241 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. 843 Title A name given to the resource Farsçada Ön Eklerle Yapılan Sıfatlar Author Author Hacer, Memisevic Abstract A summary of the resource. Farsça Hind-Avrupa dillerin Hind-Iran grubunda yer alan Iran dillerinden birdir ve öbür Hind-Avrupa dilleri gibi çekimli dillerdendir. Farsça'da sıifat, adları niteleyen, nasıl olduklarını gösteren veya ceşitli yönlerden belirten sözlerdir. Farsçada bulanan sıfatlari Türkçe'deki sıifatlardan ayıran en önemli özellik farsçada isim ve fiil tabanlarına ön ekler getirilerek sıfat işleyişinde kelimeler yapabilmektedir. Bu öneklerden bazılar şunlardır: هم hem: Ortaklık bildiren kelimeler yapar. Bu ek Türkçede daş-deş-taş-teş- ekleriyle karşılanmaktadır: Müteradif, anlamdaş, na : Olumsuzluk ve ayrışma anlamlarında kelimeler yapar. Turkcede bu ek sız, siz, suz, süz ekleriyle karşılanır. , . der zarfiyet, kabiliyet, kapasite anlamlarında kelimeler yapar. Türkçede bu ek da, de, ta, te eklerine karşılık gelir. ber, ba, be: Varlık, uygunluk, arkadaşlık dostluk bildiren kelimeler yapar. 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. 842 Title A name given to the resource An Investigation of the Effecets of Critical Thinking Lessons on Learners’ and Teachers’ Perceptions and the Quality of Classroom Discussins: A Case Study Author Author Haifa, Alnofaie Abstract A summary of the resource. Recent studies have reached positive findings regarding the significant role of critical thinking pedagogy in learning English as a Foreign Language (EFL). (See Davidson and Dunham, 1995; Erkaya, 2005; Correia, 2006; Yang, 2009; Chen, 2010; Li Li, 2011). However, further research is still needed to highlight the issue that this pedagogy could be challenging for learners and might lead to unsatisfactory outcomes, a point that the present paper addresses. Moreover, the majority of existing studies have paid more attention to examining learning outcomes rather than learning processes through employing pre and post achievement measures. This paper presents a case study that has infused critical thinking into an EFL speaking classroom over one semester in Saudi Arabia. The aim of this study was to investigate both barriers and merits of implementing the critical thinking pedagogy. The SPARE model (Burden and Williams, 1996) for evaluating classroom interventions has been adapted to evaluate this intervention. Participants were 18 high school graduates who have enrolled a compulsory English language programme, before starting their undergraduate degrees at a prestigious university. Data were collected through regular interviews with the learners and their teacher, observation field notes and audio recordings of classroom discussions. Findings suggested that participants did generally value learning through critical thinking lessons in terms of engagement. However, the quality of talk was influenced by the topics of discussions rather than the types of thinking tasks. Another finding was that learners avoided using argumentative phrases in both pre and post course speaking activities. They viewed these phrases as barriers to fluency. Speaking of transferability of argumentative skills, there was no evidence that learners have transferred these skills into discussions that occurred in other courses. Implications for future implementation of critical thinking pedagogy have been drawn from these findings. 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. 840 Title A name given to the resource The Effect of Partners' Gender during Peer Interaction Activities on Learning in EFL Classes Author Author Hamed, Mahsefat Abstract A summary of the resource. This study investigated the merits of pairing learners into different genders in peer interaction activates, here the cloze activities, in EFL classes in Iran. The participants were twelve pre-intermediate EFL students learning English in a Foreign Language Institute. During two nine sessions, students worked together on cloze activities. To diminish the effect of peer interaction activates done during the course, first learners were paired in different sex for 10 sessions and for the last ten sessions they were put in to same sex pairs. They were given a pretest and a posttest in the tenth and twentieth session to find out the impact of gender in peer interaction activities. The results indicated that the learners who had participation with a partner of different sex during the pair and small group activities demonstrated improved production of target forms and their overall their performance significantly improved when they worked with a heterogeneous gender partner. The result of the participants' pretest and posttest was compared through Paired Sample T-Test the table below, the mean score of the learner's on their pretest was which shows a higher achievement compered to posttest in It reflects that the result of each pair's pretest and posttest as indicated in 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. 