220 10 3494 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. 782 Title A name given to the resource Propagandna Funkcija Jezika u Jezičko-Kulturnim Dodirima Između Autrougarske Monarhije i Bosne i Hercegovine Author Author Čović-Filipović, Alma Abstract A summary of the resource. Dodiri između dvije kulture oduvijek su ostavljali tragove i na jezike tih kultura. Ti tragovi nisu vidljivi samo na leksičkoj građi ili strukturi jezika, već se kulturni kontakt odražava i na samu uporabu jezika, način na koji on funkcionira u jednom takvom kulturološkom kontaktu. U ovom radu istražuje se jedna od funkcija jezika u komunikaciji dviju kultura, i to funkcija propagiranja. Cilj rada je pokazati da jezik, poglavito kada je riječ o jeziku propagande ne odražava samo stvarnost već je i konstruira. U dodiru dvaju kultura nužno se susreću i dva pogleda na svijet. Ona se mogu nadopunjavati, isključivati, ili pak nadmetati jedan s drugim. Cilj rada je da pokaže kako se putem komunikacije jedna kultura nametala drugoj predstavljajući joj zajedničku stvarnost iz vlastitog ugla. Dvije kulture o kojima je riječ su Austrougarska monarhija i Bosna i Hercegovina u vrijeme austrogarske uprave na području Bosne i Hercegovine. Korpus za empiričku analizu jezika propagande čine članci austrougarskih novina „Sarajevoer Tagblatt“ koji su objavljeni uoči ankesije i tematiziraju istu iz ugla ideološki konformne redakcije lista. Metoda rada predstavlja kombinaciju tekstofunkcionalne analize i analize diskursa. 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/1f38e725c28ab8afe5242c568f75f1b2.pdf 2414af8be8e5b33c8f50de2ba32ccfbf PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Property Right in the 1982 Constitution As a Social Right Fatih DEMĠRCĠ Dumlupınar University, Kütahya, Turkey fdemirci@hotmail.com Abstract : Property right is often referred to for defining political regimes. Therefore to study property right in the 1982 Constitution is crucial for analyzing the Turkish political structure. Property right in the 1982 Constitution stands within the Article 35. This article consists of three clauses. The first two clauses may often exist in any democratic constitution but the third clause has a very interesting and peculiar feature. Because the first two clauses say that everyone has right to own and inherit property and this right may be limited by law only in view of public interest. But the third clause says that exercise of the right to own property shall not be in contravention of the public interest. This third clause is objectionable in two reasons. First; this clause ordains the citizens an impossible thing. Because it is impossible for people to use their properties always in favor of public interest. If this article said that property right could not be used against the public interest, it could be acceptable and reasonable. But this clause as written in the constitution puts an impossible obligation but the law cannot order any obligation on the citizens. Secondly; the limit of property in liberal democracies may be in line with the public interest and this limit can be defined only by law. Using the property right in favor of public interest is merely a matter of people‘s choice. However this article literally obliges people to use their property in favor of public interest. This is not appropriate for liberal democracies. Introduction Property has always been a critical issue in political philosophy. Every political philosopher has something to say about it. However, the theme of property has become particularly central in modern political thought: at times the whole science of politics has seemed to be subordinate to, or even identical with, the science of economics. While Rousseau defines property as the source of all kinds of evil, Aristotle and John Locke place the right of property in the basis of state. Especially in his Two Treatises of Government, John Locke attaches to property as the motive for establishing and maintaining political society (Zvesper, 1996, p.91). To Locke, property is a natural right for an individual and each individual has a natural right of property before state. For Locke, what makes a government legitimate is its preservation of property. To him, the aim of government is preservation of property (Tully, 1993, p.120). Thus Locke favors any form of government that supports an individual‘s natural right of property, its acquisition and its preservation in the hands of its rightful owner (Tannenbaum-Schultz, 2004, p. 184). Actually, the right of property is listed among the personal rights and the basic rights of the individual in the constitutions of the American States where they declared their independency, in ―the American Declaration of Independency‖ and the French Revolution‘s ―The Declaration of the Rights of Men and of the Citizen‖ (Soysal, 1987, p. 229). For example, in 1789 the Declaration of the Rights of Man and of the Citizen, which has been announced after the French Revolution it is declared that “since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.”( http://www.hrcr.org/docs/frenchdec.html). Thus property is still one of the most prominent issues in politics. Property right so important in some certain ways that some suggest that what reveals the difference between Eastern and Western political regimes is property3. In this context, many constitutions in the West oblige the state to protect property. 3 For details about this issue see ―Feodalite ve Osmanlı Toplumu‖ by Murat Özyüksel, Derin Yayınları, 2007, Ġstanbul. 50 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Property Right in Turkey Private possession of land has been limited, as feudalism as a political regime flourished after the fall of the Roman Empire through right of property, in order to prevent the advance of such a fragmented government structure like feudalism. The most detailed regulation concerning property is the Noble Edict of the Rose Chamber. This edict reads: “If there is an absence of security for property, everyone remains indifferent to his state and his community; no one interests himself in the prosperity of the country, absorbed as he is in his own troubles and worries. If, on the contrary, the individual feels complete security about his possessions then he will become preoccupied with his own affairs, which he will seek to expand, and his devotion and love for his state and his community will steadily grow and will undoubtedly spur him into becoming a useful member of society”(http://www.yursil.com/blog/2010/01/hatt-i-sherif-of-gulhane-noble-edict-of-the-rosechamber-beginning-of-tanzimat-reforms) But the given importance to property that took place in this edict is for protection of the state exclusively. In the Republican Era, Ziya Gökalp‘s solidarist thoughts prevail as against the liberal economic and political thoughts. While 1924 Constitution declares that property is an inviolable right, 1961 and 1982 Constitutions declare that property is used for only public benefit. Property Right in the Constitution of 1982 The text of the article concerning property right in 1982 Constitution is exactly the same with the one included in 1961 Constitution (Soysal, 1987, p. 229). However, property right was listed under the heading ―Social and Economic Rights and Liabilities‖ in the 1961 Constitution while it takes place in the ―Rights of the Individual‖ section of the 1982 Constitution (Tanör-YüzbaĢıoğlu, 2009, p.174). Moreover, considering the content of the article, it is clear that property right was regulated as a ―social‖ right rather than an ―individual‖ right in the constitution. In the Constitution, the right of property was regulated in the Article 35 (the Article 36 of 1961 Constitution) as follows: “Everyone has the right to own and inherit property. These rights may be limited by law only in view of public interest. The exercise of the right to own property shall not be in contravention of the public interest” Although property right was placed in the section of ―Rights and Duties of the Individual‖ instead of ―Social And Economic Rights And Duties‖ section in the 1982 Constitution, it was stated that this right can be limited by law for the sake of public interest and its exercise cannot be in contravention with public interest. Clearly, a big and fundamental change took place in terms of property; this sacred, inviolable right was limited for the sake of the society for the first time (Polatcan, 1989, p. 140). However, inclusion of property right in the section of personal rights has got two results in terms of application: the Article 91 that gives the authority to issue Decree Law (KHK) states that during normal periods, the subjects concerning personal rights cannot be regulated with KHKs and such regulations can only be performed during the period of martial law and state of emergency. But it is always possible to issue KHK about social and economic rights and to regulate the subjects concerning these rights with KHKs (Bulut, 2006, p. 23). On one hand this replacement can be considered as a kind of weakening in the social state principle, on the other hand, maybe as a more appropriate comment, because of being listed with individual‘s rights the property right has been strengthened and protected better by the 1982 Constitution. Nonetheless, it would be beneficial to consider as a whole the way the property right was regulated in the constitution. Although the first two clauses of the Article 35 in the Constitution include some provisions, which are normally included in any other modern constitution, the last clause of the Article is one of the interesting regulations concerning property right. The interesting part of the last clause of the article concerning property right in the Constitution is that its projection saying property rights shall not be exercised against ―the public interest‖. This provision is interesting because the condition not to use property against public interest is independent from the provision of limiting property right merely for the sake of public interest and only by law. This provision reveals the content in which property right is recognized; that is, this right is recognized within limitation by ―public interest‖ from the beginning. There is also a disadvantage of this provision because it leaves room for arbitrary intervention in exercise of this right, even if it is not a legitimate limitation based on law, by claiming that the property was not used in line with public interest, thus giving the courts the right to decide on the way property owners should use their property right (Erdoğan, 2006, p. 77). 51 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Justifications in the Constitutions of 1961 and 1982 of the Article text are vitally important for a better understanding of the subject. In the article justification in 1961 Constitution, especially about the last clause of the article, it was stated that property right has the quality of unlimited freedom that can be exercised however the individual wants to, inconsiderate of public interests with the same interpretation of this right in Roman Law and that even in our old law, property had also a social characteristic and inclusion of this right in the constitution would guide the legislator and would have a disciplinary influence on the individuals (Özer, 1996, p. 175). In the justification of 1982 Constitution, it is stated that together with the guaranty provided to property right, the economic systems that ignore private property would be unable to remove private property (Özer, 1996, p.170). The 1982 Constitution considers property right basically as private property. This understanding of property includes free enterprise, private property of production tools. Therefore, choice of a fascist or communist system or a system based on religious principles is not possible because of the provisions of the Constitution concerning property as well as its other provisions (Polatcan, 1989, p.140). Moreover, although the right of property is a basic right, its exercise was determined not to be against the public interest. Public interest may necessitate total abolition of property right in some cases. Therefore, expropriation and nationalization were regulated within the Constitution (Polatcan, 1987, p.139). Because of its definition this regulation is based on the privilege of private enterprise and private property, as stated by Taha Parla in his study on Ziya Gökalp‘s model of state, and it has some features of capitalism while it also reminds corporatism, which bears ―anti-Marxist‖ and ―anti-Socialist‖ characteristics (Parla, 1999, p.90). As observed above, in essence the 1982 constitution considers property right within the framework of ―property right as a social function‖ idea. Property right is not an absolute right in the constitution as the owner of something is adorned by a set of responsibilities, yet a relative right that can be limited on social grounds (Bulut, 2006, p.25). The judgment of the Supreme Court concerning property right is in a similar vein: “Property right has already lost its former connotation as a right which the individual might use at his will and a boundless liberty, the understanding of property has developed labeling it as a social right and the principle that this right also could be limited for public interests as many others was adopted. Property right, which initially meant the absolute sovereignty of an individual over a thing and was deemed sacred lost these implications and this absolute and subjective right has transformed into a conditional situation and bounded by its social functions (Akad-Dinçkol, 2007, p.230). In another judgment the Supreme Court accounts for the fact that property right could not be used against public interest as follows: “It is quoted that property right cannot be used against public interests. In our constitution property right is not recognized as an absolute right and it is foreseen that public interests would be privileged in case individual interests conflict with public interests and the social function of property is identified with using in line with public interests. The constitution does not permit using property right against this (Akad-Dinçkol, 2007, p.232). The motivation behind this and similar regulations concerning property right has traces of the public property understanding before the Republic and the solidarist corporatist state model in the Republican period developed by Ziya Gökalp. Yet, according to Parla, the corporatist thought of Gökalp might be considered as a model of ―corporatist capitalism‖ which deeply influenced the Turkish thought and provided the governing classes (including those who prepared the constitution) with a paradigmatic worldview. Unlike the individual-based liberal social model, corporatism considers individualism and individual property as a force that atomizes and disintegrates society. Hence it is asserted that this has an annihilating effect on the balance of social organism and its possibility to survive. So to speak, as he believes the liberal society has anarchist tendencies, the self-interested efforts of individuals, their private properties and enterprises are considered legal in this model as far as they serve social solidarity and unless they damage the public interest which is a supreme value per se (Parla, 1999, p.93). In his study which examines modern constitutions Wheare states that constitutions are primarily prepared in two types. He notes that, the first approach considers the constitution as a legal document in principle and thus only includes laws in praxis and excludes others while the second approach considers constitutions as a kind of manifesto, an acknowledgement of belief, an expression of ideals (Wheare, 1984, p.43). While denoting which one to choose he says that it would be wise to exclude anything that would not be considered as a law from the constitution (Wheare, 1984, p. 67) and the ideal constitution would include the least number of laws (Wheare, 1984, p. 45). In this context, the article of the constitution on property is more a petition that clarifies the desired ends than a law expressing the recognition and exercise of rights. However, according to Wheare, a constitution which is considered as a political manifesto or creed by some should limit not ideas, desires or plans but itself as far as possible with laws (Wheare, 1984, p. 62-67). The judgment expressed in the third clause of the property rights article of the 1982 constitution which is the expression of the yearning for property in a solidarist and corporatist society more than a law clause, especially the provision ―property rights cannot be used against public interests‖, is problematic in its insistence as a law. 52 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo In the first place, laws do not demand impossible things. That is to say, laws include applicable commandments. However, the provision ―property rights cannot be against public interests‖, is not applicable. An applicable provision would exist if the provision in the constitution were ―property cannot be used to damage the public‖. Nevertheless, the provision in the constitution, considering the critics of the concept, necessitates each and every use of property by the individuals should contribute to public interests, which is impossible. However, the important discrepancy between these two concepts is neglected and comments interpret that the constitution only commands not to impair. For instance, while the Supreme Court pointed out in a judgment that property right is limited by ―not violating others‘ rights‖ (Akad-Dinçkol, 2007, p. 237) a scientific study on this provision asserts that the provision that asserts property rights cannot be against public interests is unnecessary since it was accepted by law that property should not be used in contravention of public interests (ġahin, 2009, p.96). However, it must be kept in mind that what the constitution commands is ―property should not be against public interests‖ and not that ―property should not impair public interests‖. In the second place, it should be discussed whether the constitutions aimed at guaranteeing rights and limiting the governments in this respect limit the individuals with the liability of being in favor of the public whenever they exercise their property right or not. While the primary task of the state is preserving the rights through law, the introduction of the moral principle of appealing to public interest as a legal obligation for individuals is not fully consistent with the universal principles of law. Conclusion Considering the comments of K. C. Wheare, who studied modern constitutions, about the Article 43 of the Irish Constitution4 where it is declared that the State guarantees to pass no law attempting to abolish property right, and then states that the exercise of the rights mentioned in the provisions of this Article ought, in civil society, to be regulated by the principles of social justice, thus may, as occasion requires, delimit by law the exercise of the said rights with a view to reconciling their exercise with the exigencies of the common good; in other words, although property right is recognized, it is limited by social considerations, which Wheare considers as ―a classical example of giving a right by one hand and taking it back with the other‖ (Wheare, 1984, p.57) it can be concluded that some rulings in constitutions that conflict with legal techniques are not only unable to maintain the desired aims but also fall short in protecting rights and liberties, which is the main reason of their existence, and might leave them without guarantee. References Akad, M. & Dinçkol, A. (2007). 