233 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. 893 Title A name given to the resource Using Freeware Concordancers to Help Thai University Students Activate L2 Collocations Author Author Thaveesilpa, Issariya Abstract A summary of the resource. The study examines the effect of training in online concordancing tools: BNC, Lextutor, and AntConc 3.2.1 on Thai undergraduate students’ L2 collocation activation. The freeware concordancers were introduced for the experimental group; the subjects, therefore, accessed a collection of authentic texts (corpus) via various computer programmes with recommended concordancing tools. The control group, on the other hand, was asked to practice lexical units by the e-Diary method via M@xLearn, KU e-Learning system. Following a preliminary and pilot study, the intervention interwoven with the regular teaching by the practitioner, was conducted at Kasetsart University (KU), Bangkok, Thailand. The subjects, from two intact classrooms, group 5 and group 7, took the elective course: English Reading for Mass Communication (01355205). According to the randomly selected procedure, the former was a control group; and the latter was an experimental group. Data were collected utilising two research instruments: pre and post tests of lexical items learning ability adapted from Nation’s (2001) Productive levels test: version C, and semi-structured interview administered at the end of the course to elicit the subjects’ attitudes and comments towards the using concordancers as new lexical learning tools. Furthermore, questions for the experimental group, were used to elicit the perceived effectiveness and ineffectiveness of the concordancers employed. The data obtained from the two research instruments were triangulated to confirm the validity and reliability of the research findings. The Statistical Package for the Social Science (SPSS), ANOVA shows that after introducing freeware concordancers, the subjects from the experimental group significantly outperformed subjects from the control group in their ability to activate lexical items and had a positive attitude towards using concordancers. Moreover, the subjects from the experimental group showed an increased awareness of the need to autonomously apply freeware concordancers to further help master L2 lexical learning in various genres. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 997 Title A name given to the resource How to accelerate communicative competence in secondary schools Author Author Vasić, Nebojša Abstract A summary of the resource. Having in mind that average person utters around 15 000 words a day we must treat our speaking skill as the most significant cognitive activity which encapsulates the quality of pronunciation, grammar (accuracy), lexical power (expression diversity), listening comprehension, public skills, non-verbal communication, creativity, spontaneity etc. Furthermore, learning a foreign language should not be reduced to sheer memorizing bunch of words or language definitions but much more to the intensive usage and massive exposure which leads to advanced language competence performed in a real time. Unfortunately, the development of speaking skill is tantalizingly slow in our traditional education due to the predominant focus on language forms. Secondary school teachers are preoccupied with the correctness and “deadly accuracy”, in other words, they underestimate the value of speaking skill activities in their daily lessons. Although research in this area has proven that both teachers and students appreciate speaking skill as the most needful of all language skills, English teachers rarely teach or assess speaking skill in their classrooms. Moreover, one of prevailing misconceptions is that speaking skill will spontaneously come out as the result of scrupulous language instructions, which is not the case. Some teachers claim that speaking skill is retelling or answering the questions, namely they don’t differentiate between controlled language practice and the spontaneous usage of language in a real time. Consequently, the development of speaking skill is unjustifiably delayed and it remains mainly marginal - sporadic activity instead of being the hub of language learning. My research comprised over 400 students and 45 English teachers who all (almost unanimously) agree that speaking skill is the most desirable language goal, but high percentage of students are not satisfied with the level of their communicative competence when compared to their grammar and lexical knowledge. Thorough research in the field of applied linguistics offers solutions to this (rather embarrassing) problem, and one of intentions of my paper is to elaborate the modern and achievable concept of accelerating communicative competence. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 892 Title A name given to the resource Teaching English Morphology: Tools For Cognitive Growth Author Author Wattles, Isidora Abstract A summary of the resource. The aim of this paper is to demonstrate specifically designed teaching tools for linguistics courses at the university level. These tools are a part of research whose aim is to investigate the positive effects of the higher order cognitive functions on the mastery of the subject matter. The tools are constructed to suit the needs of English major students in the course of English morphology. Primary purpose of the tools is to stimulate higher order cognitive functions, such as analysis, synthesis and critical thinking. Their usage is planned for the practice classes where students’ participation is of crucial importance for the mastery of the course. The paper will present several such instruments designed for different topics, present their cognitive demand, design, instructions for usage and other important aspects of their administration, as well as the overall benefit for the mastery of the course. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 880 Title A name given to the resource What do I say when I know that you know my language? Communication strategies Turkish EFL learners use when interacting with Turkish and native speakers of English Author Author Yakut, İlyas Bulut, Doğan Abstract A summary of the resource. Different kinds of research have been conducted on various aspects of communication strategies (CSs) that non-native speakers use when they lack the required linguistic item(s) in order to be able to maintain communication. Some of these aspects of research include teachability of CSs (Dörnyei 1995, Maleki 2007), the effect of proficiency level (Aliakbari&Allwar 2009; Tajeddin&Alemi 2010), the effect of L1 background (Rababah&Bulut 2007), the use of specific CSs (Bada 2010), and classification of CSs (Tarone 1977, Faerch& Kasper 1983, Bialystok 1983, 1990, Paribakht 1985, Willems 1987, Poulisse 1993, as quoted in Dörnyei & Scott 1997, Rababah 2002, Nakatani 2006). This paper aims to present the results of a descriptive study which investigated the CSs that university level Turkish EFL learners resort to when interacting with their Turkish and native speaker teachers of English. To our knowledge no research has been reported on this aspect of CSs. The study was conducted in the English Preparatory Program of a Turkish university during 2011-2012 academic year. In the program, students study at different levels for 8 weeks and during this period they take 6 oral weekly quizzes. The class selected for this study included 20 B1 level students. Two instructors – one Turkish and one American native speaker of English- took turns to give the oral quizzes. Each student had a 3-5 minute interview with the instructor to talk about a topic which was covered in Speaking/Listening module that week. Interviews were video-recorded, transcribed and coded in order to identify the CSs that students used when interacting with the instructors. The paper ends with the discussion of the results and their implications for second language acquisition and language learning in EFL context. It is hoped that results of this study shed light on the issue of whether learners’ use of CSs is affected by the participants’ coming from the same L1 background or not. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 833 Title A name given to the resource A “positivist” overview on Anna Seghers’ novel “Transit” Author Author Yıkılkan, Bilge Abstract A summary of the resource. The German literary works that deal with the separation of Germany in World War Two are not much deeply examined in Turkey for political reasons as such works concentrate on the deficiencies of nationalism. The aim of this study is to examine this work from a positivist perspective, which explores the relation between author’s life and the work considering the work is inspired by the life of author. Therefore, the present study is to investigate if there is any close relation between Anna Seghers experiences she lived during her escape from Germany to France due to Nazi concentration camps and her novel “Transit”. Anna Seghers is one of the famous German authors that suffered from what happened during World War II in Germany, notably from Nazi camps. She always tried to express her feelings and her own experiences that were lived in those days in her works. Her well-known novel “Transit” explores the plight of German refugees from Hitler attempting to leave France via the seaport of Marseilles between the French capitulation in 1940 and the Spring of 1941. As in other works, Seghers uses a language in this work that depicts the tragedy of the victims and infinite confidence in the human essence which can never be destroyed. The novel “Transit” can also be seen as the critique of the decadent Western World and the writer’s plea for political commitment. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 863 Title A name given to the resource A Sample Text Comprehension Activity Prepared According To Textuality For 2nd Step 6th Grade Primary School Turkish (Mother Tongue) Courses To Gain The Skill Of Reading Author Author Yıldız, Cemal Şimşek, Nil Didem Abstract A summary of the resource. Reading is a field that feeds all skills. Students gain experience in each reading process and they acquire the basic reading and writing skills at school. Then it becomes a habit of reading. Students improve their reading skills when they do an activity in the coursebooks. They develop the capacity of understanding and increase the reading effort as well. The purpose of this study; is to gain reading skills to the students with the help of text comprehension activity, prepared according to the textuality. The most important target of Turkish Lesson Curriculum which has been prepared according to the constructivist approach, is to provide students read the text correctly and provide them understand it completely. In this study, any kind of activity which aims understanding of the text according to the textuality, will be submitted in 6th grade Turkish lessons. Those kinds of activities provide students perceive and interpret easily. Text comprehension activities that we do in our study, consist of three parts; pre-text studying (summary, visual summary, monitoring, result deduction, planning), targeted-text studying (reading monitoring/strategy) and final-text studying (genre analysis). So that, thought to these activities, the object of the author, the genre of the text, language and expression feature, development of intellectual and emotional and word frame may be easily recognized. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 1046 Title A name given to the resource Fostering Independent Learning through Fun and Engaging Speaking Activities Author Author Zeydan, Sultan Abstract A summary of the resource. In the communicative model of language teaching, we should help our students develop authentic practice for real-life communication situations. The main objective of this session is to introduce a series of innovative and creative classroom activities increasing students’ motivation and confidence to speak more voluntarily inside and outside class. In this session I will demonstrate various speaking activities to be used all year round. The session starts with a fun ice breaker activity whose purpose is to warm up the conversation both in the session, and later on, in our classes. A picture is drawn on the board and the presenter invites the attendees to ask her some questions about the picture, which is only aim is to get information about the presenter. Afterwards, the attendees do the same activity in pairs, and later share what they have learned from each other to the others. The second activity, Fast and Faster, is a competitive and enjoyable game in which the attendees will have to speak faster at each lap to tell the key topics to their partners, which provides a meaningful communication with the least amount of correction. The next activity called “Mandatory Speaking” (The Practice of English Language Teaching, pg. 347) is based on fluency-based approach. In this activity the attendees will be given a speaking grid on which their names are written. Each box in the speaking grid stands for one minute conversation. Besides, the numbers show the order of the conversation that they need to follow when the presenter gives a topic. Lastly, I will show an activity depending on headline news and interview questions that the attendees will create their own stories (Teaching Unplugged, pg. 38). Half of the class line up with their own front pages, the other half stand in front of a partner to ask him/her questions to learn more about their headline. After a minute or so, the questioners rotate until they have spoken to each headline-holder. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 975 Title A name given to the resource L2 and FL Listeners’ metacognitive awareness: which strategies are reported? A cross-cultural comparative study Author Author Zoghlami, Naouel Abstract A summary of the resource. During the last few decades, understanding the processes and strategies involved in L2/FL listening comprehension has received a firmly increasing attention. More specifically, the roles played by certain variables and the variance they might explain/account for in English speech comprehension have been the center of attention. Grounded in cognitive theory of learning, the present paper focuses on metacognition and its significant role in second-language (L2) listening comprehension. Metacognition refers to thinking about one’s own cognition and its regulation. Awareness and control of cognitive processes have proved to be necessary for successful listening. After the piloting and validation of a 23-item questionnaire designed to investigate listeners’ metacognitive knowledge, and to examine the degree of L2 and FL students’ metacognitive awareness while listening and report on the strategies commonly used, this instrument was administered to two groups of different cultural backgrounds: French (L2) and Tunisian (FL) students of English. The findings showed that the participants were generally aware of their difficulties as listeners. Yet, not all of them were fully conscious about the cognitive processes involved in listening comprehension. Some differences between the groups were also discovered. The analysis of strategy use demonstrated that Tunisian learners, unlike the French ones, believed more in the usefulness and importance of two kinds of strategies; those pertaining to the metacognitive processes of problem-solving and planning and evaluation. The paper ends by outlining the importance of metacognitve instruction for successful second language listening and self-regulated learning and pointing that this instruction needs to be culturally bound. The paper also considers the limitations of the study and offers some suggestions for future research. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 1042 Title A name given to the resource IN OTTOMAN TURKISH LITERATURE OVERVIEW OF FOREIGN LANGUAGE (ARABIC-PERSIAN) Author Author ÇETİNDAĞ, Yusuf Abstract A summary of the resource. From 13th to 19th century the Ottoman Turkish with Arabic and Persian literature have been constantly on the agenda, and has experienced considerable debate around these two strangers. Some of the Turkish language for considering these two know some poets said that the need to give attention. This paper will be addressed in discussions between the two facades. In particular, Ali Shir Nevai’s and Mahmud of Kashgar’s thoughts about this subject will be discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 995 Title A name given to the resource Using ‘Glocal News’ to Develop Students’ Reading and Speaking Skills. Author Author ÖZÇINAR-SIREL, Nazan Abstract A summary of the resource. With the improvement of technology, many young people regard themselves as non-readers because they would rather engage in getting information from other forms of media such as the Internet, television, advertising, music, movies, video games and other digital realities. Therefore, teachers are constantly thinking of challenging ways to assign tasks that students can perform with these digital gadgets. Teachers are also aware of the fact that students need to be exposed to reading materials as much as possible so that they can improve their level of English. It is difficult to envisage a language- teaching programme without any reading tasks assigned to students. Whether teachers assign their students to read graded reader tasks or newspaper articles does not make any difference. It is a known fact that students will improve their reading skills with any reading tasks assigned to them. Therefore, reading newspaper articles is an effective way that teachers can use with their intermediate level of students to improve their reading skills. Unfortunately, we are not much of a reading society and we don’t even read a newspaper regularly in our mother tongue let alone in English. ‘Glocal News’ is one way of these challenging tasks designed for students at the intermediate level to encourage students to read online newspaper articles that they are interested in and present it online as a summary activity on MOODLE, an online open source known also as Course Management Systems (CMS). This workshop attempts to suggest an innovative approach to reading online newspaper articles to create online video journals. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics