242 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. 881 Title A name given to the resource Humour on Facebook Author Author Ilic, Jelena Abstract A summary of the resource. Regarded as a valuable means of building and maintaining relations among people generally humour is also considered as an inevitable feature of language used online. Not only is humour used for entertainment and relaxations but it is also one of the favourite practices for constructing solidarity and closeness among FB participants. Moreover, it reaches multi-functionality, expressing at the same time more than one meaning. What this paper aims to deal with is the engagement of males and females in humorous type of talk online. Humorous competence is to be analysed and explained as well as possible failures in achieving humour online. 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. 818 Title A name given to the resource Polysemy of Adjectives in the Domain of TASTE and TOUCH in English and Bosnian Author Author Imamovic , Adisa Delibegović-Džanić, NIhada Abstract A summary of the resource. The aim of the paper is to analyze polysemy of Adjectives used in the domains of TASTE and TOUCH in English and Bosnian. Like most linguistic expressions belonging to primary sense perceptions, these Adjectives are highly polysemous. Although these Adjectives are figuratively used in many domains (emotion, cognition, communication etc.), this study will include only those variations of meaning which belong to the domains of TASTE and TOUCH. This means that their metaphorical uses for emotions, cognition and other domains, such as a cold look, a warm welcome, a sweet girl or a bitter argument will not be included. The focus will be on meanings which illustrate the interplay between TASTE and TOUCH such as soft drinks, hot pepper, bitter cold or sharp taste. The theoretical framework for this contrastive corpus analysis will be the Conceptual Metaphor Theory. In the first part of the paper, we will make the inventory of Adjectives whose primary meaning belongs to the domains of TASTE and TOUCH and make a comparison between the two languages. The second part of the paper will first present their meaning extensions within the same domain, for example the extension of sweet from sweet chocolate to sweet onion, sweet pepper and sweet Italian saussage. Then we will analyse how the Adjectives whose primary meaning is TASTE are used in the domain of TOUCH (for example bitter cold) and vice versa (for example sharp taste). These results of this analysis will be compared for English in Bosnian. In the third part of the paper, we will try to find the motivation for different related meanings of these Adjectives in cognitive processes, primarily in conceptual metaphor and metonymy. Finally, we will compare how these cognitive processes operate in English and Bosnian. 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. 1034 Title A name given to the resource Developing teacher identity: Acquiring pedagogical competencies through pre-service English language teacher education Author Author Isanović , Amina Abstract A summary of the resource. The main objective of this paper is to discuss possibilities of teacher identity development through pre-service English language teacher education. Teacher identity is here defined as a set of pedagogical competencies (knowledge, skills, abilities, values and attitudes) incorporated in one’s teaching philosophy and strategies. The issue of teacher identity development is positioned between the normative discourse on traditionally valued model of the ideal teacher and the more contemporary idiosyncratic discourse directed to developing individual type of professional self. While the first model is acquired through pre-service teacher education, the latter is developed either from the dispositions of talented young teacher or from the years of practice of experienced teacher. It is the intention of this paper to view which model of teacher identity is most preferred among English language senior year students preparing for teaching service. Focus group technique is conveyed, raising two main questions: a) What elements of teacher identity English language students find relevant for their future professional identity? and b) Which model of teacher identity is fostered through pedagogical courses offered in their pre-service curriculum? 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. 859 Title A name given to the resource The Impact of Teacher-Student Discussion on the Complexity of Iranian Learners’ Oral Discourse Author Author Jabari, Hosein Abstract A summary of the resource. This study attempted to investigate the impact of teacher-student discussion during the narrative task performance on the complexity of task-based oral discourse among eighty Iranian intermediate level students at Jahad-e-Daneshghahi institute,Tabriz Branch. The assumption is that learners have available limited attentional capacities that the different components of language production and comprehension compete for such limited capacities. A number of proposals have been made as to how some attention may be focused on form. It was hypothesized that providing an opportunity to have discussion between teacher and students about the narrative task would lead to more complex performance. To test the research hypothesis, a quasi experimental design was used. The participants in this study were eighty intermediate level English learners who were selected out of a population of 200 students on the basis of their scores on a proficiency test. The independent samples t-test results and the analysis of variance indicated that teacher-student discussion while performing oral narrative task resulted in significant differences in participants’ oral discourse in terms of complexity. However, there was no significant effect on complexity in control group which was not provided with an opportunity to have ‘teacher-student’ discussion while performing narrative task. 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. 783 Title A name given to the resource Does Language Influence Thought: Challenges for Intercultural Learning Environments Author Author Jeftic , Alma Abstract A summary of the resource. The most important moment in child’s intellectual development is when speech and cognition begin to interact. The emergence of private speech, which would later become internalised, enables children to separate themselves from the immediate context, and to talk and reason about things that are not in front of them. Hence language and thought become separate, but interdependent entities. The aim of this paper is to explore the way in which language influences thought as well as to provide important implications for intercultural learning environments with regard to Sapir-Whorf hypothesis, functional fixedness and word order people use in everyday speech. For Chomsky, there is no relation between language and thought, since the child is born with the foundation of universal grammar or language acquisition device. Contrary, Edward Sapir and Benjamin Lee Whorf propose the idea that the form of our language influences the way in which we think. In this paper the overview of anthropological and psychological studies of Safir-Whorf hypothesis is used in order to analyse the impact different languages can leave on thought, actions and behaviour. Also the connection between different word order used by different languages is analysed with regard to its impact on behaviour. This paper seeks to explore impact object-final languages (English) and verb-final languages (Turkish) can leave on behavioural pattern agent-patient-act. It is concluded that a weaker version of Sapir-Whorf hypothesis is supported by both literature review and case study approach. Also, language can affect ways in which students in intercultural environment learn memorize and reason; therefore it represents new challenge for educational practice. 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. 1000 Title A name given to the resource Ancient Greek in the Contemporary Higher Education Curriculum Author Author Jovanovic, Milena Abstract A summary of the resource. The paper explores the basic principles of the Ancient Greek curriculum as a theoretical-methodological seminar of the Language, Literature, and Culture program at University of Belgrade (Faculty of Philology). At the Department for Modern Greek studies, Ancient Greek is taught as a mandatory theoretical-methodological course in the context of learning Modern Greek. It is also offered to all the students of the Faculty of Philology as an optional course, but in the context of the theory of language. The course itself consists of lectures (with integrated practical work), utilizing the grammar-translation method (as the subject is literary language) with elements of the communicative method, in accordance with what students need to learn the modern (Greek) language. Various texts are used as examples of grammatical rules. Rules are formulated on the basis of prescriptive grammar, through a two-way translation process. 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. 794 Title A name given to the resource Teaching Intercultural Communicative Competence: A Contrastive Look into Spanish Language Textbooks Author Author Jovanovic , Ana Zecevic Krneta, Gorana Abstract A summary of the resource. Development of intercultural communicative competence, as an understanding of what culture comprises, positive attitudes toward cultural diversity, and competent use of different communicative skills, represents an integral, if not the most important part of foreign language instruction. However, different individuals bring different goals and motivations to the intercultural experience, which is strongly influenced by their dominant cultural model. Thus, depending on the cultural model to which they have been exposed during their life together with each person’s individual traits, students respond differently to the teaching of intercultural competence. On the other hand, manuals that are used in foreign language instruction equally manifest authors’ local cultural traits and specific attitudes toward the target language and culture. Consequently, it is important to consider these cultural interpretations and effect they might have on the outcomes of the foreign language instruction. In this paper we observe different interpretations of Hispanic cultures in Spanish language textbooks of different countries, more specifically, a number of selected textbooks published by major editorials from Spain, United States, and Serbia. The analysis of the corpus is organized in terms of three main categories, that is, sociolinguistic, sociocultural, and intercultural content, since these components are most directly related to the presentation and interpretation of the target language culture and intercultural competence. It is envisioned that the analysis will provide us with a clear understanding of interdependence of local cultural models and content related to the teaching of intercultural competence, which will enable some general, as well as culture specific suggestions for the elaboration of foreign language manuals and their application in the teaching of foreign 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. 