239 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. 999 Title A name given to the resource Linguistic Proficiency within Language Teacher Education Author Author Fennell, Michael Abstract A summary of the resource. The dilemma of language teacher education at university level lies in how best to balance the educational philosophies and theories with the practicalities of the methods and techniques. The question of the students’/trainees’ linguistic ability to undertake language teacher education should not arise. After all, they have taken and passed the entry requirements which include recognition of their linguistic ability either in the form of externally set and marked exams or of audited and certified internal exams. The participants on a language teacher education course are expected to know how to speak the language and to be able to follow educators with MA and PhD initials after their names, while needing only to fine tune their reading and writing skills to incorporate the academic. Yet, sometimes the level of the pre-service teachers’ English is such that the “How to teach” lectures and course books are, at least initially, beyond the students understanding, and there needs to be an emphasis on students developing their language proficiency. This workshop addresses how teacher training is possible in the absence of a course book with students who have learnt English as a Foreign Language, and whose levels favour a lecture based format with heavy emphasis on memorization and translation. Attendees to the workshop will participate in two shortened demonstration lessons (Intro to TEFL and Theories and Methods) given respectively to third year and fourth year students at the Arab American University Jenin, Palestine. The activities will allow the participants to better judge the experience of being a pre-service language teacher and so be more informed when deciding on the feasibility of student-centred learning in the university setting. 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 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. 1022 Title A name given to the resource The Acquisition of Pronominal Case-Marking by Persian Learners of English Author Author Gahrouei , Vahid Mahmoudi Hashemi, Abdollah Abstract A summary of the resource. Sixty six seventh- and eighth-grade students (age 12–14) learning English in Persian classrooms were tested on their knowledge of English case-marked pronouns in sentences like She knows him,*She knows he and *Her knows him. The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Persian Language, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and the Lexical Learning/Lexical Transfer model of Wakabayashi (1997; 2002) make different predictions about the kinds of patterns of case-marked pronouns that will be found in the second language English of early learners with Persian first language (L1). It is argued that the results are consistent with the predictions of the Lexical Learning/Lexical Transfer model, but with neither Full Transfer/Full Access nor Minimal Trees. 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 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. 868 Title A name given to the resource Cultural mediation and scientific mission of the Tokugawa interpreters Author Author Giovanni, Borriello Abstract A summary of the resource. With the arrival of English and Dutch ships, European culture began to flow in Japan from the first years of the 17th century through other means respect to those already established by the Iberian mercantilism and the Catholic missionarism. Since the arrival of the first Westerners, the Japanese received a great quantity of new knowledge, mainly through Nagasaki, and it derived from the same members of the Dutch East India Company, the officers and the crews of the ships. Since the beginnings, and increasingly from the first decades of the 18th century, a high number of intellectuals and artists, not only merchants, frequented Nagasaki and they got in touch with the Europeans and the Japanese interpreters. The number of the interpreters was more than 120 already at the end of 17th century and their number became constant (about 150) during the 18th century: a significant number to spread the various aspects of the European culture. Furthermore, the interpreters approached the agency and the Dutch ships, but also the guardians, officials and workers of Deshima/Nagasaki, in contact every day with European people and things. So, the increasing curiosity for Europe became more and more diffused in the population and opened to new interests that concerned the most different fields. Sciences, arts, techniques, started to be object of the investigations of the scholars called rangakusha (experts of Dutch studies) and they promoted a vast presentation of the European scientific and humanistic culture. But above all it was the command of the Dutch language or at least the ability to read those texts that allowed realizing and spreading the principal knowledge. In this, as we will see in this paper, the Japanese interpreters play the most important role with the realization of the first dictionaries, glossaries and grammars of the Western languages. 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 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. 