219 10 3494 https://omeka.ibu.edu.ba/files/original/16981396805b576cd0cee320e93e2133.pdf b17632859b4428957efdc4f83db4b303 PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics Product Writing for Better Linguistic Acquisition by English Language Students and Cultural Sanja Josifović-Elezović Svetlana Mitić University of Banja Luka, Bosnia and Herzegovina Submitted: 21.04.2014. Accepted: 11.11.2014. Abstract Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended. Most people’s daily experience shows that the culture of cultivated writing is losing the battle with truncated correspondence via e-mail and other electronic media. In light of this, learning to write and utilize such basic forms as applications, complaints and reports may prove beneficial for students’ writing, as well as their general linguistic competence and their adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ adoption of the grammatical forms and the vocabulary/register that are required, or most commonly used, in the selected forms. This shows the extent of their real progress, as well as changes in their attitudes toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process. �Product Writing for Better Linguistic and Cultural Acquisition by English Language Students Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment Introduction The practice and benefits of formative assessment Formative assessment refers to the gathering of information about student learning during a course or programme that is used to guide improvements in teaching and learning. Formative assessment can be performed in many forms (from simply posing a question in class or asking for a show of hands in support of different response options in order to guide further teaching, to various practice quizzes, oneminute speeches and papers, clearest/muddiest point exercises, various kinds of pair/group work during and after class, etc.). It provides students with opportunities to practice skills or test knowledge in a “safe” way. It usually consists of low-stakes or no-stakes, and/or ungraded (or peer- or self-evaluated) activities, and these can be combined to comprise all or part of a participation grade or all or a part of a preexam requirement. Even though formative assessment is the kind of assessment that is said to improve learning, students do not seem to value it as highly as they do when it is conspicuously related to summative assessment. Our classroom experience has repeatedly proved that formative assessment serves manifold purposes if it is allowed to serve as a scaffold into summative assessment. The scaffolding would primarily mean that formative-assessment activities are being used to provide the teacher with student feedback about how the course is going, and to create a culture of selfreflection and assessment that is focused on learning rather than solely on grades. However, if formative-assessment activities are designed to scaffold into summative evaluation and are worth points, students are more likely to take the activities seriously and put forth the effort; they will be more aware of the value of formative assessment and will be more likely to participate in a more meaningful way. If done this way, formative-assessment activities deliver a number of benefits for both students and teachers. They inform the teacher about how well his/her students are learning the material, provide valuable feedback about how the course is progressing and offer palpable evidence of student engagement (or the lack thereof) and learning (or not). They encourage attendance, student self-reflection and self-evaluation, and allow even very shy students to earn participation grades. They allow all learners to demonstrate knowledge in multiple ways. Process vs. product writing �Journal of Foreign Language Teaching and Applied Linguistics Just as we need both formative and summative assessment, we need both process and product writing. In product writing, the focus is on usage and grammar, topic sentences, paragraphing and rhetorical patterns of moulding the text, i.e. formal accuracy and correctness. Rather than creativity and innovation, mechanical drilling is present, along with fill-ins, substitution, transformation, completion, identifying the topic sentence and reordering scrambled paragraphs. Writing is considered a multi-stage linear process that leads to the gradual evolution of the text: prewriting, writing and rewriting. The process approach, on the other hand, assumes that writing is neither a linear nor a mechanical process; rather, it is an exploratory, recursive and generative process. Thinking and conveying meaning through collaborative work is encouraged, and the writer is the centre of attention. The focus is on the process of writing, consisting of prewriting, drafting, rewriting and presenting. It is supposed to help students understand their own composing process, giving them time to write and rewrite in order to discover what they want to say as they write. The process of revision is of central importance. Students are given feedback throughout the composing process, both from the teacher and their peers. Teaching process writing may take a lot of time because students need to learn the concept (peer editing, planning, stages); we may also encounter a loss of student focus or interest, since it may not be suited to some personalities and may restrict spontaneity. However, the benefits of implementing it outweigh the drawbacks in the long run. After all, the process ends with a creation of a product. Moreover, writing is understood as a communicative and purposeful activity; students learn to plan, research and collaborate. Examples of good practice should be incorporated into process writing and a balance between product and process writing should be reached (Brown, 2007). It is not a question of whether to use one approach or the other, but rather one and the other. Contrasted rhetoric and its implications for teaching writing When teaching writing skills in a foreign language classroom, the differences between cultural writing traditions around the world should be taken into consideration and should be made to work for the students, not against them. Some knowledge of contrasted rhethoric could be shared with students at English faculties from the outset, i.e. their first year of study. From the beginning, students would be made aware that, together with linguistic acquisition, some sort of cultural acquisition is necessary, and that this does not deny their own culture, but enriches it. It is well known that each community in the world consists of members who share similar experiences, beliefs, values, ways of working, and ways of speaking and communicating with each other, reflecting their beliefs and what they see as �Product Writing for Better Linguistic and Cultural Acquisition by English Language Students valuable. The same community system works in academia. In different countries and cultures, the way academics communicate with others in their community reflects their shared assumptions and values. Clearly, it is not possible to put all of this down to culture, as different genres of writing and disciplines (sciences, humanities, etc) have their own specific features. Indeed, as technology makes cross-border communication easier, the similarities between two academics from different cultures writing in the same discipline are becoming closer than the similarities between two academics from the same culture writing in different disciplines. Still, one should not forget that culture plays a large role, too. At English faculties throughout the world students write in English, and through their written work, they may be trying to join the Anglo-American academic community. This means following the conventions and styles that this community has developed over the centuries, which it sees as reflecting its values. Students learn some of these conventions. To meet the expectations of this community, they receive advice on how to structure their work and how to use other authors' work in their writing. It is hoped that they take advantage of this help, because not only will it increase their chances of successfully completing their courses, but also of getting published in the wider English-language academic community. However, the Anglo-American tradition is just one tradition in the world. When writing in our mother tongue, we write to satisfy the requirements of our community. These traditions are in some cases very different from what we encounter in the Anglo-American tradition. From examining texts written by authors of different nationalities, Robert Kaplan (1966) identified thought patterns and structures specific to those languages (pp. 1-20). Figure 1. Kaplan’s models of contrastive rhetoric It is suggested that Russian writing, similar to Roman, contains digressions from the main theme of the text to give extra information that may be relevant, but is not central to the central thesis of the text. In oriental rhetoric it seems we reach the �Journal of Foreign Language Teaching and Applied Linguistics conclusion in a somewhat roundabout manner. Semitic languages seem to include repetition and backtracking, involving colourful and flowery language to engage the reader. In comparison, English is seen as linear, in that it identifies its main theme and follows it through without deviating to the end. One practical use of being aware of these differences is that it can help avoid misunderstandings and reduce frustration. Students may write in English with few grammatical mistakes and even have a strong command of the jargon of their discipline, but still their work may not seem “English”. This may be because they are using a structure or thought pattern from a different culture. Undoubtedly, this is not necessarily wrong, and may at times add colour to a dry text, but the writing community they aspire to join has its ways of doing things and these need to be respected. Making product writing more process-like: A case study of Banja Luka English undergraduates Course structure and requirements The writing course analysed was part of an integrated English language skills unit conducted with the first-year students of English Language and Literature at the Faculty of Philology, Banja Luka University. The contents of the writing course were only partly related or completely unrelated to the contents of the unit. The goal was specifically to teach the students how to write job applications, reports and complaints, all of them closely related to perceived young adolescent/student experience gained in the local context of Republic of Srpska/Bosnia and Herzegovina/the former Yugoslavia. The idea was to deal with the need to do guided writing on specific, familiar issues by amalgamating them with standard application/report/complaint forms in English, as demanded at CEFR B2 Level, which is also the level of competence expected of English students after the first two years of study. The instruction was strictly controlled in that the students were presented