1018 Title A name given to the resource Challenging the Claim that bi-Modal Input Improves Listening Comprehension Author Author Juma Charles, Tendai Abstract A summary of the resource. Research investigating the effects of bi-modal input [the simultaneous presentation of orthographic and aural information] on L2 listening comprehension claims: (a) that watching interlingual subtitled audiovisual (AV) material [L2 audio with L1 text] results in better L2 listening comprehension than non-subtitled AV material (Bird and Williams, 2002); (b) that watching intralingual subtitled AV material [L2 audio with L2 text] results in better L2 listening comprehension than interlingual subtitled AV material (Markham et al., 2001); and (c) that watching any form of subtitled AV material enhances L2 listening comprehension (Vanderplank, 1988). I would argue that most published research in this area lacks ‘test construct validity’; they either fail to accurately test listening comprehension appropriately, or the duration of their experiments are so short that any claims of long-term improvements to an individual’s listening ability must be investigated further. I propose an innovative approach to testing the claim that bi-modal input enhances listening comprehension, by specifically investigating its possible long-term effects. The process of developing this test includes a pre-pilot study (completed), a pilot study (currently in progress), and a main study (to be started). In this paper, I present the findings of my pre-pilot study, in which I investigated the ability of 11 participants to listen to audio excerpts spoken in a standard British RP accent from six different types of AV materials [documentary, film, lecture, news report, sitcom, stand-up comedy], through the use of a listening test. I then test another 11 participants on their ability to listen to audio excerpts spoken in an RP accent from one specific AV medium [documentary]. My findings suggest that for the sample tested [international university students in the UK] BBC documentaries may be the most appropriate form of AV material to be used during the pilot study as it was the one form which was understood by all participants to a reasonable level. 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. 814 Title A name given to the resource The Psychological Influence in the Study of Modern Literature Author Author Karakaci, Dalila Abstract A summary of the resource. In order to understand reality, we must have a self-reflection. Heraclitus said, “I have sought for myself.” The search for the self and, most of all, the ideas related to “What is man?” were a current question that troubled all writers of the new course of writing at the beginning of the twentieth century. Most of these writers tried to examine the secrecy of man by enquiring the buried places of the soul. The issues that had to do with the Being, Time, Anxiety, Care and Freedom were treated as important themes that disturbed the New Man part of the New World as a contrast to the Old World. It was an area of reasoning, living, protesting against the pragmatist and positivist mental picture of the twentieth century, against the values of tradition, its assumption, against Realism and Naturalism. The ideas of Freud, Jung and Adler became useful to the understanding and studying of modern literature. The psychoanalytically-oriented criticism offered to read “the work of literature with a lively sense of its latent and ambiguous meaning, as it were, as indeed it is, a being no less alive and contradictory than the man who created it.” The shift of modernism on the content of the literary work permitted to process inside the consciousness of the main characters than to the outside world. The main emphases on the inner self foster new ways of narrative techniques as stream of consciousness and opposition of traditional concepts of story and plot. Psychological criticism permitted to examine characters in a novel, the reader and its creator. This paper will be focused on modernism and the influence of psychological theories in its interpretation. 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. 762 Title A name given to the resource Speaking Anxiety in EFL: Causes, Factors, and Solutions / A Reasearch in a Multi-Cultural EFL environment Author Author Karatürk, Ahmet Benk, Kemal Akbarov, Azamat Abstract A summary of the resource. This study investigates the factors causing anxiety for EFL learners in learning and using speaking skills in English. Bosnian and Turkish students at English preparatory classes and first year classes studying at International Burch University (IBU) in Bosnia and Herzegovina have been taken as the object of this investigation. This study reveals the factors making Bosnian students more competent in speaking English than Turkish students. On the other, the factors affecting students’ proficiency level in speaking are determined. Communicative Learning Approach is proposed as a remedy for overcoming students’ anxiety in oral productive skills. The parameters studied to figure out the factors affecting the language anxiety in groups of Bosnian and Turkish students at IBU can be classified as follow: cultural and social background differences, influence of media, differences in education systems between the native countries, phonological similarities between students’ native language and English. Some key issues causing anxiety in language learning process such as self-esteem and competence are addressed. 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