1982 Anayasası ve Anayasa Mahkemesi Kararları, Ġstanbul, Der Yayınları. Bulut, N. (2006). Mülkiyet Konusundaki Temel YaklaĢımlar ve Türk Anayasasında Mülkiyet Hakkı, Erzincan Üniversitesi Hukuk Fakültesi Dergisi, Atatürk‘ün 125. Doğum Yılına Armağan, Cilt : X, Sayı: 3-4, Aralık 2006 (pp. 15- 26). Erdoğan, M. (2006). Ġnsan Hakları, Ankara, BaĢbakanlık Ġnsan Hakları BaĢkanlığı Yayını. http://www.constitution.ie/reports/ConstitutionofIreland.pdf http://www.hrcr.org/docs/frenchdec.html 4 Full text of tihs article : Private Property Article 43 1. 1° The State acknowledges that man, in virtue of his rational being, has the natural right, antecedent to positive law, to the private ownership of external goods. 2° The State accordingly guarantees to pass no law attempting to abolish the right of private ownership or the general right to transfer, bequeath, and inherit property. 2. 1° The State recognises, however, that the exercise of the rights mentioned in the foregoing provisions of this Article ought, in civil society, to be regulated by the principles of social justice. 2° The State, accordingly, may as occasion requires delimit by law the exercise of the said rights with a view to reconciling their exercise with the exigencies of the common good. (http://www.constitution.ie/reports/ConstitutionofIreland.pdf) 53 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo http://www.yursil.com/blog/2010/01/hatt-i-sherif-of-gulhane-noble-edict-of-the-rose-chamber-beginning-of-tanzimat-reforms Özer, A. (1996). Gerekçeli ve 1961 Anayasası ile Mukayeseli 1982 Anayasası, Ankara, Lazer Ofset. Parla, T. (1999). Ziya Gökalp, Kemalizm ve Türkiye‘de Korporatizm, Ġstanbul, ĠletiĢim Yayınları. Polatcan, Ġ. (1989). Türkiye Cumhuriyeti Anayasası, Gerekçeler, Anayasa Mahkemesi Kararları, Bilimsel GörüĢler, Ġstanbul, Bayrak Yayımcılık. ġahin, A. (2009). Ulusalüstü Ġnsan Hakları Hukukunda ve Türk Anayasa Hukukunda Mülkiyet Hakkının Sınırlandırılması Sorunu, Liberal DüĢünce, KıĢ-Bahar 2009, Sayı: 53-54, (pp.65-83). Soysal, M. (1987). 100 Soruda Anayasanın Anlamı, Ġstanbul, Gerçek Yayınevi. Tannenbaum D.G. & Schultz, D. (2004). Inventors of Ideas, An Introduction to Western Political Philosophy, Toronto, Thomson Wadsworth. Tanör, B. & YüzbaĢıoğlu N. (2009). 1982 Anayasası‘na Göre Türk Anaysa Hukuku, Ġstanbul, Beta Yayınları. Tully, J. (1993). An Approach to Political Philosophy: Locke in Contexts, Cambridge, Cambridge University Press. Wheare, K.C. (1984), Modern Anayasalar, Çev. Mehmet Turhan, Ġstanbul, DeğiĢim Yayınları. Zvesper, J. (1996). Locke and Aristotle on Property, In Richard Bellamy & Angus Ross (Editors) A Textual Introduction to Social and Political Theory, (pp. 91-121), Manchester and New York, Manchester University Press. 54 � 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. 170 Title A name given to the resource Property Right in the 1982 Constitution As a Social Right Author Author DEMİRCİ, Fatih Abstract A summary of the resource. Property right is often referred to for defining political regimes. Therefore to study property right in the 1982 Constitution is crucial for analyzing the Turkish political structure. Property right in the 1982 Constitution stands within the Article 35. This article consists of three clauses. The first two clauses may often exist in any democratic constitution but the third clause has a very interesting and peculiar feature. Because the first two clauses say that everyone has right to own and inherit property and this right may be limited by law only in view of public interest. But the third clause says that exercise of the right to own property shall not be in contravention of the public interest. This third clause is objectionable in two reasons. First; this clause ordains the citizens an impossible thing. Because it is impossible for people to use their properties always in favor of public interest. If this article said that property right could not be used against the public interest, it could be acceptable and reasonable. But this clause as written in the constitution puts an impossible obligation but the law cannot order any obligation on the citizens. Secondly; the limit of property in liberal democracies may be in line with the public interest and this limit can be defined only by law. Using the property right in favor of public interest is merely a matter of people‘s choice. However this article literally obliges people to use their property in favor of public interest. This is not appropriate for liberal democracies. 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 HB Economic Theory 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. 2875 Title A name given to the resource PROPOSAL OF TOURISM DEVELOPMENT STRATEGY IN BOSNIA AND HERZEGOVINA Author Author HUSUKIC, Alen Abstract A summary of the resource. At a time when BiH is on the one of the lowest levels of development in Europe, and when most of economy sectors are undeveloped, it is very hard to say what should be considered as starter of economic development. But I decided to consider tourism sector as a field that could contribute the most, and as a field that has biggest chances and opportunities to increase economic well-being of people in BiH. My research is going to be set of data which proves and defends statement that tourism is sector it can be most useful for BiH economy. If the plan for tourism development is carried out systematically it could make rapid economic growth, with the long-term and sustainable development.Data will be collected by doing surveys and questionnaires, and then analyzed. Most of the analyses will be done in SPSS program, but also some secondary data will be used to get conclusions needed for the research. Work will be divided into three parts. In the first one, present situation in BiH tourism will be subject of analysis. Advantages and disadvantages of BiH tourism will be shown, and we will see which parts should be changed or developed the most. Second part is going to be cooperation of tourism sector with some other economic sectors in BiH economy. In this part, last 15 years, period after the war will be analyzed and actual and potential growth will be presented. The third part is core of this research, where we will make some conclusions, explain and analyze possible strategies for development, and see what is possible to do, or what shouldn’t be object of interest. Key words: Economy progress, tourism sector, sustainable development Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Thesis NonPeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/cdd51e4e9ebf528c7f21fe5877f2bedc.pdf 0ca6b752fea27aba5fcbf2ccaa58e7be PDF Text Text Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model Duygu Gok & Hilal Bozoglan Suleyman Demirel University, Turkey Abstract: A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, groupbased problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education 1. Introduction Although ‘’flipped teaching’’ is an almost new term in education, it is not completely a new teaching method (Berrett, 2012; Kong, 2014; Roach, 2014). Different terms have been used to entitle the same concept in literature: ‘‘just in time teaching’’ (Novak, 2011), ‘‘interactive learning’’ (Crouch, Watkins, Fagen, & Mazur, 2007), ‘‘inverted classroom’’ (Lage, Platt & Treglia, 2000), ‘‘inverted learning’’ (Davis, 2013), ‘‘The Inverted Classroom’’ (Baker, 2011), ‘‘Flipped Classroom’’ (Bergman &Sams, 2012), ‘‘Flipped learning’’ (Flipped Learning Network, 2013). What is flipped classroom? Bishop and Verleger (2013) define flipped classroom as ‘‘a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom.’’ (p.1). However, literatüre on flipped classroom model reveals that actually there is not a certain definition of flipped classroom model. (Ash, 2012; Wang, 2014). In simplest terms, flipped �classroom model includes shifting place of lecture with homework via technological tools andputting students to the core of the learning process with interactive and collaborative teaching techniques (Bergman & Sams, 2012; Hamdan, McKnight, McKnight, & Arfstrom, 2013). A growing body of literature on flipped classroom presents that flipped classroom model has gained acceptance and popularity in the world in nearly every field of science. However, there is limited number of research on the use of flipped classrom model in foreign/second language classrooms. Moreover, there is relatively little research focusing specifically on English as a Foreign Language (EFL) context. For this reason; to shed light on the place of flipped classroom model within EFL context, in this study we aimed to investigate the reflection of preservice English language teachers on flipped classroom model. In this regard, we investigated the following research questions within the context of 12 weeks flipped classroom application. • What are the perceptions of prospective English Language Teachers towards Flipped Classroom Model? • Do preservice English language teachers consider flipped classroom as a beneficial model? • What are preservice English language teachers’ ideas about the flipped classrom model before and after the application? • What are the pros and cons of flipped classroom model according to preservice teachers? 2. Method 2.1 Participants The sample of the study was purposefully selected from freshmen of English Language Teaching (ELT) Department within the context of Advanced Reading course. 30 prospective English language teachers (16 female and 14 male) studying at a state university in Turkey took part in this study. The participants had an average age of 18, and they did not take an online course before. 2.2 Procedure Within the context of Advanced Reading course, a website was specifically designed in parallel with the course book. The framework of the website was developed by an expert on Computer Technologies and an expert on Foreign Language Instruction. The name of website was determined as ‘‘online flipped reading’’. The videos and slides of lecture were mainly selected from Youtube, TeacherTube, Study.com and other educational online platforms related to reading strategies of the week. In the first week of intervention, in order to ensure �students’ adjustment to flipped classroom model, an orientation training was given to the students to clarify implementation and running of the model. Figure 1: The overview of procedure Before the course During the course After the course The teacher assigns the skills and strategies to online platform for each week Students are expected to watch all videos and ppts and read the assigned reading passage Students are expected to omplete the tasks with group work Students are expected to write a short paragraph related to each week’s topic. Students checking their answers The teacher evaluates students' performance on the website and preparedness for the course. 2.3 Data collection process & data analyses The data involved interviews with the students. All students were asked to participate in focused-group interview. 30 students voluntarily accepted to participate in the semistructured interviews. Accordingly, the questions of semi-structured interview were prepared to identify students’ reflections ‘‘flipped classroom model’’. At the beginning of the interviews, the consent letter of participants were taken to record their speech. In this regard, 30 participants voluntarily participated in the interviews. During the interviews, students were asked semi-structured questions in small-size groups, and they were expected to share their ideas related to flipped classroom model. In order to analyze the semi-structured interview, the records of students were transcribed and organized using thematic analysis. In this context, some recurring themes were defined and examined. The students’ responses were analyzed and revisited until the point of saturation. In parallel with Creswell’s (2012) suggestion, “Saturation is the point where you have �identified the major themes and no new information can add to your lists of themes or to the detail for existing themes” (p. 257). In this regard, the researcher firstly coded the transcriptions. While coding, recurring themes were examined and coded based upon literature review. The coded text was reviewed to determine the emerging themes. An expert on this field checked and controlled the themes in terms of reliability and validity. 3. Results and discussion The following themes appeared in the end of the data analysis:  The comparison of online reading texts and print texts  The perceptions of students towards online flipped reading course  The evaluation of Flipped classroom model The comparison of online and print texts Students were taught reading skills and strategies on an online platform with a speciallydesigned website. In order to define their reflections towards online reading texts, they were asked to reveal their perceptions towards online reading and compare online and print texts in terms of advantages and disadvantages. The following keywords and phrases were extracted from students’ repetitive responses. Table 1. Students’ perception towards online reading Online reading (N=30) Frequency (f) Percentage (%) Keeping up with the current technology Practicability Having extra materials Not necessary Total 6 8 10 6 30 20.00 % 26.66 % 33.33 % 20.00% 100.0% As stated in the Table 1. students indicated their attitudes towards online reading with some patterns. 20% of students suggested that online reading helped them to keep pace with the recent technology. They reported that they wanted the courses to meet the needs of the 21st century in terms of technology. ‘‘In 21st century, with the proliferation of technology we are supposed to use technology; therefore, online reading helps us use technology effectively…’’ (part. 17) ‘‘As we are so close to the technological tools, online reading is suitable for me’’ (part. 2) �Beside this, one-third of students ( 33.33 %) noted that they like the visual elements in online reading such as, graphs, pictures. They reported that they have a chance to use extra materials such as online dictionary or supportive links. The majority of the students expressed their ideas with positive adjectives such as; enjoyable, interesting, useful, attractive… ‘‘I can understand the passages with visual opponents and graphs in online reading.’’ (part. 19). The practicability of online reading was another repetitive key word among students’ responses. 8 students highlighted the practicability of online reading. They emphasized that the online reading in language learning context was easier. As seen from their quotations, they believed that online reading was practical for foreign language learning. However, 20 % of the students reported that there was no need to use online reading, and they preferred to use hardcopy books. The students explained their ideas in the following way: ‘‘ While reading online, we can see the results of reading questions immediately on the screen, when we complete the tasks. Moreover, we can see the other pages at the same time which is different from hard copy version of the book’’ (part. 30). ‘‘… whenever I want to read the passage or articles, I can download and read from even my mobile phone’’ (part. 27). ‘‘ It is not necessary to read on an online platform. Print texts are sufficient for the course’’(part. 13). Table.1.2. Online texts vs print texts Online text Adapting the current technology Ubiquitousness Accessibility Underlying the words, sentences Eye and mental fatigue Necessity of Extra materials Technological problems Taking notes on reading texts Being unable to concentrate √ √ √ X √ X √ X √ Print text X X X √ X √ X √ X After online reading treatment, students were asked to compare online texts with print texts. The recurring codes are shown in Table 1.2. Overall, students stated both advantages and disadvantages of online and print texts. While comparing the online and print texts, students were usually in favor of using online texts. After analyzing and revisiting the responses, the last point of saturation is like the following: �Table 1.3. The descriptive statistics of online and print texts Codes (N=30) Traditional reading background of students Ubiquitiousness and accessibility The features of hardcopy Eye and mental fatigue Willing to keep up with technological developments Frequency (f) 14 8 10 9 7 As indicated in Table 1.2.1, nearly half of the students (f=14) mentioned about their traditional reading background while comparing print and online texts. Due to the fact that they were used to have hardcopy of books in their reading courses or in daily life, they were in favour of using print texts. They stated their ideas in the following way: ‘‘So far, we have read print texts. So, I had difficulty in adapting to reading from screen of a computer or a mobile phone.’’(part. 1) ‘‘I think, it is easier to read print texts. I have never read online texts in a course until now.’’ ( part. 29). Moreover, underlying the unknown words or sentences, taking some notes on the page were also emphasized in their responses (f=10). However, they (f=7) supported that adapting the current technology could be ensured by online texts. Here are some quotations from students’ responses: ‘‘ Personally, I like reading hardcopies. I want to have a material in my hand to touch and feel.’’ ( part. 20) ‘‘Reading from online sources is a good alternative in this age of technology, but, I enjoy reading from book with colorful pens. I like underlying and taking some notes on the page of the book. I want to enhance my concentration with these colorful pens.’’(part. 10). ‘‘I do not like online things much. I prefer paper and pen, yet, I must get used to online materials to keep up with the innovations of technology’’ ( part. 4). The students explained that the most prominent drawback of online texts was eye and mental fatigue while reading on the screen. On the other hand, some students also reported that whenever they wanted to read, they had a chance to access the texts even from their mobile phones. Some of the responses were in the flowing way: ‘‘The only disadvantage of online reading is having pain in my eyes after reading on the screen’’(part.22) �‘‘ I prefer reading print texts, but when I could not access the hard copy of the book, I downloaded pdf version and followed from my mobile phone. However, online reading tires my eyes.’’ (part.27). ‘‘ I think the advantages of online reading can be listed summarized in the following way: we can easily access the texts, learn unknown words by means of online dictionary and search different concepts on the internet, however, the only bad side of online materials is the eye and mental fatigue.’’(part.24). 3.1 The perceptions of students towards online flipped reading course After students learned online reading strategies through flipped classroom model, they were asked to share their ideas pertaining to 10 weeks treatment. They were asked: ‘‘Do you believe that 10 weeks lectures with flipped classroom model is beneficial?”. All participants (n=30) agreed that flipped classroom model was an efficient model for teaching reading. All of the students (N=30) expressed their ideas with positive adjectives such as ‘‘enjoyable, interesting, beneficial, very good, helpful, practicability, entertaining, fruitful, extraordinary…’’They argued that flipped classroom helped to improve their reading strategies, they experienced a different model, they gained a good deal of vocabulary knowledge, and they could comprehend the reading texts and answer the questions confidently. Furthermore, the students also added that flipped classroom helped to improve their reading speed, and they enjoyed the reading their lectures at home with videos. Some sample responses are listed below: ‘‘Sure, it was beneficial for me, I improved my reading skills both by learning and by doing.’’ (part.22) ‘‘Yes, because we were taught with traditional methods before. But, with 10 weeks flipped classroom experience, we learned a lot of new vocabulary’(part. 23). ‘‘Definitely yes. Foreign language reading paragraphs were troublesome for me. I could not comprehend the paragraphs and answer the questions. But now, I am able to comprehend the whole text while I am reading at home. Now, I can apply reading strategies easily’’ (part. 1) ‘‘Yes, if we had been taught with traditional lecture based methods and with hardcopy of book, we would have got bored. As computer is an inevitable part of our life, we enjoyed the lessons. Reading strategies and activities are more permanent for me.’’(part. 12). ‘‘Throughout 12 years of my learning experience, the teacher taught the subject and we listened. Sometimes we could not ask when we did not understand. It is still the same even today…. However, during this 10 weeks interesting training process, I was able to comprehend each week’s topic and it was really fruitful and beneficial for me.’’(part. 17). �Students were also asked to compare themselves before treatment and after treatment. They reported their ideas with some similar phrases as seen in Table 2. Table 2. The students’ perceptions: Before and After treatment Before treatment Prejudice towards flipped classroom model The fear of adapting to online platform Not enough knowledge on reading skills and strategies Reading anxiety Problems with reading comprehension After treatment Getting used to flipped classroom model Being able to comprehend easily Improvement in vocabulary knowledge and reading speed. Decreased level of reading anxiety An effective use of reading strategies The majority of students indicated that they did not have enough knowledge on reading skills and strategies before the treatment. Thus, they were afraid of adapting a new model. They argued that although they were biased towards the flipped classroom model at the beginning, they got used to it after treatment. Some students were anxious about their reading skills at the beginning. After the treatment, they overcame their fears and anxiety. Within the context of flipped classroom, they could read the reading passages and answered the related questions with their peers on ‘‘forum’’ part in the website. While they were reading at home, they had chance to find the meaning of unknown words, and they could enhance their vocabulary knowledge. Some statements of students were in the flowing way: ‘‘Before this course, I could not comprehend a text easily, but at home I concentrated on it and day by day, I got used to this style. Also studying with my friends encourages me to participate in the class.’’(part. 24) ‘‘When I asses my knowledge, my vocabulary knowledge has increased and I can answer academic questions easily and immediately.’’(part. 16) ‘‘In fact, I was biased against reading before this course, and when I met flipped classroom model, I was worried about not understanding the passages. However, after this course, I really made a significant progress, and now, I am not afraid of not understanding the passages.’’(part. 2). ‘‘At the beginning of my education, I had trouble with comprehending a foreign language reading text. I was looking up the dictionary when I came across a new word which took too much time and made me feel bored. Now, I do not look up all the words, and I learned to read the passages using strategies. I have plenty of time to comprehend the passage at home.’’(part.7) �3.2 The evaluation of Flipped classroom model Students were asked to evaluate flipped classroom model in terms of pros and cons. Among students’ responses (N=30) some repetitive phrases are presented in Table 3. Table 3. The pros and cons of online flipped reading course Pros Cons Teaching in flexible setting (at home) Different experience Not leading to anxiety Not reading in a limited time Gaining responsibility Lack of classroom teaching Being exposed to too much technology Technological problems As seen in Table 3, students emphasized the general features of flipped classroom model. They reported that teaching at home was an advantage of this model. Moreover, they defined the flipped classroom model as an extraordinary setting. While they presented the pros and cons of online flipped reading together, 10 out of 30 stated that flipped classroom model did not have any cons. Additionally, they described the reading passages as fluent and clear which provided motivation to read with the help of graphical elements. They also explained that they enjoyed the videos and slides. According to the participants, a prominent disadvantage of flipped classroom model was that they were used to listening to the teacher alive and they were used to traditional lecture methods. ‘‘The pros of online flipped reading course can be listed in the following way: we have a chance to get prepared beforehand, we can read the passage in a silent setting, the perception of ‘this is a lesson not homework’ makes me study hard before the course, if I do not get prepared beforehand, I can miss some points, on the other hand, the lesson carried out in online setting is the main disadvantage of this model.’’ (part. 29) ‘‘The cons of this course are the following: it is conducted with technology, so we are which exposed to computers mostly. The pros are the following: I learned to take responsibility for my own learning each week’’ (part. 21). ‘‘The most interesting advantage of this model is that students could not pretend to know the topic, because if s/he did not get prepared for the lesson at home, s/he could not participate in the class activities. On the other side, the technical problems made me nervous. (Part.25) 4. Conclusion Pre-service English teachers’ reflections revealed that they all described flipped classroom with positive adjectives and supported the efficacy of flipped classroom. On the other side, �their past experiences with traditional methods still had an effect on their attitudes towards the flipped classroom model. However, shifting place of lecture time with homework using technological tools attracted pre-service English teachers’ attention and they were in favour of flipped classroom model. Since assigning homework at home do not meet the needs of 21stcentury learners, doing homework at class time under the guidance of teacher is accepted as the most prominent feature of flipped classroom model. Though pre-service teachers in the present study encountered with the flipped classroom model for the first time, they shared positive ideas about flipped classroom model in general. With respect to the cons of this model, technological problems related to internet connection turned out to be the most encountered problem. This study, however, was limited to pre-service English language teachers studying at a state university in Turkey, and to the context of reading course. Additionally, there was no control group in the study. In future studies, these limitations can be overcome and the role of flipped classroom model in teaching other skills can be investigated. As a result of this study, it is reasonable to conclude that though flipped classroom model is a new paradigm for preservice English teachers in Turkey, they accepted the efficacy of flipped classroom. Accordingly, the results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. References: Ash, K. (2012). Educators view "flipped" model with a more critical eye. Education Week, 32(2), 6-7. Baker, J. W. (2000). The" classroom flip": Using web course management tools to become the guide by the side. Bergman, J., & Sams, A. (2012). Flip your classroom. International Society for Technology in Education, 20. Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The chronicle of higher education, 12, 1-14. Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA. Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Sage. Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once. Research-Based Reform of University Physics, 1(1), 40-95. Davis, C. (2013). Flipped or Inverted Learning. Enhancing instruction with visual media: Utilizing video and lecture capture, 241. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled A Review of Flipped Learning. Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. �Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. Network, F. L. (2014). The four pillars of FLIP™. Retrieved from www. Flipped learning. org/ definition. Novak, G. M. (2011). Just‐in‐time teaching. New Directions for Teaching and Learning, 2011(128), 63-73. Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84. Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation & task orientation. Learning Environments Research. 15(2), 171-193. Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 7. Wang, T. (2014). Exploring Engagement In Foreign Language (Doctoral Dissertation, Washington State University). Endnote This study is a part of a master thesis of DuyguGök. It was supported financially with BAP (Scientific Research Project). � 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. 3275 Title A name given to the resource Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model Author Author Gok, Duygu Bozoglan, Hilal Abstract A summary of the resource. A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, group-based problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education 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 2016-05-13 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/3e5b63bfa9a353c085c4ab48c5b97ca1.pdf 6551e3c815edd3b92d21f690f976696c PDF Text Text ���и �������������       и  � 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. 3293 Title A name given to the resource Protection of Guarantor in Law on Guarantor’s Protection in Federation of Bosnia and Herzegovina Author Author Radić, Darko Jotanović, Radenko Abstract A summary of the resource. Summary: Parliament of Federation of Bosnia and Herzegovina adopted Law on guarantor’s protection in 2013. It is a lex specialis which regulates legal protection of guarantor as a special category of persons in loan agreement. However, the law provides a numerous solutions which derogating general rules in obligation law, particularly rules in Law on obligations regarding loan agreement and warranty. In this paper, authors consider both certain rules regarding guarantor’s protection and their compliance with general rules in law of obligations. Definition of loan agreement and special regulation of relationship between creditor and guarantor are not in compliance with rules of warranty – general rules, structure and species. Moreover, there are some limits of freedom of contracting for those who has intention to guarantee for debtor’s liability in loan agreement. Authors in this paper consider validity and acceptability of special rules in order to find answer whether those rules match other relevant rules in positive legislation and do they serve to legal certainty. 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 2016-04-15 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/8e47c313c03f5413ff379f895ae415bf.pdf 45f37cba15850807b45bb1e427cc5d71 PDF Text Text PROVERBS TEACHING IN EFL CLASSES: “WHERE THERE IS A WILL, THERE IS A WAY” Sana’ Ababneh Al-Balqa’a Applied University Article History: Submitted: 07.06.2015 Accepted: 15.07.2015 Abstract: The present study aimed at investigating the presence of proverbs in English textbooks taught to EFL Arab learners as well as investigating the attitudes of English language teachers towards proverbs as part of the EFL teaching materials. Results of the content analysis which has been carried out on four English textbooks of the Enterprise series show that teaching proverbs is included as part of the teaching material presented to the students. Proverbs are presented in different ways: sometimes they are used as titles of units, in vocabulary exercises, or as separate sections at the end of each unit. And they appear either in their original form or truncated. On the other hand, teachers' attitudes towards teaching proverbs to EFL learners show their belief in the importance of teaching proverbs since they convey the culture and wisdom of their users, moreover, they provide students with a rich source of vocabulary. They also give them an opportunity of making comparisons between their own proverbs and the English ones thus broadening their knowledge of the world; finally, they help students to express themselves in English in a more natural, native-like way. Keywords: English, Proverbs, Language, Teaching, EFL �1. INTRODUCTION Foreign language teaching witnessed a shift from focusing on grammar teaching to vocabulary teaching. Moreover, new trends in teaching give more emphasis to the role of vocabulary in learning and teaching a foreign language as it is a fundamental component for communication and comprehension. Today vocabulary teaching has given more emphasis to teaching vocabulary as “chunks “of language such as idioms, collocations, phrases, and proverbs. Akbarian (2010: 1) claims that English is rich in multi-word lexemes, such as idioms, proverbs, and other fixed expressions that might be a stumbling block for English as foreign language learners. On the other hand, Rubin and Thompson, (1994: 79) focus on the importance of the indirect approach in learning vocabulary as it enables learners to learn vocabulary through reading and listening rather than memorizing and retention of lists of words. Moreover, the indirect approach depends on presenting the new vocabulary within texts a matter that gives the learners the opportunity to learn the intended meaning rather than presenting lists of separate words that may have different meanings according to the context in which they occur. This way of teaching vocabulary depends on implementing the use of idioms, collocations and proverbs because this is the appropriate language that one needs to learn to be able to communicate fluently and accurately (Ababneh, 2008:26) Studies in the field show that most foreign language learners believe that they don’t have enough vocabulary to communicate or produce utterances like native speakers of the target language, one of the ways that makes this process easier for those students is through the study of figurative language as it is the way in which native speakers express their thoughts, views, ideas and emotions. Thus learning proverbs in this respect can provide a chance for learners to acquire some information about the culture of that language. (Çakir, 2010: 7). Thus idiomatic expressions such as proverbs should not be neglected during the learning process, and every language learner has to be prepared to deal with real language in different contexts as it is true to say that such expressions frequently take place in all forms of discourse: in conversations, lectures, movies, radio broadcasts, and television programs. Nevertheless, foreign language learners surely face a challenge in understanding and producing L2 proverbs because they are very difficult for them. But if they want to produce and understand the target language they must be prepared to meet the challenge considering the fact that lower level of linguistic competence in the target language will lead to disadvantage in understanding L2 figurative expressions. (Çakir, 2010: 7). Thus the present study addresses itself to study proverbs’ occurrence in English textbooks used in teaching English and to investigate the attitudes of the teachers towards teaching proverbs since they have an importance in learning the foreign language. A proverb is defined as “a well- known phrase or sentence that gives advice or says something that is generally true “(Oxford advanced learner’s dictionary). It is generally short and known sentence of the folk which contains wisdom, truth, morals and traditional views in a metaphorical, fixed and memorizable form and which is handed down from generation to �generation (Mieder 1993:5, 24.). In other words, proverbs represent every culture’s collection of wise sayings that offer advice about how to live your life. Nothing defines a culture as distinctly as its language, and the element of language that best encapsulates any culture’s values and beliefs is its proverbs. Moreover, the study of proverbs can provide cultural insights and stimulate communication, as learning the proverbs of the target language gives a foreign language learners an opportunity to practice and develop their oral communication.