with patterns and asked to model their own writing on them. In preparation for the writing task, they did a number of related exercises that tuned them in to the structure, most common phrases, grammatical structures and discourse used in each of the genres taught. The total workload was 12 writing assignments, six original drafts and six revisions (a diary entry, general informal and formal letters as preparatory forms, an application, a complaint and a report). Each first draft was checked by the tutor, who marked the students’ mistakes for them to correct in their second drafts (agreement, use of tenses, use of words/vocabulary, use of prepositions, spelling, word order). �Product Writing for Better Linguistic and Cultural Acquisition by English Language Students The students tried to make corrections based on the tutor’s input. Finally, the second draft was corrected by the tutor. At the start of the unit, the students were informed that the completion of the tasks would count towards the fulfilment of one formal requirement (one written test automatically passed, without taking account of the student’s actual writing ability as demonstrated during the semester) and their writing would not be marked. The students were told that at the end of the semester, they would take a written test and choose between three tasks, each corresponding to one of the genres taught during the semester. The mark they earned on this test was their total writing mark. It was hoped that this approach would help the students realise that real work was expected of them during the semester and that the quality of this work would not affect the final mark. The tutoring was expected to truly help them master the genres and improve their overall language proficiency. It was hoped that amalgamating local content with imported genres would aid cultural approximation in students coming from a culture whose political, social and economic interchange is largely verbal. The students are rarely, if ever, asked to use the taught genres in the local culture. In formal contexts, complaint writing is institutionalised and left to professionals (lawyers, public notaries, filling in forms used by specific institutions). Complaining is often perceived as impractical and impracticable in the ‘crude’ local service and trade market. The practice of writing job applications only takes place at foreign companies, which are few. There is no developed culture of written interaction that the students could be expected to have adopted at home, school or beyond. Questionnaire findings To make the achievements of the writing course measurable from the student perspective, a questionnaire was developed, consisting of 30 open-ended and closedended questions. The students were asked to fill in the questionnaire after they completed the course and sat the final exam, which requires that they take a dictation test, write an essay, do two translation tasks and a grammar test, and take an oral exam. The questionnaire was drawn up to show the extent to which the students were aware of distinctions and appreciation of the culture of writing in their local culture and the target culture, and whether they perceived the conducted activities as instructional and, specifically, as helping them to bridge the gap between some supposedly distinctive elements of the two cultures. Also, it probed the students’ awareness of the nature and consistency of the marking procedure, on its own as well as in the wider context of the unit, and their perception of their linguistic progress, as directly attributable to the writing course. �Journal of Foreign Language Teaching and Applied Linguistics The questionnaire was answered by 40 of the 55 students who took the course, of whom four repeated the year. Most of the questions addressed the students’ metacognitive ability, and some were specifically concerned with their perception of the purposes of the course and evaluation of its appropriateness in regard to their linguistic and cultural improvement, and to the unit and course as a whole. The answers showed that in some cases, the students were not even aware of the objectives of the writing course and commented on other elements of teaching, such as dictation, practicing pronunciation etc. Relevant for this paper is the group of questions related to the structure and contents of the writing course, its purpose and how motivating the activities were. It was assumed that making the tasks motivating would increase the students’ intrinsic motivation and reinforce the benefits of the prospect of formative assessment. Of the 40 students who answered the questionnaire, 23 found the writing course motivating, and 15 somewhat motivating. Still, most of them said it was both the process and product of the writing activities that the final writing mark reflected (23; for 10, it was the product, and for five, the process), which must be seen as a positive achievement of the course. Defining literacy, most of the respondents said it was an issue of using grammar and vocabulary, and only very few were aware of functional literacy. Thirty respondents found the course relevant for their improvement of English, but fewer than half said it contributed to their literacy in English. This reflects their assessment of their improvement in the use of the English grammar and lexis: Most of them gave both aspects a 3 on a scale of 1 to 5. The fact that half of the respondents did not consider functional writing a significant life skill might lead to an essentialist conclusion that the local culture indeed largely depends on verbal communication and social relations are still significantly verbally organised. Conclusion Whereas the formal limitations do not allow this paper’s authors to more closely examine the types of mistakes and the progress of individual students following the completion of the presented course, it is possible to conclude that for the students appreciating the general method of work at the Department, the writing course has meant general linguistic improvement in English and better approximation to the target culture, which in itself again points to the relevance of affective factors. The practiced forms are generally no longer perceived as strange, and if required, the students would be capable of using them. The procedure of formative assessment used in the course has only partly amended the students’ perception of assessment as necessarily summative, with some students being able to distinguish between the �Product Writing for Better Linguistic and Cultural Acquisition by English Language Students various elements integrated in the assessment practice as formatively and summatively relevant for their progress and studies. References Brown H. D. (2007). Teaching by principles. An interactive approach to Language Pedagogy. Harlow: Longman. Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning 16 � 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. 2823 Title A name given to the resource Product Writing for Better Linguistic and Cultural Acquisition by English Language Students Author Author Josifović-Elezović, Sanja Mitić, Svetlana Abstract A summary of the resource. Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended. Most people’s daily experience shows that the culture of cultivated writing is losing the battle with truncated correspondence via e-mail and other electronic media. In light of this, learning to write and utilize such basic forms as applications, complaints and reports may prove beneficial for students’ writing, as well as their general linguistic competence and their adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ adoption of the grammatical forms and the vocabulary/register that are required, or most commonly used, in the selected forms. This shows the extent of their real progress, as well as changes in their attitudes toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process. Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment Date A point or period of time associated with an event in the lifecycle of the resource 2015-04-21 Keywords Keywords. Article PeerReviewed L Education (General),P Philology. Linguistics,PE English,PR English literature Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3535 Title A name given to the resource PRODUCT WRITING FOR BETTER LINGUISTIC AND CULTURAL ACQUISITION BY ENGLISH LANGUAGE STUDENTS Author Author Josifović-Elezović, Sanja Mitić, Svetlana Abstract A summary of the resource. Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended. Most people’s daily experience shows the culture of cultivated writing losing battle with truncated correspondence via e-mail and other electronic media. In light of that, learning to write and manipulate such basic forms as applications, complaints and reports may still prove beneficial for students’ writing and more general linguistic competence and adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ actual adoption of the grammatical forms and vocabulary/register required or most commonly used in the selected forms, showing the extent of their real progress, as well as changes to their attitude toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process. Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment 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/87a3067196164679cb268bb9d0161811.pdf db5a24ff924928c1e05d8abf1eb8666e PDF Text Text Production Of Banana In Turkey Beyza Biner Meliha Temirkaynak Meh met Oten West Mediterranean Agricultural Research Institute, Antalya-Turkey Abstract: Banana, the production of which is restricted in some regions in both the world and in Turkey, is a rather demanded product as it is delicious, exotic and nutritious. The production, consumption and trade of banana is in high volumes in the world. Banana is the fourth most important crop species in the world and is critical for food security in many tropical countries. Bananas have been cultivated economically for a long time in subtropical regions of Turkey where production and productivity per hectare have significantly increased due to the adoption of protected cultivation. In Turkey, banana is mainly cultivated in Anamur and Bozyazı, where protected cultivation is common, and Alanya and Gazipaşa, where open cultivation is widely used. The area of protected cultivation in Alanya has lately been increasing. The objective of the study was to evaluate sustainability in banana production of Turkey. Keywords: Banana, production, sustainability, Turkey. Bananas are grown mostly between 30 degrees North and 30 degrees South latitude. It is grown in nearly 107 countries, the major banana growing regions are India, China, Brazil, Ecuador, Philippines, and Indonesia in tropics (FAO, 2006). Although banana is a fruit of tropical climate,it can be grown in subtropical climate belt countries like Spain, Israel, Morocco, Egypt, Portugal, and Turkey which have microclimate characteristics. Banana growing in Turkey is made in Mediterranean Region, in Mersin-Antalya coast line and especiallyin Alanya, Gazipaşa, Anamur and Bozyazı counties which are protected by the Taurus Mountains and have microclimate features, between 36. and 37.latitudes.