and materials on hand, stock; an evaluation or a survey, as of abilities, assets, or resources‘ [ME inventorie < ML inventorium alteration of LL inventārium < L inventus past participle of invenīre ‗to find‘] (1375-1425), mortar ‗a vessel in which substances are crushed or ground with a pestle; a machine in which materials are ground and blended or crushed; a portable, muzzleloading cannon used to fire shells at low velocities, short ranges, and high trajectories; any of several similar devices, such as one that shoots life lines across a stretch of water; any of various bonding materials used in masonry, surfacing, and plastering, especially a plastic mixture of cement or lime, sand, and water that hardens in place and is used to bind together bricks or stones‘ [ME mortar < OE mortere < OF mortier < L mortārium] (before 1000), pannier ‗a large wicker basket; a basket or pack, usually one of a pair, that fastens to the rack of a bicycle and hangs over the side of one of the wheels; a framework of wire, bone, or other material formerly used to expand a woman‘s skirt at the hips; a skirt or an overskirt puffed out at the hips‘ [ME panier < OF < L pānārium ‗breadbasket‘ < pānis ‗bread‘] (12501300), pitcher ‗a container for liquids, usually having a handle and a lip or spout for pouring; Botany. a pitcherlike part, such as the leaf of a pitcher plant‘ [ME picher < OF pichier alteration of bichier < ML bicārium ‗drinking cup‘ probably < Gk bikos ‗jar‘ possibly < Egyptian biķ ‗oil vessel‘] (1250-1300), primer ‗an elementary textbook for teaching children to read; a book that covers the basic elements of a subject‘ [ME < NF < ML prīmārium < neuter of prīmārius ‗first‘ < L < prīmus] (1350-1400), sampler ‗one who is employed to take and appraise samples, as of a food product; a mechanical device that is used to obtain and analyze samples; a decorative piece of cloth embroidered with various designs or mottoes in a variety of stitches, serving as an example of skill at needlework; a representative collection or selection; a variety, an assortment‘ [Partly ME model < AN *essamplur and partly short for ME ensampler < AN ensamplour < LL exemplārium ‗model, copy‘ < L copy] (1250-1300), and tiller ‗Nautical. a lever used to turn a rudder and steer a boat‘ [ME tiler ‗stock of a crossbow‘ < OF telier < ML tēlārium ‗weaver‘s beam‘ < L tēla] (1375-1425) - other cases (10): abecedarian ‗one who teaches or studies the alphabet; one who is just learning; a beginner‘ [ME < ML abecedārium ‗alphabet‘ < LL abecedārius ‗alphabetical‘ < A B C D + -ārius ‗-ary‘] (15951605), calamari ‗squid prepared as food‘ [It pl. of calamaro < LL calamārium ‗pen-case‘ < L calamārius relating to a reed pen < calamus ‗reed pen‘ (perhaps < the ―ink‖ the squid secretes)] (1560s), cellar ‗Slang. the lowest level, especially in the standing of an athletic team‘ [ME celer < OF < LL cellārium ‗pantry‘ < L cella ‗storeroom‘] (1175-1225), danger ‗exposure or vulnerability to harm or risk; a source or an instance of risk or peril; Obsolete. power, especially power to harm‘ [ME daunger ‗power, dominion, peril‘ < OF dangier < VL *dominiārium ‗authority, power‘ < L dominium ‗sovereignty‘ < dominus ‗lord, master‘] (1175-1225), dower ‗the part or interest of a deceased man‘s real estate allotted by law to his widow for her lifetime; money or property brought by a bride to her husband at marriage; a natural endowment or gift; a dowry‘ [ME douere < OF douaire < ML dotārium < L dos, dot- ‗dowry‘] (1250-1300), dowry ‗money or property brought by a bride to her husband at marriage; a sum of money required of a postulant at a convent; a natural endowment or gift, a talent; Archaic. the part or interest of a deceased man‘s real estate allotted by law to his widow for her lifetime‘ [ME 499 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo douerie < AN douarie < ML dotārium, doārium, doāria ‗dower‘] (1250-1300), exemplar ‗one that is worthy of imitation; a model; one that is typical or representative, an example; an ideal that serves as a pattern, an archetype; a copy, as of a book‘ [ME exemplere < LL exemplārium < L exemplum ‗example‘] (1350-1400), lekvar ‗a sweet spread or pastry filling made of prunes or apricots‘ [Hung lekvár ‗jam‘ < Slovak < Czech lektvar ‗electuary‘ < MHG lactuārje, latuērge < OF leituaire < LL ēlēctuārium ‗electuary‘] (1955-1960), quintal ‗a unit of mass in the metric system equal to 100 kilograms‘ [ME a unit of weight < OF < ML quintāle < Arabic qinţār < LGk kentēnarion < LL centēnārium (pondus) ‗hundred(weight)‘ < L centēnārius ‗of a hundred‘] (1425-1275), and seminar ‗a small group of advanced students in a college or graduate school engaged in original research or intensive study under the guidance of a professor who meets regularly with them to discuss their reports and findings; a course of study so pursued; a scheduled meeting of such a group; a meeting for an exchange of ideas, a conference‘ [G < L sēminārium ‗seed plot‘] (1885-1890). 4. DISCUSSION From a chronological point of view, the nouns in our inventory share the periods underlined in Figure 1. 12 10 8 -arium 6 -ary other 4 2 0 1 2 3 4 5 6 7 8 9 10 11 Figure 1. Chronological distribution of nouns in -arium, -ary or other endings inherited or borrowed from Latin or other languages: 1: before 1000; 2: 1000-1099; 3: 1100-1199; 4: 1200-1299; 5: 1300-1399; 6: 1400-1499; 7 :1500-1599; 8: 1600-1699; 9: 1700-1799; 10: 1800-1899; 11: 1900-1999. Nouns in -arium have preserved their Latin plural and the most frequently used have also developed English plurals in -s (Table 1): Table 1. Plural forms of nouns in -arium Noun in -arium aquarium cinerarium columbarium fumatorium herbarium honorarium Plural form Latin plural Aquaria Cineraria columbaria Fumatoria Herbaria Honoraria English plural aquariums fumatoriums herbariums honorariums 500 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo leprosarium oceanarium planetarium polyzoarium sacrarium sanitarium septarium solarium termitarium terrarium vivarium Leprosaria Oceanaria Planetaria Polyzoaria Sacraria Sanitaria Septaria Solaria Termitaria Terraria Vivaria leprosariums oceanariums planetariums sanitariums solariums terrariums vivariums In their turn, English nouns originating in Latin nouns in -arium but that do not preserve any resemblance with the latter, have produced derivatives – mainly adjectival and verbal ones (Table 2). Table 2. Derivatives of English nouns originating in Latin nouns in -arium Noun abecedarian calendar cellar corollary dower estuary glossary inventory itinerary mortar nectary pannier septarium vestiary Noun Glossarist - Adjective abecedarian corollary estuarial glossarial itinerary nectarial panniered septarian vestiary Verb calendar cellar dower inventory mortar - 5. CONCLUSIONS … REFERENCES Online Etymology Dictionary. Online: http://www.etymonline.com/index.php?l=e. (OED) Soukhanov, A. H. (2008). The American Heritage Dictionary of the English Language. Boston: Houghton Mifflin. (AHDEL) 501 � 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. 75 Title A name given to the resource On Extinct Suffixes: -arium Author Author RATA, GEORGETA Abstract A summary of the resource. There are two English nominal suffixes sharing the same meaning ―a place or device containing or associated with [something]‖: -arium and -ary (for the latter, the English language dictionaries mention only the meaning ―one that relates to or is connected with [something]‖). These two suffixes have produced, directly or indirectly, a considerable number of derivatives designating more or less ‗a place‘ (35), ‗a device‘ (33), or other realities (15). Diachronically, the suffix -arium produced most indirect derivatives in the 13th c. and almost stopped producing any in the 20th c., the suffix -ary reached a peak in the 16th c. and stopped producing any in the 20th c., while Latin nouns in -arium were borrowed in considerable amounts in the 19th c. and almost stopped being borrowed in the 20th c. The suffix -arium can, therefore, be considered extinct from the point of view of its productivity. For students in nature-related fields almost all the nouns in -arium and -ary are indicative of places and devices of interest for these fields. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 3551 Title A name given to the resource ON LOAN WORDS IN ENGLISH SPORTS TERMINOLOGY Author Author V. Budincic, Valentina Abstract A summary of the resource. From the aspects of the sport as a global phenomenon and English as the international language in this paper we analyze the role which the English language has in the process of the sports terminology unification on the international scale in the 21st century. The particular attention is given to the crosscultural interactions which cause the language borrowing in this field. The main focus of the analysis is on the influence of foreign languages on English within the field of sports terminology. The aim is to define what languages, when and under which circumstances had the most remarkable influence on English sports vocabulary throughout the history. The analysis showed that the most loan words in the English sports vocabulary are originally from the Far East and that they are adapted to English according to English orthography and pronunciation. Keywords: sports terminology, lingua franca, borrowing, adaptation Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/42e851e04c043bd2d97e7f24d7580818.pdf 1e286016eb0df8aa513298e901d70559 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo On the Acquisition of English Articles with Bosnian L2 Learners of English Adi Maslo Department of English Language and Literature University of Dņemal BijediĤ Mostar, BiH adi.maslo@unmo.ba Abstract: Regarding the discrepancy between the English and the Bosnian language concerning an article system, this paper attempts at clarifying the difficulties for Bosnian L2 learners of English. Based on a similar study and an experimental study with Bosnian learners, this paper illustrates and copes with the very apparent and widely present issue of English articles among Bosnian learners. The principles of Definiteness and Specificity are introduced to contrast the two languages, aiding to a deeper understanding of this conceptual difference between English and Bosnian. The paper first states the current position of the English (definite and indefinite) article in the light of the Bosnian language, and specifies their respective Bosnian equivalents, eventually giving a suggestion to a deeper understanding. Key Words: articles, the, a, English, Bosnian, language, article, system Introduction According to different authors, the English article system is one of the most difficult elements