246 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. 3409 Title A name given to the resource DISCOURSE OF CHATTING HABIT ON WRITING Author Author Tuncdemir, Enes Akbarov, Azamat Abstract A summary of the resource. Over the last years (starting from the last millennium) linguistics impacts of the technology have started to show its influence on the language usage through online communication. These communication domains such as e-mails, instant messaging, text messaging, blogs and etc. taken its place in our lives. Even if these facilities simplified our lives in terms of reaching some possible resources, it also has brought some language varieties as well. Whereas, the communication quickened the process of interaction among the people, less attention is paid to the linguistic properties of the language during online communication. The goal of this paper is to focus on the future ongoing trend and development of written communication through internet medium. Keywords: Linguistics, Technology, Written Communication, Language, Internet Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3432 Title A name given to the resource CONCEPTUAL BLENDING IN CHILDREN’S GAMES AS A MODEL FOR DOUBLE-SCOPE CREATIVITY AND NEW LEARNING OPPORTUNITIES Author Author Tucan, Gabriela Abstract A summary of the resource. Fauconnier and Turner (2002, pp. 389-396) provide an overview of how blending affects the course of a human life, and more specifically, how young children are engaged in building complex blends in very early stages of their life. Their detailed analysis shows that only after the young child is able to master culturally recognized blends will s /he be effectively ‘living in the blend’ and will prove capable of further achieving other blends with more flexibility. During early childhood, it appears that learning and mental development are intrinsically linked to our human ability of blending and deblending. Besides engaging in direct cultural blends, the young child can operate on conceptual blends that are not physically (biological) given. For instance, this may happen when their imaginative processes are at work in a wide variety of games or fun activities, starting with Lego construction sets to fictive interactions with imaginary companions. In such games and activities, children manifest an extraordinary capacity for double-scope blending. Therefore, by playing games or getting involved in free activities, young children will bring to mastery mental integrations which are essential for their life as adults. In this light, the paper examines a set of children-designed games and activities that can all account for cases of fictive or potential reality. That is, the mental spaces created do not refer directly to entities in the outside world. I argue that an analysis of such fantasy mental spaces (with the tools of the mental space theory) can shed new light on learning and human creativity. While playing and blending mental spaces with their counterfactual counterparts, the young subject has to manipulate his/ her ‘split self’ (Lakoff & Johnson 1999) or counterfactual self. With the knowledge of early evolution of conceptual blending in children’s games, I propose that educators may apply the results in diverse areas of instruction and learning in order to better deal with the cognitive side of learning, and eventually come to terms with human creativity. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3364 Title A name given to the resource THE ROLE OF INPUT PROCESSING INSTRUCTION IN THE L2 ACQUISITION OF COMPLEX SYNTACTIC STRUCTURES Author Author Trenc, Andreja Abstract A summary of the resource. This paper is concerned with the applicability of psycholinguistic findings made in the process of acquisition of complex syntactic structures in Spanish as a Second Language. It is argued that the observed errors which occur in impersonal structures in the Spanish Language in foreign learners' interpretation and production can be related to certain default principles which focus the learner's conscious attention on syntactical forms in a preferred, yet not always grammatically correct order. It has been claimed that assignation of the first noun as a subject or agent by default (this is known as First Noun Strategy) may explain the great difficulties which a learner encounters when attempting to correctly interpret the role of the first noun in impersonal and passive structures (such as the impersonal »se« structures in Spanish, the Passive Voice in English, subject-object shifts in languages with flexible word order, etc.). The paper proposes that a didactic means which is found in the input processing model (first introduced by VanPatten, 1996) can be used for the creation of a counter algorithm to this natural strategy. This enables the learner to correctly assign the order of syntactic functions in complex structures during the early stage of acquisition. Empirical observations based on pilot-testing of the input processing model with university undergraduates are presented which argue in favour of the benefits of the use of such an algorithm for the acquisition of impersonal structures in Spanish as a Second Language, as well as its methodological relevance for English Passive Structures and a more learner-centred approach. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3366 Title A name given to the resource ETIMOLOŠKI DJELIMIČNO TRANSPARENTNE PREPOZICIJE Author Author Trbonja-Omanić, Anisa Abstract A summary of the resource. Ovaj rad jeste samo jedan dio opsežnog istraživanja sekundarnih prepozicija u novinskim glasilima njemačkog govornog područja. Iz tog istraživanja izdvojena je grupa sekundarnih prepozicija na osnovu svoje specifične morfološke transparentnosti. Ovdje će biti govora, prije svega, o rekciji i valentnosti, kao temeljnim pojmovima dependencijalne gramatike kako bi se mogle analizirati morfosintaktičke funkcije i semantička obilježja sekundarnih prepozicija. Ključne riječi: sekundarne prepozicije, dependencijalna gramatika/gramatika zavisnosti, rekcija, valentnost. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3560 Title A name given to the resource ACTIVE PARTICIPATION WITHIN WRITTEN AND SPOKEN ARGUMENTATION: THE USE OF ENGAGEMENT MARKERS ACROSS DIFFERENT GENRES Author Author Trajkova, Zorica Abstract A summary of the resource. This paper aims to demonstrate how writers and speakers actively engage readers and listeners within the argumentation through the use of engagement markers as a metadiscourse category. More precisely, it sets out to explore the function and use of engagement markers i.e. personal pronouns, directives and questions in three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two different languages, Macedonian and English. The analysis is carried out on 9 editorials from American and 9 from Macedonian newspapers, 9 excerpts from American and 9 from Macedonian talk-shows, as well as 5 closing arguments from American trials and 5 from Macedonian. It is essential for writers and speakers to know how to balance the use of these markers in order to avoid being intrusive and appear more persuasive for the readers and listeners. The research shows that there are differences in the use of the markers in the three genres in both languages. They were most frequently used in the English spoken texts (talk shows and closing arguments) and least frequently in the Macedonian closing arguments. As for their use in editorials, they were used moderately in both languages. So, on the whole, the analysis reveals that the choice of markers within the same genre depends on cultural differences i.e. the format and perception of the type of text by the different societies. Furthermore, it also shows differences in the choice of markers across the three genres in both languages. Finally, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages. Keywords: metadiscourse, argumentation, engagement markers, editorials, talk shows, closing arguments Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3462 Title A name given to the resource DIFFERENT ASPECTS OF ACRONYMSIN MEDICAL TERMINOLOGY Author Author Trajić, Jasna Abstract A summary of the resource. Medical records, literature and encyclopedias are the most specific materials which the reader meets with. This literature, full of technical terminology, jargon and abbreviations, mostly in English language, often presents an insurmountable barrier between readers and users of medical services, on one side and the authors themselves on the other. The purity of both, English and Serbian language is disrupted by the use of vague and obscure terms and abbreviations, especially within the specialized field of medicine, in which accurate and precise communication is of great importance. Acronyms are used wherever it is technically more convenient to save some space or to avoid repeating of complicated, mostly English terms for certain phenomena, devices or diseases. As opposed to the positive aspects of the acronym usage is the fact that abbreviations, anyhow highly subjective and subject to changes and different interpretations, are often misunderstood and misinterpreted. Very often, people identify the abbreviations they „seem to know“, joining them the meaning of some other acronym from another sphere of life. The contribution of this scientific research lies in the specialized analysis of the use of medical terms, acronyms in particular, and the parallel review of new terms in both, English and Serbian medical terminology. At the same time, we tried to draw attention to all the problems that uncontrolled, improper and excessive use of acronyms bring, and in a certain way establish rules for the use and spelling standardization of acronyms and medical terms in both languages. We offered suggestions that might contribute the fight for language preservation, such as creating of thematic dictionaries or online databases that would be updated on daily bases with new acronyms and medical abbreviations. In such way, any possible confusion that could arise from the non-critical and inappropriate use of acronyms and abbreviations could be avoided. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3369 Title A name given to the resource EVALUATING ESL STUDENTS’ CREATIVITY IN WRITING Author Author Toci, Arta Abstract A summary of the resource. Writing as a productive skill is very important integral part in the language learning process. However, writing is not considered as an easy skill by the students and it is certainly considered a difficult skill to teach by many ESL teachers. Creative writing normally refers to the production of texts which have an aesthetic rather than a purely informative, instrumental or pragmatic purpose. Creative writing in ESL classes has started developing lately but only to be incorporated as a supportive skill in teaching writing. Responding to students’ writing is an important issue to discuss when considering teaching creative writing. Response is a process that includes peer review, peer editing and continuous feedback through the stages of creative writing. By giving a constructive feedback, the teacher understands writer’s problems and intentions by also making students responsible for finding and analyzing what needs to be improved. Keywords: teaching, writing, creativity, feedback, assessment, Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3398 Title A name given to the resource THE IMAGE OF GOD IN G. M. HOPKINS’ S SONNETS Author Author Tica, Dijana Abstract A summary of the resource. Gerard Manley Hopkins is a Victorian poet who became popular in the twentieth century, after the posthumous publication of his poems in 1918. He was born into an Anglo-Catholic family with artistic leanings, but during his university days he joined the famous Oxford Movement and converted to Catholicism in 1866. In 1868 he became a Jesuit priest and dedicated the rest of his life to God and the church. Upon becoming a priest, Hopkins decided to burn all of his poems, believing that this kind of work was not appropriate for his new profession. However, seven years later he realised that poetry could be used as a tool for praising God and justifying his ways, so he began writing again. The predominant topic of his poems is the connection between God and nature, which he saw as another manifestation of God. He invented the term “inscape”, which he defined as a specific quality that makes every person, object or emotion unique; and another term, “instress”, which is our perception or recognition of this uniqueness of the world. In his opinion, the beauty of the Universe lies in its variety, and it comes from God because he manifests himself differently in all of us. The aim of this paper will be to analyse the images of God that Hopkins uses in his three famous sonnets: “God’s Grandeur”, “The Windhover”, and “Pied Beauty”. Keywords: God, instress, inscape, variety, nature. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3547 Title A name given to the resource HOW SYSTEMATIC AND RANDOM ARE ERRORS AND MISTAKES IN TEXTS WRITTEN BY LANGUAGE LEARNERS OF FRENCH? Author Author Thouësny, Sylvie Abstract A summary of the resource. In his epoch-making article entitled “The significance of learners’ errors”, Corder (1967) argues that the analysis of errors is central to investigating the learners’ acquisition process. One of his key points addresses the idea that competence-dependent errors should be differentiated from performance-related mistakes. Errors, he says, are evidence of the learner’s use of an underlying system during the learning process. As well as revealing the learner’s interlanguage competence, errors are systematic. By contrast, mistakes are mainly the result of accidental slips of the tongue, physical or psychological conditions, such as tiredness or specific emotional states. They are incorrect forms whose systematicity cannot be explicitly described. To give some nuances to Corder’s distinction, other researchers, such as Ellis (1997), have pointed out that the differentiation between both errors and mistakes could also be made by asking learners to self-edit their own performance. If learners are capable of correcting themselves, their incorrect forms are regarded as mistakes. Conversely, if they are unable to self-edit their own performance, their incorrect forms are considered as errors. Following a brief discussion on the different methods in use to distinguish between both errors and mistakes, this short paper explores the extent to which systematicity in L2 learners’ incorrect written performance may help identify learners’ lack of knowledge. More specifically, it analyses an interlanguage corpus of texts written by learners of French and compares the systematicity of their incorrect forms with their ability to correct themselves. Keywords: error, mistake, systematicity, randomness, zone of proximal development. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 3532 Title A name given to the resource AN EXPLORATION OF SPEAKING-IN-CLASS ANXIETY OF TURKISH AND FOREIGN PREP-SCHOOL STUDENTS Author Author Tasci, Samet Ariz, Caglar Abstract A summary of the resource. The main purpose of this study is to find out if there is difference between Turkish and foreign students studying in the same program in terms of their anxiety level regarding their speaking skill. A total of 35 students studying at Eskişehir Osmangazi University participated in the study. 22 students were male and 13 students were female. 20 of these students were Turkish natives while 15 students were foreigners from different countries such as 6 from Yemen, 4 from Afghanistan, 4 from Libya and 1 from Comoros. The students are prep-school students. A Turkish adaptation of FLCAS with 32 items was used for data collection. In addition to FLCAS, an open interview was also done with 8 of the students, 4 of them Turkish native, who were available. Items of the questionnaire were analyzed one by one to reach the mean scores. Content analysis was applied to the interview answers. Following the analysis, a conclusion was drawn. The results showed that Turkish students had higher level of anxiety than foreign students inhibiting students’ oral performance. Based on the findings, some suggestions for further research are proposed. Besides, possible educational implications of the anxiety are indicated. Keywords: Foreign language speaking anxiety, prep-school students, Osmangazi university, Students, speaking in class Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English