(Türkay, 2007). Banana was first brought to our country in 1750 from Egypt as an ornamental plant to Alanya. It has been grown for commercial purposes after 1930’s for its fruit.(Anonymous a 2009). Banana production, which has been just hobby gardens for the first years, has reached to an importantlevelin terms of area and amount of production. In 12 000 da area with a production of 30 000 tones, productivity per da was 2500kg in 1994. In 2008, production areas raised to 40 000 da and production amount raised to 200 000 tones, and the fruit quality was at world level (Anonymous b 2008).In our country, with the numbers of 2008, 200 000 tones of banana is produced and 100 000 tones is imported (Anonymous c 2008). Therefore, our total banana production has still not to met the domestic demand. Nonetheless, with some betterment as a result of both the growing system and some technical and cultural applications, our banana production willincrease at places which show microclimate characteristics. As our country is out of the main banana production areas,itis seen that at such times, cold affected banana plantation negatively. For this reason, especially in Anamur and Bozyazı bananas are grown in greenhouses instead of open areas.In spite ofthis, protected cultivation cannot be adopted to Gazipaşa because of its slope areas. In these areas,terracing is being used. In Alanya some of the plantation areas are sloping??? and some ofthem are plain.In plain areas itis not possibleto build tall greenhouses because ofthe strong wind. Under the subtropical conditions, watering is one of the major subject in banana producing. In our country, while drip irrigation is widely used in closed areas,in open areas 50% drip irrigation and 50 % furrow irrigation systems are used. Especially in terracing areas of Gazipaşa with the effect of recent drought water of the well withdrew. As the wells are 80-140 meters depth, it is difficult to use them for watering. Watering is done by carrying water by tankers. In our country, when looked atits planting area, yield, production, quality and potential,Anamur and its zone has become a trade mark of banana producing. For the sake of natural conditions, with itstaste and odor, banana of Anamur became a brand name. Moreover,in our marketing domestic banana is being soldin the name ‘Anamur banana’. Banana production in Turkey has been initiated by clonal production of Dwarf Cavendish that is intensively used for dominant material. This variety has been known since many years due to its dwarfness and is convenient for protected cultivation. The growers are used depth shoots to proliferate the young plants or 437 �meristematic shoots in establishing of the new plantations. As in the world, many growers also have initiated to plantation by cultivars comm only used in our country to increase yield in banana production (Türkay, 2007). It has been informed that Grand Nain and Williams are convenient cultivarsto be produced in protected cultivation and, Grand Nain, Willams and Basrai for open fields according to adaptation test plots conducted in Bozyazı town. These varieties have been recommended as alternative to Dwarf Cavendish in view of quality and yield (Gübbük vd 2003). These banana however, clones have different agronomic properties. For instance; Dwarf Cavendish isresistantto Panama disease, Grand Nain heightis moderatelevel, Williams shows more yield butit is high plants. On the other hand, Dwarf Cavendish variety is produced by 90% ratiointotal production fieldsin which the plantation has been established by banana clones. This case results in increase individuals having remarkable bunch weight and quality from time to time resulted from unexpected mutations occurred in plants (Türkay 2007). The heating systems aren’t used in banana greenhouses.In stead of that,the systems which can change the temperature and humidity of the greenhouses such as misting and sprinkler irrigation are used. During the summer season especially when the temperature is over 34o C, greenhouses temperature get lower by using misting system. Natural vantilation systems are used through all of the banana greenhouses in Turkey (Türkay 2007). Bananas harvesting becomes dense in certain periods in our country. Harvesting is done densely between November and March. However banana production in greenhouses extends the harvesting period. As bananas are climacteric fruits,they are harvested in green ripe and then are matured. In our country after bananas were harvested,they were directly sent to consuming areas in wooden chestsin the past and they were being matured according to the need. Recently, bananas are matured with ethylene in ripening rooms for consuming. If bananas are to be storage for a long time, they are stored at 12-13 o C, % 90-95 ratio of humidity (Paydas and Pekmezci 1983). As a result bananas are produced in extreme conditions in Turkey. Banana production areas are sharp slopes surrounded by mountains on the north, and by sea on the south. Mountainous lands are being terracing for banana production. Although bananas need plenty of irrigation, production areas are lack of water. Moreover, these production areas making transportation of the crop to the market difficult. In spite of these negative conditions,inthese areasthere is no alternative productto banana to grow. According to the statistical data, our recent banana producing covers the 2/3 of our consuming. However, our country’s production potential is enough to correspond to the consumption if assessed enough. References Anonim a 2009. http://www.bahce.biz/bitki/meyve/muz.htm Anonim b 2008. tüik.gov.tr Anonim c 2008. http://www.muz.gen.tr/yayin/MUZ%20RAPORU%20-%202008.pdf FAO 2006. FAO Statistical Databases. Available at http://www.fao.org Gübbük, H. 1990. Cam Serada Yetiştirilen Cavendish ve Basrai Muz Klonlarının Beslenmesi, Muhafazası ve Olgunlaştırılması Üzerinde Araştırmalar. Çukurova Üniversitesi, Fen Bilimleri Enstitüsü, Bahçe Bitkileri Anabilim Dalı, Yüksek Lisans Tezi. 1990. Adana. Gübbük, H., Pekmezci, M. and Erkan, M. 2003. Meristem Kültürü ile Çoğaltılan Değişik Muz Klonlarının Açıkta ve Örtüaltında Yetiştirme Olanakları Üzerinde Araştırmalar. Anadolu, J. of AARI, 13(2), 73-87. Lahav, E., Turner, D.W. 1983. Fertilising for High Yield Banana, IPI Bulletin 7, 62 p. Türkay, C., Öztürk, H. H., Pınar, H. and Hocagil, M. M. 2006. Anamur Yöresindeki Muz Seralarının Yapısal ve Đşlevsel Özellikleri. Alatarım, 5 (2):17-22 Türkay, C. 2007. Anamur Yöresindeki Muz Seralarının Özellikleri ve Doğal Havalandırma Etkinliğinin Belirlenmesi Çukurova Üniversitesi, Fen Bilimleri Enstitüsü Tarım Makinaları Anabilim Dalı, Yüksek Lisans Tezi. 2007. Adana. Padaş, S. and M. Pekmezci, 1983. Muzların Depolanması ve Olgunlaştırılması Üzerinde Araştırmalar. TÜBĐTAK-TOAG Türkiye'de Bahçe Ürünlerinin Depolanması Pazara Hazırlanması ve Taşınması Simpozyumu, Tübitak Yayınları 587, TOAG 118, 306-321. 438 � 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. 524 Title A name given to the resource Production Of Banana In Turkey Author Author Biner, Beyza Temirkaynak, Meliha Oten, Mehmet Abstract A summary of the resource. Banana, the production of which is restricted in some regions in both the world and in Turkey, is a rather demanded product as it is delicious, exotic and nutritious. The production, consumption and trade of banana is in high volumes in the world. Banana is the fourth most important crop species in the world and is critical for food security in many tropical countries. Bananas have been cultivated economically for a long time in subtropical regions of Turkey where production and productivity per hectare have significantly increased due to the adoption of protected cultivation. In Turkey, banana is mainly cultivated in Anamur and Bozyazı, where protected cultivation is common, and Alanya and Gazipasa, where open cultivation is widely used. The area of protected cultivation in Alanya has lately been increasing. The objective of the study was to evaluate sustainability in banana production of Turkey. 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 Q Science (General) https://omeka.ibu.edu.ba/files/original/7e60a4c35112f3f9ae89cb8d488687c7.pdf 9423d6d78194b2cfc76bed87613bb112 PDF Text Text Production of Organic Essential Oils from Conifers Nezir Tanovic Agro Mediterranean Faculty “Dzemal Bijedic” University of Mostar Bosnia and Herzegovina nezir_tanovic@yahoo.com Ahmed Dzubur Agro Mediterranean Faculty “Dzemal Bijedic” University of Mostar Bosnia and Herzegovina ahmed.dzubur@unmo.ba Semina Hadziabulic Agro Mediterranean Faculty “Dzemal Bijedic” University of Mostar Bosnia and Herzegovina semina.hadziabulic@unmo.ba Elma Temim Agro Mediterranean Faculty “Dzemal Bijedic” University of Mostar Bosnia and Herzegovina adnan023@bih.net.ba Alma Leto Agro Mediterranean Faculty “Dzemal Bijedic” University of Mostar Bosnia and Herzegovina alma.leto@unmo.ba Alisa Hadziabulic Agro Mediterranean Faculty “Dzemal Bijedic” University of Mostar Bosnia and Herzegovina alisa.hadziabulic@unmo.ba Abstract: The aim of this project is dissemination of innovative technologies and knowledge related to the technologies of processing of medicinal and aromatic herbs with the goal of production of essential oils. Production of essential oils in rural areas of Bosnia and Herzegovina is done in the conditions, which are not, at this moment, at the level of sophisticated techniques and technologies. Essential oils are produced partly from widely grown medicinal and aromatic herbs and mostly from plantation-grown herbs. The aspects of processing of medicinal and aromatic herbs into distillates and all the measures, which follow the processing, should go through the transfer of technologies, so we could meet quality requirements as well as the European standards. Therefore, the intention is to certify the products as organic and according to HACCP system. Concerning the distillation of medicinal and aromatic herbs grown in natural population, we want to become a part of sustainable and rational exploitation in the way that we will identify economically important, rare, endangered and protected plants and to take care about the total biodiversity. Introduction Bosnia and Herzegovina has a significant amount of resources in the form of evergreen forest trees, especially fir, spruce, and pine trees, for the organic production of essential oil. In comparison with other medicinal plant 319 �species, the production of essential oil from fir, spruce, and pine trees is significantly simpler and more profitable. Especially favorable conditions are the availability of raw materials throughout the whole year and the simplicity of the procedure of essential oil production. The number of processing facilities that have adjusted their production concept to the process of separation of essential oils from the aforementioned forest woods and that are particularly certified on organic