250 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. 855 Title A name given to the resource English Teaching Policies in Turkey: An Evaluation from a Native English Teacher Author Author Süngü , Hilmi Türkmen, Seyfullah Abstract A summary of the resource. Teaching foreign language has been an important issue in the agenda of Turkish education system for lots of reasons. Globalization is one of these reasons which brought about an unprecedented spread of English in Turkey as in many other non-English–speaking countries. English, currently, is the only foreign language that has become a compulsory subject at all levels of Turkish education, but the spread of English has created serious challenges to Turkey’s language policy (Kırkgöz, 2009). One the considerable negative effects of spread of English is on the stability of Turkish language teaching policy. Lots of changes might easily be seen in time. For instance, once foreign language courses were made elective courses; then these courses were decided to be compulsory after a while; in the past foreign language courses were started from the 6th grade now it is thought from the 4th grade of primary schools; total weekly hours of the courses have been changed and so forth. Due to the differing policies; course curriculum, course books sometimes teaching methods have been changed in time. Despite the efforts, it could be realized that the students taking English courses from primary school to higher education are commonly unable to reach the desired level and low foreign language proficiency level has remained a serious problem (Çelebi, 2006; Işık 2008). In this study, language teaching policies (mainly English Teaching policies) are mentioned, an evaluation of these policies are made in the first part of the study; and in the remaining part strong and weak points of English teaching based on the experiences of a native English teacher together with the solutions to overcome the problems related with the issue. 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. 1033 Title A name given to the resource Alienated Characters in Ernest Hemingway’s The Sun Also Rises Author Author Toker , Alpaslan Abstract A summary of the resource. The term ‘alienation’ continues to be a central concept summarizing salient facets of life in contemporary societies in spite of the obscurities, even contradictions that encompass it. This phenomenon has acquired an important role in philosophy, psychology, sociology, anthropology, theology, literature and economy after the works of Hegel and Marx. For many American citizens, the years instantly following World War I were indicated by outrage, disillusionment and resentment. After the First World War, survivors of this era were termed the Lost Generation. This essay tries to provide valid explanations to the term “alienation” and pursue the traces of alienation in Ernest Hemingway’s novel The Sun Also Rises. All of the major characters in Hemingway’s novel experience distinct and numerous stages of alienation, seeking a sense of community and recognition 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. 869 Title A name given to the resource Global Simulation of a Global Understanding Course: Developing language competence and raising cultural awareness Author Author Trajanoska , Ivana Jovancevska-Milenkovska , Jovanka Klisarovska, Elena Abstract A summary of the resource. This paper aims at presenting how a Global Understanding course syllabus can be used in an EFL classroom using the Global Simulation Method. The Global Understanding course has been offered to students from different faculties at the University American College Skopje, Macedonia in collaboration with the East Carolina University, USA and other partner Universities from countries all around the world. The course fosters global understanding and intercultural communication through direct contact with students from different Universities from various countries. Students communicate with their colleagues through chat session and conference links, and discuss previously assigned topics dealing with college and family life, educational system in their country, personal plans for their future, traditions, customs, food, holidays, celebrations, religion, the meaning of life. Students write diary entries on their sessions, create joint papers on a chosen subject matter with their partner student, give Power Point presentations, and do quizzes on the partner country facts. The objective is becoming more intercultural, being able to collaborate with people from different culture than your own, shattering prejudice and stereotypes, and diminishing ethnocentrism. In this paper we would like to suggest ways how to adapt the GU course syllabus for TEFL purposes through the Global Simulation Method developing language skills in an interactive and playful atmosphere. The Global Simulation Method is a communicative approach to language learning which has not been exhaustively explored in the EFL classroom compared to its popularity in the FLE classroom. However, it enables the students to develop language competences in a motivating, true-to-life atmosphere, where they become active participants of the learning process. The global simulation of the GU course gives the students the opportunity to work on their speaking, writing, and listening skills, learn language in context and through practical usage, become more independent learners, and raise their cultural awareness. 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. 1021 Title A name given to the resource Multicultural Curriculum as a Solution to Racist Movements at Schools Author Author Turkyilmaz, M. Ugur Abstract A summary of the resource. This paper examines the importance of developing multicultural curriculum to curb the raising racist trends in the word. Since September 11, there has been an upsurge of racist and religious extremism in different parts of the world. One proactive measure that might be taken toward racism is creating a classroom atmosphere to reduce prejudice through mutual dialogue between different races and religions. Students must be properly informed about racial problems and their colossal effects such as wars and ethnic clashes. Personal experiences of authors also provide solid examples of racist prejudices. The article ends with a conclusion that shows directions for teachers and school how to effectively address racist problems in their schools. 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. 1014 Title A name given to the resource Croatian Dialects – from Child's Reception to Methodological Context Author Author Turza-Bogdan, Tamara Abstract A summary of the resource. One on the main objectives of Croatian elementary school language teaching is to develop „respect towards the language of the Croatian people, its literature and culture“. (Elementary school curriculum, 2006, 25). It originates the tasks of continuous elementary-school learning of themes regarding the three dialects of the Croatian language: Kajkavian, Štokavian and Čakavian, as well as adopting the language standard and the language in other communication situations. A research into students' reception of the Kajkavian dialect and literature showed that the reception of speech or nonspeech dialect opens up possibilities for different interpretations in methodological context. Hence we can speak of different possibilities of access and levels of dialect understanding in terms of the speakers adopting it. Students are showing interest for the dialect either because it is a part of their mother tongue or because it is not, but rather it represents a relatively unfamiliar content. The interest shown should become a methodological incentive in teaching. The paper presents the results of a research on primary school teachers' thoughts on the dialects of the Croatian language. The circumstances influencing the dialect teaching have been examined: awareness of the value of dialect within the Croatian language, understanding the ways of adopting the standard language through dialects, the methods of preparing for classes and issues arising when encouraging language activities in dialects. The results of the research are compared in various speech communities relative to the Kajkavian dialect which is in the focus of the research. The similarities and differences in teachers' thoughts regarding the speach and nonspeech dialect are discussed. A conclusion is reached on the necessity of constant development of teachers' competences relating to this subject matter. 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. 916 Title A name given to the resource Awareness of Syntactic Variation in English Dialects: A Survey of Turkish Pre-Service EFL Teachers Author Author Uygun, Dilek Abstract A summary of the resource. This study investigates Turkish pre-service EFL teachers’ awareness of the syntactic variation between English dialects, mainly between British and American English varieties. Considering the current status of English as a world language, the importance of having a heightened awareness of dialect variation in English both on the part of teachers and learners has been emphasized by several researchers (Adger, 2004; Jenkins, 2006; Matsuda, 2003; Seidlhofer, 2004; Sifakis, 2004). This study focuses particularly on one aspect of variation in English, syntactic variation, and aims at exploring prospective teachers’ awareness of the syntactic differences between British and American English regarding (a) the use of prepositions; (b) the use of articles; and (c) the use of tense and mood. The data is collected through a questionnaire given to 125 students attending the ELT department of a state university. The results of the study are discussed with reference to their implications for teacher training. 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. 1001 Title A name given to the resource English Language Teaching Quality Criteria in Turkish Secondary Education Author Author Uygun, Serkan Abstract A summary of the resource. Foreign language learning is an unavoidable concept of life in the 21st century. In our daily lives, we are constantly in touch with people with different languages and cultures, and we are living in a multilingual and multicultural world. Competence in one or more foreign languages is not only essential, but also rewarding for the careers of working people. As there is so much demand and need to learn foreign languages, there are many courses and institutions offering language courses. However, finding the right course and support for language learners is not so easy. It is very important to make these courses effective and enjoyable as education in this century is less concerned