for L2 learners of English. The problem can be found by both English language learners whose L1 language has an article system, and the ones whose L1 language lack such structural element. However, the manifestation of this issue is different. Students of the English language whose L1 language does have an article system, tend to reflect the article system regulations onto the English article system, whereas ESLs whose L1 language lacks an article system cannot find underpinnings in their mother tongue. Among languages such as Japanese, Russian, Finish and Chinese, the Bosnian language is one that lacks a formal element which would stay for the English article. However, the Bosnian language has different means of referring. Be it as it may, for the purposes of a better cross-cultural understanding, such a discrepancy must be kept in mind, being aware that English articles are the most widely spread in any written text or speech in English. Having stated that there is no formal item which would be an equivalent for the English article, the question arises – how to teach Bosnian students to adopt this phenomenon? What does it depend on, if there isn‘t a formal substitute for the English article? What the Bosnian literature offers is merely a division of places where the or a(n) or a zero article appear which is not a solution to the issue, since this issue is more deeply rooted and linked to a conceptual understanding of language. The English articles as perceived in Bosnian The English articles are not to be omitted in Standard English language. They represent a common picture of both spoken and written English. As it is formally known, the English language article system consists of the definite the, the indefinite a(n) and the so-called zero article. The definite article is a demonstrative determiner in its origin, whereas the indefinite article is a number by its origin – both must be kept in mind. The definite article is most often translated with Bosnian demonstratives whereas the indefinite article is most commonly translated (if at all) with numerals (TanoviĤ, 2002: 127). Both cases reflect their respective origin, but this is the case in few contexts where the article is to be understood literally i.e. when the English language refers to it like that. Examples for this are: (1) (2) There is a man waiting for you. (ĥeka te jedan Ħovjek.) This is the woman I told you about. (Ovo je ta ņena o kojoj sam ti govorio.) The meaning of the numeral jedan in (1) is close to that of the English indefinite article (a, an). Unlike English, however, which must use a or an whenever the meaning expressed by the indefinite article is desired, the use of jedan in Bosnian is optional. When a speaker chooses to use it, s/he sometimes has in mind the additional idea a certain (Alexander, 2006: 44). As another substitute for the English indefinite article, however 15 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo not functioning as such, there is the indefinite pronominal adjective neki meaning some/certain. However, these differ in their function, and don‘t stand as the counterpart of English articles but for purposes of the inner structure of Bosnian. The perception of English articles by Bosnian L2 learners is ‗blinded‘ by the lack of their own language i.e. language learners simply skip these ‗little words‘ in front of the noun(s). One reason for this could be the fact that these ‗little words‘ have no semantic meaning in Bosnian and they cannot occur as the head of a (Bosnian) phrase. Were it only for the ‗size of the word‘ prepositions wouldn‘t be recognized either, and were it only for the semantic meaning, prepositions, again, at time have no formal equivalent in the Bosnian language, but that doesn‘t make them disappear in a Bosnian learner‘s usage. However, the conceptual basis of referring in the respective languages tends to be the issue number one. Referring in English and in Bosnian The English article system is simple in its form, not, however, in its use. Articles are used as follows: the definite article is used for referents which are either an apparent element of the context in which the speech act is taking place or they are previously used (Jeffries, 2006). The criterion for the usage of either the definite or indefinite article can briefly be described as such: the definite nominal phrase (NP) has a referent which the speaker holds as an undoubtedly clear element (familiar) to the hearer, whereas the indefinite NP has a referent for which the speaker doesn‘t assume to be clear (familiar) to the hearer (Chesterman, 1991). According to the above quotes, we can see that the distinction is made on the principle of common knowledge of the speaker/hearer. The speaker and the hearer need to know what the other is referring to i.e. the speaker needs to linguistically isolate an entity from the non-linguistic reality to make the hearer understand which referent is being referred to. This can be explained with an example given by TrenkiĤ1 (2009). She makes us imagine a situation where both the speaker and the hearer are standing in a kitchen, both having this image (Figure 1) in front of them. The speaker wants the hearer to hand him the black mug. An English speaker would express his/her wish with: (3) Pass me the black mug, please. The NP is marked for definiteness by the usage of the definite article the. The definite article signals that the referent is uniquely identifiable, that it exists and is unique in one of the pragmatically delimited domains mutually manifest to speaker and hearer on-line – in this case the visually present objects in the immediate situation (Hawkins, 1991). Figure 1 Speakers of the Bosnian language wouldn‘t have the choice to use a definite article, but they could express their request with: (4) Dodaj mi crnu šolju, molim te. 1 TrenkiĤ's research was conducted with Serbian L2 learners of English, but the two languages (Bosnian and Serbian) don't differ in this matter 16 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo [Pass me black mug, please.] The NP isn‘t marked for definiteness; however, reference is successfully remained. The referent exists (there is a black mug in front of them) and is unique (there is only one black mug) in one of the pragmatically delimited domains (TrenkiĤ, 2009). The context is definite even though not marked as such. The speaker would have every reason to expect his reference to be unambiguous and successful; the outcome of reference resolution in (4) should be identical to that in (3). This example illustrates how definiteness is perceived differently; the context, and therefore the non-usage of articles, for Bosnian speakers would be even more justified for the entity referred to is visible i.e. the context is obvious. The Bosnian sentence, and language in general, are case marked, and the accusative case of the above Bosnian sentence does perform a deictic function. If an English speaker wanted to receive one of the white mugs, s/he would say: (5) Pass me a white mug, please. whereas the Bosnian speaker would express the request with: (6) Dodaj mi bijelu šolju, molim te. [Pass me white mug, please.] The NP in (5) is marked as indefinite by means of the indefinite a. The indefinite article signalizes that the criterion for uniqueness isn‘t fulfilled, for there is more than one referent which could be referred to with white mug. The Bosnian sentence (6) isn‘t marked as indefinite but the context is the same: the speaker is aware that there are more referents which could be referred to with ‗bijela ńolja‘. In both cases, the need for a specific white mug would need more explanation (TrenkiĤ, 2009). However, in (6) the numeral jedan (Dodaj mi jednu bijelu ńolju, molim te.) would be even more appropriate to, in a slightly different way, refer to the entity not being unique. Formally, sentences (4) and (6) don‘t differ, but referring is conducted successfully. On this example we can see that each language has its own means of remaining reference within its structure. In English, it is an article; the Bosnian language doesn‘t offer an equal element, but still doesn‘t lack reference and the successful communication isn‘t threatened. Specific and generic reference When we speak about articles, a major point is the distinction between specific and generic reference (Quirk, Greenbaum, 1973). If we say, (7) A lion and two tigers are sleeping in the cage. The reference is specific, for we have an image of a specific kind from the group tiger. If we, on the other hand, say (8) Tigers are dangerous animals. The reference is generic, for we think of the species tiger, without having one particular animal on mind (Quirk, Greenbaum, 1973). We use generic reference when the linguistic expression needs to indicate a group of things, people or phenomena, whereas the specific reference is used when we want to talk about individual entities (Bilbija, 2001). For the realization of the generic reference we have three forms; one with the definite article, one with the indefinite article, and one without an article (zero articles) in plural form. (9) The tiger is a dangerous animal. (Quirk, 1985) (10) A computer can only do what you program it to do. (Collins Cobuild English Grammar) (11) Girls can be tough. (Biber, 1999) Examples (9), (10), and (11) can represent an individual‘s statement about the non-linguistic reality. Generic reference, being a sub-group of the anaphoric reference, enables us to talk about something that isn‘t present in the same spatial environment as the speaker. This, however, may not be evident to an ordinary L2 Bosnian speaker of English, but his/her mother tongue will ‗force him/her‘ to omit the English article. We could 17 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo easily state here that when talking about things in general i.e. using the generic reference the most secure way is to use the plural noun without an article. Specific reference is somewhat more complex. In its specificity, the referent can be definite and indefinite, which might sound perplexing to a non-native of English. In, (12) A cat was the victim of a cruel attack when she was shot in the neck by a pellet. (Biber, 1999) The nouns cat and pellet are specific (belong to specific reference) in the sense that there is a/some (a specific) cat/pellet, but they are indefinite in terms of us not knowing which cat/pellet in particular, therefore the use of the indefinite article. The same kind of sub-reference is employed with nouns in plural which denote one specific/particular entity but we don‘t know (or it is of no importance) details about it: (13) The House passes laws with a certain honesty of intention behind