249 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. 838 Title A name given to the resource Teaching Architectural Vocabulary: Elements of a House Exterior Author Author Rata, Georgeta Abstract A summary of the resource. Every profession has its own vocabulary and every professional would like to use (to communicate rapidly and effectively – orally or in writing) these specialised terms in the language that he/she uses (be it his/her mother tongue or a second language). Given that each specific disciplinary field has its own specialized (or technical) vocabulary or terminology, undergraduates specializing in landscaping should all know such terms related to the components of the exterior structure of a house. To establish the best teaching strategy of such specialised vocabulary, we have carried out a test aiming at assessing our students’ knowledge of architectural terminology. The control group was asked to identify the proper definition of the 29 terms above without any visual aid. The experimental group was asked to do the same, but they were also supplied a visual aid (the view of a house on its site with the components of its exterior structure). 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. 1023 Title A name given to the resource Time, Space, and Memory in the Teaching and Learning of English as a Foreign Language within a Brazilian Juvenile Detention Center Author Author Reis , Valdeni Abstract A summary of the resource. This paper investigates the way students within a Juvenile Detention Center in Brazil, experienced the learning of English as a Foreign Language (EFL). If a youth under 18 violates some of the Brazilian laws, the “Statute of the Child and the Adolescent” (ECA) establishes that he/she may be sent to a Juvenile Socio-Educational Center where English is taught as a mandatory subject. This study analyzes the nature of the actions involved in teaching-learning EFL within this space. The investigation explores the notion of memory related to the notion of space as a central point to the understanding of this educational setting. It also shows how the institutional and discursive spaces are established and negotiated by the teacher and students involved in this practice. In order to do so, one lesson is analyzed to show the way the participants take the word to build the physical and discursive spaces as their identities and relationship. The lesson was audio-recorded and transcribed, additionally, a structural map was designed. A triangulation of the data was developed by relating the themes found from the analysis of the lesson to the themes found from the journals and interviews, also gathered during the data collection. The study is conducted by the Discourse Analysis methodology. The analysis points to a constitution of a confused space formed by the way the educational and the incarcerated settings are confronted by the (participants’) memory. It is also formed by the way the teacher and students assume or deny their discursive positions. Besides, it is noticed that the confused space is also established by the effect of suspension, from which the current moment seems to be in suspense by the repetition of some linguistic content or dependent on what happened somewhere else brought to the classroom by the work of memory. 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. 781 Title A name given to the resource A Crosslinguistic Perspective on Amount Relative Clauses (English vs. Romanian) Author Author Resceanu, Alina Abstract A summary of the resource. The aim of this paper is to present some aspects pertaining to the interpretation of a special kind of relative clause construction, which is distinguished from restrictive and non-restrictive (appositives) relative clauses, namely amount relatives. It all started with a work by Carlson (1977) called “Amount Relatives,” in which he proposed that there was a third type of relative clause besides the traditionally recognised appositive and restrictive relatives – amount (Carlson 1977) or degree (Heim 1987) or maximalizing (Grosu & Landman 1998) relatives. The questions linguists have been trying to answer for the last 30 years is why they are called “amount” relatives and how they are different from ordinary (restrictive/non-restrictive) relatives. In the first part, we examine the approaches proposed in Carlson (1977), Heim (1987), Grosu and Landman (1998), Von Fintel (1999), McNally (2005), Herdan (2005) and Grosu (2000, 2002 and 2009). In the second part, we will briefly introduce the basic syntactic properties of the amount relatives, focusing on similarities and differences between English and Romanian. Amount relatives show restriction in the relativizers they allow, in the determiners that can combine with them (the determiners acceptable on the relative head to the ones that can be followed by an amount expression (Carlson, 1977) or to the definite and universals (Grosu and Landman, 1998)) and in their stacking possibilities. Data from Romanian seem to support these properties. Alongside with these common features, there exist in Romanian a construction which has been recently discovered (Grosu, 2009) and which will be discussed in the third part. We will present the contrasting elements that allow us to call this construction ‘a strange relative of the Romanian kind’ or a ‘Romanian unexpected relative’ (RUR) if we follow Grosu (2009). The open questions and further research topics conclude our discussion about the amount relative constructions. 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. 828 Title A name given to the resource The Development of Intercultural Communicative Competence through Community-Service Learning in the Hispanic Community Author Author Salgado-Robles, Francisco Abstract A summary of the resource. This pilot study investigates the effects of community-service learning (CSL) in the development of the intercultural communicative competence (ICC) among intermediate level Spanish learners. The ICC highlights the importance of appropriate and effective interaction in communicative contexts between non-native speakers (NNS) and native speakers (NS), which is relevant for the teaching-learning of foreign languages (Coperías Aguilar, 2007). For this communication event to occur, the incorporation of CSL into the foreign language curriculum makes it possible. As cited by Hale’s (1997), a volunteering service in the target language (TL) community “enable[s] students to learn from a different segment of society than that which he or she would normally interact with; [and] (...) teach students the meaning of service, patience, cross-cultural understanding, interdependence, humility, and simplicity” (Slimbach, 1995:10). Using Fantini’s (2006) theoretical framework of ICC, this study uses a quantitative method to measure university-level, intermediate Spanish learners’ intercultural competence in the TL before and after experiencing their volunteering service. To that end, fifteen students who were registered in an undergraduate course on Service Learning in the Hispanic Community participated in this study. Throughout the semester they were required to volunteer total of 35-40 hours of community service outside of the classroom in several nonprofit organizations in Lexington (Kentucky, USA). The participants completed pre and post questionnaires which explored their intercultural competence in Spanish. The findings of this study point to a need to encourage further civic engagement in an explicit manner throughout Spanish CSL courses and curricula (Bruno, 2003). By having the opportunity to be exposed to a continuous vernacular input in meaningful interactions (Kinginger y Blatter, 2008), the results show a clear-cut connection between the instruction methodology and the ICC development. 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. 830 Title A name given to the resource A New Necessity in Foreign Language Teaching: Teaching Children a Second Language Author Author Savlı, Fusun Abstract A summary of the resource. Up until the 20th century, dissemination of English language by means of the colonies of England and the dominance of the United States of America resulted in the perception, acknowledgement and learning of English as the only language by millions of people. However, numerous studies have been conducted on the necessity of learning a foreign language in the last 30 to 40 years. Particularly resulting from the age of communication that our world experiences, and the insufficiency of speaking their own languages while different nations communicate with one another lead to the increase of the studies on foreign language teaching in number in recent years. The most significant aim of these studies is to promote the cooperation between the members of the European Union in any field. For that matter, the European Union raised the consciousness of a multilingual and multicultural European citizenship in order to ensure the protection and learning of different languages and cultures making up the richness of Europe. Accordingly, it laid down the educational policy of the European Union which is in force in many European countries. One of the issues on which the most numerous studies have been carried out is the “early teaching of foreign language”. In this presentation, we aim at answering such questions as what early teaching of foreign language is, why it is important and how it should be ensured, with special reference to the approaches to be taken into consideration and linguistic skills to be acquired during the early teaching of foreign language after touching upon the policies of foreign language being implemented in the European Union and in Turkey. In addition, we shall offer some suggestions on the actions to be taken in order to render this process more efficient for children and to improve their success. 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. 890 Title A name given to the resource The Relationship between Learning Styles, Language Learning Strategies and Field of Study of Intermediate EFL Students Author Author Sheikhi, Leili Abstract A summary of the resource. This study intends to identify the learning styles and language learning strategies of three groups of Persian learners of English in order to check whether there is a relationship between students' learning styles, language learning strategies and field of study. The subjects consisted of 75 undergraduate students (each group 25) attending Najafabad Islamic Azad University. They were divided into three groups according to their major fields that are TEFL, Physical Education and History. The subjects were asked to complete two questionnaires. One was used to examine students' perceptual learning style preferences and the other was used to identify their preferred language learning strategies. The data analysis of the questionnaires revealed a significant relationship between students' learning styles, language learning strategies and the field of study. 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. 