( MacDougall, 2004). In the same vein, Nuessel and Cicogna (1994) claim that proverbs learning is the ideal form for introducing metaphorical language and, as a result, metaphorical competence for several reasons: first, proverbs are short and easy to remember. Second, the language of proverbs is fairly simple and corresponds to the basic vocabulary of elementary and intermediate class. Third, they are a persistent element of the language understudy. Fourth, developing proverbial language ability will result in an important discourse strategy in students, like that of indirect speech acts, that allows the speaker to disguise his true feelings. Finally, proverbs have a literal meaning and a secondary figurative meaning. This of course indicates metaphoric competence because the students must make an appropriate analogy between the proverb and the specific situation (Nuessel and Cicogna (1994). Furthermore, (MacDougall, 2004) argues that idioms and proverbs can give the learner the opportunity to have a more thorough understanding of both language and culture, and without grasping the meaning of these types of sayings, we are confined to a unilateral understanding. He further states that students, translators, interpreters, and linguists also will benefit from constantly updating their understanding and use of these words of wisdom, since they can offer culturally-specific insights, since proverbs can help in comprehending the way people of the target language think about the world. In the same respect, Byrne (2005) mentions three main functions for proverbs. Firstly, they transmit wisdom and cultural values from one generation to another. Secondly, they advise and warn children about proper and dangerous behavior. Thirdly, many proverbs have a playful and provocative tendency; they embellish speech and cap arguments. All these make proverbs easy to remember and use. Furthermore, Mieder (2004) claims that the use of proverbs in the teaching of English as a foreign language is very important in fostering learners’ ability to communicate effectively. He also suggests that the proverbs which are appropriate be introduced as part of the teaching material are those used today by the native speakers of the target language. He also states that “textbooks on both the teaching of native and foreign languages usually include at least some lists of proverbs an accompanying exercises “(p. 147). In the same vein, Hanzén (2007: 1) concludes that proverbs play an important role in language teaching as a part of gaining cultural knowledge, metaphorical understanding and communicative competence. From all the ideas presented in the above discussion stems the importance of carrying out such study as it could add a brick to the wall of knowledge regarding this area in vocabulary teaching to Arab EFL learners. �The present study has two goals; first it will examine whether proverbs are a part of the EFL teaching curricula in Jordan. The investigation focused on the occurrence of proverbs in four English textbooks used in a private school in Jordan. Second, it will look on the attitudes of English teachers toward using proverbs in the teaching among eleven teachers who teach English at a private school in Jordan. 2. AIM The aim of this study is to investigate whether and how proverbs are used as a part of EFL teaching in a private school in Jordan. The investigation concerns the occurrence of proverbs in four textbooks of English, namely, a pre-intermediate series of English textbook “Enterprise: 1,2,3,and 4’. And what attitudes there are among eleven English teachers who teach this course book toward using proverbs in their teaching. Questions of this study are adapted from Hanzén (2007: 4). 2.1. Questions of the study • How many proverbs occur in the English textbooks “Enterprise: 1,2,3,and 4’? • What are the purposes of using the proverbs in the textbooks? • In what forms do the proverbs occur? • Do English teachers include proverbs in their teaching? Why/why not? How? • What are the teachers’ attitudes toward using proverbs in English teaching? 3. METHODS AND PROCEDURES This part presents the procedures which the researcher followed to carry out the study. As it was mentioned earlier there are two objectives for this study: first an examination of the occurrence of proverbs in the English textbooks and to fulfill this objective, a content analysis was done by the researcher to the four textbooks understudy. Then a questionnaire was distributed to English teachers that was adapted from Hanzén (2007) to measure their attitudes towards teaching English proverbs. The method used is descriptive and it combines quantitative and qualitative research approaches. 3.1 Examination of Textbooks The primary material in this investigation consists of four textbooks that are used as the teaching textbooks of English at Yarmouk University Model School, Jordan. The material is purposefully chosen and therefore does not include all the textbooks that are available for teaching English in Jordan. The four textbooks are a special edition of the Enterprise series of English course books which are namely: “Enterprise 1, Enterprise 2, Enterprise 3, and Enterprise 4. A content analysis to the textbooks was held by the researcher in order to find out how many proverbs the textbooks contain, how they are used, and what forms the proverbs have. The content analysis included �every part of the student book and the work book for each textbook. However, the survey has not included other material connected to the textbooks, e.g. CDs, worksheets and extra material. When a proverbial expression was detected, it was determined as a proverb with the help of The Oxford Dictionary of Proverbs (Electronic version). All the proverbs were then classified under some categories that illustrate the purpose of using each proverb, as well as the form of the proverb in which it appears in the textbook whether it was original form, truncated or paraphrased. 3.2. Questionnaire to English Teachers In order to find out whether proverbs are a part of the EFL teaching in Jordan, the researcher adapted Hanzén (2007) questionnaire, which was given to eleven English teachers at Yarmouk University Model School. The questionnaire consisted of ten questions; eight unstructured open ended questions and two multiple-choice questions (see Appendix.1). The aim of the questionnaire was to find out if teachers use proverbs in their teaching, which ones they consider useful to teach, how they use them, and what attitudes they have toward using proverbs in their classes. 4. RESULTS AND ANALYSIS This section will present the results of the content analysis of the textbooks and the questionnaire given to the teachers. First, the results gathered from the content analysis of the textbooks will be presented. The data will show the number of proverbs found in each textbook, a description of the purposes of using the proverbs, and the different forms the proverbs used in each textbook. Second, the results obtained from the answers of the teachers regarding questionnaire questions will be presented. 4.1. Examination of Textbooks The content analysis of the 4 textbooks has resulted in 116 findings of proverbs. Six of the proverbs are used more than once. Table (1) presents the number of proverbs in each textbook. 45 of the proverbs (38.8%) were found in Enterprise (1). 30 proverbs (25.9%) in Enterprise (2). 29 proverbs ( 25 %) were in Enterprise (3), and 12 proverbs (10.3%) were found in Enterprise (4). However, only 5out of the 116 proverbs were used twice in the four textbooks, and one was used three times. “When in Rome, do as the Romans do “. Table 1: Number of proverbs in English textbooks textbook Proverb number Percentage % Enterprise 1 45 38.8 Enterprise 2 30 25.9 Enterprise 3 29 25 �Enterprise 4 12 Total 116 10.3 4.2. Purposes of Using Proverbs The second step in the content analysis was to examine the contexts in which the proverbs occur in order to find out what the purposes of using the proverbs in the textbooks are. The purposes were classified under three categories: Heading: Proverbs are used as headings for nine units in Enterprise (1), such as ‘Home sweet home’ and “All’s well that ends well”. Exercise: Proverbs are used in exercises to match the proverbs with their meanings or definitions. Such as, ‘One man’s meat is another man’s poison”. Discussion: Proverbs are used as bases for discussions. At the end of each unit the textbooks 1,2 and 3 offer a list of proverbs and the students were asked to discuss them in relation with the ideas presented in the unit which introduces a particular idea that involve relationships, food, travel, fashion and style etc. Table (2) shows the result for the different categories of purpose proverbs are used to express. In Enterprise 4, proverbs are mainly used for exercise, and they are presented as a matching exercise between the proverbs and their meaning. In Enterprise 3 proverbs are mainly used for discussion, all the 29 proverbs are presented in one category where the students are asked to discuss their meanings. Proverbs in Enterprise 2 were divided into two categories; 29 proverbs are used for discussion and only one is used as a heading of a unit. As for the proverbs in Enterprise 1, eight of them were used as headings, and 37 proverbs were used for discussion. Table (2). Numbers and percentages of the proverbs’ purposes in English textbooks. Textbook Purpose Number of proverbs Percentage % Enterprise 1 Enterprise 2 Enterprise 3 Enterprise 4 Heading Exercise Discussion Heading Exercise Discussion Heading Exercise Discussion Heading Exercise 8 0 37 1 0 29 0 0 29 0 12 6.9 0 31.9 0.86 0 25 0 0 25 0 10.3 �Discussion 0 116 Total 0 100 4.3. Form of the Proverbs The 116 proverbs found in the textbooks understudy were analyzed regarding the form in which they appear in the each textbook. 98 proverbs have original form, i.e. the original form, and only 8 proverbs are truncated. Table below 3 views the division between the three types of forms found from the analysis. Table (3). Forms, Numbers and percentages of the proverbs in English textbooks. Textbook Proverbs’ forms Number of proverbs Percentage % Enterprise 1 original truncated original truncated original truncated original truncated 43 2 30 0 23 6 12 0 116 37 1.7 25.8 0 19.8 5.1 10.3 0 100 Enterprise 2 Enterprise 3 Enterprise 4 Total It is clear from the data in Table 3, that the most commonly used form in the four textbooks is the original form with a 92.1%. While the truncated form appeared twice as headings in Enterprise 1, e.g. “A friend in need… “and “Birds of feather…”, and six times in Enterprise 3. 4.4. Teachers’ Responses on the Questionnaire The first question in the questionnaire caters for the textbooks that each teacher used. Results showed that 7 teachers use Enterprise 4, and seven use Enterprise 3, 6 teachers use Enterprise 2, and 5 of them use Enterprise 1. Most of the teachers use more than one of the textbooks understudy at the same time. The results on question 2 show that all the respondents notice the occurrence of proverbs in the textbooks that they use. The findings regarding question 3 which inquires about the most chosen alternatives on how to deal with a proverb found in the textbook, show that ten teachers out of eleven chose “Compare to the Arabic equivalent”, nine of them chose “Discuss the meaning”, and eight teachers chose “Explain it”. Seven teachers chose “Discuss the metaphorical meaning”. Four teachers chose the alternatives of “Discussing the cultural issues concerning the proverb and “Discussing the communicative use of the proverb”. Two of the teachers resorted to the use of the alternative “Work with a theme around the proverb”. However, no respondent has chosen “I do not deal with it “ nor “I have not noticed �any and therefore I do not deal with it”. Worth noticing is that one teacher suggested a way of dealing with the proverbs by giving a situation in which such a proverb could be used. Table. 4. Teachers’ responses on the way they deal with a proverb found in the textbook. Alternatives Teachers’ Responses Explain it 8 Compare it to the Arabic equivalent 10 Discuss the meaning 9 Discuss the metaphorical use 7 Discuss cultural issues 4 Discuss the communicative use 4 Work with a theme around the proverb 2 I do not deal with it 0 I have not noticed any and therefore do not deal with it 0 Answers on question 4, “Do you consider proverbs an important part of the EFL teaching?“ revealed that all the teachers consider proverbs important part of the teaching because they believe that proverbs enable students to use the language communicatively, and most of them think that proverbs explain the cultural aspects of the language and they help students to understand that words have literal and metaphorical meanings. They also see teaching proverbs is an integral part of a foreign language teaching. The respondents also say that the use of proverbs makes explaining the materials easier and more interesting since they may summarize the main idea of a particular topic. Again all the teachers positively answered the fifth question which inquired whether the teachers use proverbs as a part of the teaching, and they do it because they believe that they reflect the cultural values and experience of English people and they also convey the cultural knowledge and wisdom of its speakers. Moreover, they consider them to be a source that enriches students’ knowledge in English by understanding both the literal and metaphorical meaning which they convey. Some of the teachers see proverbs as an appropriate mean to understand the content of texts since proverbs are interesting, funny and easy to remember, these findings support Hanzen’s (2007:24) claims that “proverbs are normally quite easy to learn”. One teacher also adds the idea that proverbs broaden students’ minds as they give them the opportunity to compare their culture with other cultures. Another interesting point mentioned by one teacher is that learning proverbs can provide students with an economic language since an appropriate proverb in a particular situation can save many words to say. Teachers’ answers regarding question six which inquires if the teachers think that there are other areas of phraseology more important to teach than proverbs, show that five teachers believe that proverbs are the most important area of phraseology to be taught in EFL classes because the �other areas like idioms and phrasal verbs are not more important than proverbs. Moreover, proverbs have strong relation to spoken language since they can express the knowledge, wisdom and experience of our life. On the other hand, another five teachers disagree with them and they believe that there are other important areas of phraseology such as idioms, phrasal verbs, and collocations. Those justify their belief by saying that idioms and phrasal verbs are more commonly used by native speakers than proverbs. And some of them even argue that proverbs are old fashioned today especially among young people. One teacher was indifferent and considers all the areas important without any preference. The answers on question (7) which was about how the teachers to include proverbs in the teaching. Teachers listed various ways in introducing or teaching proverbs, the most proposed way was explaining and discussing the meaning of the proverb, followed by giving the Arabic equivalent and giving a situation that suits when and where such a proverb is used. Some teachers also suggested including the proverbs as titles of chapters or reading texts, as well as using them as themes for writing tasks and in matching exercises where there should be matched with their meanings or the situation in which they could be used. Furthermore, they proposed discussing the metaphorical meaning of the proverbs in order to differentiate between the literal and metaphorical meaning so that students realize the diversity in using vocabulary. In question eight the teachers were asked to choose 20 proverbs that they think the most important to teach to an EFL learner. Below is a list of the proverbs chosen by the teachers, they are ordered according to the choice of the teachers, i.e., the proverb which was chosen more, comes first and so on. 1. When in Rome, do as the Romans do. 2. Don’t judge a book by its cover. 3. Easy come, easy go. 4. Beauty is in the eye of the beholder. 5. Beggars can’t be choosers. 6. Birds of a feather flock together. 7. The early bird catches the worm. 8. All’s well that ends well. 9. All that glitters is not gold. 10. Two heads are better than one. 11. Practice makes perfect. 12. A picture is worth a thousand words. 13. Better late than never. 14. Honesty is the best policy. 15. Early to bed and early to rise, makes the man healthy, wealthy and wise. 16. Curiosity killed the cat. 17. A friend in need is a friend indeed. 18. Like father like son. �19. Easier said than done. 20. Money talks. An analysis of the teachers’ choices from the list of proverbs in question 8 indicates that among the twenty most chosen proverbs there are nine proverbs with didactic and character building contents. Eight proverbs from the teachers’ choices have an equivalent in Arabic and they are very common among people such as “Beggars can’t be choosers’. “A friend in need is a friend indeed”, “Like father like son”. Only three of the proverbs are metaphorical and are therefore very useful when it comes to teaching metaphorical understanding such as “Beauty is in the eye of the beholder”. Teachers’ choice of proverbs may reflect their characters as they are educators they prefer to teach and pass the knowledge to the next generation, that’s why their choices were centered on those proverbs that have didactic character or those that are frequently used in their community and this of course is crucial for using the language for communication. Proverbs other than those presented in the list of the 75 most frequently used proverbs in the USA today ( Meider, 2004: 129-130), suggested by the teachers to be taught for the EFL learners are listed below as an answer to question nine. 1. Like father like son. 2. Curiosity killed the cat. 3. Come rain or shine. 