1017 Title A name given to the resource How to Meet the 21st century Teaching Demands Author Author Glušac, Tatjana Abstract A summary of the resource. The 21st-century classroom is an increasingly changeable environment in which teachers are required to update their knowledge and skills constantly. However, professional development opportunities that are available to teachers are more often than not inadequate with respect to the content presented, the format of the presentation, venue or price. Moreover, existing professional development activities are one-shot events and, as such, they cannot meet different teachers’ needs or aid them in their professional pursuits. The 21st-century education calls for the introduction of continuous professional development (CPD) for teachers. As introduction of CPD entails numerous amendments to the entire educational system, it goes without saying that it requires a long time to be implemented. In such a situation, teachers are left on their own to bridge the gap. The paper is based on the results of a yearlong research project in which 10 English language teachers attempted to resolve their teaching issues by transforming their personal knowledge into a collective, shared and cohesive professional knowledge by the means of peer coaching. The aim of the paper is to indicate to the need for teacher cooperation for overcoming classroom challenges, improving their teaching practice and their students’ learning. The results obtained clearly indicate to the fact that peer coaching yields desired changes related to the improvement of teaching practice and students' knowledge even though it is a lengthy process entailing extensive logistics. 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 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. 1019 Title A name given to the resource Animal Images as Metaphors in Ted Hughes’ Poetry Author Author Gonel , Tuba Dayton, John Abstract A summary of the resource. Ted Hughes in his essay “Poetry in the Making” states that poems are a “mysterious they” which present the reader with a special knowledge that “we are very curious to learn”. Poetry, in this respect, should continue its existence whether or not it is read or properly appreciated. For Hughes, who regarded himself as a protector of the secret world presented by this mystical existence, poetry was more than a mere collection of literature; it was the very source of life. That is why his poems deal with particular fields of study such as psychology, anthropology, mythology, and biology in their terminology. Hughes’ commitment to poetry can be better appreciated in light of his description of poetry and its connection to the universe. In his commitment to poetry, Hughes goes further and considers it separately from other institutions in life, and the identity of a poet separately from other roles or identities of a person. This paper aims to analyze some of Hughes` poetry in which he employs animal figures to represent his association of human beings with nature to convey the message that human beings, despite our civilized appearance, are as primitive and violent as other creatures in nature 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 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. 805 Title A name given to the resource Ashik Feymani’s Bağlama-Muammas Author Author Gonenc, Cevriye Sezen Abstract A summary of the resource. Ashik Feyman, one of the living Ashiks, is one of the important Ashiks in nowadays. Ashik Feymani, born in Çukurova, has a significant role in Ashik Literature and Ashiklik Tradition. Ashik Feymani has poems about the subjects of love, social, religious-Sufi. Furthermore, Ashik Feymani gives samples of the kind of Bağlama-Muamma that has an important place in Ashiklik Tradition. Among the chapter in the Ashiklik Tradition, one of the important parts is Bağlama-Muamma. Bağlama-Muammas have an extensive place in Ashik Literature and Ashiklik Tradition. In Bağlama-Muamma, two Ashiks examine each other with many subjects such as Islamic sagas, religious-Sufi, historic. In this part, Ashiks compel one another both in terms of knowledge and arts. This study aims to give Bağlama-Muammas which play a crucial role in Ashik Feymani’s Ashik Literature and Ashiklik Tradition. 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 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. 867 Title A name given to the resource Hounded by Dogs and Bitches: a Cognitive-Linguistic Analysis of Figurative uses Involving the Concept DOG in English and Croatian Author Author Goran, Milic Abstract A summary of the resource. The paper aims to examine the power of two major cognitive linguistic approaches to figurative language, the Conceptual Metaphor and Metonymy theory (Lakoff and Johnson 1980, Kövecses 2002) and the Conceptual Integration Theory (Fauconnier and Turner 2002) to account for the motivation (Panther and Radden 2004) and axiological effects of linguistic instantiations of animal metaphors (Fernández Fontecha and Jiménez Catalán 2003) involving the concept of DOG/PAS (and their linguistic variants) in (American) English and Croatian respectively. A quantitative (Geeraerts 2006, Glynn 2010) and qualitative analysis of expressions and examples from dictionaries and the Corpus of Contemporary American English (COCA) and the Croatian National Corpus (HNK) along a number of selected dimensions of (sex/age of the language users and referents, discourse/ register type etc.) will serve as the basis for discussing their impact on the usage and (degree of) conventionalization of linguistic instantiations in the two languages. Special emphasis is put on differences in slang use and across different discourse types/groups (e.g. different senses and effects of use of dog in rap/hip-hop as opposed to the more conventionalized figurative readings involving the lexeme and concept, calling for the introduction of the notion of lexical concepts (Evans 2006) in the analyses. The goal of the intended extensive intra- and cross-linguistic analysis of a concept (differently) productive in the languages examined is threefold: to emphasize the need for a greater focus on the subjective and intersubjective dimension, i.e. socio-cultural situatedness (Frank, Ziemke, Dirven and Bernárdez 2008) in usage-based approaches to metaphor as a linguistic and conceptual phenomenon (Sharifian 2008), to test the power of quantitative approaches for a more extensive analysis of figurative language, and propose possible repercussions in the field of ESL teaching. 