898 Title A name given to the resource EFL Vocabulary Learning and Vocabulary Learning Strategies Author Author Sikmanovic, Ljiljana Abstract A summary of the resource. Vocabulary acquisition was for long considered to be the easiest aspect of foreign language acquisition for which no particular formal instruction was necessary. However, due to the emergence and development of the communicative method and Krashen’s Natural Approach during ‘70s and ‘80s of the 20th century, such attitudes began to change, largely on the basis of the following and similar premises: a foreign language learner at the beginner’s level benefits more from vocabulary than from grammar, a learner that possesses a rich vocabulary can avoid grammar in an attempt to communicate meaning, appropriate vocabulary may sometimes be far more important than appropriate grammar, and so on. That finally meant giving vocabulary the attention it deserves. The aim of this paper is to present some of the results of an experimental research based on different methodologies, including classroom observation, questionnaires, interviews, and testing, in order to provide insights into some of the ways that foreign language learners in Montenegro approach vocabulary learning and use vocabulary learning strategies. The paper will also focus on the similarities and differences across learners, as well as on the implications of the research findings for foreign language vocabulary 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. 908 Title A name given to the resource Robin Lakoff Revisited – Male and Female Humor in Academic Settings Author Author Sivric, Marijana Abstract A summary of the resource. Females have traditionally been characterized as unable to produce, or even appreciate, humor. Although there were numerous studies on female humor within different scientific disciplines, such as sociology, psychology, anthropology, etc., Robin Lakoff’s paper was among most significant ones:“…women can't tell jokes - they are bound to ruin the punchline, they mix up the order of things and so on. Moreover, they don't 'get' jokes. In short, women have no sense of humor.” (Lakoff, 1975:56) In the early gender and humor studies, the problem was that researchers did not rely on spontaneous joking, but on controlled public sphere, which was in the domain of males. With general advancement in language and gender research, the attitudes on gender humor have changed. Humor has been related to women’s conversational styles (supportive and collaborative) as opposed to male conversational styles (referring to status and competition). Some newer studies have tried to look at this topic from a more feminist perspective – the main task in male life is to impress the opposite sex, they accept women as the audience, but not as rivals. Within our Language and Gender course, we have tried to investigate the issue of gender humor in the academic setting. Some of the questions to be answered are gender differences in initiating and responding to humorous situations as well as cross-cultural dimension of humor. 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. 905 Title A name given to the resource Development of Children’s Cultural Awareness in English Teaching Materials Author Author Stec, Maria Abstract A summary of the resource. The paper focuses on the concept of cultural awareness in the context of teaching languages to young learners. The whole language approach and aspects of intercultural learning are popular in educational policies as children by the age of 10 develop holistically. Namely, young learners gain knowledge about social conventions, customs, and lifestyles and develop understanding of similarities and differences between different communities. They develop their attitude to their own culture and foreign cultures. Then, early foreign language education involves teaching culture. The following research problem was formulated: What are the ways in which cultural awareness is introduced in English materials for young learners? The idea is to analyse a selected number of syllabuses and course books to identify the latest approaches to teaching culture through English in Polish primary schools. The project will involve the analysis of goals, content and activities with a cultural focus in English teaching materials. 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. 1028 Title A name given to the resource From ‘Public sphere’ to the ‘Crowd Symbols’. How Serbian Students of Modern Greek Language Perceive Greek Culture. Author Author Stojicic , Vojkan Gogas, Themistokles Abstract A summary of the resource. The present paper investigates the way cultural aspects are formatted through learning of a foreign language. It focuses on the views Serbian students possess on Greek culture. More specifically, it examines the way Greek culture is perceived by the students of the Department of Modern Greek Language in the University of Belgrade. The study is realized in two levels. On the one the research investigates the way 1st year students perceive Greek culture. In a sense, they carry the norms provided by their secondary schooling, along with a mentality cultivated in the Habermasian ‘public sphere’ of the Serbian life-style. In parallel the research examines on the way 4th year students of the same department perceive Greek culture, which takes the form of a more normative perception, based on the ‘crowd symbols’, i.e. the theoretical frame of Elias Canetti. The difference appeared in the way Greek culture is reflected among students, indicates the catalytic role a foreign language plays on the way culture is perceived, in a more holistic approach. 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