them. (Bilbija, 2002) Definiteness and Specificity Ionin, Ko and Wexler (2004) tested the acquisition of English articles among two groups of learners, Korean and Russian. Both languages, Korean and Russian, don‘t have a formal equivalent for the English article. They found out that Korean and Russian L2 learners of English fluctuate between English articles according to their Article Choice Parameter – Definiteness and Specificity. Speakers of these two languages tend to use the definite article both in definite and indefinite specific context whereas the indefinite article is used in both indefinite and definite non-specific contexts. Cross-linguistically, articles encode semantic distinctions of Definiteness and Specificity (Ionin, Ko, Wexler 2004). The notion of Definiteness refers to the state of knowledge shared between the speaker and the hearer (or writer and reader). The notion of Specificity refers to knowledge only the speaker (writer) has (Kim, Lakshmann, 2009). Ionin, Ko and Wexler defined Definiteness and Specificity as follows: If a Determiner Phrase (DP) of the form [D NP] is : a. [+definite], then the speaker and hearer presuppose the existence of a unique individual in the set denoted by the NP. b. [+specific], then the speaker intends to refer to a unique individual in the set denoted by the NP and considers this individual to possess some noteworthy property. (Ionin, Ko, Wexler 2004) It is important to note that in the Standard English language, article choice depends on the notion of Definiteness, not Specificity (Kim, Lakshmanan, 2009) i.e. the shared knowledge is the context for the definite article the, whereas a nondefinite context, where there is no shared knowledge, the indefinite article is introduced (a, an, or the indefinite quantifier some). For example, if we A says to B: (14) A: I saw a girl the context is indefinite for the shared knowledge is not given, therefore the indefinite article. However, if in a subsequent sentence, speaker A was to mention the same referent (girl), it should be expressed as: (15) The girl was blond. The concept of the English language understands the second mention (even only a second later) of an entity as falling under the notion of shared knowledge – therefore, the definite article is to be introduced. But not only it is shared knowledge but, hearer B would be able to understand that speaker A still speaks about the same referent (girl). This is a point the Bosnian language doesn‘t reflect. That the notion of Definiteness is perceived differently by speakers whose L1 language doesn‘t have an article system is reflected in the study of TrenkiĤ (2002). Her research on a group of Serbian speakers of an intermediate level showed that article omission was more present in the second and each subsequent mention of a referent which on the first mention had an article. The research of Avery and RadińiĤ (2007) showed the same – on a retelling task, Serbian learners of English tended to omit articles. 18 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo  ―… but in the middle of the wallet there is a lottery ticket… he took the lottery ticket… He took the money and the lottery ticket… he checked the lottery ticket… to give back lottery ticket… the original owner of lottery ticket… he took money and lottery ticket…‖ This example given by Avery and RadińiĤ (2007) shows the perception of the notion of Definiteness by Serbian speakers. The Serbian speaker (and so the Bosnian) perceives that each subsequent mention the referent is (more and more) ‗settled‘ and that it need not more be marked with a definite article. The perception of the two speakers (Bosnian/Serbian and English) is rather swapped – whereas the English language in each mention of a referent needs an article, the Bosnian language, even without an article equivalent, perceives a referent ‗settled‘ and doesn‘t need to define it further. A referent becomes more established with every mention, and the more established a referent is in a discourse model, the more likely the article is to be omitted (Ņegarac 2004). Besides the dropping articles in subsequent mention Huebner (1983), Jarvis (2002) and TrenkiĤ (2002) observe that articles are more likely to be dropped in a topic than in a non-topic position, just as Robertson (2000) stated that when speakers are referring to objects present in the immediate environment than in other definite contexts. TrenkiĤ (2007) states that the article dropping patterns can be observed even in highly advanced L2 speakers. Previous research on L2 article use suggests that articles tend to be omitted more often when reference is to a more salient than to a less salient referent. This asymmetry has been observed in several guises (TrenkiĤ, 2009). These empirical findings will be tested on Bosnian L2 learners of English in order to find out if they apply to Bosnian learners, too. Research with Bosnian L2 learners of the English language Method Three groups of English language learners will be tested: Intermediate, Upper-Intermediate, and Advanced. The theoretical frame is adopted from Huebner (Table 1) where the use of English articles is determined by the semantic function of the NP in discourse. In the model, English NPs are classified on the basis of referentiality i.e. whether a noun is [+specific], and whether it is assumed as known to the hearer [+definite]. In this model sentences are given in five contexts to determine article use. Environment for the appearance of articles Type 1 – [-specific], [+definite] Environment Articles Examples Generic nouns a, the, 0 0 Fruit flourishes in the valley. The Grenomian is an excitable person. A paper clip comes in handy. ____________________________________________________________________________ Type 2 – [+specific], [+definite] Environment Articles Examples Referential definites the Pass me the pen. previous mention The idea of coming to the US was… specified by entailment I found a book. The book was… specified by definition The first person to walk on the moon… unique in all contexts unique in a given context ____________________________________________________________________________ Type 3 – [+specific], [-definite] Environment Articles Examples Referential indefinites a, 0 Chris approached me carrying a dog. First-mention nouns I keep sending 0 messages to him. ____________________________________________________________________________ Type 4 – [-specific], [-definite] Environment Articles Examples Nonreferential nouns a, 0 Alice is an accountant. Attributive indefinites I guess I should buy a new car. Nonspecific indefinites 0 Foreigners would come up with a better solution. ____________________________________________________________________________ 19 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Type 5 – [-specific], [-definite] Environment Articles Examples Idioms a, the, 0 All of a sudden, he woke up. Other conventional uses In the 1950s, there weren‘t many cars. His family is now living 0 hand to mouth. Table 1 Students will receive 40 sentences (adapted) divided in four groups (tasks). The first ten sentences are translated into the Bosnian language and they need to be translated back into English. This will show how students perceive articles in direct contrast of the two languages. Students aren‘t told they are being tested on articles. In the second group of sentences, students are told to insert a word into sentences where they are needed – students aren‘t told the focus is on articles. However, most of the sentences do need articles, but there are distracting items with banal mistakes also. In the third group of sentences students are told to insert an article into each sentence. Here the point is to contrast the conditions when students are focused on articles, and where they are not. In the last group of sentences, students are told that there are five incorrect sentences and five correct ones. Students need to correct the false ones by adding words (mostly articles, but students aren‘t told so). In the 40 sentences, there are 50 places where articles are needed: Type 1 – 10 entries, Type 2 – 15 entries, Type 3 – 10 entries, Type 4 – 10 entries, Type 5 – 5 entries. Sentences skipped by the students were not considered. Data analysis Table 1 - Mistakes in article usage per article context type It can be observed that the incorrect use of articles with Intermediate and Upper-Intermediate groups is just slightly less in favor of the Upper-Intermediate group. It is only in Article Context Type 5 i.e. idiomatic and conventional usage with articles, that the Upper-Intermediate have the better proficiency. Surprisingly enough, this is the context where the Advanced group is almost at the same level with the Upper-Intermediate i.e. fairly no distinction. However, let us treat the groups in detail. It can be observed that the Intermediate learners have the lowest proficiency in articles, obviously enough. On the translation task there were quite interesting remarks. Out of ten learners none of them recognized the need of an article when a sequence of Type 3 and Type 2 (a referent is firstly mentioned, and in the next sentence referred again) is needed. The ones that did do it correctly relied rather on possessives or pronouns than articles. In general, the sequence of Type 3 and Type 2 are not at a high level. Surprisingly enough, this is a point that is being treated in the Bosnian literature when articles are concerned. However, article proficiency is better in the third task where the learners were told to insert an article. But even here only one out of ten Intermediate learners recognized the Type 3 – Type 2 sequence. It can be observed that compound NPs are considered as one and therefore added (if at all) only an article in front of the first noun, as in the sentence the learners were given: 20 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo (16) Jane bought a ring and a necklace for her mother‘s birthday. Her mother loved the ring but hated the necklace. At this level L2 learners of English don‘t seem to distinguish, or at a very low percentage, the difference between nouns mentioned for the first time and the ones specified by entailment. Another remarkable finding was that Intermediate L2 learners of English have difficulties in distinguishing specific and generic reference. This yields in a result that the latter is being thought of as nonspecific indefinites, whereas they are quite the opposite. The following three sentences were included: (17) (18) (19) Is it true that the owl cannot see well in daylight? The telephone is a very useful invention. We don‘t know who invented the wheel. None of the Intermediate learners could recognize the generic reference here. But a more remarkable error rate was with context Type 2 with specific definites and even unique nouns, some of them yielding in grammatically incorrect sentences like: (20) (21) *French are against war in Iraq. *In 1960s, there were lots of protests against Vietnam War. Upper-Intermediate learners of English don‘t differ too much in regard to Intermediates. Context Type 2 remains an issue. Even at this level learners tend not to make definite, by means of the definite article, NPs in generic reference. Again, context Type 2 where the referents were both specific and definite yielded in ample of mistakes even among Upper-Intermediate ESL learners. This illustrates the different perception of definiteness between the two languages. It is especially with the sequence of Type 3 and 2 where a referent is being firstly mentioned and then referred to again. Here we have the same finding as TrenkiĤ and Ņegarac where we see that ESL learners tend to omit articles in subsequent mentions. An overuse in zero articles can only be stated as such having in mind that Bosnian L2 learners of English don‘t see it as a zero article, but simply reflect their own language in English and omit the article. Advanced learners are weakest in context Type 2, just as the two other groups of learners. Surprisingly enough, advanced learners seem to have a lower proficiency in idiomatic and other conventional uses, in comparison. Again, we have least mistakes in sentence Type 3 and 4 where the indefinite article prevails and this seems to be reoccurring with all three groups. However, advanced learners do show a higher proficiency in general. Discussion Regardless of the level of learners, articles remain an issue for Bosnian L2 learners of English. As we have previously stated, it is a matter of referring in the two languages that makes the difference, and, in the end, yields in mistakes in article usage. On one hand, each group of learners had the majority of mistakes in context Type 2, where referents are specific and definite – why is this so? The answer to this question lies in the fact that the English language depends on the notion of definiteness, not specificity, as opposed to the Bosnian language. On the other hand, each group had least mistakes in context Types 3 and 4. This may, then, lie in the fact that definiteness is excluded and specificity more emphasized. Be it as it may, Bosnian L2 learners of English should be more effectively taught articles, for they seem disregarded in the teaching process. It has been observed that all levels of learners misunderstand referents in definite contexts and even unique ones. L2 learners of English should be taught that shared knowledge is a key notion (and this is disregarded). They have to be taught that each of these has to be regarded as unique in its context, and taking the mug example from above we can state that it is unique in its context even though there are numerous other black mugs in the world. If we take a sentence from the test given to students as an example: (22) Fred bought a car on Monday. On Wednesday, he crashed the car. We can see that we have shared knowledge but that the car is unique in its context, too. Or let‘s take another sentence: 21 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo (23) Sally Ride was the first American woman in space. We again see that the entity referred to is unique. This may be the more obvious case for using the definite article because the entity is marked for uniqueness in a wider context, and it seems to be the case that the smaller the context the higher the fluctuation rate. Here we have another sentence which carries this same attribute: (24) The French are against the war in Iraq. There is only one people called ‗The French‘ and there is only one war that can be referred to as ‗the war in Iraq‘, however, this sentence yielded in a majority of mistakes. So, these entities are linguistically isolated from all other entities and they shouldn‘t be mistaken when articles are concerned. Another key problem seems to be generic reference or Type 1 context. Bosnian L2 learners of English don‘t seem to distinguish the ‗generalization‘ of this reference, so the sentence (25) The Telephone is a very useful invention. was, in a majority of cases, written without the definite article. Entities under this reference are by their attribute of generalization unique. It is not that some telephone or a specific telephone is a very useful invention, but telephones in general. So, this makes the given context definite and therefore it needs the definite article. It may be the most convenient way to tell students to talk about things in general to use plural forms without articles. However, more advanced learners should be taught all forms of realization within generic reference. Articles should generally be given more emphasis in the teaching process. They should be taught in the context of referring and shared knowledge. It is, basically, most convenient to teach students to always consider article use in front of NPs. As we have suggested, students should be advised to consider referents in isolated, unique, contexts and then decide on an article. As the study has shown, generic reference remains a greater problem than specific reference, and we recommend the pieces of advice mentioned above. In (19) (and in other cases) generic reference is quite obvious, but students should only be taught the conceptual basis of this reference, and the issues of referring in general. Conclusively, the advice for teacher is that semantics should be used as a means to explain the act of referring and eventually be able to teach articles more effectively. Conclusion As we have seen from both the theoretical findings of other authors and the one conducted with Bosnian learners, English articles still remain to be an issue. Bosnian L2 learners of English, not having the linguistic background in their own language, when articles are concerned, don‘t feel the necessity for the usage of articles. As we have recommended here, it is the lack of semantic interpretation (or the unwillingness to use it) of articles (on the teachers‘ side). The act of referring should be put into the center of interpretation where the different kinds of references should be introduced. As it was noticed, proficiency in generic reference and NPs as referential definites should also be improved. The conceptual underpinnings and the need for articles should be introduced very carefully. The notions of Specificity and Definiteness, and a cross-linguistic view of these two, as we have suggested, ought to be introduced as a cross-cultural perspective and means of teaching articles more effectively. 22 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Alexander, R. (2006), Bosnian, Croatian, Serbian, a Grammar – With Sociolinguistic Commentary, The University of Wisconsin Press, London Avery, P., RadińiĤ, M. (2007), Residual Optionality at the Interface: The L2-Acquisition of Articles, presented at the EUROSLA 2007., Newcastle upon Tyne Berry, R. (1996), English Guides 3: Articles, HarperCollins Publisher, London Biber, S. (1990), Pronominalni anaforički proces u savremenom engleskom, Univerzitet u Sarajevu, Sarajevo Bilbija, S. (2001), Introducing Semantics, Komunikolońki fakultet Banja Luka, Banja Luka Chesterman, A. (1991), On Definiteness – A Study with Special Reference to Finnish and English, Cambridge University Press, New York Ekiert, M. (2010), Acquisition of the English Article System by Speakers of Polish in ESL and EFL Settings, Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, Vol. 4, No. 1 Huebner, T. (1983). A longitudinal analysis of the acquisition of English. Ann Arbor, Michigan: Karoma Press Ionin, T., Ko, H. i Wexler (2004), Article Semantics in L2-Acquisition: The Role of Specificit. Language Acquisition 12: 3-69 Kim, L., Lakshmanan, U. (2007), The Processing Role of the Article Choice Parameter, Second Language Acquisition of Articles, (87-113), John Benjamins Publishing Company, Amsterdam/Philadelphia Quirk, R., Greenbaum, S. (1973.), A University Grammar of English, Longman Group UK LIMITED, London TanoviĤ, M. (2002.), Gramatika engleskog jezika, Fakultet humanistiĦkih nauka Univerziteta 'Dņemal BijediĤ' u Mostaru, Mostar 23 � 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. 7 Title A name given to the resource On the Acquisition of English Articles with Bosnian L2 Learners of English Author Author Maslo, Adi Abstract A summary of the resource. Regarding the discrepancy between the English and the Bosnian language concerning an article system, this paper attempts at clarifying the difficulties for Bosnian L2 learners of English. Based on a similar study and an experimental study with Bosnian learners, this paper illustrates and copes with the very apparent and widely present issue of English articles among Bosnian learners. The principles of Definiteness and Specificity are introduced to contrast the two languages, aiding to a deeper understanding of this conceptual difference between English and Bosnian. The paper first states the current position of the English (definite and indefinite) article in the light of the Bosnian language, and specifies their respective Bosnian equivalents, eventually giving a suggestion to a deeper understanding Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 1009 Title A name given to the resource On the Structure of the Lexical Plural in English Author Author Rakić, Stanimir Abstract A summary of the resource. In our corpus extracted from LDCE (2003) I have noted some examples of the lexical plurals with s in which s is deleted in back formation or replaced in paradigmatic derivation: (1a) scissors > scissor v., barracks > barrack (soldiers) v., handcuffs > handcuff v. (b) steelworks > steelworker, environs > environed adj., thanks > thankful, thankless adj. These cases are particularly interesting because they involve the reinterpretation of the structure of words which are usually assumed to be simplex. The theory of Hay (2003) connects the parsing of complex words to the frequency of component morphemes. Assumably the suffix is more easily parsed if the base is more frequent than the whole word. In (1a), however, the forms of lexical plurals are usually more frequent than the infinitives (eg. barracks has the frequeny of 621, and to barrack 4 according to the British National Corpus), and the parsing of -s should not be expected. However, in the cases like (1a), we must also take into account the size of the family of words containing -s as a plural morpheme - it encourages speakers to interprete the phoneme s as a sign of plurality although s in (1a) is formally not a plural morpheme. By the analogy based on the meaning, position and pronunciation, speakers are encouraged to interprete s as a plural morpheme which can be removed or replaced. In paradigmatic derivations, it is replaced by the suffixes -er, -ed, -ful, -less in (1b). The examples like (1) demonstrate the effects of analogy in the reinterpretation of the structure of words which once have been assumed to be simplex. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/dabb0ac5f1df9ef40ab22e1d609bba22.pdf f371be4e9c1b6968fa169d96a9fc39a7 PDF Text Text On The Way of Sustainable Development: The Role of Higher Educational Institutions Cüneyt GÖZÜ Department of Industrial Engineering, Faculty of Engineering Atatürk University, 25240 Erzurum, Turkey School of Business State University of New York at Albany, Albany, NY, 12222 USA cuneytgozu@yahoo.com Uğur Cem HASAR Department of Electrical and Electronics Engineering, Atatürk University, 25240 Erzurum, Turkey Department of Electrical and Computer Engineering, State University of New York at Binghamton, NY, 13902 USA Mehmet AKTAN Department of Industrial Engineering, Faculty of Engineering Atatürk University, 25240 Erzurum, Turkey Gökay AKKAYA Department of Industrial Engineering, Faculty of Engineering Atatürk University, 25240 Erzurum, Turkey Abstract: The present research is an attempt to yield the collaborative thinking in higher education. How higher educational institutions can create a synergy was examined from the sustainable development perspective. Therefore, various cooperation and partnerships between educational institutions and others were discussed in detail. The study claimed that interdisciplinary research endeavors, diversifying research teams, integrating scientific developments, and having a balance between theory and practice are crucial steps to promote sustainable development and to provide invaluable benefits to real-world applications. Introduction Today, people access information easily from all over the world, and information flows from one continent to another within seconds. Thus, scholars and researchers can combine their endeavors without being physically together. One of the well-known statements asserts that sharing enriches the value of knowledge. This point of view sheds a light to the concept of sustainable development which is defined as efforts of human being to increase the life quality while preserving the environment and resources for future generations. In other words, collaborative research efforts and knowledge sharing promote sustainable development. The present research investigates how higher educational institutions can take an active role in sustainable development. Different partnership opportunities have been evaluated with a case study from Turkey within the scope of this research. Sustainable Development and Higher Education 46 �Sustainable development, stemming from the environmental and conservation movement of 1970’s, is one of the popular research topics in the literature. As defined in the Brundtland Commission Report of 1987, the concept of sustainable development states that we must “meet the needs for the present without compromising the ability of future generations to meet their own needs”. In other words, people consider future generations when they make decisions about how to use the Earth’s resources such as forests, water, and minerals. It is clear that education plays a crucial role in order to achieve the objectives of sustainable development. In particular, higher educational institutions can increase the public awareness and propose alternative solutions through interdisciplinary research endeavors, partnerships among national and/or international educational institutions, and cooperation between universities and business organizations. The analogy of the cartoon character, Transformers, can be a good depiction to understand the power of collaboration. The giant robot becomes stronger and saves the world from aliens or enemies when all the parts integrate and move in harmony. Taking the same logic into consideration, as described below, higher educational institutions can lead communities on the way of sustainable development. Technology Development Projects The development and dissemination of technological advances in nanoscience, nanotechnology, digitization, knowledge sharing, e-business, and network economy are the popular themes of the business world in 21st century (Katzel, 2006; Porter, 2001). Companies, without exception, are keen on to improve their technologies and knowledge in order to gain a sustainable competitive advantage (Rangan and Adner, 2001; Utterback and Acee, 2005). Companies should also adapt themselves to this race for being successful in the competitive business world. As an alternative economic cooperation, universities may help the business world on this purpose, and technology centers or parks can be established in order to provide a platform for companies and researchers. These technology centers not only encourage the foundation of new small and medium-sized enterprises (SMEs) but also fulfill the needs of existing SMEs. In order to make these centers attractive, universities should take an initiative and contact with their international counterparts to prepare a relevant and feasible strategic plan for the collaboration. Establishing social networks with the business world and international technology centers, recruiting experts, having expatriates, and building strong ties with the government will be the pillars of the collaboration. For financial concerns, using international funding opportunities such as European Union and the World Bank development funds can enhance the feasibility of the collaboration. Social Ventures The second alternative collaboration can be formed among universities, government, and non-governmental institutions. The objective of this collaboration will be to recognize and solve local problems by changing the system, spreading the solution, and persuading entire societies. This alternative can be called a type of social entrepreneurship. According to Dees (1998), the primary purpose of social entrepreneurship is to pursue opportunities to address social needs and change. Social entrepreneurship can be a good collaboration for economic development, but mutual trust and working in harmony are crucial to attain the goals of the collaboration. As another alternative collaboration, universities and NGOs can launch rural area development projects together in order to enhance the life quality of people. This can also provide new opportunities for entrepreneurs and start-ups. Universities can get together with local officials (e.g. governors and mayors) in order to start a campaign about this development strategy. In order to accomplish the objectives of the social ventures, the head of the collaboration committee should adopt the servant leadership perspective (Yukl, 2008). As a servant leader, he/she should bring NGOs, local businesses, officials, and researchers together and monitor internal and external opportunities to identify and revise the strategic plan. The servant leader has to be transparent and publicize the benefits of the collaboration to gain approval of the community. Otherwise, local actors can hesitate to be a part of these projects. SMEs Improvement Programs A majority of companies in developing countries are SMEs that can be defined as family-owned businesses or entrepreneurial companies. It is hard to observe professional management approaches in this type of businesses since the owners play a substantial role in organizational outcomes. Universities, chambers, and business organizations can cooperate in order to improve existing SMEs. Establishing a coordination office within the university is the first step of this collaboration. The head of this office should establish an encouraging climate for cooperation and to increase the performance of SMEs. As always the collaboration will start with an analysis of the current situation including external and internal monitoring. Porter’s (1980) five forces that influence what happens within the industry can be used in this 47 �stage of the collaboration: (1) Existing companies, (2) potential new companies, (3) substitutes for products offered, (4) the suppliers, and (5) the customers. The combination of these five forces forms the business environment. Universities can help business organizations to analyze the structure of and dynamics between these forces, and then they can discover opportunities for improving upon competitive strategies. A Case Study from Turkey The Turkish Higher Education Council (YOK) signed an agreement with the State University of New York (SUNY) five years ago to support Turkish students who would pursue their graduate education in the US. In return, recipients of the scholarship did research to improve the life quality of Turkish underdeveloped regions, and they agreed to work as a faculty member in one of the eastern Turkish universities after the graduation. The main aim of this project was to encourage sustainable development in Turkey. The scholars played a crucial role to bridge Turkish and American universities, and this cooperation increased the interdisciplinary research opportunities. As a result of the YOK-SUNY collaboration, several doctoral dissertations mentored by Turkish and American advisors have created synergy in a variety of fields such as agricultural science and veterinary medicine, environmental science and forestry, and computer science and engineering. For example, the industrial and electricelectronics engineers in Erzurum Ataturk University teamed up to solve a time consuming and optimization-related problem in engineering. The researchers applied the artificial neural network approach into the nonresonant electromagnetic measurement technique. The findings of this interdisciplinary project enhanced the accuracy of technique. In comparison to traditional methods, the same results were obtained in a shorter period of time. From the practical point-view, this theoretical improvement may increase the quality of materials electrical characterization in industrial-based applications. Conclusion Researchers from different scientific fields should be keen on to cooperate their knowledge in order to address real-world problems and make the goals of sustainable development achievable. Thus, higher educational institutions must take an initiative to provide opportunities for collaboration. Strengthening ties between higher educational institutions and others would bring a bright future not only to us but also to our grandchildren. References Dees, J.G. (1998). The meaning of social entrepreneurship. http://www.fuqua.duke.edu/centers/case/documents/dees_sedef.pdf. Retrieved on April 27, 2009. Katzel, J. (2006). The Amazing World of Nanotechnology. Control Engineering, 53(7), 66-71. Porter, M. (1980). Competitive Strategy. The Free Press, New York. Porter, M.E. (2001). Strategy and the Internet. Harvard Business Review, 79(3), 62-78. Rangan, S., & Adner, R. (2001). Profits and the Internet: Seven Misconceptions. MIT Sloan Management Review, 42(4), 44-53. Report of the World Commission on Environment and Development (1987). http://www.un.org/documents/ga/res/42/ares42-187.htm. Retrieved on May 2, 2009. Utterback, J.M., & Acee, H.J. (2005). Disruptive Technologies: An Expanded View. International Journal of Innovation Management, 9 (1),1-17. Yukl, G. (2008). Leadership in organizations (7th Ed.), Upper Saddle River, NJ: Pearson Prentice Hall. 48 � 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. 