4. East, west, home is the best. 5. When money talks, truth keeps silent. 6. A stranger is a friend you haven’t met yet. 7. Big fish eat little fish. 8. A stitch in time saves nine. 9. Out of a frying pan and into the fire. 10. Lend your money and lose your friend. An analysis of those suggested proverbs assure the analysis of teachers’ choice of proverbs in question 8, as five of those proverbs enjoy a didactic character and the other five are frequently used in Arabic. According to the last question where the teachers are asked if they have further comments regarding teaching proverbs in the EFL classes, some of the teachers assure that proverbs are important to teach and be part of the curricula as they have intercultural association. This result goes in line with Hanzen’s (2007:25) study as the respondents in her study claim that “when it comes to developing both understanding and communicating in English, it enables learners to communicate with variation “. Only one teacher believes proverbs could be replaced by other idioms since proverbs are considered to be an old fashion facet for the young generation who communicates through the new means of technology that enables them to communicate using �codes and most of today’s teens developed their own lingo that consists of abbreviations and symbols and abbreviations that mean words. (Ababneh and Al-Ajlouny, 2013:132). 5. CONCLUSION The results of the present study revealed that proverbs occur in the four textbooks understudy. They were used as headings, vocabulary exercise and in lists at the end of each unit under the title “words of wisdom”. In Enterprise 4, they do not occur as frequently as other kinds of expressions, e.g. idioms and phrasal verbs, though. Moreover, the proverbs used in the textbooks appear into two forms; most of them appear in their original forms, while few were truncated. The majority of teachers considered proverbs an important part in EFL teaching materials. Teachers also had positive attitudes towards teaching proverbs. Only one teacher argued that they could be old-fashioned and not useful for students because of their use of modern means of communication which allow them to use their own lingo. One interesting conclusion is that proverbs play an important role in developing the cultural and metaphorical knowledge of the learners since they could match different situations in daily life and they summarize popular experience and traditional wisdom. This goes in line with Stern's (1987:206) words when he writes that the language learner "should be made aware of the interaction between language and culture ". Moreover, since proverbs play a cross-cultural role, many of them having their equivalent in other languages, this could broaden students' minds by giving him/her a wider perspective. The method most used by the teachers in teaching proverbs was giving the Arabic equivalent. This sounds normal since the emphasis in teaching is on communicative competence of learners which can be enhanced by relating to their previous experience embodied in their knowledge of their native culture. This goes in the same vein with what Talyor (1990:1-3) claims regarding vocabulary learning learners should be aware of the importance of many factors when learning L2 vocabulary such as the register, morphology, semantics and the knowledge of the equivalent words in L1. Recommendations: Due to the small number of respondents to the questionnaire and textbooks involved in this study, further research on this subject is recommended that may include a national survey among teachers in all public and private schools in Jordan, and on all English language textbooks used in those schools. In addition, university level EFL courses can also be included. �References Ababneh, S. (2008). Designing an instructional program and measuring its effect on Jordanian EFL university students’ achievement in English collocations. Unpublished Doctoral Dissertation. Yarmouk University, Jordan. Ababneh, S.& Al-Ajlouny, M. K.(2013). The effect of texting on EFL students’ academic writing in English. The Internet Journal Language, Culture and Society. Issue 38.pp(131-137). Akbarian, Is’haaq. (2010). A spice of classroom: incorporating proverbial expressions in EFL classes. The Journal of Asia TEFL. Vol.7, No.1,pp. 221-238. Byrne, G. (2005). The enduring world of proverbs. Contemporary Review, 287, 285-291. Çakir, İsmail. (2010). How does “A Stitch in Time Save Nine “in EFL Classes? Studies in Literature and Language. Vol. 1, No. 8, 2010, pp. 05-14 Hanzén, M .(2007). “When in Rome, do as the Romans do “Proverbs as a Part of EFL Teaching. Retrieved December 12,2014 From: http://www.divaportal.org/smash/get/diva2:3499/FULLTEXT01.pdf Hornby, A.S. (2010). Oxford Advanced Learner’s Dictionary.8th edition. Oxford University Press. NY. Mac Dougall, D. (2004). Why Learn Proverbs? Retrieved January13,2015. From http://www.lingo24.com/articles/why_learn proverbs--7html. Mieder, Wolfgang. (1993). Proverbs are Never out of Season. Popular Wisdom in the Modern Age. NewYork: Oxford University Press. Mieder, Wolfgang. (2004). Proverbs - A Handbook. Westport, CT; Greenwood Press. Nuessel, F.,& Cicogna, C.(1994). Incorporating metaphoric competence in the elementary and intermediate Italian curriculum through proverbial language. Retrieved January10,2015. From http://tell.fll.purdue.edu/PLA-Archive/1994/Italian - html /Nuessel, Frank. htm. Rubin, Joan and Thompson Irene. ( 1994). How to be a more successful language learner: Towards learners autonomy. Boston, Massachusetts: Heinle and Heinle. Stern, H.H. (1987). Fundamental Concepts of Language Teaching. Oxford University Press. NY. Taylor, Linda. (1990). Teaching and Learning Vocabulary. London: Prentice Hall. �Appendix.1. The use of proverbs as a part of EFL teaching Questionnaire Dear Colleagues, Please answer the following ten questions. Thank you for your valuable help! Dr. Sana’ Ababneh Nov, 2014 1. What textbook/s do you use? Circle your choice. a. Enterprise 1 b. Enterprise 2 c. Enterprise 3 d. Enterprise 4 2. Have you noticed any proverbs in the teaching material you use? If YES, what have you noticed?................................................................................... If NO, why do you think you have not noticed any?....................................................... 3.How do you deal with a proverb that you find in the textbook? Choose one or more by drawing a circle around the letter of your choice. a -Explain it. b - Compare it to the Arabic equivalent. c -Discuss the meaning. d-Discuss metaphorical use. e -Discuss cultural issues concerning the proverb. f -Discuss the communicative use of the proverb. g -Work with a theme around the proverb. h -I do not deal with it. i -I have not noticed any and therefore I do not deal with it. j-Anything else. Specify. …………………………………………………………….. 4. Do you consider proverbs an important part of the EFL teaching? If YES – explain why:……………..……………………………………………………………. If NO why not?…………………………………..………………………………………………. �5. Do you teach proverbs? If YES , why?…………………………………….………………………………………………. If NO why not?.........................………………………………………………………………….. 6. Is there anything else within the area of phraseology that you think is more important to teach than proverbs? If YES – what is it and why do you think it is important? …………………………..…………………………………………………………………….. If NO – why? ………………………………………………………………………………….. 7. If you were to include proverbs in your teaching, how would you teach them? Give examples of ways to use proverbs in teaching. ………………………………………………………………………………………………….. 8. Below follows a list of the 75 most frequently used proverbs in the USA today (Mieder, 2004: 129-130). Look over the whole list then circle 20 proverbs that you think are most important to teach to an EFL learner. (The list is ordered according to the headword in Italics in each proverb.) 1. Absence makes the heart grow fonder. 2. An apple a day keeps the doctor away. 3. The apple doesn’t fall far from the tree. 4. Beauty is in the eye of the beholder. 5. Beauty is only skin deep. 6. Early to bed and early to rise, makes a man healthy, wealthy, and wise. 7. Beggars can’t be choosers. 8. A bird in the hand is worth two in the bush. 9. Birds of a feather flock together. 10. The early bird catches the worm. 11. Don’t judge a book by its cover. 12. Don’t cross the bridge till you come to it. 13. New brooms sweep clean. 14. Business before pleasure. 15. You cannot have your cake and eat it too. 16. Chickens come home to roost. 17. Don’t count your chickens before they’re hatched. 18. Spare the rod and spoil the child. 19. Every cloud has a silver lining. 20. Easy come, easy go. 21. First come, first served. 22. Too many cooks spoil the broth. �23. Curiosity killed the cat. 24. Do unto others as you would have them do unto you. 25. Let sleeping dogs lie. 26. You can’t teach an old dog new tricks. 27. Don’t put all your eggs in one basket. 28. All’s well that ends well. 29. Like father, like son. 30. Big fish eat little fish. 31. A fool and his money are soon parted. 32. A friend in need is a friend indeed. 33. Don’t look a gift horse in the mouth. 34. All that glitters is not gold. 35. The grass is always greener on the other side of the fence. 36. Many hands make light work. 37. One hand washes the other. 38. Haste makes waste. 39. Make hay while the sun shines. 40. Two heads are better than one. 41. He who hesitates is lost. 42. Honesty is the best policy. 43. Don’t change horses in the middle of the stream (mid-stream). 44. You can lead a horse to water, but you can’t make him drink. 45. Strike while the iron is hot. 46. Better late than never. 47. He who laughs last, laughs best. 48. Live and let live. 49. Look before you leap. 50. Love is blind. 51. Misery loves company. 52. Money talks. 53. A penny saved is a penny earned. 54. Penny wise and pound foolish. 55. A picture is worth a thousand words. 56. A watched pot never boils. 57. Practice makes perfect. 58. An ounce of prevention is worth a pound of cure. 59. When it rains, it pours. 60. When in Rome, do as the Romans do. 61. Easier said than done. 62. If the shoe fits, wear it. �63. Out of sight, out of mind. 64. Where there’s a smoke, there’s a fire. 65. A stitch in time saves nine. 66. A rolling stone gathers no moss. 67. If at first you don’t succeed, try, try again. 68. It takes two to tango. 69. Time is money. 70. Never put off till tomorrow what you can do today. 71. Waste not, want not. 72. Still waters run deep. 73. The squeaky wheel gets the grease. 74. Where there’s a will, there’s a way. 75. Two wrongs don’t make a right. 9. Are there any more proverbs, other than those listed, that you consider important to teach?................................................................................................ 10. Do you have any comments on this subject of proverbs as a part of EFL teaching?.................................................................................................................................... * The questionnaire is compressed for spatial reasons, in its original forms it gives the respondents more space to write. THANK YOU! � 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. 2963 Title A name given to the resource PROVERBS TEACHING IN EFL CLASSES: “WHERE THERE IS A WILL, THERE IS A WAY” Author Author Ababneh, Sana’ Abstract A summary of the resource. The present study aimed at investigating the presence of proverbs in English textbooks taught to EFL Arab learners as well as investigating the attitudes of English language teachers towards proverbs as part of the EFL teaching materials. Results of the content analysis which has been carried out on four English textbooks of the Enterprise series show that teaching proverbs is included as part of the teaching material presented to the students. Proverbs are presented in different ways: sometimes they are used as titles of units, in vocabulary exercises, or as separate sections at the end of each unit. And they appear either in their original form or truncated. On the other hand, teachers' attitudes towards teaching proverbs to EFL learners show their belief in the importance of teaching proverbs since they convey the culture and wisdom of their users, moreover, they provide students with a rich source of vocabulary. They also give them an opportunity of making comparisons between their own proverbs and the English ones thus broadening their knowledge of the world; finally, they help students to express themselves in English in a more natural, native-like way. 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 Keywords Keywords. Article PeerReviewed L Education (General),P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/bfad84c430a7801a70ed7b77ab3e316b.docx 9528b833a1202bff5fc6df765f3a5bf0 https://omeka.ibu.edu.ba/files/original/4c47575128503bcdff39abc33c1b0a8f.pdf 4086b277b31c17c882c602875e7fc082 PDF Text Text Providing Learner’s Motivation By Effective Usage Of Visual Aids In Foreign Language Teaching Azamat Akbarov. Mustafa Arslan Bastug, Harun � 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. 3243 Title A name given to the resource Providing Learner’s Motivation By Effective Usage Of Visual Aids In Foreign Language Teaching Author Author AKBAROV, Azamat BASTUG, Harun Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Article PeerReviewed PE English,PR English literature https://omeka.ibu.edu.ba/files/original/1671e2476b705073a536e20545deef08.pdf 9766bc6820e0165ccae917e39ed0cc90 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Providing web-based multilingual lexical learning materials with a regional culture oriented focus Janet M.D. Higgins Okinawa University, Japan jmdth@yahoo.com Abstract: This presentation introduces a CALL Multilingual Visual Dictionary (MLVD) CALL project which is being developed at Okinawa University, and is funded by the Japanese Ministry of Education, Science and Technology (MEXT). The project began in 2005 with a perceived need on the part of teachers and students at the university for language materials that reflect Okinawan and Japanese culture. The project involves the compilation of a visual dictionary with entries in three languages: English Chinese and Japanese. Visuals include still photos and short videos. The dictionary is organised by themes. These allow us to explore various cultural artifacts and customs within authentic settings. The organisation of the units differs according to the main themes. The learning materials are a mixture of web-based and classroom based materials. In this presentation I explain the organization of several units, show examples of the visuals and practice activities. Key words: multilingual visual dictionary, culture-focused learning activities, CALL 1. Background In 2005, languages teachers at Okinawa University began to express the need for learning materials that reflect Okinawan and Japanese culture. Students need to be able to explain features of their home environment, and the cultural values, local customs, and cultural artifacts of the communities in which they live or from which they come. Students who go abroad for short or long stay study often complain that they cannot answer questions about their home background when asked to do so by host families and students from other countries. A key requirement for being able to talk about one's cultural background is to have the appropriate lexical knowledge. Such materials would allow our students to talk about their life experiences to peoples of other cultures in English or Chinese. They would also provide foreign students with resources for learning about the regional culture in the three languages. The result was our Multilingual Visual Dictionary (MLVD) CALL project funded by the Japanese Ministry of Education, Science and Technology (MEXT). The project involves the compilation of a multilingual visual dictionary with written and spoken entries in English, Chinese, and Japanese. Visuals include still photos and short videos. The dictionary is organised by themes. These allow us to explore various cultural artifacts and customs within authentic settings. In the following sections, I explain the rationale for using visuals and a thematic approach to the organization of entries, describe the organization of several units, show examples of the visuals, and give examples of the learning activities. 2. Rationale for the organization of the dictionary and the use of visuals. The dictionary items are organised around themes. This form of organisation capitalises on what researchers know about the nature of memory and the network-like organisation of the mental lexicon、and is a powerful learning tool. (For more details of research in this area, see Higgins, 2007). In addition to being interesting and attention catching, visual images contribute significantly to the learning process. They provide an immediate representation of cultural artifacts with no linguistic mediation. We can immediately see from photos that the popular Okinawan goya is a long, thin, knobbly, green vegetable; in China it is white. Japanese apples are prototypically green, but European apples are both red and green (Suzuki, 1990). The value of using visuals is attested by research which demonstrates the positive value of imagery in vocabulary learning. Gairns and Redman suggest, for instance that 'our memory for visual images is extremely reliable and there is little doubt that objects and pictures can facilitate memory' (1986: 92).Moreover, research into learning styles has found that learners have preferred learning styles. By adopting a multi-sensory approach to vocabulary presentation, the project aims to cater for students with different learning styles. 660 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 3. Dictionary entries Each entry is introduced in its written and spoken form and is accompanied by a visual. In addition, we provide an example sentence or short conversation in which the entry is used in a typical way in the context of the topic. Furthermore, we have a cultural note for many items. These notes vary between the three languages, depending on the cross cultural knowledge we assume speakers of those languages have. Learners can opt to see the visual and listen only, or see the written text as well. Figure 2 is a screen from the Departures unit, showing the entries in the three languages, and the map of the unit on the left. On the right, learners click for the written text, or the spoken text in whichever language they are working with. Figure 2 There are many issues to be resolved regarding the production of the entries. These include script, spelling, and grammar, as well as definitions. The most difficult problem is how to convey the full meaning of the entries. The first time an item is introduced it is accompanied by a visual. The visual provides the image. But the object alone in a visual is not sufficient information. If we take the example of the object ‗toofu-yoo‘ (fermented tofu), learners need to know not just what it looks like, but also how it is usually presented (small dish, with a small bamboo fork or toothpick) and when it is consumed (accompanied by awamori, Okinawan rice wine). Some items come in different forms, and the packaging is significant. Hence we are trying to make our photos as culturally rich as possible. The cultural notes are an important resource in this respect. For more detailed discussion see Higgins (2007) and Higgins et al (2007). 4. Selection and organization of the themes We have organized the overall dictionary as a visit to Okinawa. Each unit covers a thematic area, and we have chosen themes that will allow us to introduce a range of Okinawan and Japanese cultural items, as well as provide insights into the cultural history and traditions of Okinawa. The first and last units are Arriving at Naha Airport and Departing from Naha Airport. We focus on travelling procedures as well as souvenirs and airport facilities. In the topic on the Tsuboya pottery area, we examine the pottery making process, see a potter at work, and take a walk along the main street with its pottery workshops, kilns and shops. The topic on the main commercial shopping street in the capital, Naha, (International Street) allows us to briefly cover the history of the commercial centre of the city, as well as Okinawan specialties and crafts, street life, and annual events. From this outline it is clear that the organization of each thematic unit and the activities involved are different. In Departing from Naha airport, for instance, the theme lends itself to an organisation based on a chronological process. Departing passengers have to take a predetermined route through the airport from check in to boarding. During the stage between checking in and going through the departure gates, we take the learners on a souvenir hunting trail. This provides the opportunity to introduce typical Okinawan produce. We cover food items (for instance, chinsukoo biscuits, pineapple cake, black sugar, seaweed, fruits such as papaya, mango, dragon fruit and passion fruit), drinks (awamori, Okinawan beer), woven and printed cloth (bashoo-fu, joofu, bingata), clothing (kariushi wear), Ryuuyuu glassware, coral and shell products, and Tsuboya pottery, among others. The Departing from Naha Airport unit is accessed chronologically and by sub topic. The learning activities for the unit are process and product focused depending on the subtopic. 661 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo In the Tsuboya Pottery District unit, the sub themes include the history of the area, the pottery making process, interviews with potters and architects, and virtual tours as a tour guide. Each of these has a different format, and the entries are used in typical contexts. Several of the sub themes depart from the basic format of providing entries and sample sentence contexts. Instead they use entries embedded within short texts (history sections) or conversations (interviews). In this unit we subdivide the entries into thematic groups or Galleries. Figure 3 is an example of a Tsuboya Gallery. By clicking the visual, learners access the basic screen for that entry. By clicking the example box, they can see and hear an example of the entry in a conversational context. Figure 3 5. Practice Activities Basic practice involves repetition and memorization of the entries. The next stage is recalling and recognizing them among groups of words, groups of visuals, or from spoken forms only. We then place the entries in their sentence contexts with short dictation exercises. One type is shown in Figure 4. Figure 4 662 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The entries are then placed in a communication context. For instance, learners are asked to use them in short conversations, act as a tour guide, listen to and create short interviews, and make short speeches. We expect teachers to be able to use the materials flexibly in the context of their own class work and to design their own practice activities (see Figure 5). Figure 5 Examples of open-ended speaking tasks Open–ended speaking tasks a) You are flying to Osaka. You arrive at the airport. Explain the procedures you need to take before you can get to the departure lounge. b) You visit the duty free section of the airport to buy souvenirs for your family. Tell us what you buy for your relatives. c) Choose three interesting places or objects on Yachimun Dori (Pottery Street) and guide a visitor to see them. 6. Summary We aim in this project to provide learners with a set of resources that will help them share their life experiences with people from different cultures. By using authentic photos and short videos, we hope we can provide them with engaging and stimulating learning materials. While visuals deal well with objects, abstract concepts are more difficult. We use video to capture actions and processes, but we acknowledge that not all concepts are easily amenable to visual representation. We have tried through the incorporation of extensive texts (cultural notes, conversations, interviews) to place the lexical items in authentic settings and show how they are used in their appropriate grammatical and social contexts. We believe that our multi-lingual multi-media approach to vocabulary acquisition is motivating and appropriate for a variety of language learners with varied goals. We foresee this project being extended not only by the authors, but by the users themselves, as they suggest themes and incorporate the lexical items that interest them and that they need. 7. References Gairns, R. & Redman, S. (1986). Working with Words. A guide to teaching and learning vocabulary. Cambridge: CUP. Higgins, J.M.D. (2007) Developing regional culture-oriented lexical resources for language learners. In, Department of Applied English, Ming Chuan University (Ed.), The Proceedings of 2007 International Conference and Workshop on TEFL and Applied Linguistics, p. 165-173. Taiwan: Crane Publishing. Higgins, J.M.D., Itoh, T. & Watanabe, Y. (2007). (in Japanese). In Search of Community-Based Language Learning: A Multi-lingual CALL System Development Project for Okinawa University. Regional Studies, 3, Institute of Regional Studies, Okinawa University, 17-28. Suzuki, T. (1990). Japanese and Foreign languages. (in Japanese) Tokyo: Iwanami. 8. Acknowledgements The dictionary project is supported by MEXT research awards 18520471 and 70235802 (2006-08, 2008-11). 663 � 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. 99 Title A name given to the resource Providing web-based multilingual lexical learning materials with a regional culture oriented focus Author Author Higgins, Janet M.D. Abstract A summary of the resource. This presentation introduces a CALL Multilingual Visual Dictionary (MLVD) CALL project which is being developed at Okinawa University, and is funded by the Japanese Ministry of Education, Science and Technology (MEXT). The project began in 2005 with a perceived need on the part of teachers and students at the university for language materials that reflect Okinawan and Japanese culture. The project involves the compilation of a visual dictionary with entries in three languages: English Chinese and Japanese. Visuals include still photos and short videos. The dictionary is organised by themes. These allow us to explore various cultural artifacts and customs within authentic settings. The organisation of the units differs according to the main themes. The learning materials are a mixture of web-based and classroom based materials. In this presentation I explain the organization of several units, show examples of the visuals and practice activities. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/c1855c3eefcb2eef3ae01de7ebdaca0d.docx 261f7d133fd1cef94c56f99df71403e0 https://omeka.ibu.edu.ba/files/original/86c805dcd54dcb5ccde7d5f81e8bb03a.pdf 9d5c4af080db703648e3e276cbf6b6d8 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. 3115 Title A name given to the resource Prvi svjetski rat -stoljeće poslije i balkanska stvarnost Author Author MUTAPČIĆ, Edin ŠEPIĆ, Senad Abstract A summary of the resource. Sarajevskim atentatom 28. juna 1914. godine započeo je najkrvaviji sukob u dotadašnjoj historiji - Prvi svjetski rat. Sama činjenica da je jedan događaj koji se dogodio u bosanskohercegovačkoj prijestolnici uspio zapaliti „fitilj“ svjetskog sukoba, bez obzira na brojne krize koje su mu prethodile, je više nego interesantan kao predmet obrade sa današnje distance. Sam rat otpočinje nove procese unutar „balkanskog“ prostora te dovodi do prve južnoslavenske integracije. Sa druge strane, to je početak i savremene globalizacije pri čemu se ekonomsko i vojno težište svijeta po prvi puta u državno-pravoj historiji pomiče izvan evro-azijskih prostora. U samom ratu koji je rezultat imperijalističke politike blokovskih saveza javlja se i ideja o „samoodređenju naroda“ kao dio Wilsonovog obećanja prilikom američkog ulaska u rat. Ishod rata je svakako pored navedene ideje „o samoodređenju naroda“ u sebi sadržavao i značajne elemente imperijalističkih ambicija ratnih pobjednika. Kratkotrajnost takve politike ogledala se u revizinostičkom „drugom svjetskom ratu“ koji je otpočeo samo dvije decenije poslije. Međutim, u balkanskim prilikama „Versejski sistem“ uz manje izmjene trajao je do posljednje decenije XX stoljeća. Na taj način brojni „balkanski problemi“ nastavljaju svoju aktuelizaciju u posljednje tri decenije – sa brojnim naslijeđenim problemima od prije stotinu godina. Publisher An entity responsible for making the resource available Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Article PeerReviewed K Law (General) https://omeka.ibu.edu.ba/files/original/1a8f1eaa2a9bf9bc7ea61516c355d924.docx eb0c1d8087301f2bad89bd382c9133bb https://omeka.ibu.edu.ba/files/original/cc6ca58cdc87bde76487d8360328310a.pdf 2599af3557ec420811a033748c26ccc7 PDF Text Text PSIHOANALITIČKA KRITIKA I DVIJE TANPINAROVE PRIPOVIJETKE Nadira ŽUNIĆ Tuzla Üniversitesi, Felsefe Fakültesi, Türk Dili ve Edebiyatı Bölümü, Tuzla / Bosna Hersek Ključne riječi: psihoanalitička književna kritika, Ahmet Hamdi Tanpınar, drugo, sebstvo, identitet SAŽETAK Rad predstavlja čitanje dvije pripovijetke Ahmeta Hamdija Tanpınara, Ljetna kiša i Snovi, u vizuri psihoanalitičke književne kritike. U radu se identificira središnja misao teksta a potom problematizira sa aspekta psihoanalitičke epistemologije. Proces se odvijao na dvije međusobno povezane, ali ipak različite platforme, gdje je prva imala za cilj na vidjelo izvući latentne misli tekstova, služeći se psihoanalitičkim simbolima za dešifriranje njihovih kodova, uz osvrt na osobitosti autorovog društvenog i osjećajnog života. Druga platforma uključivala je drugo i Drugost i to najčešće u vezi sa problematiziranjem identiteta/identiteta, procesima subjektivacije, ili pitanjima sebstva. Odabrane pripovijetke A. H. Tanpınara čitane su uz pretpostavku da su vrijednosti univerzalne, da je ono o čemu se piše neovisno od konteksta, ali i da smisao nije uvjetovan namjerom pisca. Također, ovaj način čitanja predstavlja uvid u drukčija mišljenja o tekstu, gdje se različito gleda na ustaljenje modele koje tekst odražava, identifikujući stvarnost kao odnos bitnog i rubnog unutar nje. Treba podvući da rad nije u funkciji isticanja marginalnog, iako se psihoanalitičkim čitanjem detaljno pregleda rubno, odnosno, ekscentrično, već se fokusira na uočavanje procesa koji nastaju kroz suočavanje centralnih i marginalnih identiteta. � https://omeka.ibu.edu.ba/files/original/dbe5ab44558d462d88130125cbcbbe53.doc a4d130c734baa7fc8854cfc9780cf995 https://omeka.ibu.edu.ba/files/original/9eadf17b421f7ad2d35a80f746045e50.pdf 6439d1a361517be1ff6b9b8b534f5865 PDF Text Text PSIHOANALITIČKA KRITIKA I DVIJE TANPINAROVE PRIPOVIJETKE Nadira ŢUNIĆ1 Sažetak Rad predstavlja ĉitanje dvije pripovijetke Ahmeta Hamdija Tanpınara, Ljetna kiša i Snovi, u vizuri psihoanalitiĉke knjiţevne kritike. U radu se identificira središnja misao teksta a potom problematizira sa aspekta psihoanalitiĉke epistemologije. Proces se odvijao na dvije meĊusobno povezane, ali ipak razliĉite platforme, gdje je prva imala za cilj na vidjelo izvući latentne misli tekstova, sluţeći se psihoanalitiĉkim simbolima za dešifriranje njihovih kodova, uz osvrt na osobitosti autorovog društvenog i osjećajnog ţivota. Druga platforma ukljuĉivala je drugo i Drugost i to najĉešće u vezi sa problematiziranjem identiteta/identiteta, procesima subjektivacije, ili pitanjima sebstva. Odabrane pripovijetke A. H. Tanpınara ĉitane su uz pretpostavku da su vrijednosti univerzalne, da je ono o ĉemu se piše neovisno od konteksta, ali i da smisao nije uvjetovan namjerom pisca. TakoĊer, ovaj naĉin ĉitanja predstavlja uvid u drukĉija mišljenja o tekstu, gdje se razliĉito gleda na ustaljenje modele koje tekst odraţava, identifikujući stvarnost kao odnos bitnog i rubnog unutar nje. Treba podvući da rad nije u funkciji isticanja marginalnog, iako se psihoanalitiĉkim ĉitanjem detaljno pregleda rubno, odnosno, ekscentriĉno, već se fokusira na uoĉavanje procesa koji nastaju kroz suoĉavanje centralnih i marginalnih identiteta. Ključne riječi: psihoanalitiĉka knjiţevna kritika, Ahmet Hamdi Tanpınar, drugo, sebstvo, identitet PSYCHOANALYTICAL CRITICISM AND TWO TANPINAR’S SHORT STORIES Abstract This paper presents the readings of two short stories by Ahmet Hamdi Tanpınar, The Summer Rain and Dreams, in the psychoanalytical literary criticism framework. The paper identifies the central idea of the text, and then problematizes from the aspect of psychoanalytical epistemology. The process took place at two interconnected, while different platforms, where one of them had an aim to bring to light latent thoughts in the texts, through employing psychoanalytical symbols to decipher their codes, with an overview of specificities of author’s social and emotional life. The other platform included the other and Otherness, 1 Tuzla Universitesi, Felsefe Fakültesi, Türk Dili ve Edebiyatı Bölümü, Araştırma Görevlisi �mostly in connection to problematizing identity/identities, the processes of subjectivization, or the questions of the self. The chosen short stories by A. H. Tanpınar were read with the assumption that values are universal, that what is being written is independent of the context, and that the substance is not conditioned by the writer’s intention. Also, this manner of reading presents an insight into various musings about the text, where settled models which the text reflects are differently viewed, identifying reality as a relation between the essential and marginal within it. It should be noted that this paper does not serve the function of accentuating the marginal, even though through psychoanalytical reading the marginal, that is the eccentric, is being examined in detail; this paper is focused on gaining insight in processes which come to exist through facing central and marginal identities. Key Words: psychoanalytical literary criticism, Ahmet Hamdi Tanpınar, other, the self, identity Uvod ♂ versus ♀ Znaĉenja koja se proizvode u pripovijetkama kategoriziraju se prema centralnom liku, koji je pozitiv/primarno teksta. U psihoanalitiĉkim tumaĉenjima znaĉenjskih struktura istiĉe se “nadmoć“ falusnog oznaĉitelja kojem subjekt pristupa usvajajući nazore Drugog/Zakona/Norme. U tom sluĉaju privilegovana je ona struktura koja preuzima oznaĉiteljsku funkciju, odnosno, koja kao simboliĉki Drugi preuzima na sebe sprovoĊenje Zakona. Ako za polazište uzmemo navedene postavke, uoĉit ćemo da oznaĉitelj na neki naĉin podreĊuje sve u tekstu, sve se dijeli i kategorizira u odnosu na njega, što dovodi do polarizacije samog teksta i to na Subjekat i drugo ĉija je funkcija prijenos misli/istine obrazovane subjektivnosti teksta. Drugo (najprije podrazumijeva ono nefalusno, dakle, ţensko) je u novonastalim znaĉenjskim strukturama objekt (ţelje). Retorika psihoanalitiĉkog ĉitanja u konkretnom korpusu nastoji da se, s jedne strane voĊena Freudovim teorijama, tijela teksta/pripovjedaka „poloţe na kauĉ“ i iz njihovih pripovijedanja sakupe elementi koji će preko tumaĉenja simbola odvesti od manifestnih do latentnih misli. S druge strane, potrebno je u ta tijela/od tih tijela umetnuti odraz drugog/Drugog, u odnosu na njihov vlastiti identitet, a pored toga preispitati autorov govor/pismo s obzirom na ono što (ne) kaţe. a) Ljetna kiša �Da bi na vidjelo izašle istine teksta u Ljetnoj kiši, pripovjedaĉ priĉu realizira u odnosu na drugog. U pitanju je priĉa o iskušenju u susretu s razliĉitim, gdje je drugo skoro nepokretni i reprezentativni oznaĉitelj identiteta Subjekta u tekstu. On je isto tako obeznaĉen kako bi osigurao da viĊenja i mišljenja favoriziranog Subjekta teksta izaĊu u prvi plan. Ako krenemo od manifestnog sadrţaja pripovijetke, moţemo reći da je napisana da bi se opisala:  vanbraĉna veza Fatme i Sabrija, ili generalno,  struktura porodice turskog društva ĉetrdesetih godina XX vijeka. MeĊutim, u tom sluĉaju bi zanemarili jednu bitnu stvar, koja se sama nameće, mada u tekstu nigdje nije eksplicitno navedena. To mjesto je čvor gdje se preklapaju manifestni i latentni sadrţaj teksta, a opisuje utjecaj koji na duševno stanje glavnog lika, sredovjeĉnog (i oţenjenog, oca dvoje djece) pisca Sabrija, ostavlja vanbraĉna afera, te naĉin na koji on preispituje svoj ţivot kroz prizmu doţivljaja sa Fatmom, lijepom mladom ţenom koja se pojavila niotkud, i kako se na kraju (ne) mijenja. Kriza jednog braka u odreĊenom društvu autoru/pripovjedaĉu je posluţila samo kao podloga, detalje saznajemo nekad od njega samog, a nekad nam glavni lik, uz pomoć dva “podstanara svoje liĉnosti”, KaraĊoza i Hadţivata, i njihovih replika, daje svoje viĊenje stvari, dok su opisi susreta dvoje ljudi i njihove vanbraĉne afere ukljuĉeni kako bi se ispitali psihološki i moralni uzroci, odnosno posljedice za to. Osnovica pripovijetke je ustvari, dramatiĉno sazrijevanje i proces spoznaje glavnog junaka koji je još od momenta kad je ugledao Fatmu, osjetio neodoljivu privlaĉnost i ţelju da je upozna i razumije. Znaĉi, u analizi bi se trebalo zadrţati na psihološkom razvoju i procesu “samospoznaje”. U knjizi Pripovijetke Ahmeta Hamdija Tanpınara, dekonstrukcijski i semiotički pristup, Sevim Kantarcıoğlu Sabrija i njegovo duševno stanje poredi sa iskustvom Prufrocka iz Eliotove pjesme “The Love Song of J. A. Prufrock”: Prufrock je osjećajan i romantičan pjesnik koji se zbog duševne nesreĎenosti ne osjeća potpunim i koji nije sposoban upoznati ni sebe ni realnost svijeta u kome ţivi. Ne moţe napraviti moralno ispravan izbor, a to ga baca u dokonost. Iako na početku monologa Prufrock ozbiljno namjerava da se zaljubi, rezultat na kraju je poraz u potpunosti suprotan njegovoj namjeri. (Kantarcıoğlu, 2004: 100) �Sliĉnu situaciju vidimo i kod Sabrija. On je izdanak jedne kulture temeljene na bipolarnoj (konfliktnoj) slici svijeta, ĉiji su sistemi vrijednosti, kao reference imali dva, nekada potpuno suprotna i nepomirljiva entiteta, Istok i Zapad, a i on sam je duševno nesreĊen. Ne moţe uspostaviti potpunu ravnoteţu izmeĊu svog duhovnog i tjelesnog, a takoĊer, ne postoji ni unutrašnji balans elemenata na ta dva odvojena plana. On ništa ne moţe spojiti u cjelinu, stran je sam sebi, a stran je i vanjskom svijetu. Sentimentalan je, neodluĉan i pasivan. Oţenjen je i ima djecu, ali nema nikakvog osjećaja odgovornosti, prema njima. Njegov brak je samo još jedna od svakodnevnih navika, koja ga ne ispunjava, taĉnije, obaveza, nametnuta društvenim konvencijama. U momentu kada upoznaje Fatmu, njegova ţena i djeca su na odmoru, baš pogodno vrijeme i mjesto, za njega, za jednu uzbudljivu, kratkotrajnu avanturu sa tom lijepom, mladom ţenom. U samoj pripovijetki nije evidentno da on Fatmu smatra potencijalnom (kratkotrajnom) zabavom, mada je već na prvim stranicama data naznaka na koji naĉin će sve teći i kako rezultirati: Eto tako, kroz ovu slučajnost je počelo to kratko i čudno prijateljstvo što je proganjalo Sabrija mjesecima i u potpunosti mu poremetilo ţivot. (Tanpınar, 1999:11). Kada se opisuje situacija gdje je Sabri uveo mladu ţenu u kuću i kad je ona stavila ploĉu sa Debussijevom muzikom, navodi da je muzika bila poput djeteta njihove paţnje, što raste meĎu njima crpeći svoju snagu od njih. (Tanpınar, 1999:21). Malo dalje se kaţe da je ljetna oluja poput pozadine dogaĎaja... bitno je ono što se dešava u njima samima. (Tanpınar, 1999:22). Muškarac na trenutke osjeća krivicu oţenjenog ĉovjeka dok provodi vrijeme sa Fatmom u svojoj kući, i ona već tada dobiva konture bića drugosti, što će do kraja pripovjesti i ostati - stranac koji je ulaskom u kuću oţenjenog ĉovjeka izazvao nesvakidašnju zabunu. Sabri, dok razmišlja šta će reći susjedima, postaje svjestan i prisustva Drugog, jer ipak osjeća pritisak društvenih normi, ali tad je još uvijek mogao prevariti svoj Super ego, posljednji put umiriti svoju savjest, prije nego je u potpunosti iskljuĉi, pa je od sebe odbacio (suvišna) razmišljanja, predoĉavajući cijelu situaciju kao bezazlenu, rijeĉima: Ta ja pet godina ţivim ovdje. Zar to meni niko ne smije doći?! (Tanpınar, 1999:10). I prepušta se uţivanju... MeĊutim, Fatma neće ostati samo kratkotrajna ljetna kiša i svjetlosna oluja kako ju je Sabri nazvao. Ona će prouzrokovati veliku promjenu kod njega, izazvat će njegovo buĊenje iz dugogodišnje letargije. Sati koje su proveli u kući uz Debussijevu muziku sa gramofona oţivjeli su Sabrijev duh i uĉinili da se stopi u jedno sa, ionako ţivim, Fatminim duhom. Osjećao se kao da se ponovo rodio. Na tom mjestu je upeĉatljivo i prisustvo impliciranog autora, gdje, na tragu Tanpınarovog ubjeĊenja da za �pravu ljubav uz duhovno sjedinjenje obavezno mora doći i tjelesno, da bi se kroz njega pronašao lijek i napojila ţedna duša, ĉitatelj već moţe oĉekivati nastavak zbliţavanja. Nakon što se Fatma nije javljala ni dolazila dva dana Sabri je bio ubijeĊen da više nikad neće vidjeti svoju ljetnu kišu. Za to vrijeme u kojem dosta razmišlja i preispituje sebe, on shvata da je samo priviĊenje, da ţivi u nekom zamišljenom svijetu, onako samo površinski. Susret sa Fatmom mu pomaţe da shvati da je za njega i ljubav samo strah od gubitka i ništa više. Poĉinje se gaditi sam sebi. Izgleda da je ova ţena došla da (raz)otkrije sve njegove slabosti. (Tanpınar, 1999:14). Ali što je još vaţnije, poĉinje poimati stvarnost. U tom svom procesu spoznaje, shvata, i to je drugi bitan momenat, kako je duhovno nesreĊen, zbunjen i daleko od toga da bude ispunjen neĉim. U jednom trenutku sebe poredi sa stablom smokve iz svog dvorišta, istovremeno, namjerno ili ne, u tekst se upisuje glavna karakteristika autora, konkretnog bića, biti na razmeĊu: Svaki put bi se iznova čudio kad bi ugledao drvo smokve kako neodlučno raste, malo u susjednom, a malo u njegovom dvorištu i kako je jednim svojim dijelom priljubljeno uz zid, a drugim ga nadvisuje. Upravo kao ja. (Tanpınar, 1999:39). Postaje svjestan da je dotad izbjegavao stvarnost, da nije bio u stanju da ţivi u sadašnjosti, za momenat. Rijeĉi kojima se u pripovijetki izraţava trenutak Sabrijeve spoznaje su: Koliko god to smiješno zvučalo, on godinama nije osjetio onu čudesnu blaţenost, koju donosi momenat shvatanja da je zaljubljen. (Tanpınar, 1999:49). Kada je rijeĉ o samom liku Fatme, ona je ĉitatelju predstavljena kroz filter Sabrijevog poimanja. Njena priĉa je data u epizodama i teĉe paralelno sa glavnom priĉom, ali u formi konstantnih Fatminih vraćanja u prošlost. To još više potcrtava njenu figuru, taĉnije, naĉin na koji je predstavljena - rastresena i nestabilna. I Sabri je nestabilan, ali se njihova psihiĉka stanja dosta razlikuju. Ona je djetinjstvo provela tako što su je stalno poistovjećivali sa tetkom po majci, ĉije ime i nosi, a koja je umrla prije nego se Fatma rodila. Ustvari nju su odgajali da bude što vjernija kopija svoje tetke, morala je nositi njenu odjeću, ĉak i govoriti i kretati se kao ona. Fatma nikad nije dobila priliku, ni dok je bila dijete, a ni kad je odrasla, da bude ona sama. Njena prošlost joj je bila vezana za vrat, poput kamena što je vuĉe na dno. Zbog svega ovoga, ni ona ne moţe ţivjeti u sadašnjosti, već na momente postaje ono dijete koje u pravom smislu nije mogla ni biti, ili se pak vraća u dane kad je bila mlada djevojka i pokušava biti ono što tad nije. Na ovom mjestu postaje jasno da lik Fatme izmeĊu ostalog, nosi karakteristike poopćenog drugog. Preuzimanjem tih karakteristika, individua kroz proces �subjektivacije prima stavove drugih, koji ga potom konstituiraju kao subjekt. Ti stavovi istina konstituiraju „mene„, koje doista jest pasivno i ne-kreativno. No osim tog pasivnog „mene„, postoji još i „ja„-stvaralački subjekt. (Mead, 2003:161) Shodno tome, ĉovjekova ţelja jest ţelja Drugog, a Drugi je upravo jamac istine. Lacan kaţe, Ako sam rekao da je nesvesno beseda Drugoga sa velikim D, to je zato da bih naznačio onostranost u kojoj se priznanje ţelje vezuje sa ţeljom za priznavanjem. (Lakan, 1983:184) Nadalje, osoba je društveni proces koji teče s dvije različite faze (ne bi bilo „ja„ da nema „mene„, niti „mene„ da nema „ja„).(Lakan, 1983:171) Ukoliko ĉinjenicu da individua sebe ne doţivljava direktno nego indirektno, tako što sebi prvo postane objekt, konkretiziramo u liku Fatme, uoĉit ćemo da se ona ponašala malo luckasto, poput izgubljena i naivna djeteta kad se upoznala, tj. prvi put vidjela sa Sabrijem upravo iz razloga što su je dotad uvijek smatrali takvom u njenoj vlastitoj porodici. Za ilustraciju mogu posluţiti Fatmine rijeĉi kada se ponašala kao domaća u kući u kojoj se prvi put nalazila, što se moţe vidjeti kod male djece kada sa roditeljima odu u goste. Iz ormara je izabrala najljepšu haljinu Sabrijeve ţene: Čim naĎem nešto lijepo obavezno navlačim na sebe. Mada je bilo i ljepših stvari. (Tanpınar, 1999:13). Kada Sabri u njoj vidi lijepu i izazovnu ţenu koja moţda i nije svjesna paţnje koju privlaĉi, već pri njihovom drugom susretu, ali i zadnjem, ona utjelovljuje njegov nazor i prihvata njegove ţelje kao svoje. U tom kontekstu zanimljiva je transformacija Fatme od bezazlene djevojčice do samosvjesne zavodnice, ţene koja preuzima inicijativu, kao projekcije Sabrijevih ţelja, taĉnije, svega onog ĉega nema u njegovom ţivotu. Kao i svega što on nije. Nasuprot njegove pasivnosti stoji njeno iniciranje stavila je ploĉu, pozvala ga kraj sebe, uzela ga za ruku, priljubila se uz njega, a kad je ploĉa završila i on je okrenuo prema sebi da nastave u zapoĉetom smjeru, ona je rekla ne, istovremeno se afirmirajući kao drugo Sabrija. Kao što je već reĉeno, pripovijetka je konstruirana oko elemenata nepotpunosti duha, odvojenosti od stvarnosti i rastresenosti. Vaţnu ulogu igra i vanbraĉna veza dvoje ljudi, jer se kroz nju pokazuje da je razlog nepomirenosti sa svijetom i sobom, nemira i patnje glavnog lika Sabrija, upravo ĉinjenica da je oţenjen. I s njom [njegovom ţenom, Seher, (N.Ţ.)] je trebalo biti na isti način [osjećati bliskost (N.Ţ.)] mada nju ne bi doţivljavao kao stranu i nepoznatu zbog navike koju su donijele duge godine braka. Uz naviku uvijek postoji ta zastrašujuća ţelja, prisutna u svakom braku, ţelja za samoćom. Dok sada... [prisutni su sasvim suprotni osjećaji (N.Ţ.)]. (Tanpınar, 1999:20). Fatma je takoĊer udata, ali se osjeća slobodnom, jer njen muţ ţivi u inostranstvu s drugom ţenom. Ona dakle, ne osjeća nikakvu odgovornost spram svog braka, ali u pripovijetki to nigdje nije jasno izreĉeno, kao njen stav. �Ustvari, ni njihov kontakt na plaţi, koji i nije ništa drugo do produkt trenutaĉne strasti, nemamo predstavljen iz ugla sudionika, već ga implicirani autor/pripovjedaĉ komentira kroz dijalog KaraĊoza i Hadţivata: Toliko toga samo da bi stigli do “ovoga”, ove otuĎenosti? Toliko peripetija da bi se desilo nešto tako prosto. (Tanpınar, 1999:53) Moţe se reći da je ovo kljuĉno mjesto pripovijetke jer se izravno dolazi i do latentne ideje teksta, kao što se i na najbolji naĉin pruţa uvid u misli konkretnog autora. Naime, psihoanaliza gleda na seksualni ĉin u manifestnom sadrţaju kao na ispoljavanja straha iz latentnog sadrţaja. Ako se tome pridoda naĉin na koji se o njemu govori, dakle, ne izriĉe se direktno, nego se daje naslutiti, postaje jasno da je strah (od ţene, od osjećanja, od zbliţavanja, od dijeljenja, od priznavanja, od spoznaje...) zajedniĉki svim nivoima i planovima pripovijetke. Zanimljivo je da su se u tekstu prije ovog kljuĉnog momenta nizali elementi koji takoĊer mogu odvesti do autora, Tanpınara, u smislu upotrebe odbrambenih mehanizama, upravo u situaciji koja personifikuje njegov strah, najprije prisustvo, a onda i odstustvo ţene: To je sad gotovo... Ponovo se vratio svom Evliji Čelebiji. Kako je samo u ovom momentu svog heroja vidio jasno. Krajnje dobar, vrijedan i inteligentan, on bi na samom početku donosio sud o ljudima i prema njemu organizirao ţivot... Uspomena na mladu ţenu ga je potajno pratila... Ona je bila prolazna ljetna kiša, oluja svjetlosti. Samo toliko... (Tanpınar, 1999:33-34). Psihoanaliza tretira spominjanje neke poznate liĉnosti kao simbol figure oca, s kojim se ţeli poistovjetiti, odnosno zauzeti njegovo mjesto u društvu (Edipov kompleks). U konkretnom sluĉaju subjekt uviĊa da nema kvalitete da bi uradio tako nešto, da on nije poput svog uzora, već da se od samog poĉetka mijenjao i prilagoĊavao drugom, iako mu je od poĉetka bilo jasno da on(a) predstavlja opasnost po njegov braĉni ţivot. Sliĉno samjeravanje sa figurom oca imao je i konkretni autor u svom ţivotu, što navedenom iskazu dodaje još jednu razinu. Nadalje, oĉito je da se vratio radu (kojeg je godinama pokušavao završiti) jer se mlada ţena nije pojavljivala nekoliko dana i jer je mislio da je više nikad neće vidjeti. Iza tog rada se krije (neutaţena) seksualna ţudnja u sublimaciji koja će na narednih nekoliko stranica prerasti u histeriju, u tolikoj mjeri da na kraju u jednom momentu pomisli da je sve to, susret i �sati koje je proveo sa mladom ţenom, bio samo san. Čovjek i ne moţe drukčije nego da san prihvati kao nijemi posmatrač. “Ali ja tada nisam spavao.“- govorio je, prepirući se sam sa sobom. (Tanpınar, 1999:35). Nakon navedenog niza ĉini se kao da tekst prekida lanac koji objašnjava kako je dovelo do kljuĉnog mjesta unutar njega (fiziĉki kontakt likova), meĊutim ono što radi je da simbolima implicira jedan od razloga koji je doveo do njega: Nakon što je dugo kroz vrata (!N.Ţ.) gledala oronulo dvorište, njegova ţena je rekla:“Najprije moramo oţivjeti ovu bašču.“ (Tanpınar, 1999:35-36). Bašĉa simbolizira (njegovu) ţenu, u ovom sluĉaju bašĉa je oronula, što znaĉi da joj neko nije posvećivao potrebnu paţnju, dok vrata, koja predstavljaju ţenski spolni organ, pokazuju u kojem smislu je bašča zapuštena. Dakle, ono što se desilo poslije je logiĉan slijed svega upisanog. Ako dalje retrospektivom od seksualnog ĉina pratimo simbole nailazimo na niz koji postaje sve konkretniji u smislu naznake šta će uslijediti. Naime, kada se ponovo pojavila, ţena je traţila cigaretu (simbol za muški spolni organ), dok je Sabri primjetio da ona nije pušila prilikom njihovog prvog susreta. Kao da mu je otvarala vrata za neka nova iskustva, dok se u tekst upisuje pitanje: Šta bi uradio kad bi se ponovo rodio?, te se implicira odgovor na to pitanje: Skočio je u more. Ovoga puta je otišao daleko i ne primijetivši. Voda je bila duboka i opuštajuća. Nikad nije osjetio toliku slast. U jednom je valu zagrlio svoju novu prijateljicu nekoliko puta, a potom je ispustio. (Tanpınar, 1999:37). Napomena: plivanje simbolizira san o ponovnom roĊenju. I sljedeći simbol koji je upisan meĎu njih nastavlja niz: Kad je doplivao do stepenica mola bio je dobrano zadihan. Ţena je već stajala na vrhu njih i smiješila mu se. (Tanpınar, 1999:38). Napomena: stepenice simboliziraju seksualni akt. Ţena ponovno traţi cigaretu, ovaj put uz komentar: Već dugo vremena nisam imala paklo cigareta. (Tanpınar, 1999:44). Njihova veza nije uspjela prerasti u nešto lijepo i ĉisto, zaustavila se prosto na zadovoljavanju potreba. A pošto se zadovoljstvo postiţe kada se 'obavi duţnost' i tako ugodi zahtjevu ja-ideala, tj. kad je subjekt/Fatma postigla da je Drugi/Sabri 'vidi u obliku u kojem joj se sviĊa da je vidi', svaki dalji kontakt postaje izlišan. Cigareta kao simbol je ponovno upotrijebljena da se daju dodatne informacije o Fatmi, taĉnije o njenim navikama: �Djevojka upita: Moţete li mi dati jednu cigaretu?... Ţena je sa uţivanjem udahnula prvi dim. Onda je ugasi u pijesku uz riječi: Danas sam previše pušila.... Bilo je očito da uopće nije osjećala da je u krivu. (Tanpınar, 1999:53-54). Persirala ga je poslije seksualnog akta, to je indikator koji nam tekst nudi da će ona, bez obzira na sve, uvijek ostati stranac za njega. Misli ovih reĉenica, dakle, njihov latentni sadrţaj govore o (seksualnim) navikama ţene. Ţeli da bude s nekim, uţiva (kratko) na poĉetku i onda, zasitivši se, prekida odnos bez ţaljenja pri tome ne osjećajući da to što radi nije u redu. Sabri je poslije pokušao krivicu za ono što se desilo meĊu njima prebaciti na Fatmu: Znala je da sam oţenjen, sve sam joj ispričao, a opet je to uradila. (Tanpınar, 1999:54).Tekst u istom momentu kritikuje taj njegov pokušaj, odnosno, ĉini da Sabri shvati da je on, i jedino on, odgovoran što su stvari krenule tim tokom i skonĉale na taj naĉin: Da, da, ja uopće ne vidim sebe tu, kao da nisam ni u čemu učestvovao. Ali ja sam taj koji zna Seher i koji je voli. (Tanpınar, 1999:54) Inaĉe, kako teĉe priĉa saznajemo, opet kroz simbole, šta Sabri misli o svojoj ţeni u odnosu na njega samog. Njena osobenost, ono što ona jeste, podsjećala je na naslage jedne jedine svijeće od spermacita što se u trenu istopila. Mnogo puta je ostala tako zalijepljena za posudu u kojoj se istopila. (Tanpınar, 1999:48). Ovdje paţnju privlaĉi zamjena/igra muških i ţenskih simbola. Sebe poredi sa ţenskim (drvo, posuda), na drugom mjestu u pripovijetki poredi se sa ribom koja je takoĊer simbol sa ţenskim predznakom, odnosno svoje usne sa ustima ribe, a svoju ţenu sa muškim (svijeća). Nameće se ideja da se Sabri identifikovao dvostruko, u odnosu na svoju ţenu ĉiju je osobenost prisvojio (dajući njoj svoju), dok mu Fatma sluţi da se identifikuje u odnosu na drugo (nejasno, tamno, loše). Dok je bio s Fatmom, Sabri je jedino ţelio dobar provod i uzbuĊenje. Nije ni pomislio da to vuĉe sa sobom i odgovornost, koju on inaĉe izbjegava. Njemu je jedino cilj da niko ne sazna za ovaj izlet, da to ne bi negativno utjecalo na njegov brak. Tu tekst opet intervenira, potiĉući Sabrijevu savjest, jer on odjednom smatra Fatmu mentalno bolesnom i plaši se da bi ona, nakon intimnog zbliţavanja, mogla traţiti da provede noć kod njega: Sad se plaši da će ţena koja mu je do maločas bila toliko draga i za koju je čak mislio da je voli, htjeti prespavati kod njega... to ga je izluĎivalo. S jedne strane se stidio, a s druge, �pokušavao naći izlaz iz nepovoljne situacije. Ja sam glupak. Ustvari sam ja taj bolesnik. Bolest mi je u glavi. U podvojenosti koju nosim u sebi. (Tanpınar, 1999:57-58) Konaĉno, na još dva mjesta nam izgleda kao da progovara stvarni autor, sam pisac, kroz simboliku rijeĉi glavnog lika: Razmišljao je o svemu onome što se desilo u kabini, toj vlaţnoj morskoj pećini, i o svom trenutnom stanju. Nakon svega će leţati ovako na suncu poput dva sprţena krila. (Tanpınar, 1999:53) Ako su krila aktivna, dakle sposobna za let, to simbolizira mogućnost spolnog općenja, kako su u konkretnom sluĉaju krila sprţena (daljnje) spolno općenje neće biti moguće, kako u tekstu, tako i u realnosti. Drugi primjer moţda ĉak i jasnije podvlaĉi vezu sa stvarnim piscem: On će [nastaviti (N.