835 Title A name given to the resource Exploring the Relationship between Critical Thinking, Reading Comprehension, and Reading Strategies of Iranian EFL Readers Author Author Hamid Reza , Dowlatabadi Fatemeh , Bakhshipour Effat , Hosseini Shahrzad , Sarfallah Abstract A summary of the resource. Active learning takes place in a context in which freedom of action is dominant and opportunities for the realization of integrative critical thinking and language skills are provided. Critical thinking is that sort of higher order thinking that helps learners act critically through using problem-solving strategies (Gheith, 2007). In the same vein, reading as a problem solving activity (Pressley et al., 1992) necessitates a good command of thinking on the part of learners. This study investigated the relationship of critical thinking ability, reading comprehension ability, and reading strategy use among 70 male and female Iranian university students majoring English Translation and English Literature. The data was collected through the TOEFL (Test of English as a Foreign Language) reading comprehension test, a critical thinking ability test (the California Critical Thinking Skill Tests (CCTST), Fachione, P. A & Fachione, N. C., 1990), and Reading Strategy Inventory (adapted from Oxford, 1990, and Waxman and Pardon, 1987). The findings revealed that there was a significant positive relationship between Iranian English as a Foreign Language (EFL) readers’ critical thinking ability and reading strategy use, in general, and metacognitive and cognitive reading strategy use, in particular. Moreover, a significant positive relationship was observed between critical thinking and reading compensation. The results also revealed that cognitive and affective strategies along with critical thinking ability act as the best predictors of learners’ reading comprehension ability. 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. 1003 Title A name given to the resource The Influence of Proficiency Level and Skill Modality on Prospective and Retrospective Test Score Estimates of EFL Students Author Author Hannigan , Sharon Bulut, Doğan Abstract A summary of the resource. In this paper, we aim to present the results of a descriptive study investagiting the metacognitive awareness levels of students in a Turkish EFL context. More specifically, we report the effect of two variables, proficiency level and language skills, on students’ prospective and retrospective test score estimates. At the end of every eight weeks, students are given a level test which includes two stages. The first stage is a 100-item multiple choice test measuring students’ receptive skills. The second includes writing and speaking tests measuring students’ productive skills. In the present study, prior to the administration of each test component (receptive, written and spoken) students studying at four different levels (from A1 to B2) were asked to predict the grade they thought they would get by circling one of five grade ranges (below 60, 60-69, 70-79, 80-89, 90-100) . The same procedure was repeated retrospectively. The paper ends with the discussion of the results and implications of metacognitive awareness for second language acquisition efficacy. 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. 809 Title A name given to the resource What Goes Around Comes Around: Proverbs in Books Used to Teach English to Future EFL Teachers in Turkey Author Author Hatipoglu , Ciler Can , Nilufer Abstract A summary of the resource. In EFL settings, coursebooks are the main materials teachers depend on to teach the target language. Therefore, these materials should be designed to meet the needs and expectations of language learners (i.e., should help learners develop their communicative competence (CC)) (Celce-Murcia 2001). This need is even more apparent in the case of teacher trainees as language learners; before attaining pedagogic competence in the teacher education institution, teacher trainees need to attain CC so that they are not side-tracked by language weaknesses in their professional development (Cross, 1995:3). The aim of this study was to uncover whether or not the EFL books used in Anatolian Teacher Training High Schools (ATTHS) in Turkey help future language teachers develop their CC by providing enough information and instruction on proverbs, which are claimed to make an important contribution to the development of each of the competences in Bachman’s CC framework (Littlemore & Low, 2006). The data collection and analyses for this study were done in three stages: (1) a questionnaire was employed to identify the coursebooks used in ATTHS; (2) an analysis form was designed to identify the number, form of the proverbs and the way (method and purpose) they were presented in the selected coursebooks; (3) a checklist was designed to uncover the aspects of proverbs that were explicitly dealt with in these coursebooks. The results of the study showed that while the scrutinised local coursebooks contained only a few proverbs, the analysed international coursebooks included a relatively bigger number of proverbs. However, except for some of the semantic and cultural aspects of proverbs, there were hardly any explicit references to other aspects of proverbs in the examined coursebooks and a considerably big number of the proverbs included in the books were not among the frequently used ones by native speakers of English. 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. 888 Title A name given to the resource Ispitivanje Svrhe, Učestalosti i Oblika Korištenja Rječnika i Procjena Online Rječnika u Bosni i Hercegovini Author Author Hedzic, Lara Hedzic, Benjamin Abstract A summary of the resource. Globalizacija danas zahtjeva primjenu sve učinkovitijih jezičnih tehnologija i alata u postupku podučavanja jezika, prevođenja ili pak svakodnevne komunikacije. Ovdje uporaba rječnika, bilo to tiskanih ili online, igra važnu ulogu. U Bosni i Hercegovini trenutno postoji jako malo znanstvenih istraživanja u ovoj oblasti pa se stoga u prvom dijelu rada želi prikazati svrha, učestalost i oblici korištenja rječnika kao dijela jezične tehnologije, dok drugi dio rada ima za cilj predstaviti rezultate procjene online rječnika koji su jezično dostupni u Bosni i Hercegovini. Istraživanje treba da posluži kao fundament za modernizaciju i razvijanje jezičnih tehnologija i alata kao i pokretanje uporabe službenih jezika u Bosni i Hercegovini u sustav globalne višejezične komunikacije. U istraživanju je učestvovalo ukupno 107 ispitanika sa područja cijele Bosne i Hercegovine. 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. 872 Title A name given to the resource Grammatical/pragmatic Agreement and natural /grammatical Gender - Bosnian as Gender Sensitive Language Author Author Hodzic, Jasmin Abstract A summary of the resource. This paper highlights some issues in the field of syntax, morphology and sociolinguistics, in the case of applying the so-called Gender Sensitive Language on the language in B&H. Furthermore, this paper contains topics about the nature and grammar of gender in the BCS, as well as certain criteria about grammatical or pragmatic agreement, which leads us to the specific conclusions about the possibility of using GSL, especially in the sphere of naming female jobs, professions and titles. 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. 1035 Title A name given to the resource A Comparison of Cross-Cultural Perception between English and Turkish Idioms Author Author Huyuk , Nazife Abstract A summary of the resource. Idioms are groups of words in a proper order that have a specific meaning bearing difference from the meanings and connotations of each word understood on its own. They are crucial elements of a language and it is difficult to imagine a language without its idioms. As understood from the definition, their meaning cannot be understood from their elements, but should be learned as a whole. In languages, it is possible to find idioms in any topic and category. The aim of this article is to compare English and Turkish idioms with food names. Five idioms of English have been chosen, and it has been searched whether Turkish has the same idioms or not. The cultural reasons of these idioms have been searched in both languages. Their meanings and connotations are given. Moreover, similarities and differences are discussed. 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. 824 Title A name given to the resource Collocational Knowledge and the Effect of the Mainstream Language Author Author Ilerten, Ferda Abstract A summary of the resource. The effect of the second language on the first has been investigated in various domains and this effect can be visible in the lexicon even in the first few years. Thus, in order to understand whether a group or individuals undergo some changes in the first language, it may be useful to start with the lexicon. Since the vocabulary is defined as the most “vulnerable”(de Bot&Weltens,1993) part, collocational knowledge was chosen as the unit to investigate. The study was conducted in the USA with 22 participants, 12 of whom were the first generation immigrants and 10 of whom represented the second generation, the children born to first generation immigrant parents. Also 15 Turkish people living in Turkey participated as the control group. (A pilot study was also conducted in the Netherlands) In order to see whether L2 English has an effect on the collocational knowledge of L1 Turkish in the first and the second generation, four questions were directed: -Does prolonged contact (10 years or more) with an L2 have an effect on L1 collocational knowledge? -How well can the first and the second generation immigrants recognise non-native-like collocations compared to Turkish L1 speakers in Turkey? -Does the performance differ in context based and non context based tasks? -How is the correctness judgement of collocations related to sociolinguistic variables? (Laufer 2003) Four tests were used in evaluating the collocational knowledge; naturalistic data, multiple choice test, translation task and finally they were presented cloze tests. Also in order to get sociolinguistic data, biodata forms were given and interviews were made.. In the interviews, the participants reflected their opinions about the homeland and their mother tongue. The results have shown that although the first generation immigrants showed that their L1 has influenced to some extent, the second generation immigrants has an immense loss or they could not acquire the language fully. 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