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 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. 865 Title A name given to the resource The Use of Exercises in Foreign Language Grammar Lessons Author Author Gordana, Bojicic Abstract A summary of the resource. In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes in the classroom should have a subsidiary function, to facilitate the language learning and to contribute to more rational and more efficient use of exercises. After a short review of existing classifications of language exercises, in this paper we will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them. 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 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. 853 Title A name given to the resource The Acquisition of “Verb+Preposition Combinations” By L2 Learners of English Author Author Gozde, Bahadir Abstract A summary of the resource. “Verb+preposition combination” refers to non-idiomatic constructions composed of a verb and a preposition such as look at, believe in, etc. The combinations investigated here are not phrasal verbs although they look like phrasal verbs in being multi-word expressions composed of a verb and a preposition. The difference is that in phrasal verbs at least one of the components is used idiomatically, whereas in V+P combinations neither the main verb, nor the particle loses its original meaning. The prepositions in V+P combinations are also different from the prepositions that denote time, location, direction or position and that can be followed by various different verbs. In V+P combinations, each verb can only precede a particular preposition for each lexical meaning. The present research investigates the acquisition of English V+P combinations by adult L2 learners. The study comprises of a test battery with two grammaticality judgment tasks, a partial written production task and a mini-questionnaire. 57 beginning and intermediate-level learners of English as L2, whose native language is Turkish participated in the study. The tasks included sentences with English V+P combinations. If the verbs and prepositions are translated literally into L1, the resulting verb precedes a suffix instead of a preposition as Turkish is an agglutinated language. However, although some morphemes are equivalent to certain prepositions, when it comes to V+P combinations, there are mismatches which potentially affect learners’ performances. The results indicate that although the more advanced learners performed better in the overall test, even the most advanced ones still have problems processing English V+P combinations which do not match with their Turkish equivalents. These findings will be discussed in the light of the Full Transfer/Full Access (FT/FA) Model of Schwartz and Sprouse (1996). 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 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. 1015 Title A name given to the resource Epistemic Modality in English Research Paper and Its Practical Implications in EAP Class Author Author Gradečak-Erdeljić, Tanja Varga , Mirna Abstract A summary of the resource. Traditionally, academic discourse was denoted as objective, neutral, impersonal and lacking in subjective appraisal. However, in the last two decades pragmatically oriented research of academic discourse has offered a significantly different and a more complex perspective of the scientific language use. Scientific texts have been assumed to be not only objective and informative research reports but also a type of a social dialogue between writers and readers in the scientific discourse community (Hyland 1998). Epistemic modality is one of the linguistic categories used to explore the interactive dimension of academic genres. According to the cognitive-pragmatic model (Nuyts 2000) epistemic modality is defined as a speaker's evaluation of the likelihood that a certain proposition has occurred or will occur. Its most prototypical linguistic realizations include modal verbs, modal adverbs, adjectives and nouns. The present paper has dual aims. Firstly, it identifies the prototypical markers of epistemic modality in the self-compiled corpus of 20 scientific papers in psychology and presents their distribution across the rhetorical sections of the paper. In addition, possible pragmatic motivation likely to underlie the usage of epistemic modality markers is also discussed. Secondly, the paper suggests some in-class activities which should prompt the psychology undergraduates to identify epistemic modality markers in different sections of the research papers and their contextual usage. It is assumed that practical implications of such activities should raise consciousness about the distribution of the most salient epistemic modality devices and improve students' level of pragmatic competence in EAP class. 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