Ţ)] ţivjeti naginjući se čas na jednu čas na drugu stranu te čudne klackalice što mu se ispriječila u ţivotu. (Tanpınar, 1999:57) Na nivou teksta, ova reĉenica implicira ispunjenje ţelje glavnog lika, s obzirom da je već priznao svoju podvojenost/neodluĉnost, o bilo kojoj vrsti da je rijeĉ, dok je izvan njegovih okvira svojevrstan Tanpınarov potpis/peĉat koji ovjerava da se doista radi o autentiĉnom djelu ovog umjetnika binariz(a)ma. Na kraju, kad se Fatma odluĉi ići muţu i pokušati spasiti svoj brak, Sabri je poredi sa papirnim zmajem, koji leti kako vjetar puše, dok za sebe uviĊa da je jedina njegova aktivnost u ţivotu da spreĉava sebe da bilo šta uradi. Kratkotrajna afera mu je pomogla da postane svjestan kakav je ustvari. Njegova trauma je trauma raspadnutog sebstva, a “neprijateljstvo“ prema drugom je strah od mogućnosti da se prepozna u njemu. On je kao Subjekt pokušao oĉuvati vlastiti identitet tako što je potiskivao nju kao drugost. To naţalost nije bilo dovoljno da se i moralno uzvisi. Jedino što je sasvim prisutno je griţnja savjesti, koja kao da je tu da bi nagovijestila da će Sabri nekad u budućnosti ipak dostići jedinstvo duha. b) Snovi Druga pripovijetka u izvjesnoj mjeri je tematski bliska Ljetnoj kiši a proĉitana je psihoanalitiĉki kroz prizmu odnosa muškarac i ţena, odnosno, Subjekta i drugog. Ponovo je �predstavljen sredovjeĉni oţenjeni muškarac, po zanimanju pisac, koji u momentu odvijanja dogaĊanja iz pripovijetke prolazi kroz period pada koncentracije, u smislu da ne moţe završiti rad kojeg je zapoĉeo. Za razliku od sluĉaja glavnog lika iz prethodne pripovijetke, nered koji se dešava u njegovom ţivotu pojavom drugog, u neku ruku potjeĉe od njega samog, moţe se reći da je on, iako nesvjesno, odgovoran za pometnju koja je nastala. Naime, ţena koja mu ulaskom u ţivot remeti ravnoteţu je proizvod njegove psihe (mašte). Na ovom mjestu se pojavljuje pitanje o motivima za tako nešto, taĉnije šta je to što je Subjekt nagnalo da smišlja (baš takvo) drugo sa kojim bi se mogao samjeriti. Da bi se došlo do odgovora bilo je potrebno propitati svaki odnos u kome se našao Subjekt koji nam tekst nudi, utvrditi da li je rijeĉ o bilo kakvim binarizmima, ili o odnosu Drugog (Oca/Zakona) spram Subjekta, odnosno stavu koji on sam zauzima spram drugog, kao individue, te Drugog, što podrazumijeva pluralnost okruţenja, društva, tj. kulture. Pri analizi je od pomoći bio simboliĉki poredak pripovijetke jer snaţno povlaĉi liniju/granicu izmeĊu centralnog identiteta, odnosno poretka (zakona) i rubnog, odnosno zazornog, koje, opet, predstavlja izraz slabosti i straha od samog tog sistema. Tako, ako u Snovima analiziramo zazorno (djevojku), doći ćemo i do identiteta kreatora (pisca Dţemila). S tim što će ovdje, zbog specifiĉnosti sluĉaja, cijela analiza biti sprovedena na podruĉju Subjekta, centralnog identiteta. Ako se za inicijalnu poziciju binarizama uzme pozitivnonegativno, daljnja kategorizacija bi mogla biti um-tijelo, sveto-nesveto, čisto-nečisto, svjesnonesvjesno i u konaĉnici, muškarac-ţena. U okviru ovih parametara, bez ulaska u teoretiziranje o tipovima zazornog u okviru simboliĉkog poretka, a ukljuĉujući poruke samog teksta kroz simbole, na površinu su isplivale istine o procesu spoznaje vlastitog identiteta kroz ogledanje u drugom. Pripovijedanje je organizirano tako da se kroz hronološki slijed, odnosno smjenjivanje noći (sanjanje) i dana (razmišljanje o snovima i njihovo analiziranje), omogući sagledavanje cjeline. Na narativnom nivou se ipak ne nude nikakvi rezultati analize koju vrši glavni lik, već se snovi u nizu predstavljaju u manifestnom obliku, kao da pozivaju (psihoanalitiĉkog) ĉitatelja da se udubi u njihovo latentno znaĉenje: Ponekad, i to veoma rijetko, u ovim snovima bi viĎao neke... poznate stvari. Naprimjer, stablo jorgovana ispred njihove kuće. Dţemilu se ovo drvo svidjelo, i njegovoj ţeni takoĎer, ... jer je poput zlatnog koplja paralo čistu jutarnju maglu. (Tanpınar, 1999:110) Napomena: drvo-muški polni organ, ali ima cvijeće-simbol za seksualnu nevinost. Ovi simboli ukazuju da snovi na latentnom nivou prate i dogaĊaje iz mladosti sanjaĉa/glavnog lika. Prisutno je jako naglašavanje (prvog) seksualnog iskustva pomoću odabira rijeĉi koplje-muški polni organ, para čistu maglu. Jednom je vidio �početak malih stepenica. Na malom stolu su u staklenoj tegli plivale crvene ribe. Sve ovo je trajalo samo tren. (Tanpınar, 1999:110) Napomena: naglašavanje veliĉine (malo) stepenica/seksualni akt, stola/brak, krevet sa asocijacijom spolnog općenja znaĉi seksualnu aktivnost nekog “malog”/mladog, nezrelog, dok ribe (simbol za ţenski polni organ) crvene boje u staklenoj posudi (ţensko tijelo) govore da je rijeĉ o mladoj ţenskoj osobi. Posljednja reĉenica pokazuje da je pripovjedaĉ (promatraĉ) prisustvovao tom aktu samo kratko. Narednog dana je leţao u lijepoj, prelijepoj sobi sa bijelim zavjesama od tila... on je i leţao u krevetu, a istovremeno kroz jedini prozor sobe gledao podno širokog i niskog drveta. Bilo je to čudno drvo. Stajalo je doslovno poput ljudskog bića, poput ušutkanog čovjeka. Dţemil je imao osjećaj da ono nekog čeka. Nekoga ko će doći malim putem. (Tanpınar, 1999:110-111) Napomena: soba-ţena, prelijepa; iza bijelog vela-udata ţena; drvo - ta ţena ima muškarca/muţa, ali on je ušutkan, nema pravo glasa, iako zna da će ga kod njegove ţene neko mlaĊi zamijeniti. Treće noći, čim je zaspao, našao se pred vratima. Dţemil je čekao da se vrata otvore, ţarko je to priţeljkivao. Znao je, meĎutim, da se ona neće moći otvoriti. (Tanpınar, 1999:110-111) Napomena: vrata - simbol za ţenski polni organ, stojanje pred njima podrazumijeva ţelju za seksualnim aktom, do kojeg, prema posljednjoj reĉenici, neće doći. ...bio je u nekoj nepoznatoj kući. Sobe su bile prostrane, i u njima su se nalazile udobne sofe. I prozori su bili veliki. On je kroz jedan od ovih prozora promatrao more. Bilo je mirno i pusto. MeĎutim, odjednom se more napunilo čamcima, tegljačima i teretnim brodićima. Jedan je parobrod na silu pokušavao uploviti meĎu njih. Dţemil se nalazio i meĎu svim tim brodovima, a istovremeno i u onoj velikoj kući. (Tanpınar, 1999:112) Napomena: moresimbol za ţenu, najprije djeluje kao mirna i sama, ali je odjednom okruţena muškarcimabrod je simbol za muškarca. I sanjaĉ je meĊu pretendentima ţene. Nizanje snova se prekida da bi se u priĉu upleo i jedan vid autoriteta - doktor kojeg glavni lik posjećuje, što u tkivo teksta upisuje nove konotacije, ponajprije, prošlost postaje vremenski topos dogaĊaja koji su na Subjekt teksta ostavili dalekoseţne posljedice ĉije efekte osjeća i u prezentu priĉe. Na ovom mjestu dolazi i do skretanja snova, taĉnije, oni se nastavljaju kretati u istom pravcu, ali postaju projektori trenutnog (duševnog) stanja glavnog lika, dakle, umjesto uzroka, kao u dotadašnjim snovima, na vidjelo izlaze posljedice: Treće se večeri našao u potpuno drukčijem okruţenju. Igrao se sa nekom malom djevojčicom. Trudio se svim silama samo da je zabavi... Smijeh na njenom licu bio je lijep i draţestan poput igre svjetla na vodi. Bio je krajnje sretan. Odjednom je sva sreća splasnula. �Grubim glasom mu reče:“Ja odoh“... Stavila je nekakvu vreću pred Dţemila i rekla:“Evo, tvoja je!“ (Tanpınar, 1999:112-113) Napomena: mala djeca u snu simboliziraju polne organe - ovdje se desila zamjena muških i ţenskih simbola - a igra sa njima onaniju. Prestanak onanije i upoznavanje sa stvarnom ţenom - predstavljenom simbolom vreće - se desio iznenada i na grub naĉin, što je rezultiralo da on prestane biti sretan. Dţemil vidi/sanja nepoznatu djevojku u bijelom nakon što je prošao nepoznatim putevima i gleda s prozora kuća koje mu nisu poznate. Kad se probudi razmišlja: “Ja imam dva ţivota. Vezan sam za ovaj drugi koliko i za prvi. Strašno...“ Trebalo je da ispriča ţeni. Ipak je bio, u snu doduše, okupiran drugom ţenom. (Tanpınar, 1999:116) Ni poslije ovog samoprijekora nije joj rekao iako je ona bila jedino tlo u ovom golemom ţivotu na kome je čvrsto stajao. (Tanpınar, 1999:114) Odluĉio je da ne misli više na snove i to mu je donijelo olakšanje. Ali nije uspio sprovesti svoju odluku - snovi su mu i dalje okupirali misli tokom dana - razmišljao je o djevojci i shvatio da je imala tragove od vezivanja na rukama i nogama: Tad je opet primjetio da je cijeli san proţimala neka neobična tragična atmosfera. (Tanpınar, 1999:118) Ali onaj njegov osjećaj? Ono čudno previranje, osjećaj da je počinio grijeh...“Čiji ja to grijeh preuzimam? Čemu ova patnja?“ (Tanpınar, 1999:116). Kad se sjetio djevojĉice iz sna postavio si je pitanje: “Kakvog sam ja to straha ţrtva?“ (Tanpınar, 1999:118) Ova pitanja koje glavni lik sebi postavlja su zglobno mjesto misli teksta, gdje njegovo nesvjesno/podsvjesno pokušava u svijest ubaciti elemente da bi se došlo do odgovora. Ali svijest glavnog lika i ovog puta, kao i u njegovoj mladosti, odnosi pobjedu i usmjerava Dţemila na manifestni sadrţaj snova/pogrešan put: Kad se, nakon drugog dana spavanja bez prekida i snova, probudio nemajući u sjećanju nijednu sliku za kojom je čeznuo, a koja bi mu okupirala misli, osjetio se tako praznim, da mu se činilo kao da se doslovce smanjio ili osiromašio. Realnost je bila sljedeća: On se, cijeli dan i cijelu noć dok nije legao, nadao da će vidjeti/usniti mladu ţenu. Do večeri je besposličario, bio rasijan i nesretan kao da se uistinu rastao od drage. Pitao se: “Zar je više nikada neću uspjeti vidjeti?“ Tajnovitost njegovih snova je u tolikoj mjeri prevazišla njegovu zbilju da se osjećao potpunim strancem u vlastitom ţivotu. (Tanpınar, 1999:119) Sljedeći san: Mlada ţena je stajala pred njim oslanjajući se na sto. Na njenom licu se očitavao neopisiv strah. (Tanpınar, 1999:120) Nastavak sna: Osjećam da se nalazim negdje gdje sam već bio. Ali sto nije naš. Sto je prazan. Ovo je neki lagan sto. Ţena je stajala. Lice joj je bilo otkriveno, ali ga ja nisam uspio vidjeti. (Tanpınar, 1999:120) Napomena: osjećaj u snu da se već bilo na nekom mjestu simbolizira ţelju za povratkom u rodnicu, odnosno novim ţivotom. Sto simbolizira krevet, odnosno brak/seksualnu aktivnost, ovdje se vidi, kao prirodan slijed prethodne simbolike, da nije rijeĉ �o sadašnjem braku - jer je lagan - a tu je i (druga) ţena. Sljedeći san: Gledao je kroz vrata otvorene sobe... potom je naglo potrčao prema prozoru. Ali se prozor zatvorio njemu pred nosom upravo kad je stigao pred njega. Probudio ga je glasan vrisak... (Tanpınar, 1999:120121) Napomena: otvorena vrata simboliziraju dostupnu/već postojeću ţenu, dok otvoren prozor, koji se zatvori u momentu kada je krenuo u njegovom pravcu, predstavljaju alternativu/ drugu ţenu - ona ga privuĉe, ali ostaje nedostupna. I kad nije sanjao o mladoj ţeni povezivao je sadrţaj snova sa njom i zbog toga je bio siguran da je ova soba pripadala mladoj ţeni, i da je ono bio njen vrisak. (Tanpınar, 1999:121) Jedne druge noći je pričao sa mladom ţenom u bašči. Dţemil je znao da je ona kraj njega, ali joj nikako nije mogao pogledati u lice. Mislio je da je ludo voli, ţelio joj je neke stvari ispričati, cijepalo mu se srce za njom. (Tanpınar, 1999:123) Priĉa završava u maniru nauĉno-fantastiĉne priĉe o nadnaravnim dogaĊajima, istovremeno ostavljajući otvorenim veliki broj pitanja o tome šta će dalje biti sa Dţemilom i njegovim snovima. Ujedno se ne moţe oteti dojmu da je priĉa ispod površine nešto sasvim drugo - ona govori o sredovjeĉnom ĉovjeku koji je u ţivotu postigao sve što je planirao i da mu je ţivot ušao u odreĊenu koloteĉinu. Tu se umiješa mašta istog tog ĉovjeka, njegove umjetniĉke strane, koji razmišlja kako da nastavi roman na kome radi. S obzirom na to da se oţenio mlad, nije imao priliku da stekne nikakvo iskustvo sa drugim ţenama, zbog toga iz podsvijesti prodire razmišljanje o seksualnom ĉinu kojeg je sluĉajno vidio dok je bio mali i koji mu je prouzrokovao silan strah - rezultat je njegov transfer svega navedenog na poţeljnu ţensku osobu. Ispostavlja se da je motiv za smišljanje drugog strah. Ĉak je i taj drugi konkretizacija slabosti i straha. Kao i u prethodnoj pripovijetki ukljuĉena je samo jedna perspektiva, koja se, iako kroz glas pripovjedaĉa, koncentriše oko glavnog lika i njegovih predodţbi i tumaĉenja. Što se tiĉe drugog, ono/ona je skoro potpuno pasivno/a, i u maniru nekog lika sa filmskog platna koji igra zadatu ulogu, obraća se samo kad joj se dozvoli. U konaĉnici iz simbolike upisane u tekst proizilazi da je ovo priĉa o ĉovjeku koji je u mladosti, ili ĉak u djetinjstvu vidio spolni akt u kome je uĉestvovala veoma mlada ţenska osoba, to je na njega ostavilo veoma jak utjecaj i rezultiralo ţeljom da i on doţivi sliĉno iskustvo. Zbog toga je došao lijepoj udatoj ţeni, koja je pored muţa imala još muškaraca u ţivotu. Njen muţ je vjerovatno bio dosta stariji i znao je da ga mijenjaju mlaĊi muškarci, ali nije ni rijeĉima, a ni djelima poduzimao ništa povodom toga. MeĊutim i pored njegove silne ţelje, mladić neće uspjeti u svojoj nakani. Tad, u strahu od intimnosti, on se okreće onaniji i sretan je s ovim surogatom, dok mu ne nametnu ţenidbu i naruše sreću. U svojoj ţeni ipak nalazi utoĉište, dok nakon dosta godina zajedniĉkog ţivota prošlost ne zakuca na njegova �vrata u vidu snova koji iz njegovog nesvjesnog izvlaĉe traumu zbog dešavanja kojima je svjedoĉio i koje je zbog šoka potisnuo. Na sebe preuzima krivnju zbog onog ĉemu je djevojĉica/djevojka bila izloţena, moguće, ne svojom voljom, iz razloga što tada nije napravio ništa, te to pokušava nadoknaditi pokušajima da spasi djevojku iz svojih snova od njenog zlog usuda. Zakljuĉak Fokus rada je bio usmjeren na jedan aspekt imaginarija korištenog da se predstavi svijet kojeg grade Tanpınarove pripovijetke, Ljetna kiša i Snovi. U okviru granica koje postavljaju Freudove i Lacanove doktrine, uz korištenje postavki i drugih knjiţevno-kritiĉkih pristupa tekstovima radili smo na isticanju specifiĉnog(ih) naĉina na koji one funkcionišu. U toku rada su na vidjelo izašle mnoge zajedniĉke taĉke izdvojenih pripovijetki, ali istovremeno su bili vidljivi i elementi koji su svakoj od njih osiguravali odreĊenu posebnost. Analizirani su odnosi (centralnog) muškarca/intelektualca sa (rubnom) ţenom/drugim. Pokazalo se da imidţ staloţenog, korektnog, oţenjenog muškarca, predanog svom poslu, kojeg Tanpınarov muškarac nastoji odrţati, nije u skladu s onim što nastaje u situaciji kada u njegov ţivot uĊe strana/tajnovita (i moţda upravo zbog toga) interesantna ţena. Individue su sebe upoznale tek kada su se ogledale u takvom drugom, dakle prvo su sebi postale objekt i tek se onda doţivjele kao subjekt. U njihovom sluĉaju se ispostavilo da ih karakteriše nepotpunost duha, odvojenost od stvarnosti i rastresenost, što se na kraju sve jasno definisalo kao strah od ţene, od osjećanja, od zbliţavanja, od dijeljenja prostora i upoznavanja samih sebe. Krivac za sve je (naravno) drugo, nekad prepoznato kao negativno, drugi put kao pozitivno, odnosno, drugo koje je savršeno sebstvo. Njena je krivica što je narušila sklad koji je centralni identitet do njenog dolaska imao. Naime, do pometnje u ţivotima muškaraca, odnosno do mjesta gdje oni sami sebi postavljaju pitanje o tome ko su i šta ţele/šta ţele biti i šta nisu, dolazi upravo u momentu kada se pred njima pojavljuje ţena. Ĉinjenica je da oni u svom ţivotu imaju (posjeduju) ţene, meĊutim one nikad nisu bile ono (intrigantno) drugo, (u suprotnosti) sa kojim su gradili poimanje o sebi, već prije sastavni dio onoga što su smatrali vlastitim (nesavršenim) identitetom. Pojava Fatme/djevojke koju Dţemil sanja dešava se u veoma neobiĉnim okolnostima i narušava monotoniju njihovih ţivota. One su ono što glavni likovi pripovjedaka nisu, niti trebaju u tom momentu, ali ĉak i kad nestanu, ostavljaju trag tako dubok, da oni više nisu što su nekada bili. �Proĉitane psihoanalitiĉki, pripovijetke predstavljaju upis straha od drugog/drugaĉijeg, nepoznatog. Njihova središnja svijest je formirana na osnovu humanistiĉkih i moralno-etiĉkih pogleda na ţivot, gdje se tretira odnos muškarac-ţena. Kako za Subjekt tekstova imamo muškarce, koji u oba sluĉaja tumaĉe da drugom treba pomoć, oni onda simboliziraju poredak i predstavljaju ga. Navlaĉe “sjajne oklope“ ţeleći se pretvoriti, izmeĊu ostalog, u “vitezove na bijelim konjima“. Drugo (koje, usput reĉeno, ne traţi od njih pomoć) s kojim se samjeravaju, ţena, dakle, je sve ono što narušava taj poredak i predstavlja/donosi haos i neravnoteţu. Rezultat njihovih “podviga“ je da oni ostaju sami, ne uspijevaju u svojoj nakani, ĉak postaju i jadniji nego su bili. Literatura 1. Frojd, S. (1969) “Iz kulture i umetnosti“ , Novi Sad: Matica srpska 2. Frojd, S. (1969) “Tumaĉenje snova, I i II“, Novi Sad: Matica srpska 3. Fulgosi, A. (1981) “Psihologija liĉnosti, Teorije i istraţivanja“, Zagreb: Školska knjiga Kantarcıoğlu, S. (2004) “Yapıbozumcu ve Semiotik Yaklaşımlar Işığında Tanpınar Hikayeleri”, Ankara: Akçağ 4. Lakan, Ţ. (1983) “Spisi“, Beograd: Prosveta 5. Mead,G. H. (2003) “Um, osoba, društvo“ Zagreb: Jesenski i Turk 6. “Obuhvatni reĉnik psiholoških i psihoanalitiĉkih pojmova“, preveo:dr.Berislav Stevanović (1972), Beograd: Savremena administracija 7. Tanpınar, A. H. (1999) Hikâyeler, IV. Baskı, İstanbul: Dergâh Yayınları 8. “Türkçe-Sırpça Sözlük”, haz. Slavoljub ĐinĊić, Mirjana Teodosijević, Darko Tanasković (1997) Ankara : TDK Yayınevi 9. “Türkçe Sözlük”, (2005) Ankara : TDK Yayınevi � 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. 2017 Title A name given to the resource PSIHOANALITIČKA KRITIKA I DVIJE TANPINAROVE PRIPOVIJETKE Author Author ŽUNIĆ , Nadira Abstract A summary of the resource. Ključne riječi: psihoanalitička književna kritika, Ahmet Hamdi Tanpınar, drugo, sebstvo, identitet SAŽETAK Rad predstavlja čitanje dvije pripovijetke Ahmeta Hamdija Tanpınara, Ljetna kiša i Snovi, u vizuri psihoanalitičke književne kritike. U radu se identificira središnja misao teksta a potom problematizira sa aspekta psihoanalitičke epistemologije. Proces se odvijao na dvije međusobno povezane, ali ipak različite platforme, gdje je prva imala za cilj na vidjelo izvući latentne misli tekstova, služeći se psihoanalitičkim simbolima za dešifriranje njihovih kodova, uz osvrt na osobitosti autorovog društvenog i osjećajnog života. Druga platforma uključivala je drugo i Drugost i to najčešće u vezi sa problematiziranjem identiteta/identiteta, procesima subjektivacije, ili pitanjima sebstva. Odabrane pripovijetke A. H. Tanpınara čitane su uz pretpostavku da su vrijednosti univerzalne, da je ono o čemu se piše neovisno od konteksta, ali i da smisao nije uvjetovan namjerom pisca. Također, ovaj način čitanja predstavlja uvid u drukčija mišljenja o tekstu, gdje se različito gleda na ustaljenje modele koje tekst odražava, identifikujući stvarnost kao odnos bitnog i rubnog unutar nje. Treba podvući da rad nije u funkciji isticanja marginalnog, iako se psihoanalitičkim čitanjem detaljno pregleda rubno, odnosno, ekscentrično, već se fokusira na uočavanje procesa koji nastaju kroz suočavanje centralnih i marginalnih identiteta. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548