principles is small. Production of essential oils from conifers is labor-intensive, export-oriented, and highly profitable. The interest in a greater number of producers of essential oil, particularly conifer oil, is constantly growing. Steam distillation is mostly used for production of essential oil. Water distillation has not yielded good results in broader production practice, because, using this procedure, it is not possible to ensure a vapor pressure necessary for efficient separation of essential oil. Conifer essential oil is used in medicine and pharmaceutical industry. Those are aromatic, readily evaporable substances, compounds of terpenic hydrocarbons and their derivatives. They are transparent and usually colourless. When exposed to air, they get dark and evaporate quickly. They are dissolved in organic solvents, fats, and oils. Essential oils do not have a specific and constant structure. Their structure often depends on different agroecological conditions. Sometimes the structure of conifer essential oil differs in content depending on the stage of the raw materials used for distillation. Essential oils of different organs of the same plant have different compositions, sometimes of the same organ in different stages of development, and sometimes the differences are significant depending on the procedure used for distillation. In principle, forest plant species that grow in conditions with more sun have a greater content of essential oil in relation to temperate areas. Extraction of essential oils from medicinal plant species and conifers is done by means of “extractors”. This concept implies all devices in which isolation, i.e. extraction, of contained active substances from drugs is done regardless of the specific features and physicochemical characteristics of the extraction itself. For more precise definition of the procedure, the terms used are: extraction with organic solvents, water extraction, liquid gas extraction, water vapour extraction (often called hydro distillation), oil extraction, etc. In a part of the scientific community, there is a division into extraction and hydro distillation. It is common to call every isolation of active substances from drugs “extraction”, and differentiate them only based on the kind of extractant and not by the state of matter of the extractant and manner of separation of the extract. The term “extractors” encompasses all devices in which diffusion of active substances from drugs into extractant is directly performed. The basic classification of extractors by the manner of operation is into continuous and discontinuous. It is not necessary to particularly explain that the continuous devices have a much greater capacity than the discontinuous and that is why they are applied only in the cases when the processing of greater quantities of one or at most a few drugs is planned. Material and Methodology The raw material for the production of essential oil is needles of fir, spruce, and pine trees, with the presence of twigs of a diameter of one centimetre. Those are mostly one-year growths of green and wood mass. For our analysis, the raw material in two production areas, primarily the area of Olovo and the area of Mostar, was distilled. The distillation was done in the production plant Vogosca on a test distiller. Before the distillation, the conifer needles with wood mass were cut to the length of one centimetre. The cutting was done on an electric cutter intended for the cutting of conifer materials. Extraction of essential oil was done in two parallel procedures, by hydro distillation and steam distillation. The source of energy for hydro distillation was the gas on the test distiller with the construction for determination of precise analyses and steam distillation with the usual distillation procedure. The chemical composition of essential oil was examined on the gas chromatograph of the Federation Institute of Agriculture in Sarajevo. The chromatographic method allows for quick and accurate extraction of numerous compounds that compose essential oil. Certain constituents of essential oil appear in the form of peaks. Each peak corresponds to a certain component from which the quantitative value of the component of essential oil is determined. 320 �In the production of essential oil, both hydro and steam distillation was performed on two distillers of different construction and operation. With hydro distillation, water vapor required for the distillation developed in the same part of the distiller in which the plant mass was located. A characteristic of this principle of distillation is the inability of creation of higher pressure. With steam distillation, the vapor under greater pressure comes from the boiler and has the ability of a greater effect in relation to hydro distillation. Results The constants that were determined in the determination of essential oil are primarily the acid and ester content. The acid content is the KOH quantity expressed in milligrams, which is required to neutralize the acid located in one gram of essential oil. The ester content EN is the KOH quantity expressed in milligrams, which is required to saponify the ester located in one gram of essential oil. Ester content is calculated on bornyl acetate and is expressed in percents. The most important components used in evaluation of essential oils are the specific gravity, optical activity and refractive index. On the bases of these values, evaluation of quality of the essential oil is made. According to Gildemeister, the average values of essential oil in the region of Tyrol (P. Miletic and associates) are within the ranges stated in Table no. 1, and the results of our research are in the same range. Constants Specific gravity Optical activity Refractive index Acid content Esters (bornyl acetate) Fir Pine Olovo Spruce Mostar Olovo Mostar Olovo Mostar 0.78 0.81 0.84 0.86 0.88 0.88 - 33.8 - 40.2 6.2 7.8 -28.5 -31.5 1.46 1.48 1.50 1.55 1.46 1.46 2.2 2.2 2.6 2.8 0.5 0.7 5.5 -9% 6.2 – 10.5% 1.3 – 1.9% 1.5 – 1.8% 6.5 – 8.5% 7.2 – 9.5% Table. 1 Constant of essential oils at the locality of Mostar and Olovo obtained by steam distillation It is important to note that conifer essential oil contains other extracts as well, but bronyl acetate is predominant, and that is why it is the basis for calculation (S. Kapetanovic, 1988). The main component used in evaluation of essential oil are specific gravity, optical activity and refractive index. Specific gravity is determined by means of pycnometer and analytical scales; optical activity by means of polarimeter, and refractive index by means of refractometer. On the basis of such analysis, conclusion can be made about the value of individual essential oils. Constants Olovo Specific gravity Optical activity Refractive index Acid content Esters (bornyl acetate) Fir Mostar Pine Olovo Mostar Olovo Spruce Mostar 0.43 0.49 0.42 0.53 0.58 0.58 - 32.0 - 38.2 5.2 4.8 -17.0 -21.8 1.32 1.34 1.40 1.46 1.50 1.39 2.0 2.0 2.2 2.5 0.4 0.6 5.2 – 9% 1.1 – 1.6% 1.5 – 1.6% 5.5 – 8.0% 7.0 – 9.2% 5.2 -8% Table . 2 Constant of essential oils at the locality of Mostar and Olovo obtained by hudro distillation 321 �In relation to steam distillation, the values obtained by hydro distillation are significantly lower, and primarily: the specific gravity, optical activity and refractive index. Therefore, the very principle and procedure of distillation on different types of distillers affects not only the quantity of essential oil but its quality as well. Raw material Fir White pine Spruce Olovo 0.24 0.27 0.16 Mostar 0.29 0.32 0.17 Average 0.27 0.29 0.16 Table. 3 Yield of conifer essential oil (% of essential oil fir, pine and spruce) obtained by steam distillation Essential oil yields in different localities differ significantly, although they range within the limits of average values of 0.1 – 0.5 (Miletic and associates). In different periods of vegetation, the differences in the content of essential oil are significant. In all species of evergreen trees, the percentage is significantly greater during vegetation (spring and summer) in relation to fall and winter. Raw material Fir White pine Spruce Olovo 0.14 0.22 0.11 Mostar 0.22 0.24 0.13 Prosjek 0.18 0.23 0.12 Table. 4 Yield of conifer essential oil (% of essential oil fir, pine and spruce) obtained by hydro distillation Essential oil yields obtained from the same mass on a distiller for hydro distillation are significantly lower in relation to the results for all the coniferous trees obtained by steam distillation. Conclusion Coniferous tress (fir, pine and spruce) are a good raw material for production of high-quality essential oil certified as organic raw material. The distillation of conifers is optimal by using the system of introduction of steam into the distillation apparatus with the lowest pressure of 0.5 bars. Prior to that, it is necessary to cut the raw material with the wood mass to the thickness of up to 1 cm. By their chemical structure, essential oils are a compound composed of a greater number of different compounds, primarily of terpenic character. The main components of essential oil are hydrocarbons, different alcohols and esters. The yield (%) of essential oil of all analyzed coniferous trees is greater in the Mediterranean region in relation to the continental region, i.e. the oil content is greater at the locality of Mostar in comparison with the locality of Olovo. The yield and quality of essential oil is greater when it is obtained by steam distillation in relation to hydro distillation. From the economic point of view, the production of essential oil from coniferous trees is justified and significantly more profitable in relation to the majority of medicinal plan species. References Ašić Simon (1989): Pomoć iz domaće lekarne, Mohorjeva družba, Celje, Burger Guy, Claude (1999) : Die Rohkosttherapie , Wilhelm Heyne Verlag, Eiden, Annette (1992): Praxis der Naturheilkunde, Südwest Verlag, Steier, Rihter, Isolde (1994): Atlas für Heilpraktiker, Anatomie, Physologie Urband und Schwanzerberger Verlag, Münhen – Wein – Baltimore,. Siegmund, Ferdinand (1995): Omas Lexikon der Krauter und heinphlanzen Behtemünz Verlag, Ausburg,. 322 � 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. 447 Title A name given to the resource Production of Organic Essential Oils from Conifers Author Author Tanovic, Nezir Dzubur, Ahmed Hadziabulic, Semina Temim, Elma Leto, Alma Hadziabulic, Alisa Abstract A summary of the resource. The aim of this project is dissemination of innovative technologies and knowledge related to the technologies of processing of medicinal and aromatic herbs with the goal of production of essential oils. Production of essential oils in rural areas of Bosnia and Herzegovina is done in the conditions, which are not, at this moment, at the level of sophisticated techniques and technologies. Essential oils are produced partly from widely grown medicinal and aromatic herbs and mostly from plantation-grown herbs. The aspects of processing of medicinal and aromatic herbs into distillates and all the measures, which follow the processing, should go through the transfer of technologies, so we could meet quality requirements as well as the European standards. Therefore, the intention is to certify the products as organic and according to HACCP system. Concerning the distillation of medicinal and aromatic herbs grown in natural population, we want to become a part of sustainable and rational exploitation in the way that we will identify economically important, rare, endangered and protected plants and to take care about the total biodiversity. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/7888db6c02cb6217410c4fbfa0701ad1.docx 061a05187757b847c517f38f9df47948 https://omeka.ibu.edu.ba/files/original/81b6a6b8f53e59c92f2cb6b0197bf900.pdf 9af1835de53857afd943edd1ad55663b PDF Text Text Professional Needs of Efl Teachers at Elementary Schools in Turkey Oya Büyükyavuz Süleyman Demirel University/Isparta, Turkey ABSTRACT Being a foreign language teacher requires a lot of peculiarities that should be acquired and performed appropriately in the class accordingly. This paper provides the results of research based on the professional needs of the teachers of English at elementary schools in Turkey. It also presents the recent description of teacher development and characteristics of foreign language teachers focusing particularly on the subject of professional needs of English language teachers. In this qualitative study, among the randomly selected participants, 152 teachers of English working at elementary schools in Turkey provided data for their professional needs. The data for this research were collected through the specifically designed survey entitled “Professional Needs Analysis Survey and the views obtained from semi-structured interviews with five participants. The analysis showed that a great amount of EFL (English as Foreign Language) teachers need to be professionally developed in order to be able to perform their professions appropriately, and to keep up with the rapid development in the ICT field that requires teachers to be continuously up to date. � 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. 1927 Title A name given to the resource Professional Needs of Efl Teachers at Elementary Schools in Turkey Author Author BUYUKYAVUZ, Oya Abstract A summary of the resource. Being a foreign language teacher requires a lot of peculiarities that should be acquired and performed appropriately in the class accordingly. This paper provides the results of research based on the professional needs of the teachers of English at elementary schools in Turkey. It also presents the recent description of teacher development and characteristics of foreign language teachers focusing particularly on the subject of professional needs of English language teachers. In this qualitative study, among the randomly selected participants, 152 teachers of English working at elementary schools in Turkey provided data for their professional needs. The data for this research were collected through the specifically designed survey entitled “Professional Needs Analysis Survey and the views obtained from semi-structured interviews with five participants. The analysis showed that a great amount of EFL (English as Foreign Language) teachers need to be professionally developed in order to be able to perform their professions appropriately, and to keep up with the rapid development in the ICT field that requires teachers to be continuously up to date. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/c6acb3d786544357b1e89e170d47799d.docx 8d1bb9c4f1f3b82917777d7bcf533ce2 https://omeka.ibu.edu.ba/files/original/3926b71d2aa32a917f1d2bcbf07ca193.pdf b7ff6a6cf3e797b98fa52c43e9169412 PDF Text Text Progress of the Transition in the Southeast European Countries Wioleta Nowak Institute of Economic Sciences, University of Wroclaw Poland wnowak@prawo.uni.wroc.pl Abstract: The aim of the paper is the analysis of the progress of the transition in nine Southeast European countries (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, FYR Macedonia, Montenegro, Serbia, Slovenia and Romania) in the years 1998-2012. The Wroclaw taxonomy method is used to establish similarities and differences in the evaluation of the progress of the transition achieved by the examined countries. The study is based on six indexes used by EBRD (large scale privatization, small scale privatization, governance and enterprise restructuring, price liberalization, trade and Forex system and competitionpolicy). Montenegro, Serbia and Bosnia and Herzegovina experienced the greatest progress in the evaluation of the transition in the years 1998-2012. The following pairs of countries: Slovenia-Croatia, Bulgaria-Romania and Albania-FYR Macedonia showed the smallest differences in the evaluation of the transition. In the case of such countries as: Bosnia and Herzegovina, Montenegro and Serbia, patterns of the evaluation displayed similarities to the different countries in the different years of the analyzed period. Keywords: transition, Wroclaw taxonomy method, EBRD, Balkan region. 39 � 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. 2471 Title A name given to the resource Progress of the Transition in the Southeast European Countries Author Author NOWAK, Wioleta Abstract A summary of the resource. The aim of the paper is the analysis of the progress of the transition in nine Southeast European countries (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, FYR Macedonia, Montenegro, Serbia, Slovenia and Romania) in the years 1998-2012. The Wroclaw taxonomy method is used to establish similarities and differences in the evaluation of the progress of the transition achieved by the examined countries. The study is based on six indexes used by EBRD (large scale privatization, small scale privatization, governance and enterprise restructuring, price liberalization, trade and Forex system and competitionpolicy). Montenegro, Serbia and Bosnia and Herzegovina experienced the greatest progress in the evaluation of the transition in the years 1998-2012. The following pairs of countries: Slovenia-Croatia, Bulgaria-Romania and Albania-FYR Macedonia showed the smallest differences in the evaluation of the transition. In the case of such countries as: Bosnia and Herzegovina, Montenegro and Serbia, patterns of the evaluation displayed similarities to the different countries in the different years of the analyzed period. Keywords: transition, Wroclaw taxonomy method, EBRD, Balkan region. 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 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/88bce3ac8bd090b5bd82d65a8f6d773c.pdf fb0d850c0582434e8097c9dffe8575c2 PDF Text Text �������������������������������������������� 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. 3006 Title A name given to the resource Prohibition of Operation and Activities of Political Parties - Comparative Review of the Jurisdiction of Constitutional Courts in the Region Author Author Jašarbegović, Amra Kotlo, Rebeka Abstract A summary of the resource. In the contemporary constitutional and democratic state, political parties represent one of the most important organizations of modern political action. Their constitutionalization, or introducing into the constitution the provisions which govern the principal position of the political parties and which recognize their (democratic) role in the constitutional system, influenced the appearance of different mechanisms of control and prohibition of their operation and activities. This paper analyzes the position and role of contemporary constitutional courts in controlling the operation and activities of political parties. The analysis of the practice of constitutional courts which exercise these powers, as well as of the practice of the European Court of Human Rights and of the opinions of the Venice Commission expressed by “Guidelines on Prohibition and Dissolution of Political Parties and Analogous Measures” is essential if we wish to critically evaluate the place and role of modern constitutional courts in the control of operation and activities of political parties. 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 2015-12-28 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General) https://omeka.ibu.edu.ba/files/original/23dfd1342de658a6a7f660ca67784d3b.pdf 7a53972005c459621485b5de2be8a7c3 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Pronunciation and Transphonemization of Arabisms in the Islamic English Language Samina Dazdarevic Department of Philology, International University of Novi Pazar, Serbia semene1994@hotmail.com Abstract: This work emphasizes the relationship between the English language and Islam and its significance in contemporary times. It focussed on the important role of the English language as a conveyor of knowledge about Islam to the international community and on the diverse ways in which Western and global cultures, often accessible in English, would no doubt continue to connect with the Muslim world. The English language has been one of the most hospitable languages in the world in accepting foreign loanwords and one of the languages that contributed to English is the Arabic language as a donor of words to other languages. Directly borrowed arabisms which are connected with Islam are pronounced the same in Arabic and English, it is zero transphonemisation or partial - compromise tranphonemisation. They form their orthography on the basis of the pronunciation of the model or an arabism follows the orthography of the model without any change. Introduction With the advent of Islam in the 7th century, followed by the establishment of Islamic/Muslim kingdoms/empires in various parts of the world, and through a series of historical crusades, contacts between English and Islam, and Arabic and Christianity were established. Whatever the argument is concerning the cultural invasion and political domination of the East by the West, or vice versa, the fact is, both have influenced and learnt from each other in all fields of life throughout the centuries. The simplest kind of influence that one language may exert on another is the borrowing of words. When there is cultural borrowing there is always the likelihood that the associated words may be borrowed too. Languages use various strategies in borrowing: perhaps adopting and preserving the form used in the donor language, sometimes adapting the borrowed word to conform more closely to their own phonological and morphological systems, and sometimes creating a new word through loan translation. Not surprisingly, the extent and nature of borrowing between two languages reflect the extent and nature of the contact between the corresponding cultures. Perhaps most English speakers are not aware of many words that have entered the English language from Arabic, some of which are original Arabic words and some of which entered Arabic from other languages. Of course, it is not merely the case that the words alone entered the English language. In most instances, the ideas and objects that the words represent were introduced to Western culture by the Arabs. English today has thousands of words in all fields of human endeavour which are of Arabic origin: in architecture, agriculture, art, astronomy, commerce, geography, industry, literature, mathematics, mechanics, medicine, music, physics and religion. Adaptation of these words is a gradual process and progresses in small steps: a foreign word, in our case - Arabic word - must adapt to a language system, to the orthographic and phonological systems of the receiving language, English; certain loanwords become integrated in the borrowing language to such an extent that they are no longer recognized as being of foreign origin. Also, a new lexical unit always enriches the vocabulary of the borrowing language: it names a new concept, product, or invention, or replaces an obsolete native word. Language is a human phenomenon influenced by collective conceptual memory of the society that speaks it. An Islamic language, therefore, is not a mere surface structural expression nor a language with a set of Arabic loan words It is a language indentified in both communal semantic memory and individual episodic memory with Islamic characteristics. (Abdussalam, 1999, p. 9) Isma‘il Raji al Faruqi (1986, p. 7) forcefully encourages Muslim native speakers of English language as well as Muslim users of English, to stick to Islamic Arabic terminology and vocabularies which equivalencies are not existent in English, in order to make them part of the communal memory of this language and consequently incorporate them in its dictionary. According to Ahmad Shehu Abdussalam (1999, p. 9) the term Islamic language includes any language spoken by a Muslim language group as a mother tongue, languages used in bilingual community or language 52 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo expected to be Islamic. The latter are languages spoken mainly by non-Muslim communities but used widely by Muslims in academic matters. This category may include languages such as English, French, etc., in case of influence of Islamic faith on its speakers. In order to determine to what extent a language community can be Islamic, socio-cultural criteria will need to be applied. Meanwhile, Arabic language is regarded as the lingua franca of Muslim Ummah. The reason is not that it has any supremacy, but for the fact that it is the language of the Qur’an, Hadith, prayers and main references on Islam. Precisely because of this, it is supposed to be learnt by every Muslim with some degree of proficiency. Beside Arabic, Muslims are encouraged to learn their mother tongues and languages of other Muslim group, in order to foster Islamic brotherhood and amicable social interaction. The diving force in a communal memory is cultural, and Islamic faith (`aqidah) is ought to assume this role in any Islamic language and features clearly in various modes of its expression and tands as well as distinctive feature. 2. Islam and Arabic: a Unique Relationship The revelation of the Qur'an in Arabic set the scene for a unique and lasting relationship between the language and Islam. On the one hand, Arabic provided a very effective medium for communicating the message of the religion. On the other hand, Islam helped Arabic to acquire the universal status which it has continued to enjoy since the Middle Ages, emerging as one of the principal world languages. (Chejne, 1969, p. 53) The relationship of Islam and the Qur'an to Arabic involves more than just the use of a language to communicate a divine message. There are a number of factors which set this relationship apart from that which exists between other holy books and the languages in which they appeared, for Arabic has come to be closely associated with Islam, and in this way has acquired a semi-official status. It is implicit that anyone professing Islam cannot ignore the role Arabic plays in his faith. Embracing Islam, therefore, entails exposure to, and familiarity with, the Arabic language. Such familiarity is necessitated by the fact that memorization and recitation of Qur'anic verses in their original language is necessary for the performance of the daily rituals. Other holy books may have had an impact on the languages in which they originally appeared, but the impact that Islam and the Qur'an have had on Arabic appears to be unique in its extent and durability. It has often been the case that a holy book appears in a given language and is then translated into other languages, in which it continues to be read and recited during the performance of rituals, but, in the case of the Qur'an, although it has been translated into many languages, these translations cannot replace the original language as a language of worship, which continues to be Arabic for all Muslims, native speakers and others. Other holy books also came to be associated with specific languages, such as the Torah with Hebrew, and, perhaps less intimately, the New Testament with Greek and Latin. (Chejne, 1969, p. 53) 2.1 Islam, the Qur'an, and the internationalization of the Arabic language The revelation of the Quran in Arabic in the early part of the seventh century AD helped the language to acquire an international status which it has continued to enjoy until the present day. (Chejne, 1969, p. 5). It is true that Arabic has played an important role in the life and history of the Arab people, but without the bond it has with Islam it would not have been likely to have acquired the type of international status it has acquired through Islam. It was under the banner of religion that Arabic spread beyond the borders of the Arabian Peninsula. The early Muslims who emerged from the north-western part of the Arabian Peninsula brought with them not only the Islamic religion but Arabic as well. This phenomenon was so remarkable that, within a few centuries after the revelation of the Qur'an, Arabic became the common language of government, correspondence, business, and literary expression. The speed and facility with which Arabic was first accepted and then eventually absorbed in the new countries was remarkable, and it was largely due to its association with Islam. Converts to the new religion looked with great interest towards the original language of their Holy Book. (Al-Jindi, 1908, p. 31). 53 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 3. Toward Islamic English? The relationship between Islam and Arabic leads us to a very important issue, and that is the relationship between English and Islam. The issue of English terms in Arabic was raised in the mid 1980s by the late Isma‘il Raji al Faruqi, himself an immigrant to North America, in a short book Toward Islamic English (1986). Faruqi’s goal was to foster the inclusion into English a wide range of Arabic terms that were, in his view, untranslatable and would enrich and enlarge English and other languages.There is a list of Islamic terms in Appendix C. Thus, for example, Urdu, a language based on Sanskrit, was enriched by Arabic words, which become the vehicles of a “new vision and new spiritual sensitivities” (al Faruqi, 1986, p. 13). Faruqi pointed out, for example, how misleading it was to translate salat or namaz as “prayer,” since that term makes no distinction between the requisite, chronologically appointed, salat and the spontaneous supplication of du‘a. Al Faruqi included some thirty pages of words, provided in Arabic script, correctly transliterated and properly defined, to serve as an initial pool of words meant to be regarded as English vocabulary. By adhering to the old cosmopolitanism of Arabic, one would contribute to the new cosmopolitanism of English. Islamic English is the English language modified to enable it to carry Islamic proper nouns and meanings without distortion, and, thus to serve the linguistic needs of Muslim users of the English language. (Isma‘il Raji al Faruqi, 1986, p. 7) According to Isma‘il Raji al Faruqi (1986, p. 7), Muslim users of the English language are, first, the Muslim citizens and permanent residents of the English-speaking countries and those countries around the world where English is an official language, such as Pakistan, India, Ceylon, Malaysia, the Philippines in Asia, and Nigeria, Ghana, Uganda, Kenya, Ethiopia, Tanzania and others in Africa and around the globe. Besides the foregoing, the category equally includes all those Muslims who have mastered or acquainted themselves with the English language, and who use it as a language of reading and research, for writing and communication. Finally, to this large number must be added the millions of Muslims who use the non-Islamic languages – e.g., the languages of Europe, Asia and Africa. On the basis of professor Faruqi's definition of Islamic English and classification of Muslim users of the English language, Zaidan Ali Jassem (1995) attempts to indentify some of the distinctive features of Islamic English in terms of the general language levels: phonology, morphology, syntax, lexis and discourse. He concludes that there are differences between Muslim native speakers of English and Muslim non-native speakers of English in nearly all levels, but the differences occur mostly at the discourse level. Jassem also outlines of the following salient characteristics of Islamic English: • Islam topics • lexis which includes islamic Arabic vocabulary, some of which have become part of standard English usage, eg. Shariah, Fiqh, Fatwa, Islam, Jihad to name a few • the grammar of Islamic English is plain syntax • the discourse incorporates many Arabic expressions, e.g., Bismilla, do'a (supplication), Salaam (greeting) and GazzajAllahu Khyra (for thank you) • the audience of Islamic English are Muslims or non-Muslims • the reliance on primary and secondary sources where the former include the Qur'an and Sunnah, and the latter include the work of Sahaba (the prophet's companions) and Muslim scholars in all walks of life. The above survey of the works of Professor Faruqi and Dr. Jassem establishes the existence of Islamic English as a distinct variety. Jassem (1995) makes a step further in recognising Islamic English as similar to other English varieties in the sense that it has topic, lexis, grammar, style, audience and dicsourse norms. With this, he concludes that Islamic English is an old reality and phenomenon that has been in practice probably since the first Muslims spoke and wrote English. Ahmad Shehu Abdussalam in his book Islam and language (1999, p. 6) states that describing languages as Islamic or non-Islamic normally surfaces while discussing Islamisation of linguistic studies, in the context of difference and similarity between language groups, socio-cultural indentity, thought, behavior and beliefs of these groups. In order to offer a clear description, linguistic features of an Islamic language need clarification. It is unexpected that this description will restrict itself to commonality between Arabic and other languages spoken by Muslim commonly on the surface level of lexical borrowing, despite the fact that influence of Islam on language transcends loan words to discourse and in-depth cultural meaning of borrowed lexicon. As Abdussalam notes, that description of this nature should consider peculiarity in the context of unity between cultures of different Muslim communities, the presumed relativity in perception of realities and linguistic variation in the expression of beliefs and thought of language groups. It is equally important to note language change due to forces within the language system itself, and in association with development and changes in other domains, such as cognition and cultural norms. 