with the facts or rules of a language, but it is more concerned with learning practical skills that make use of these facts or rules. EAQUALS, the European Association for Quality Language Services, aims to assure the quality of teaching and learning in language schools and departments. The main task of EAQUALS is to ensure that the language teaching and other services provided in the institutions it accredits are of high quality. This qualitative study tries to find an answer to the question of to what extent the secondary education institutions in Turkey are able to apply the quality criteria of EAQUALS in English language teaching. The present study is going to broaden the research on improving and maintaining the quality of foreign language learning and teaching in Turkish secondary education institutions. (245 words) 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. 793 Title A name given to the resource Is Speed Detrimental to Culture - How do Students Simultaneously Interpret Culture-Bound Terms? Author Author Vančura, Alma Omazić, Marija Abstract A summary of the resource. This paper will present a study of culture-bound terms in simultaneous interpreting of trainee simultaneous interpreters by using a combination of Newmark's (1988), Vinay’s (qtd. in Klaić, 1992) and Ivir's (1998) grids of different procedures for culture-bound terms that translators/interpreters can use. This paper attempts to investigate the preferred procedures of student-interpreters working under significant time-constraints. It is a well-known fact that language is embedded in the culture of the people and that it is primarily a cultural and social product (Troskot, 1992). Interpreters serve as mediators between languages, but since languages do not exist in a vacuum it is the interpreter’s task to convey not only the formal level of the message (lexical, grammatical, syntactic level), but semantic, aesthetic, and connotative levels as well. The corpus is composed of recorded interpreting sessions of 19 first-year graduate students interpreting speeches from the Speech Repository Portal during three months of training. The instances of culture-bound items and their interpretations were identified and analyzed with the aim of identifying the preferred strategies. The basic quality standards in interpreting are accuracy, adequacy, equivalence and successful communicative interaction (Pöchhacker, 2002). In the corpus we tried to gain information about equivalency (intended effect) of the source and target text, since accuracy does not necessarily imply adequacy and equivalence. The results show that the students mostly use naturalization/borrowing, literal translation and omission. The findings have implications for interpreter theory, practice, and training, but the insights may also be valuable for teaching English at primary, secondary and tertiary levels, when the linguistic and extralinguistic knowledge base (Gile, 2009), including cultural awareness, is being built. 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. 882 Title A name given to the resource The Role of the Nonlinguistic Knowledge of Preschoolers in Their Mental Categorization of Antonyms in Croatian Language Author Author Vignjevic , Jelena Kovacevic, Maja Abstract A summary of the resource. Language education of preschool children in Croatian kindergartens often involves lexical-semantic tasks. In the analyzing of the knowledge of paradigmatic lexical relations in preschool children, their knowledge about the world is an essential factor. This work, pulls away from the traditional theoretical approach based only on linguistic knowledge, and the acquisition of antonyms in preschool language development reflects on the foundations of cognitive-functional theory of language. In the absence of metalinguistic and metalexical knowledge, children's derivation of antonyms depends on nonlinguistic experience, on the knowledge about the world. The tasks in the generation of antonyms conducted among children in Zagreb kindergartens show that differences in success in the production of antonyms are attributable to the children's cognitive characteristics, to the familiarity of the words involved, to the familiarity on the tasks, and to nonlinguistic experience of children. Conclusions presented in this paper illuminates acquisition of metalexical and lexical knowledge of the Croatian language in preschool children. 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. 899 Title A name given to the resource Evaluacija Ortografskih Testova Kao Diferencijalnih na Završnim Ispitima iz Novogrčkog Jezika Author Author Vulovic, Ljiljana Abstract A summary of the resource. Značaj dobrog poznavanja ortografije novogrčkog jezika kod studenata prve godine, na nivoima A1 i A2 /CEFR je veoma veliki. S obzirom da je ortografski test eliminatoran, i ukoliko se uspešno ne položi, studenti ne mogu pristupiti polaganju testova iz drugih jezičkih veština. (gramatička kompetencija, veština prevodjenja, veštine slušanja i čitanja).U radu se analiziraju najčešće greške kod studenta prve godine Neohelenistike na završnim ispitima iz Savremenog grčkog jezika 1 i 2 ( prvi i drugi semestar) . Daje se sistematski prikaz grešaka i model po kome bi se jedan deo grešaka mogao uspešno savladati na časovima Savremenog grčkog jezika 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