318 Title A name given to the resource On The Way of Sustainable Development: The Role of Higher Educational Institutions Author Author GÖZÜ, Cüneyt HASAR, Uğur Cem AKTAN, Mehmet AKKAYA, Gökay Abstract A summary of the resource. The present research is an attempt to yield the collaborative thinking in higher education. How higher educational institutions can create a synergy was examined from the sustainable development perspective. Therefore, various cooperation and partnerships between educational institutions and others were discussed in detail. The study claimed that interdisciplinary research endeavors, diversifying research teams, integrating scientific developments, and having a balance between theory and practice are crucial steps to promote sustainable development and to provide invaluable benefits to real-world applications. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/35a9370944fa5d1f59a5919d765ead9c.pdf e89e14d72505142714683886fdfdac39 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo One Example of Balkanistic Discourse on Montenegro Olivera PopoviĤ Department of Italian language and Literature Univerzitet Crne Gore, Montenegro oljapop@yahoo.it Cvijeta BrajiĦiĤ Department of Italian language and Literature Univerzitet Crne Gore, Montenegro cvijeta82@yahoo.com Abstract: The aim of this study is to analyze the presence of balkanistic discourse in the article "Montenegro, land of stout hearts and stones", published in the Washington Post on December 3, 2010, and to indicate the factors involved in its generation and reproduction. We will pursue the specifics of the author's perception of the Montenegrin geographical and civilizational space and examine his writings in their relation to prior paradigms of travel narrative regarding Montenegro and other Balkan countries. Key Words: balkanistic discourse, travel account, Montenegro Introduction In recent years, travel literature has been increasingly studied, not only its literary but also the cultural and historical aspects. Due to the abundance of themes and to the variety of the information offered, travel books are particularly suitable for the analysis of traditional views of a country and for the identification of stereotypes and connotations that were tied to it. In fact, we do not consider travel accounts only as a personal testimony about the encounter with the Other or as a transfer of impressions and observations of phenomena in a given historical moment, but also as the construction of images of the Other and selective transfer of observations, opinions and facts through their generalization. Many critics have pointed out that travel narrative was the "birthplace" of many stereotypes concerning one nation that were built in a specific historical time to be later accepted as a generalization of the essential and timeless qualities of the people. As Sarup (1993) underlines in his Postructuralism ―every narrative simultaneously presents and represents a world, that is, simultaneously creates and makes up a reality and asserts that it stands independent of that same reality. In other words, narrative seems at once to reveal or illuminate a world and to hide and distort it.‖ Edward Said with his study Orientalism (New York, 1978) enhanced the research in the field of a priori schemes of perception and representation of otherness or strangeness that are imposed by a particular discourse in a particular context. The recent events of the war in the Balkans and the renewed interest of politicians, historians, writers and publicists in the South Eastern Europe have led to a flourishing production of various articles on the Balkan countries, offering rich material for analysis of that kind of narrative in comparison with the writings of previous epochs. Basing their research upon Said's works many critics have dealt with issues such as essentialization of cultural differences in a particular historical moment and their politicization and instrumentalization in subsequent historical contexts. Bulgarian historian Maria Todorova, dealing with the reception of the Balkans in the scientific and political circles in Europe and the United States, also approaches this issue from the aspect of discourse. In her book Imagining the Balkans (New York, 1997) she argued "that a specific discourse, balkanism, molds attitudes and actions toward the Balkans and could be treated as the most persistent form or ‗mental map‘ in which information about the Balkans is placed, most notably in journalistic, political, and literary output." As opposed to "Orientalism" which she characterizes as a "discourse about an imputed opposition" she defines Balkanism as "discourse about an imputed ambiguity ", believing that the Balkans were seen as the alter ego of Europe and its uncivilized element, designed as "an incomplete self". The Balkans is therefore treated as an area inextricably bound up with a special identity that pre-determines the character of its inhabitants, making them substantially different from the inhabitants of the surrounding countries. 1011 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Findings and Discussion The article "Montenegro, land of stout hearts and stones" written by Robert Rigney, published in the Washington Post 3/12/2010 provides numerous examples of some basic features of balkanistic discourse. This contribution can be characterized as travel reportage, although the description of the route is given only partially. The writer presented details of his travel through Montenegro and means of transport used, but did not mention where and how he came to the Balkans, nor gave any information on the return. Since he came to Montenegro by train from Serbia, we can assume that this visit is just one of the stages of his journey through the Balkans. The very title of this article, linking the words heart and stone, implies the image of the Montenegrins that Rigney wants to develop. The title also suggests that Rigney intends to use exotization and generalization in his reportage on Montenegro. This is reflected by his decision to use keywords such as "land of" followed by the conclusions applicable to all members of the country. Thus, "land of giants" means a country where there are no people of medium height or dwarves, a "land of stout hearts" attributed as trait to all its inhabitants, indicates the basic characteristics of this nation, by which it is substantially different from all the neighbors. Exotization of Montenegro is present from the very beginning of Rigney's stay in this country. The impression of "dramatic" train ride from Prijepolje to Podgorica while crossing a number of tunnels, over deep ravines and ―indescribably rocky mountains‖ is reinforced by his statement that people can not be seen in these areas because of the too inhospitable environment, ignoring the fact that those areas are inhabited by tens of thousands of people. This view corresponds to the perception of the Balkans present in the travel literature of nineteenth century where the Balkan countries are presented to readers as "Europe's Indian territory." (Todorova, 1997) Rigney made no attempt to conceal his perception of Montenegrin society as criminal and corrupted. After his arrival to Podgorica, the author compares the actual situation with the condition in the nineties, without revealing to the readers if he visited Podgorica in that period and if he had the opportunity to personally verify the assertion that the city was "rife with Mafiosi". Instead, without any inquiry into social conditions, Rigney affirms that "illicit atmosphere of those times still clings to the city" and compares the Montenegrin capital, where he spent a few hours around the train station, with the wild west. Other sites that Rigney managed to visit in Montenegro are the Ostrog Monastery, Cetinje, Herceg Novi and Budva. The first two places have great historical, cultural and spiritual significance for the people of Montenegro, while the other two are tourist centers. As the author himself claims, one of the reasons that encouraged him to visit Montenegro is its multi-ethnicity. Therefore, immediately after his arrival to Podgorica Rigney decides to visit the monastery of Ostrog, considered as a holy site by adherents of different religions. However, instead of believers that usually visit Ostrog, Rigney notes "all manner of religious kitsch", referring to the souvenirs, that are sold in front of many churches and monasteries in the world, and "a couple of cafes blaring the usual Serbian and Montenegrin national music, with waitresses wearing T-shirts emblazoned with the visages of Radovan Karadzic and other indicted war criminals." Rigney's opinion about the music that emerged in the '90 called turbo-folk, which, albeit very popular, can not be characterized as national since the state television channels and many radio stations do not broadcast it, is well known from his earlier writings on music in the Balkans. He undertakes to suggest: ―Turbo folk is a style of music unique to Serbia, but with equivalents in almost every developing country in the world, that blends elements of folk music with Western pop and is characteristic of societies in transition. Turbo folk is relentlessly upbeat, oriental, marked by maniacal keyboards and wailing Turkish style vocals with artists singing by turns of love and nationalism. The most famous practitioner at the time was Ceca, wife of murdered mafia boss and paramilitary leader Arkan―. Turbo-folk music without any doubt deserves a large number of objections, but it can hardly be proved that the connection of this kind of music and its fans to the nationalism is stronger than the connection of other kinds of music (pop, rap, rock, heavy metal ...) to the same phenomena. It seems that Rigney believes that the quality of music is directly related to the development of a country in which it arises, and that it can be expected that in the richer countries exists only quality music, which in addition celebrates the noble human feelings, while the poorer ones are dominated by the music devoid of art and other values. This progressionistic understanding of cultural development was present in some earlier works of travel writing genre regarding Southeastern Europe, where the Balkans were presented as an area "subject to the universal laws of evolution but theirs was a backward culture and civilization" (Todorova, 1997), while the culture in Western countries is assessed as advanced and superior in every way. Rigney repeats all the negative stereotypes about the Balkans that dominated the collective imaginaries of Western countries after the disintegration of Yugoslavia and often represents 1012 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo the Balkan countries to his readers as a threat to European culture. Thus, in an article about Trumpet Festival in Guca, published on 16/09/2008 on a web page, entitled "European Balkan project, a cultural phenomenon, " Rigney concludes: "This was Serbia, a land of heated passions, and this was Guca, where nationalist sentiment is mixed with large quantities of alcohol made for a potentially dangerous mix. " In addition to showing surprise that at big music concerts in Serbia people drink alcohol (as it was specific only to Serbia and not a widespread phenomenon that characterizes major music events organized around the world) Rigney is also concerned about nationalism that, in his opinion, is promoted at these events. Rigney‘s intention to represent the Ostrog monastery as a gathering place for nationalist transpires in his description of two waitresses dressed in t-shirts with images of the Hague convicts. We can not verify the authenticity of this statement, nor claim that in Montenegro there are no people who support the military leaders concerned, but we were intrigued by other things that Rigney "saw" in Ostrog. There are, for example, cypress trees and olive groves which certainly do not grow there and our curiosity was also aroused by his assumption that the area probably was once inhabited by the "Albanian shepherds with fierce, wolflike dogs trained to fly at strangers‖. The first mention of this specific type of dogs can be found in the famous publication of Vialla de Sommieres Voyage Historique et Politique au Montenegro, published in the 1820th in Paris and later translated into English. This publication has served as a model for many authors who visited Montenegro and wrote about it. Rigney seizes the opportunity to present his reflections on nationalism in Montenegro during his visit to Cetinje (historical capital of Montenegro) and to the mausoleum on the Lovcen mountain which is the burial place of famous Montenegrin poet and ruler Petar II Petrovic Njegos. Rigney draws his readers' attention to the signs "perforated by bullets, fired by some drunken Montenegrin in an excess of glee, " which completes the fictitious image of Montenegro as the wild west. Upon arrival at the mausoleum he concludes that "The Nazis would have loved this place ". However, this observation applies not only to the "fascist architecture" but also to the "couple of Montenegrins in nationalist Tshirts" who were selling flags and ―patriotic souvenirs‖. While the sale of souvenirs is considered lucrative and desirable activity in other states, Rigney seems to think that in Montenegro this points to nationalism of its people and allows the categorization of souvenirs as patriotic and unpatriotic. In refering to the salesmen he cannot help noticing: "They would have preferred me to be a Serbian or a Montenegrin. They had at least hoped I was a Slav. Still, they could not refuse me a ticket. " It remains unclear to the readers what makes Rigney think that the salesmen are nationalists and racists when he only purchases the ticket without any discussion with them. The only dialogue that Rigney noted in his travel reportage is his conversation with the owner of a bookstore in Herceg-Novi. The conversation topic, the independence of Kosovo from Serbia, was chosen by the journalist after an unusual encouragement from the bookstore owner to ask him anything he wanted to know about Serbs and Serbia. This unnatural dialogue is more appropriate in situations where the speaker can not freely participate in the conversation and direct it to the topic of his interest, so he needs to find a way to suggest the questions he wants to be asked. After noting that the bookshop owner opposes the independence of Kosovo, Rigney quotes his words that may help the readers understand the bases of religiosity of the population in Montenegro: myths and fatalism. When asked if he is only the seller or the owner of the shop, the bookstore owner replies that everything belongs to God and explains his belief with a fairy tale about a farmer whose farm had been repeatedly burned until he realized that he needed to recognize that God owns everything on earth. Rigney's interlocutor shares his personal experience of surviving the earthquake in Montenegro in 1979, which warned him that he was nothing more than a "user" of things that belong to God. Dialogue is not the only form of narration used by Rigney to convey his thoughts on religion and spirituality in Montenegro. There are also descriptions: abandoned churches in the region of Budva, "dark Orthodox churches hung with icons and swimming in incense" in Herceg Novi, and we should not forget the random passerby who offered him a drive from the Ostrog monastery to Podgorica, in whose car at least four crosses were hanging from the rearview mirror. Rigney humorously explains their role. In his opinion, their presence "was perhaps an indication of how much he needed the grace of God to protect him on the road" because he was driving like a lunatic. We notice that Rigney pays particular attention to the values that he believes do not exist in Montenegro and that he nurtures an anachronistic and fabulous view on Montenegrins as fearless warriors. He claims that he decided to visit Montenegro because he was "inspired by the colorful history of the place, Montenegro's tradition of resistance to the Turks during the nearly 500-year Ottoman occupation of the Balkans". Therefore he quotes Rebecca West, who visited Montenegro in the thirties of the twentieth century, and says that the architecture of Cetinje depicts "the austere ways of the Montenegrins, who distinguished themselves mainly in the field of battle and never had much 1013 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo interest in the finer things of life ". Despite the fact that there is no longer a regular military service in Montenegro, Rigney is still fascinated by this very romantic mystification of Montenegrins in the spirit of a much older tradition of travel narratives and continues to exploit "the myth of Balkan rebellion and heroism" (ĥoloviĤ 2008). This confirms Maria Todorova's conclusion that the Balkans in the west are still seen as "The Volksmuseum of Europe." Climbing up to the mausoleum on LovĤen Rigney notices only desert and ruins which leads him to the following reasoning: ―I thought about the heroes who had once populated these valleys. In the words of Burns, it was once, perhaps a hundred years ago, "the birthplace of valor, the country of worth." The race has since all but died out. Left home. Moved abroad. The last representatives, big, quiet men, are to be seen sadly smiling behind the counter of some local restaurant. But up in the mountains, I thought about their ancestors, the race of mountain men who once nimbly trod these stones, armed to the teeth with guns and knives, accustomed to sleeping bareheaded in the rain at night in the mountains, ready to fight the Turks at a moment's notice. The whole landscape was full of the memories of these people; their ghosts lived in the stones.‖ In his article "Balkanistic discourse and its critics" Ivan Colovic points to the constitutive ambiguity of exotic discourse because "people and things that it ‘describes‘ do not have two kinds of characteristics, the bad and good ones, but those are mostly the same characteristics, differently interpreted. For example, in some circumstances use of force can be praised as a noble courage and grit, and in some other occasions this can be interpreted as barbarity and bullying." Also, according to Rigney, working in tourist sector, in other countries considered as one of the most important factors of development, in Montenegro is an indicator of degradation of social values. In his opinion, in the process of transformation into civil society Montenegro has lost much of its exoticism and authenticity. Therefore, disappointed in his expectations to see Montenegrins armed to the teeth, Rigney considers the warriors and heroes as guardians of real values, while he describes modern Montenegrin society as decadent and nationalistic. It is significant that Rigney wishes to present himself as an adventurous traveler, who, deprived of all conveniences of modern society, has to make his way through the rugged regions, and is even forced to deal with dangerous situations such as possible traffic accident, assault by wild animals or armed drunken Montenegrins, exposure to extreme weather conditions and so on. It is interesting, for example, that in the description of Montenegrin towns he does not mention their architecture which is a very r ich amalgam of various architectural styles, wherein the influences of various epochs find due expression. He also avoids to mention any hotel or resort, so the reader might wonder whether these facilities exist in Montenegro. He even chooses to stay in the old fort that was transformed into a bunker during the Second World War and to sleep in a tent, so the next day, "oppressed by the intolerable heat and deadly thirsty" he hardly manages to find a fishing village to quench hunger and thirst. Our traveler had no luck on this trip because he finds only closed shops, despite the fact that, due to the tourist orientation of the town, a large number of stores are open on Sundays in Budva. Also, after visiting the mausoleum on LovĤen, Rigney, exhausted from climbing the mountain, concludes that there is no question of returning, and is therefore forced to sleep on the mountain, without even taking into consideration the possibility to use some of very cheap taxi services. We conclude that the narrativization allows Rigney to create the image of Montenegro as an exotic area in which extraordinary experiences are expected. The climate is also one of the factors that contribute to exoticism of this small Balkan country. Rigney notices it immediately upon his arrival to Podgorica due to sudden changes in temperature and tropical heat. The experience of extreme climatic conditions is intensified by the description of a night spent in a tent on LovĤen: "That night, there was a thunderstorm that put the fear of God in me. I had never in my life heard such thunder. The heavens sounded like they were cracking open, and the ground shook under me. " In the atmosphere of intimidating nocturne the imagination of our traveler is captivated by the image of Njegos," who used to climb this mountain during thunderstorms to commune with the elements." This idea of geo-mystical symbiosis of man and nature, often present in romantic travel literature of the XIX century, is the only information about the famous Montenegrin poet and philosopher, died at an early age of 38 of a lung disease, that Rigney has chosen to share with his readers. Rigney concludes his article by quoting one Montenegrin who expressed his perception of the region claiming: "All we have is stones.", which effectively completes the picture of the country and the people that the American journalist wanted to present. Maybe it is a coincidence that the article was published in the Washington Post in December 2010, at the time when the EU members had to decide whether to grant Montenegro with 1014 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo the status of a Candidate Country, but one should not lose sight of this fact in the analysis of Rigney's observations, especially after reading some of his articles about the Balkans published in online journals. Our search for other motives that have led Rigney to Montenegro and encouraged him to convey his findings to this reportage is inspired by his failure to accomplish his own goals. Thus, although he claims to have come to Montenegro to see the mountains and the sea, Rigney did not visit the north of the country nor mountain resorts which attract many tourists, and despite the assertion that he does not like crowds and tourists, he chooses to visit Montenegro during summer, in the months when this country has more tourists than residents, which prevents him from exploring the old town of Budva or other attractive tourist destinations. Conclusions and Recommendations The analysis of Rigney's description of his journey through Montenegro indicates the interpretative strategies and literary mystification of perception that are used to confirm a priori ideas about this Balkan country or to transform the desired perception into reality. Namely, it is noticeable that his experience of Montenegro is influenced by the "horizon of expectation" that he had prior to the arrival. His perception is based on images of travel writers who visited Montenegro in past decades, who also wrote their travelogues relaying on pre-existing cultural reference points, as well as on articles on the Balkans during the war. Nor did the author neglect the expectations of his readers or the audience for which the article was intended. Years of war and crisis have influenced the perception of the Balkans in Western countries. This rich depositary of images is dominated by ideological biases with negative connotations. The persistence of negative stereotypes in the collective imaginaries has also been influenced by film industry often linking the Balkans with nationalism, crime, violence, savagery and tyranny. Such fictitious images do not take into account decades of peaceful coexistence between people of different nationality and religion, but only years saturated with conflict, producing new images in order to reaffirm already adopted and ossified conventions of representation. 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Neukôlln‘s unwanted Gypsies, Exberliner: Berlin in English since 2002, http://www.exberliner.com/articles/neukllns-unwanted-gypsies/index.html Rigney, R. (2008). GuĦa, European Balkan Project: a cultural phenomenon, http://ebp.arthurengelbert.de/?p=41 Said, E. (2008). Orijentalizam, prevela s engleskog Drinka GojkoviĤ, Beograd: Biblioteka XX vek. Todorova, M. (2006). Imaginarni Balkan, (2. izdanje), prevele s engleskog A. B. VuĦen i D. StarĦeviĤ, Biblioteka XX vek. Todorova, M. (1997). Imagining the Balkans, New Yourk: Oxford University Press. Todorova, M.(2010) Balkanizam kao retorika drugosti, PeńĦanik, prevela sa engleskog Slobodanka GlińiĤ, http://www.pescanik.net/content/view/5623/1213/ Sarup, M. (1993). An introductory guide to post-structuralism and post-modernism, (second edition), London: Harvestar Wheatsheaf. 1016 � 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. 571 Title A name given to the resource One Example of Balkanistic Discourse on Montenegro Author Author Popović, Olivera Brajičić, Cvijeta Abstract A summary of the resource. The aim of this study is to analyze the presence of balkanistic discourse in the article "Montenegro, land of stout hearts and stones", published in the Washington Post on December 3, 2010, and to indicate the factors involved in its generation and reproduction. We will pursue the specifics of the author's perception of the Montenegrin geographical and civilizational space and examine his writings in their relation to prior paradigms of travel narrative regarding Montenegro and other Balkan countries. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 779 Title A name given to the resource Online Forum Discussions as a Post-Reading Vocabulary Development Tool Author Author Emgin, Betül Abstract A summary of the resource. In the language acquisition, especially EFL learners feel themselves quite unattained to native-speaker performance in learning words in the target language although they are exposed to the formal education for years. The fact that they are deprived of native-speaker performance in their vocabulary knowledge after so many years has taken the attention of many educationalists and linguists. Vocabulary knowledge in L2 is essential to enable learners to speak fluently (Nation, 1993). In other words, vocabulary size indicates the proficiency level of the learners in all of the skills; writing, listening, speaking etc. (Bear, Invernizzi, Templeton & Johnston, 2008). Most of the research findings concluded that vocabulary teaching should be regarded as a part of reading skill rather than an isolated activity as context-free isolated vocabulary teaching does not result in long-term retention. In addition to that, interactive post-reading tasks can enhance vocabulary growth (Atay & Kurt, 2006). Integrating target vocabulary items in a reading text enhances learning those vocabulary items; apart from that with the use of less-structured post-reading activities, words exhibited in the reading text can be dealt with more in detail, which, as a consequence, helps learners to cluster these vocabulary items in their lexicon. In the current study, 32 university prepatory year students’ (15 in the experimental group, 17 in the control group) performances were observed after 3 forum discussion post-reading activities during which students were assigned to use the target vocabulary items while answering discussion questions which were related to reading texts covered beforehand. Students’ vocabulary performances were scored with a post-vocabulary test after each forum discussion session. It was observed that students in the experimental group over performed in all of the post-vocabulary tests with a significant difference ratio. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/b4578f5ae026e1122bede2cee786f2a5.pdf c8456176c4b5d54d9efa66c8c3cde1aa PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Online Marketing Communication Channels Semir Sakanovic International Burch University, Sarajevo, Bosnia and Herzegovina symorgh13@gmail.com Armin Susa International Burch University, Sarajevo, Bosnia and Herzegovina asusa@ibu.edu.ba Online marketing communications are moving toward interactions between individual recipients and consumers rather than being directed from a marketing organization to masses of consumers. It is now possible for an individual to be just as efficient in broadcasting information. This article suggests an infrastructure that could be useful in studying how online communication channels are emerging and how they might evolve in the future. The elements of this infrastructure are core/technological, competitive/commercial, political/regulatory, and social. Keywords: Online marketing, communications, innovations, online communications. 247 social networking, � 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. 1626 Title A name given to the resource Online Marketing Communication Channels Author Author SAKANOVIĆ, Semir SUSA, Armin Abstract A summary of the resource. Online marketing communications are moving toward interactions between individual recipients and consumers rather than being directed from a marketing organization to masses of consumers. It is now possible for an individual to be just as efficient in broadcasting information. This article suggests an infrastructure that could be useful in studying how online communication channels are emerging and how they might evolve in the future. The elements of this infrastructure are core/technological, competitive/commercial, political/regulatory, and social. Keywords: Online marketing, communications, social networking, innovations, online communications. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 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. 3493 Title A name given to the resource ONLINE TEACHING IN THE CONTEXT OF ITALKI-PLATFORM AND TEACHING OF FRENCH AS A FOREIGN LANGUAGE Author Author Pivač, Melisa Kerla, Minela Abstract A summary of the resource. Online tutoring, nowadays has become widespread around the world. The interest and demand for it is growing day by day. Many students and teachers have realized efficiency and ease of learning foreign languages in this way, therefore they do not impose any time or spatial constraints, which have been more interesting than the classical way of learning, and students are more active and more relaxed. The paper will analyze the platform with emphasis on the teaching of French as a foreign language. We will try to identify and include the representation of all types of syllabus, lessons and classes. We will discuss educational aspect of the platform for teaching foreign languages, their strengths and limitations compared to traditional models of teaching. Keywords: online tutoring, online teachers, French as a foreign language, iTalki-platform Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English