54 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 4. Arabic Contribution to the English Language If, today, we leaf through the English dictionaries, we will find that words of Arabic origin are to be found, here and there, under every letter of the alphabet. It will surprise many to know that some scholars have made a study of the Skeat's Etymological Dictionary and found that Arabic is the seventh on the list of languages that has contributed to the enrichment of the English vocabulary. Rober Deveux turned up 600 loanwords by leafingthrough the pages of the Random House Dictionary of the English Language (RHD), Webster's Third New International Dictionary (W3) and the Shorter Oxford English Dictionary (SOED). James Peters and Habeeb Salloum in Arabic Contributions to the English Vocabulary (1996) state that some scholars have made a study of the Etymological Dictionary and found that Arabic is the seventh on the list of languages that has contributed to the enrichment of the English vocabulary. Only Greek, Latin, French, German, Scandinavian and the Celtic group of languages have contributed more than Arabic to the English idiom. According to Peters and Salloum there are over 3,000 basic words, along with perhaps some 4,000 derivatives, of Arabic origin or transmitted through Arabic in the English language. Upwards of 500 of the basic words are common in the everyday language. These Arabic loanwords employed in the everyday vocabulary indicate that in almost all areas, the Arabs contributed to the English way of life. Some examples of these common words with their Arabic origin will give an insight into this contribution. The Arabic loan words themselves are only one aspect of the Arabic impact on English. We must stress that lexicographers differ amongst themselves over the paths some loanwords have followed to reach English and even over the real origins of' some of the words. The word sales is a good example. It derives ultimately, strange as it may seem, from the Arabic khusa ath-tha'lab (the fox's testicles). On that point all lexicographcrs seem to agree; but the RHD gives its path as Arabic-Turkish-English, the W3 as Arabic-French or Spanish-English and the SOED as Arabic-Turkish-French - English.To cite another example, the W3 says that safari entered English direct from Arabic, while both the RHD and SOED say that the path was Arabic-Swahili-English. Many, Arabic loanwords, especially those connected with Islam (e.g., dhimmi, hafiz, ijma, khutbah (or khutba), madrasah (or madrasa), muezzin (or muazzin), murshid, waqf (or wakf, etc), are simply transliterations of the Arabic originals. But since different individuals have different ideas about how the Arabic alphabet should be transliterated into Latin characters, in many cases there is no single correct way to spell an Arabic loanword and, instead, dictionaries offer several - sometimes as many as seven - accepted variant spellings. What variant spellings have already been cited above. Other prime examples include: sequin, zequin, zequine, zecchino, zechin, zecchin, zecchine; durra, dura, dhurra, doora, doura, dourah; gufa, guffa, goofa, goofah, kufa, koofah; shariat, sharia, shar, shar', sheria; qadi, cadi, kadi, kadhi, gazi; ghazel, ghazel, gaze/, gasal, ghasel. These variant spellings of Arabic loanwords really do not create any serious problems, for the words, regardless of which variant you consider, are generally relatively close both in sound (allowing for English pronunciation) and meaning to their Arabic originals. The key word here is generally, for in more than a few cases loanwords have been altered beyond recognition both in form and meaning. 4.1 The Study of Arabisms For our study we have followed the Narrow Approach using studies of Rudolf Filipović whose whole work was based on the studies by Werner Betz (1949, 1959), Einar Haugen (1950, also 1956), and Uriel Weinreich (1953). Various linguists have gone in for influence of the English language on other languages using the methods that were worked out in Teorija jezika u kontaktu. Uvod u lingvistiku jezičnih dodira (Theory of Languages in Contact. An Introduction to Contact Linguistics) by Rudolf Filipović. Since the English language is constantly changing, responding to the world around it and absorbing elements from every other language and culture that it comes into contact with, many linguists have occupied themselves with these loanwords. For the purpose of this study, first we have to define arabisms and we followed Rudolf Filipović (1990, p. 20) and his definition of Anglicism: An arabism is any word borrowed from the Arabic language denoting an object or a concept which is at the moment of borrowing an integral part of Arabic culture and civilization; it need not be of Arabic origin, but it must have been adopted to the linguistic system of Arabic and integrated into the vocabulary of Arabic. Our analysis of arabisms in the English language is primarily based on how Rudolf Filipović analysed anglicisms in European languages in his book Anglicizmi u hrvatskom ili srpskom jeziku: porijeklo-razvojznačenje (Anglicisms in Croatian or Serbian: origin-development-meaning) (Filipović, 1990) using his methods that he briefly worked out in his book Teorija jezika u kontaktu. Uvod u lingvistiku jezičkih dodira. (Theory of Languages in Contact. An Introduction to Contact Linguistics) (1986). Filipović introduces his new terminology: adaptation on the phonological level is called transphonemization (phoneme substitution) and is further analysed as zero, partial and free. 55 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo This study deals with arabisms in the field of religion 4.2. Integration of Arabisms The integration of a certain number of arabisms into English - the receiving language, whose linguistic system is different from that of Arabic, requires a linguistic analysis to explain how the process is performed. Arabic source words in passing from one system into several others must be adapted before they can be integrated. The analysis of every arabism in our dictionaries of arabisms in the English language (Filipović, 1991, p. 125-133) is organised so that it defines: 1) the origin of the arabism (i.e. from which Arabic model-source it was developed), 2) its ortography or spelling, 3) its pronunciation in the receiving language, 4) its morphological categories (parts of speech and gender), and 5) its meaning. To achieve this, the analysis is performed on four levels: (a) the orthographic level, to show how the spelling of an Arabic source word is adapted into the orthography of the receiving language - English, (b) the phonological level, to explain the pronunciation of the arabism especially when it differs from the Arabic source word, (c) the morphological level, to show how the citation form of the arabism (and, if it is a noun, its gender, indicated by sb-m/f/n) are determined, (d) the semantic level, to determine which meaning of the Arabic source word is transferred into the corresponding arabism. We are going to discuss here the orthography and phonetics of arabisms. 4.3. The Orthography of Arabisms The adaptation of an Arabic source word into an arabism begins on the orthographic level in order to determine the spelling of the arabism (the citation form) and its relation to the orthography of the model (the Arabic source). First we have to define an orthography. It as a learnable human technology consisting of 1) a set of characters and 2) conventions for using them to make language visible. Since Arabic is written in a very different alphabet from English or any other language written with Latin alphabet, it is difficult for people with no knowledge of the Arabic alphabet to understand Arabic texts. It is than helpful to transliterate this alphabet into the Latin alphabet. For the purpose of this study we have to make a difference between transliteration and transcription because these two terms are often confused. Transliterating is a representation of an alphabet with letters from a different alphabet. The translation is done character by character, syllable by syllable. In other words, transliteration is used to reproduce the Arabic writing system into Latin alphabets. When trying to find a standard transliterator for Arabic, it was found that the writing is similiar to its pronunciation. Therefore, it was decided to find a system for phonetic transcription that both reproduces speech and writing. The term Transcription, as used here, denotes an orthography devised and used by linguists to characterize the phonology or morphology of a language. Trained linguists often use the International Phonetic Alphabet to transcribe languages. The typical transcription of Arabic has as its purpose to convey the pronunciation of Arabic words, usually to foreigners who are not comfortable with traditional Arabic orthography. Given their previous schooling in the orthographies used for their native languages, Western Europeans are more comfortable with a Roman-based transcription; Russians and Bulgarians would obviously prefer a Cyrillic transcription, etc. These transcriptions are possible orthographies for Arabic, possible ways of making Arabic visible, but because they use different character inventories and different conventions, they are different from the standard Arabic orthography. There are four possibilities but with arabisms in the field of Islam there are three: (1) the orthography of the arabism is formed on the basis of the pronunciation of the model: Arabic araq /ɑrɑk/ - English: arak Arabic ra'īs /re'i:s/ - English: reis (2) the orthography of the arabism follows the orthography of the model without any change: Arabic Allāh /ɑl'lɑ:h/ - English: Allah Arabic hijāb /hi'dʒɑ:b/ - English: hijab 56 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo (3) the orthography of the arabism follows partly the pronunciation and partly the spelling of the model in either order: - English: salaam Arabic salām /sɛ'lɑ:m/ 4.4 The Phonology of Arabisms The pronunciation is determined on the phonological level according to the similarity and dissimilarity of the phonological systems of Arabic and the receiving language - English. (1) If both systems of pronunciation have the elements equally described, then the substitution is complete and the arabism is pronounced in the way of the receiving language. Since there is no change, we call this process zero transphonemisation (Filipović, 1977, p. 125-133): Arabic bi-smi-lla-h /bis'milə/ - Arabic 'imām /i'mǡ:m/ - English: bismillah English: imam /bis'milə/ /i'mǡ:m/ (2) If some elements of the receiving language are different by their description, the pronunciation of the arabism is only partially equal to the Arabic source word: the process is called partial or compromise transphonemisation: Arabic halāl /hǡ'lǡ:l/ - English: halal /hə'lǡ:l/ (3) If the pronunciation of the Arabic source word consists of elements which do not have equivalents in the sound system of the receiving language, then the substitution is free: this process is called free transphonemisation and there is no such arabism in the field of Islam so there we have provided this example with the Arabism in the field of food: Arabic sukkar /suk ֽ◌kɛr/ - English: sugar /ʃugə/ 5. Conclusion The Arabic language has without doubt served as a very effective medium for the communication of the message of Islam. It has also served as a means for preserving the cultural and religious heritage of Arabicspeaking and Muslim peoples. In this sense, the language has been extremely useful to the religion. However, in its role as the language of the Qur'an, Arabic has benefited enormously. Furthermore, the need for Muslims, whether native or non-native speakers of Arabic, to memorize and recite verses from the Qur'an in their daily worship has helped to keep the Arabic language alive. It was due to its association with Islam and the Qur'an that Arabic gained a good deal of prestige as the language of faith, a faith that was gaining more and more followers with each new day. The interest in the new faith brought with it interest in the language of that faith. It was under the banner of Islam that Arabic has influenced many languages. In addition, the relationship between the English language and Islam has great significance in contemporary times as the English language continues to play an important role as a conveyer of knowledge about Islam to the international community. The English language has been one of the most hospitable languages in the world in accepting foreign loanwords and one of the languages that contributed to English is the Arabic language as a donor of words to other languages, not only of English but also of other languages. When it comes to the integration i.e the alteration of a borrowed word to such an extent that native speakers are no longer aware of any foreignness of arabisms from a donor language -- Arabic into English as the receiving language -- arabisms can be broadly divided into loanwords, i.e. those which have been assimilated phonologically, orthographically, morphologically or semantically and foreign words, i.e. those which have no assimilation. Most of the arabisms are loanwords but directly borrowed arabisms which are connected with Islam are foreign words. They form their orthography on the basis of the pronunciation of the model (Arabic: bi-smillāh /bis'mil ǡ/ -English: bimillah /bis'mil ə/) or an arabism follows the orthography of the model without any change (Arabic: hijāb /hi'dʒǡ:b/ - English: hijab). 57 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References: Abdussalam, A. S. (1999). Islam and Language. Kuala Lumpur: Al-Hilal Publishing. Al-Faruqi, I.R.(1986). Toward Islamic English. Virginia: International Institute of Islamic Thought. Al-Jindi, A . (1908). Al-Fusha lughat al-Qur'an. Lebanon: Typopress. Chejne, A. (1969). The Arabic language: its role in history. Minnesota: Minessota Press. Filipović, R. (1977). Transphonemization : substitution on the phonological level reinterpreted. Tubingen: Max Niemeyer Verlag. Filipović, R. (1986) .Teorija jezika u kontaktu, uvod u lingvistiku jezičnih dodira. Zagreb: JAZU, Školska knjiga. Filipović, R. (1990). Anglicizmi u hrvatskom ili srpskom jeziku. (Anglicisms in Croatian or Serbian: origindevelopment-meaning). Zagreb: JAZU, Školska knjiga. Filipović, R. (1991). The English Element in European Languages: vol. 3 : Reports and Studies. Zagreb: of Zagreb. University Jassem, Z. A. (1995). Islamic English: An applied Linguistic Perspective. A paper presented at the 9th Symposium on Theoretical and Applied Linguistics. Greece: Thessaloniki. Peters, J. & H. Salloum (1996). Arabic Contributions to the English Vocabulary, Lebanon: Typopress. 58 � 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. 379 Title A name given to the resource Pronunciation and Transphonemization of Arabisms in the Islamic English Language Author Author Dazdarevic, Samina Abstract A summary of the resource. This work emphasizes the relationship between the English language and Islam and its significance in contemporary times. It focussed on the important role of the English language as a conveyor of knowledge about Islam to the international community and on the diverse ways in which Western and global cultures, often accessible in English, would no doubt continue to connect with the Muslim world. The English language has been one of the most hospitable languages in the world in accepting foreign loanwords and one of the languages that contributed to English is the Arabic language as a donor of words to other languages. Directly borrowed arabisms which are connected with Islam are pronounced the same in Arabic and English, it is zero transphonemisation or partial - compromise tranphonemisation. They form their orthography on the basis of the pronunciation of the model or an arabism follows the orthography of the model without any change. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) 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. 886 Title A name given to the resource Pronunciation Error Analysis in Future English Language Teachers in Croatia Author Author Kovacevic, Kristina Cergol Carevic, Ivana Abstract A summary of the resource. This paper focuses on some pronunciation errors found in Croatian students of the Graduate Programme of Primary Education in Combination with the Study of the English language at the Faculty of Teacher Education, University of Zagreb. Despite the fact that the use of English as the international lingua franca questions the standards of what is defined as “incorrect” in the pronunciation of English as L2 as long as mutual intelligibility is achieved, one can still argue for the need to brush up on a standard English pronunciation (regardless of the variety) in certain groups of learners. In the future primary school English language teacher training a special emphasis needs to be placed on their pronunciation skills as flaws in pronunciation may hinder their successful future teaching of the English language to primary school pupils. The aim of this study was to identify problems in future teachers’ pronunciation of the English language and perform a categorisation of the problematic areas in pronunciation. The corpus used for error analysis was comprised of strings of speech in the English language recorded by each participating student. On the basis of the analysis, pronunciation errors were categorized and the most problematic areas highlighted. The findings of this study will be used for the purposes of the Phonetics and Phonology course syllabus redesign. 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/f6edf358d5c1f8899bc32abfd0150603.docx c939ce2351c7f40d3c0bdd0496cde6cf https://omeka.ibu.edu.ba/files/original/e6d2f0dec97897fceaf48f89cd29f26b.pdf cbbb9fdf1327e2682f144832e6e43104 PDF Text Text Pronunciation problems of Turkish Learners in English learning Mehmet Deniz Demircioglu Uludag University/ Bursa, Turkey Key words: pronunciation,voiced,voiceless,intonation,diphthong,Turkish learner ABSTRACT In our modern, digital world, having fluent English is a necessity for everybody from every point of view, such as science, technology, international trade, diplomacy, medicine and so on. Having a competence in English grammar is no longer sufficient for someone who wants to communicate effectively in English, they also need to use skills particularly listening and speaking in an integrated fashion. In the Turkish education system, speaking (accurate pronunciation in particular) and listening have been consistently neglected by not only Turkish teachers who teach English but also Turkish students at the state primary, secondary, and high schools. Most Turkish students reach an intermediate level in English grammar. However, upper intermediate and advanced levels of English are generally thought to be a step too far for Turkish learners to attain owing to problems pronouncing specific vowels and consonants that are not available in Turkish language. Some vowels and consonants that are not available in Turkish language create articulation problems which form a barrier for Turkish learners to overcome easily. These are generally the voiced dental fricative and the voiceless dental fricative sounds. Some diphthongs in English such as the pronunciation of "Cow" or "Show" can also create some articulation problems for Turkish learners to pronounce accurately. In this presentation, I will explain the specific pronunciation problems Turkish learners encounter and demonstrate a number of activities and strategies I have adopted to solve these difficulties. � 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. 1885 Title A name given to the resource Pronunciation problems of Turkish Learners in English learning Author Author DEMIRCIOGLU, Mehmet Deniz Abstract A summary of the resource. Key words: pronunciation,voiced,voiceless,intonation,diphthong,Turkish learner ABSTRACT In our modern, digital world, having fluent English is a necessity for everybody from every point of view, such as science, technology, international trade, diplomacy, medicine and so on. Having a competence in English grammar is no longer sufficient for someone who wants to communicate effectively in English, they also need to use skills particularly listening and speaking in an integrated fashion. In the Turkish education system, speaking (accurate pronunciation in particular) and listening have been consistently neglected by not only Turkish teachers who teach English but also Turkish students at the state primary, secondary, and high schools. Most Turkish students reach an intermediate level in English grammar. However, upper intermediate and advanced levels of English are generally thought to be a step too far for Turkish learners to attain owing to problems pronouncing specific vowels and consonants that are not available in Turkish language. Some vowels and consonants that are not available in Turkish language create articulation problems which form a barrier for Turkish learners to overcome easily. These are generally the voiced dental fricative and the voiceless dental fricative sounds. Some diphthongs in English such as the pronunciation of "Cow" or "Show" can also create some articulation problems for Turkish learners to pronounce accurately. In this presentation, I will explain the specific pronunciation problems Turkish learners encounter and demonstrate a number of activities and strategies I have adopted to solve these difficulties. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed