259 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. 938 Title A name given to the resource The Performance Tasks in Primary EFL Classrooms Author Author Yucel, Nilgun Abstract A summary of the resource. The aim of the study was to investigate if there was a match between 7th grade English Language Teaching Program and EFL (English as a Foreign Language) classroom practices concerning PTs (Performance Tasks) in terms of characteristics, evaluation and contribution of PTs to language learning. The participants of this study were 30 7th grade EFL students. The data were collected by means of a questionnaire and document analysis. The data were analyzed with the use of SPSS 15.00. Results did not show a significant difference between perceptions of the PTS and gender. Similarly, no correlation was found between perceptions of the PTs and mother and father education level. The analysis of the data indicated that although classroom practices meet moderately the curricular requirements in terms of characteristics, and evaluation and contribution of PTs to language learning, there are still some problems related to PTs in EFL classroom practices. Date A point or period of time associated with an event in the lifecycle of the resource 2012 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. 1079 Title A name given to the resource Bosnian-English-Turkish Phrase Book Author Author Akbarov, Azamat Abstract A summary of the resource. There is no doubt that the language is one of the greatest humankind's tools to communicate. The demand to learn foreign language is fast growing and it is easy once you have simple and instructive methods. This phrase book will feature headwords that offer the users accessibility and make it easy to navigate. It also includes extra cultural words to extend the user's knowledge of the language. It is useful for travelers, students and business people who need quick access to the core words of the language. Publisher An entity responsible for making the resource available IBU Publications Date A point or period of time associated with an event in the lifecycle of the resource 2011-11 Keywords Keywords. Book PeerReviewed 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. 1081 Title A name given to the resource Languages for Specific Purposes in Theory and Practice Author Author Akbarov, Azamat Abstract A summary of the resource. Languages for Specific Purposes in Theory and Practice is a collection of esays which will appeal to teachers of modern languages no matter the level of instruction. The essays highlight the latest development of Foreign Language Teaching in the Balkan countries, Eastern and Western Europe and the Middle East. The field of Language for Specific Purposes (LSP) is one of the richest areas of second language research and practice because increasing globalization and changing technologies spawn new modes of intercultural connection and new occasions for second language use. Publisher An entity responsible for making the resource available Cambridge Scholars Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2011-10 Keywords Keywords. Book PeerReviewed https://omeka.ibu.edu.ba/files/original/9212679080afed08b9cb0f21cb15f19e.docx ffba65e6924a320eb10ad147633bdedc 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. 1093 Title A name given to the resource Reasons of using native tongue by future English teachers in English classes Author Author Can, Doğan Can Abstract A summary of the resource. This study primarily focuses on examining English Language Teaching students’ attitudes towards the reasons for using Turkish in English classes and differences between genders. To measure students’ attitudes towards using the target language and the native tongue in the classroom, a five-point Likert type scale which was taken by the research conducted by Gürbüz Ocak, Nurcay Kuru and Hande Özçalışan (2010). It consists of 22 questions and it was administered on chosen 20 students (14 female, 6 male). The scale, then, was analyzed via factor analysis, t-test and ANOVA (one-way analysis of variance) for the data distribution. The differences between genders and ages were analyzed via independent t-test and statistical calculations. Frequency, percentage, means, and standard deviations were calculated and demonstrated in the research. After data collection and evaluation it was found out that the factor of ‘fear’ and the anxiety about the possibility of mispronouncing English words are the most effective factors. It was also found out that females are effected the feeling of ‘fear’ more than males. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05-25 Keywords Keywords. Article NonPeerReviewed LB2300 Higher Education https://omeka.ibu.edu.ba/files/original/e8e4ead74872bd760aa26842311d02b4.pdf c1229ebd0e14e8c8d676753c4cf5f263 PDF Text Text ARMIN ŠABOTIĆ INTERNATIONAL BURCH UNIVERSITY FACULTY DEPARTMENT M.A. Thesis REVISION AND IMPROVEMENT OF THE HS CABLE NET INFORMATION SYSTEM GRAD. PROJECT/Master’s THESIS by ARMIN ŠABOTIĆ Project Supervisor 2011 MELIHA HANDŽIĆ SARAJEVO May, 2011 �Revision and improvement of the HS cable net information system REVISION AND IMPROVEMENT OF THE HS CABLE NET INFORMATION SYSTEM ARMIN ŠABOTIĆ M.S./M.A., MBA, 2010/2011 Submitted to the Graduate Study Unit in partial fulfilment of the requirements for the degree of Master of Business Administraion, MBA INTERNATIONAL BURCH UNIVERSITY 2010/2011 INTERNATIONAL BURCH UNIVERSITY FACULTY 2 �Revision and improvement of the HS cable net information system ECONOMICS, MANAGEMENT REVISION AND IMPROVEMENT OF THE HS CABLE NET INFORMATION SYSTEM ARMIN ŠABOTIĆ APPROVED BY: Prof. MELIHA HANDŽIĆ _____________________ Prof. ALI GOKSU _____________________ APPROVAL DATE: 28.04.2011. 3 �Revision and improvement of the HS cable net information system ABSTRACT Through the cable internet speed levels incerased and prices decreased which led to great user satisfaction, however, still there are certain issues needed to be revealed in order to achieve a greater level of service quality and also to meet the consumer needs. The purpose of this project is to evaluate problem-solving solutions for the information system of the HS cable internet. After a brief analysis of the cable internet history and IS structure the project focuses on lacks and problems detected during the analysis, implementing new software applications with the aim of detecting and preventing problems the HS cable internet deals with. Beside problem detection and prevention another task was to accelerate the problem-solving process by implementing another application, related to the problem detection software, which will print intervention prescriptions on site fulfilled by the workers in charge. Implementing these ideas will also lead to a better operator-user relationship, since problems will be detected, prevented and solved in a quicker time frame. TABLE OF CONTENT 4 �Revision and improvement of the HS cable net information system ABSTRACT TABLE OF CONTENT ACKNOWLEDGEMENTS INTRODUCTION TO PROJECT PREFACE CURRENT INFORMATION SYSTEM DESCRIPTION PROBLEMS WITH THE CURRENT INFORMATION SYSTEM PROBLEM DETECTION THE ISSUING OF INTERVENTION ORDERS ISSUING OF AN ORDER BASED ON A PROBLEM REPORT ISSUING OF AN ORDER BASED ON THE APP. SEARCH RESULTS SIGNAL VALUES SIGNIFICANT FOR THE ANALYSIS DATABASE REVIEW THE PROCEDURE OF ISSUING THE INTERVENTION ORDERS APPLICATION IMPLEMENTATION RESULTS CONCLUSION REFERENCE LIST GLOSSARY ACKNOWLEDGEMENTS 5 �Revision and improvement of the HS cable net information system First of all I want to thank my parents and my professor, without their support and love this all wouldn’t be possible. My project work couldn’t be accomplished without the great help of prof. Meliha Handžić. Introduction to project 6 �Revision and improvement of the HS cable net information system The cable internet was a revolution for enabeling users to access the internet. The previous technologies were far from user-friendly, offering low speed levels and high prices. As known in telecommunications cable Internet is a form of a broadband Internet access that uses the cable television infrastructure. Cable Internet is the bridge from the Internet provider to the subscriber. It is connected to the existing cable television network infrastructure but also many factors are important such as telephone networks, cable modems and providers. All these fact are crucial for providing the best service to consumers. [1] The HS cable television and internet exist since the year 2005. From the very beginning on great efforts were made to ensure a competitive position on the market. Also the gaining of pottencial users and their trust was a big issue since the cable internet technology still was unknown territory at that time. But that condition should not last for long. Soon people realized that through the cable internet speed levels incerased and prices decreased which led to great user satisfaction . Through years of hard work and improvement. the HS cable internet became one of the leading providers at the domestic market. Although it was a long and hard way to go, now a days the HS cable internet provides its services for more than 15.000 users. The key of success, as in any other business, was a well organized and accurate infrastructure. However, while revising the information system of the HS cable internet author realized that still there are certain issues and operator/user relationship problems needed to be revealed in order to achieve a greater level of service quality and also meet the consumer needs. Together with the technician team of the HS cable internet author tried to evaluate problem solving solutions by revising and improving the current information system. In order of being able to recognize the lacks and potential improvement strategies for the HS cable net, author naturally first had to get an insight to the current information system. The 7 �Revision and improvement of the HS cable net information system technicians at the HS cable net help desk guided me through the entire infrastructure , explaining me the purpose, services and tasks of the same. Author summarized the basic information about the current information system, visualizing the whole matter with a scheme of the originally implemented system. After getting a clear overview of the main tasks, author was able to start with the problem recognition and the problem area detection. Further on the work deals with the segments in which problems were occurring, describing the nature of the detected problems. The gained information here enables us to evaluate problem detection criteria. Beside the criteria for problem detection it was also necessary to define the real parameters based on which values the problems will be detected. The next step is the order issuing in sense of taking action after the problem detection. At this stage we introduce our problem solving solution, the new software application, describing its nature and purpose. The last stage of the problem detection and prevention is the order issuing and printing part. In other words, in this phase orders are being issued and printed to be accomplished by technicians at the user addresses. All stages are visually supported by schemes and database screenshots, so the whole process could be understood more clearly. Current information system description ( before implementing the problem solving software application) 8 �Revision and improvement of the HS cable net information system The information system of the HS cable internet was originally purposed for information revision in order to create a service payment bill based on a contract. The services mentioned include cable TV, internet services via the HS cable TV infrastructure (cable internet) and digital television. When talking about these issues it is important to consider the following tasks: - the registration of new users as well as the activation and de-activation of already existing users - the creation of analytic user cards for service payment tracking - the printing of bills - oversight over the consumer’s spending over a internet based access [2] Figure 1. Scheme of the originally implemented information system Problems with the old information system 9 �Revision and improvement of the HS cable net information system Although the present HS cable internet information system was based on a good concept, still it was not efficient enough to deal with the problems that occurred over the time. Problems occurred in the following segments: 1. The records for ordered interventions concerning: - Mistakes made while issuing the intervention orders:  Lacks in order records (insufficient information about users)  Delays with order issuing and interventions  The lost of orders caused by inobservance of technicians in charge -Lack of information for the statistical processing:  The missing of a database for storing the information about the intervention order issuing  Order searching by predetermined criteria (time frame, user address etc.) was not possible - Mistakes made during order returns  Mistakes concerning records about the user and technician in charge 2. Vague information about end user link statistics - The link statistics are conditioned by the signal quality - Lack of records about present link statistics - The need for preventive actions in order of improving service quality - Report creation and problem identification at the net location/segment All in all the problems with the current information systems reflected in a lack of segments for modem monitoring on the user side, in the hard realization of keeping statistic records about the number of accomplished interventions at a single user’s account and the number of overall interventions and issued orders. Another difficulty was the impossibility of taking preventive actions in sense of modem monitoring in real time, based on which, potential problems could be identified and solved without causing the user any trouble with it. 10 �Revision and improvement of the HS cable net information system Since the current information system did not have the necessary segments for the problem solving solution, improvement measures had to be evaluated. The main focus was on the problem prevention and detection segment and also on the ordered intervention records. The whole problem solving idea was first visually sketched: Figure 2. The problem-solving solution Problem detection Problems can be detected in two ways: 1.By a user reporting the problem 2.By an application for searching real parameters predetermined by a given criteria To understand this it is first necessary to define the real parameters based on which values the potential problem will be detected. The issuing of intervention orders 11 �Revision and improvement of the HS cable net information system The procedure for issuing an intervention order is based on two principles: 1. Issuing of an order based on a problem report 2. Issuing of an order based on the application search results ( following a predetermined criteria) The issuing of an order based on a problem report Obviously this type of order issuing is based on user reports. The necessary information is gathered based on the user requests at the help desk. The issuing of an order based on the application search results With the increase of HS cable internet users, the previously mentioned way of order issuing becomes more and more insufficient for enabling a high quality service. The reasons are as following: 1. The technicians are spending too much time on single user problems since they are not informed in detail about its nature. 2. The quality of the done work is not measurable 3. Actions for problem prevention are hard to enable Because of these reasons it often came to great user dissatisfaction. Sometimes they had to wait up to 24h for problem/solving action. Since the number of users was growing rapidly from day to day, preventive actions had to be taken to keep a reasonable quality level of user satisfaction with the goal of keeping already existing users and also attracting potential users of the HS cable internet. This could be only done by improving the efficiency and speed of the technicians on site. The order issuing using the application is done by 4 steps: 12 �Revision and improvement of the HS cable net information system 1. The application is gathering and storing the signal values both from the cable modems and also from the CMTS. 2. The database is being searched for modems which values are depart the regular ones. 3. The assignment of the problematic signal to the corresponding user. 4. Order printing including a detailed problem description and instructions for problem solving actions on court. Before describing the application nature lets first take a look at the stages a modem has to pass for registering on the net, so the end user could access the internet. At the figure 3 the single steps are shown. [3] Figure 3. Registration stages [8] The cable modem first has to be sinchronized to the downstream freaquency of the CMTS,after which the CMTS is sharing information to the cable modem hronologicaly, from the first to the last upstream until the modem sinchronizes to the one that is covering that area. At the next step the cable modem is sending a DHCP request which is being 13 �Revision and improvement of the HS cable net information system delivered to the DHCP server. The server in return responds with an IP adress which will be used by the modem , and also with the IP adress of the TFTP server and the configuration file for the modem. After receiving the response of the DHCP server the cable modem is downloading the configuration file from the TFTP server.The last step is the verification,then the cable modem is ready for use. Database review Figure 4. Information about the user modem Like already mentioned the application is storing the values to the database, in this case a MySQL database is being used. The database is reloading every 12 hours with new information which automatically become available for browsing over the web interface. Figure 5.. Web interface for modem search 14 �Revision and improvement of the HS cable net information system In the following example the option for showing all the modems that have the SNR value below 27dB is chosen, the result is shown at the picutre below: Figure 6. List of modems given by a predetermined criteria From the gathered results we can clearly see that all the modems that have their SNR value below 27dB have working problems. We can also evalute this from the number of lost RF connections with the CMTS,number of errors during package transfers ( both,debugged and those that could not have been debugged). 15 �Revision and improvement of the HS cable net information system The information gathered from the cable modem need to be associated to the already existing billing application where the user information is stored. The association is being done through the cable modem MAC adress , which is automatically being stored at the billing application when the user registers [6]. Other information being also stored are shown below : Figure 7.User information How these information look like for some existing users is shown below : 16 �Revision and improvement of the HS cable net information system Figure 8.Various user information The information important for us are the user name, adress and phone number. Additional to these information , the signal value is being enrolled at the order that the technician takes over. The tracking of the technician's work is enabled by using the application for the real time information download from the modem . The application is developed in the C++programing language, using SNMP ( Simpe Network Management Protocol ) for information gathering from a cable modem in a given interval, in our case - every second. This application enables us keeping record about our technicians work on site, having also a clear picture of the results of his work. The aim of this measure is that the signal correction is being made without the intervention of the user.In some cases the user doesn't even notice some interventions. 17 �Revision and improvement of the HS cable net information system Figure 9 Real time modem monitoring [9] This way preventive actions are being taken even before it comes to the case that a signal problem occures which leads to modem work difficulties. The technician comes on site and takes the signal to an optimal level. That way great user satisfaction is achieved- the problem is prevented on time, there is no need for the user to call our help desk and to wait for actions to be taken 18 �Revision and improvement of the HS cable net information system Figure 10 Improved search information system segment Using the database as an information source for keeping records about the cable modem condition, it is possible to have a clear vision about the activities needed to be processed in order of improving the system work. In figure 10 we can see the visualized relationship and principe of work of the information system segments so the work principle could be understood. [7] The procedure of issuing the intervention orders Beside the detection and prevention segment of the improved HS cable net information system, the order record application is also a very important part of the new management system. This application is first of all extremely user friendly thanks to a clear and simple structure. The picture below shows the opening part of the application. 19 �Revision and improvement of the HS cable net information system Figure 11 Opening part of application First of all, the authorized person has to enter his/her username and password, in order of ensuring a reasonable security level. This level can be increased by importing more parameter requests like IP adress etc. The entry of a new intervention order requires a large set of information about the single user and the problem type ( example : adress,name and surname, phone number, problem description and other additional information that are relevant for the intervention on court. (picture 2). Also, it is important to specify the technician who obliges and issues the order. 20 �Revision and improvement of the HS cable net information system Figure 12 The entry of new orders The figures 11 and 12 in detail show the order issuing procedure, listing all obliged orders and also user information. In practice it came out as very usefull having an insight to these information, especially in situations when interventions are not being fullfiled ( no matter what reason). In that case we can exactly see who and when issued/obliged the order and why it has not been accomplished. 21 �Revision and improvement of the HS cable net information system Figure 13 Order printing The picture above shows the next step – the printing of issued orders. The day to day business procedure includes order issuing with the aim of enabling high quality sevice,on time, defined by the operator/user contract. Figure 14 Detailed list of entered intervention orders 22 �Revision and improvement of the HS cable net information system After accomplishing the intervention on court, the orders previously issued to the technicians in charge, are being returned. Once again we can see the benefits of such an organization inside the information system management (figures 15 , 16 ). Figure 15 Procedure of order return The order return clearly shows the present status of the issued intervention also including the technician statements. This all leads to a clear definition of reposnsibilities, either single or work teams in charge. 23 �Revision and improvement of the HS cable net information system Figure 16 Procedure of order return ( continued ) In case the intervention order status needs to be checked, this application enables searching tasks by various criteria (name and surname,adress etc.). The order status is checkable at any time from its issuing, showing all the changes and actions that have been made under some given circumstances ( figure 16 ). Since the order takeover and return dates are also evidented, this is also a criteria for measuring the efficiency of technicians on site. 24 �Revision and improvement of the HS cable net information system Figure 16b Order search by a given criteria In case information editing is neccessary at an already defined order prescription, the procedure is easily implemented. First of all the editing candidates are selected . After that the technician in charge is selected, keeping records of the authorized person who is editing the order. This is very important for having an insight to the changes being made by the responsible technician, so every step is justified at the later revision. The goal of these measures is to eliminated every form of irresponsibility and indolence at work, so our operator/user relationship could remain on a high level of satifsaction. 25 �Revision and improvement of the HS cable net information system Figure 17 Selecting the order we want to edit Figure 18 Procedure of editing the entered order / Technician change 26 �Revision and improvement of the HS cable net information system This application also enables the creation and insight to statistic parameter reports based on the number of issued intervention orders. There are many possibilities for defining the type and purpose of the report, creating weekly report based orders, where one can clearly see the list of issued orders made in the last 7 days. Figure 19 Searching the orders of the last week Also you have the opportunity to create a report based on a monthly level 27 �Revision and improvement of the HS cable net information system Figure 20 Search by months Another possible opportunity is to create an issued intervention order report based on the technicians in site,their number of orders and adresses taken or on the net segment for which the intervention is required . 28 �Revision and improvement of the HS cable net information system Figure 21 Current records of issued order interventions The weekly report can also be considered as an insight to the technicians efficiency on site . This way we create a clear picture about the engagement of the technicians and about eventually lacks when talking about work responsabilities. 29 �Revision and improvement of the HS cable net information system Figure 22 Order records of the last week The above mentioned report can also be created as a year report shown at the picture below: Figure 23 Report for a selected year [5] 30 �Revision and improvement of the HS cable net information system Figure 24 Order records for a given year ( per months ) Finally, it is important to present an exact description of the above mentioned information system segment. The picture below shows the cleary defined relationships and principles of work picture. For a complete understanding of the matter you also need to involve the steps in application use which author defined above. 31 �Revision and improvement of the HS cable net information system Figure 25 Scheme of information system segments After entering the information for the order issuing via the application, we store all the mentioned information into our database, which represents the main part of the enire system. Any changes and actions made then will be recorded , updating the database every time. The report creation in any form, as well as the given searches and changes require the access to the database with the aim of accessability , editing and filtrating of entered information. Results of implementing the application 32 �Revision and improvement of the HS cable net information system When talking about steps forward we made in sense of problem solving improvement and higher user satisfaction level, time has shown that the implementation of those new segments was a very good decision. From the statistics in figure 26 below we can see why : Figure 26 Order records indicated per months Figure 26 clearly shows that the number of issued order intervention is decreasing from month to month (except the period of April and May which is not relevant for our statistics because of bad wheatear circumstances ). For example in August a technician had 907 orders to accomplish, in September it was only 408. This is the most relevant indicator for the 33 �Revision and improvement of the HS cable net information system decrease of problems by using this application. In other words, the less the number of intervention orders , the better the service quality ( since there are falling problem tendencies). Another important fact is that the number of calls at our help desk decreased from about 480 (every 2 minutes a user was calling to report a problem ) to about 120 during the work time ( 8 hours). We obviously see that the HS cable internet crew made a step forward when talking about problem solving measures, which resulted in great user approvals and positive reactions. Conclusion 34 �Revision and improvement of the HS cable net information system The HS cable internet as one of the leading internet providers has a huge responsibility over its users. Therefore the HS technician team is working hard on meeting the user needs in every sense. Being aware of the fact that a high quality service is the only way to defend its leading position at the completion market, constant revisions and system make-over are a must in this business. Since the technologies are improving from day to day, the most important issue is to be up- to date with those changes and to recognize and take new opportunities of the technology universe. Although the originally implemented information system was based on a good work principle, it still could not avoid user dissatisfaction caused by various technical problems. The constantly growing number of HS cable net users was both the motivation for improving the information system and also an indicator for the growing problems caused by lacks in the infrastructure. After revising the information system, segments in which changes needed to be made were clearly defined. The implementation of a new problem detection and prevention software was the first step in ensuring an updated high quality service. Together with the order printing application this should become a powerful instrument for meeting user needs. User comments and also the empirical statistics showed that the HS cable internet surely made a huge step on its way of improvement in sense of operator / user relationship, organization and work discipline. This way a move from a reactive to a proactive way of troubleshooting was enabled. The final product of this is a satisfied user, which is off course the main concern. However, still there is a long way to go when talking about successful service providing. For the further work new goals have already been set. The future plans involve the acceleration of the problem detection and problem solving time frames by a constant implementing of new technologies. 35 �Revision and improvement of the HS cable net information system The ideas for the necessary actions to be taken are evaluated through the day to day work experience. These days the idea of an alarm system for preventing and recognizing problems is being evaluated, so user dissatisfaction caused by connection problems, which is the most common problem, can be avoided. This measure should alarm in cases when the cable modem signal quality is not on an appropriate level. The realization of this planned innovation would involve a preventive problem detection that the alarm application would forward to the technicians in charge via mail, sending them a detailed report about the problem and its nature. The implementation of this application is planned as soon as possible, with high expectations set. All in all the HS cable internet is giving great effort to meet their goals in order of ensuring a high quality service level, satisfying current user needs and also attracting new users in sense of expanding their business at the competition market. 36 �Revision and improvement of the HS cable net information system Reference list [1] Hranac, R., “More on CMTS SNR.” Communications Technology, Oct. 2003. [2] Interview with dipl.ing Sulejman Colo, IT manager,KaTv Hs, July,2009 [3] "More on Cable Modems Upstream Signal Levels." . http://www.cable360.net/ct/data/More-on-Cable-Modem-Upstream-SignalLevels_15089.html Available. [Accessed : June 19, 2009 ] [4] Downey, J. “Upstream FEC Errors and SNR as Ways to Ensure Data Quality and Throughput.” Cisco Systems (Document ID: 49780): www.cisco.com/en/US/tech/tk86/tk319/technologies_white_paper09186a0080231a71.html Available [Accessed : June 19 , 2009 ] [5] L. Storfer, ""Enhancing Cable Modem TCP Performance" ,Cable Broadband Communication group, Texas Instruments, July 2003 [6] "How Stuff Work." http://www.howstuffworks.com/cable-modem.htm/printable Available [Accessed : August 08, 2009] [7] Currivan, B., “Cable Modem Physical Layer Specification and Design.” In Cable Modems: Current Technologies and Applications, International Engineering Consortium, Chicago, 1999. [8] KaTv, "KaTv DataBase System." Available. [Accessed : August 27, 2009 ] 37 �Revision and improvement of the HS cable net information system [9] KaTv, "Real Time Monitoring Application." Available. [Accessed : August 29, 2009 ] Glossary CMTS / cable modem termination system or CMTS is equipment typically found in a cable company's headed, or at cable company hub site, and is used to provide high speed data services, such as cable internet or Voice over IP, to cable subscribers. SNR / Signal-to-noise ratio is an electrical engineering measurement, also used in other fields (such as scientific measurement or biological cell signaling), defined as the ratio of a signal power to the noise power corrupting the signal. RF / A coaxial RF connector is an electrical connector designed to work at radio frequencies in the multi-megahertz range. RF connectors are typically used with coaxial cables and are designed to maintain the shielding that the coaxial design offers HFC network / Hybrid fiber-coaxial is a telecommunications industry term for a broadband network which combines optical fiber and coaxial cable. SNMP/ Simple Network Management Protocol is used in network management systems to monitor network-attached devices for conditions that warrant administrative attention PHP / Hypertext Preprocessor, is a widely used, general-purpose scripting language that was originally designed for web development, to produce dynamic web pages. 38 �Revision and improvement of the HS cable net information system 39 � 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. 744 Title A name given to the resource REVISION AND IMPROVEMENT OF THE HS CABLE NET INFORMATION SYSTEM Author Author Sabotic, Armin Abstract A summary of the resource. Through the cable internet speed levels incerased and prices decreased which led to great user satisfaction, however, still there are certain issues needed to be revealed in order to achieve a greater level of service quality and also to meet the consumer needs. The purpose of this project is to evaluate problem-solving solutions for the information system of the HS cable internet. After a brief analysis of the cable internet history and IS structure the project focuses on lacks and problems detected during the analysis, implementing new software applications with the aim of detecting and preventing problems the HS cable internet deals with. Beside problem detection and prevention another task was to accelerate the problem-solving process by implementing another application, related to the problem detection software, which will print intervention prescriptions on site fulfilled by the workers in charge. Implementing these ideas will also lead to a better operator-user relationship, since problems will be detected, prevented and solved in a quicker time frame. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05-12 Keywords Keywords. Thesis NonPeerReviewed H Social Sciences (General) 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. 1078 Title A name given to the resource TEAMWORK -Activities for Communication in English- Author Author AKBAROV, AZAMAT Abstract A summary of the resource. The intent in putting this book together was to provide students with models of language, and ample opportunities to use them meaning fully, purposively, and creatively for self-expression, and thereby to gain practical experience, communicative skills, and confidence in using English. The emphasis is on performance of language through developing ability to "think in English". The requirement is that students actively engage and participate in using language for communication and thereby develop their skills through interaction in English. While emphasis is on fluency development, accuracy practice is also provided through the language modeled and subsequent exercises to help students enhance their communicative competence in using English. Publisher An entity responsible for making the resource available IBU Publications Date A point or period of time associated with an event in the lifecycle of the resource 2011-05-01 Keywords Keywords. Book PeerReviewed P Philology. Linguistics,PA Classical philology,PE English,PR English literature https://omeka.ibu.edu.ba/files/original/48a213ecc394e2da3619bd12734f37ff.pdf cd0570de136511423bdc4343c9030bbb PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo OYUN VE BULMACA ETKĠNLĠKLERĠYLE YABANCILARA TÜRKÇE KELĠME ÖĞRETĠM YÖNTEMĠ Ahmet Gürdal International Burch University, Eğitim Fakùltesi, Tùrk Dili ve Edebiyatı Öğretmenliği Bôlùmù, Saraybosna, Bosna-Hersek ahmedim64@gmail.com Mustafa Arslan International Burch University, Eğitim Fakùltesi, Tùrk Dili ve Edebiyatı Öğretmenliği Bôlùmù, Saraybosna, Bosna-Hersek marslan@ibu.edu.ba Özet: Makalenin amacı oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemlerini açıklamaktır. Yabancı dillerin kelime ôğretiminde ôğrenci motivasyonun sağlanması için oyun ve benzeri etkinliklere sıkça yer verilmektedir. Yabancıların hızlı ve kalıcı bir Ģekilde Tùrkçe kelimeleri ôğrenmelerini sağlamak amacıyla ilgili çalıĢmalar incelenmiĢ, oyun ve bulmaca yôntemi ùzerine dikkatler çekilmiĢtir. Yabancılara Tùrkçe ôğretenler ôzellikle kelime ôğretiminde bu çalıĢmada açıklanan etkinlikleri test ederek konuyla ilgili tecrùbelerini geliĢtirebilirler. Anahtar Kelimeler: Bulmaca ve Oyun Yôntemi, Kelime Öğretimi, Yabancılara Tùrkçe Öğretimi GiriĢ Kelime ôğretimi, yabancı dil ôğretiminin ônemli unsurlarından biridir. Yabancı dil ôğretiminde kelime ôğretim teknikleri ùzerine birçok çalıĢma yapılmıĢtır. Bu çalıĢmaların en ônemli amacı, ‗ikinci dil edinenlere en hızlı ve kalıcı bir Ģekilde kelimeler nasıl ôğretilebilir?‘ sorusuna yanıt bulmaktır. Bireyin kendini ifade edip iletiĢim kurabilmesi için yeterli kelime dağarcığına sahip olması gerekmektedir (Özbay ve Melanlıoğlu, 2008). Yabancı dil ôğrenenler, ne kadar çok kelime bilirlerse, o kadar ôğrendikleri dilde iletiĢime geçebilirler. Kelimelerin yabancı dil ôğrenenlere farklı yôntemlerle ôğretilip, kelimeleri kavramaları sağlanmalıdır. Dil ôğretiminde oyunlar ve bulmacalar derse ve iletiĢime çeĢitlilik katarken dersi daha ilginç ve eğlenceli hale getirir (Kaya ve Yapıcı, 2007). Bu tùr aktiviteler farklı zekâ tùrlerine sahip kiĢilerin derse olan ilgisini artırdığı gibi kalıcı ôğrenmeyi de sağlamaktadır. Bu çalıĢmada oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemleri ùzerinde durulmuĢ, ilgili kaynaklar incelenerek bu bağlamda konu açıklanmaya çalıĢılmıĢtır. 1. Oyunla Kelime Öğretimi ―Sôzcùklerin ôğretilmesi için uzun bir sùreç gerekir. Ġlk duyulduğunda kısa sùreli belleğe alınan sôzcùkler, uzun sùreli belleğe aktarılmazlarsa çabuk unutulurlar‖ (Çetinkaya, 2005). Öğretilmesi hedeflenen kelimeler ne kadar farklı etkinliklerle ôğrencilere kavratılırsa ôğrenme de o kadar kalıcı olacaktır. Yabancı dil ôğretiminde oyunlarla her yaĢ grubundaki bireylere kelime ôğretilebilir ancak farklı yaĢ grupları için farklı yôntemler kullanılmalıdır. Genel olarak bu oyunlar telaffuz ve sôzcùk bilgisini daha iyi pekiĢtirmek için sınıf içinde uygulanan etkinliklerdir (Demirel, 2008). Uzun bir sùrede ôğretilebilecek bir kelimeyi oyunla daha kısa bir zamanda ve meraklandırarak ôğretmek mùmkùndùr. Oyun etkinlikleriyle yabancı dil ôğrenenler kelimeleri farkında olmadan edinirler. 36 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1 Yabancılara Türkçe Kelime Öğretiminde Kullanılan Oyunlar Yabancılara Tùrkçe kelime ôğretiminde oyunlar etkin olarak kullanılmalıdır. Kelimelerin daha hızlı ôğretilmesi ve kalıcı belleğe aktarılması amacıyla sınıf içinde uygulanabilecek oyun tùrleri Ģunlardır: 1.1.1 Adam Asmaca Bu kelime oyunu grup halinde oynanabildiği gibi iki ôğrenci arasında da oynanabilmektedir. Grup halinde oynanması durumunda ôğretmen sınıftaki ôğrenci sayısına gôre sınıfı gruplara bôlmelidir. Adam asmaca oyunu için bulunması hedeflenen kelimenin harfleri adedince tahtaya kutucuklar çizilmelidir. Kutucukların içine ônceden bazı ipucu harfler yazılmalıdır. Öğrenciler kutucukta yazılan kelimeyi bulmak için sırasıyla harf sôylemelidirler. YanlıĢ sôyledikleri her harf için asılacak adamın bir parçası çizilir (Bk. Resim 1.1). Öğrenciler çôp adamı astırmadan doğru kelimeleri sôyleyerek hedef kelimeyi tahmin etmelidirler. Bu oyun ôğrencilerin Tùrkçedeki sesleri ve sembolleri daha iyi tanımalarını ve kelime bilgilerini geliĢtirmelerini sağlar (Dumanlı, 2007). Örnek: K T K Resim 1.1 Adam asmaca oyununun çizgi hâli. 1.1.2 Bilen Oturur Bu oyun eĢanlamlı ve zıt anlamlı kelimelerin kavratılmasında etkin olarak kullanılmalıdır. Öğretmen, eĢ anlamlı veya zıt anlamlı kelimeleri tahtaya yazmalıdır. Sınıftaki bùtùn ôğrencileri ayağa kaldırmalı ve tahtadaki eĢ anlamlı veya zıt anlamlı kelimelerin zıddını veya eĢanlamlısını sırayla ôğrencilere sormalıdır. Doğru yanıtı veren ayaktaki ôğrenci yerine oturur. Tahtadaki bùtùn kelimelerin eĢ ve zıt anlamlıları bulunana kadar etkinlik devam eder (TaĢdemir, vd. 2003a). Örnek: EĢanlamlılar Siyah Beyaz Bùyùk Anı Çabuk Zıt Anlamlılar Sıcak Uzun Kùçùk Sert YanlıĢ 1.1.3 Son Harften Kelime Türetme Son Harften Yeni Kelime Türetme Oyunu için iki ôğrenci tahtaya kaldırılmalıdır. Ġlk ôğrencinin sôyleyeceği kelimenin son harfiyle ikinci ôğrenci ônceden belirlenen bir sùre içinde yeni bir kelime tùretmeye çalıĢmalıdır. Aynı kelime iki defa sôylenmemelidir. Her yeni kelime için ikinci ôğrencinin hanesine puan yazılır. Bu uygulama ile ôğrenciler kelimelerin sôyleniĢlerini tekrar ederek pekiĢtirirler. Örnek: Ali Kalem Ayak ġehir Az Nilüfer Masa KardeĢ Rùya Zil 37 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1.4 Kelime Türetme Oyunun amacı karıĢık olarak verilen harflerden en uzun kelimeyi tùretmektir. Öğretmen tahtaya karıĢık olarak harfler yazılmalı ve sınıfı iki gruba ayırmalıdır. Belirlenen sùrede verilen harflerden en uzun ve doğru kelimeyi tùreten grup tùretilen kelimedeki harf adetince puan kazanır. Gruplar en uzun kelimeyi bulmak için isterlerse bir joker harf de kullanabilirler. Öğrencilerin bu etkinlikle Tùrkçe sesleri, yazılıĢlarını ve kelimeleri daha iyi tanımaları sağlanmıĢ olur (Yalın, 2005). Örnek: K-A-M-S-T-R-C-E ?(Joker) A grubu B grubu H -A-S-R-E-T R-E-S-Ġ-M H harfi joker Ġ harfi joker 1.1.5 EĢini Bul EĢini bul oyunu için iki takım resimli ve isimlerin yazılmıĢ olduğu kùçùk kartlardan faydalanılmalıdır (Bk. Resim 1.2). Bu resimler karıĢtırılarak iki ôğrenciye eĢit olarak paylaĢtırılmalıdır. Oyuna baĢlayan ôğrencinin ortaya koyduğu kart diğer ôğrencide varsa yerdeki kartı alır. En çok kart toplayan ôğrenci baĢarılı olur. Gôrsel içerikli kartlar yardımıyla ôğrencilerin dikkatleri kelimelere çekilir ve bu kelimeler pekiĢtirilir (MEGEP, 2007a). Resim 1.2 EĢini bul oyununun resimli kartları. 1.1.6 Meslek Bulma Öğretmen daha ônce ôğretmiĢ olduğu meslek isimlerinin yazılı olduğu kâğıtları ôğrencilere dağıtmalıdır. Öğrenciler bu kâğıtları ellerinde tutmalıdırlar. Öğretmen, ôğrencilere dağıttığı kâğıtlardaki meslekleri iki ôğrenciye buldurmak için ipucu cùmleler sôylemelidir. Öğretmenin verdiği ipucu cùmlelerle dağıtılan kâğıttaki kelimeyi bulan ôğrenci diğer mesleği de bulma hakkını elde eder. En çok mesleği bulan ôğrenci etkinliği baĢarmıĢ sayılır. Öğrencilerin iĢittiklerini anlama ve muhakeme becerilerini geliĢtirmek bakımından bu etkinliklere sıkça yer verilmelidir (Gùrbùz, 2004). Örnek: Doktor Hastanede çalıĢır. Hastaları tedavi eder. Beyaz ônlùk giyer. 38 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Türkçe Öğretmeni Okulda çalıĢır. Ders anlatır. Tùrkçe ôğretir. 1.1.7 Hadi Anlat Bakalım Öğrencilerin konuĢma becerisini geliĢtirmek için ôğretmen bu etkinliği zaman zaman uygulamalıdır. Öğretmen, sınıfı A ve B olmak ùzere iki gruba bôlmelidir. Gruptan bazı ôğrenciler sôzcù olarak belirlenmelidir. Öğretmen, anlatılacak kelimeyi sessizce sôzcùnùn kulağına sôylemeli ve sôzcùğù anlatması için bir dakika sùre vermelidir. Verilen sùrede sôzcù mimikleriyle ve beden dili yardımıyla kelimeyi anlatmaya çalıĢmalıdır. Verilen sùrede ilk grup kelimeyi bilemezse ikinci gruba sôz hakkı verilir. En çok puanı alan grup ôğretmen tarafından değiĢik Ģekillerde ôdùllendirilebilir (Demir, 2009). 1.1.8 Nazlı‘nın Kedisi Nazlı‘nın Kedisi Oyunu‘nda ôğretmen ôncelikle ôrnek bir cùmle yazmalı ve Nazlı‘nın kedisine ait bir ôzelliği vurgulamalıdır. Sôylediği ôzelliğin baĢ harfiyle baĢlayan yeni ôzellikler ôğrenciler tarafından sôylenmelidir. En çok yeni ôzelliği bulan ôğrenci etkinliği baĢarıyla tamamlar. Oyun gruplar hâlinde de uygulanabilir. Sıfatların kavratılması açısından bu etkinlik ôğrencilerin ilgisini çekecektir (Ġzgôren, 1999a). Örnek: Öğretmen: Nazlı‘nın kedisi çok zekidir. Öğrenci: Nazlı‘nın kedisi çok zariftir. Öğrenci: Nazlı‘nın kedisi çok zayıftır. 1.1.9 BaĢ Harfleri BirleĢtir Öğretmen, bir kelime sôylemeli ve ôğrenciler bu kelimenin harflerini kullanarak yeni sôzcùkler tùretmelidir. Bu kelimeleri kullanarak tùretilen yeni kelimeler yukarıdan aĢağıya sıralandığında baĢ harfleri ôğretmenin verdiği ilk kelimenin harf sırasına uygun olmalıdır. Bu etkinlik daha çok gruplar oluĢturularak yapılmalıdır. Öğrenciler bu aktivitelerle karĢılıklı olarak yeni kelimeleri ve telaffuzlarını ôğrenerek kelime haznelerini geliĢtirirler (Ġzgôren, 1999b). Örnek: PENCERE Pazar Ev Nar Ceviz Erik Resim El 1.1.10 Kelimelerle Beyin Fırtınası Öğrencilere verilen bir kelimeyi çağrıĢtıran yakın kelimeleri sôylemeleri esasına dayanan bir etkinliktir. Verilen kelimeyi anımsatan en çok sôzcùğù sôyleyen ôğrenci bu etkinliği baĢarıyla tamamlamıĢ olur (Bk. Resim 1.3). Bir bağlam çerçevesinde ôğrencilerin kelime bilgileri geliĢtirilir (TaĢdemir, vd. 2003b). 39 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Resim 1.3 Beyin fırtınası oyunuyla ilgili Ģekil. 1.1.11 Nesi Var? Sınıftan ôğretmenin belirlediği bir ôğrenci sınıf dıĢına çıkarılmalıdır. Sınıftaki bùtùn ôğrenciler bir kelime ùzerinde anlaĢmalı sonra dıĢarı gônderilen ôğrenci sınıfa davet edilmelidir. Seçilen ôğrenci, sınıf tarafından belirlenen kelimeyi bulmak için ‗Nesi var?‘ Ģeklinde sınıfa sorular yôneltmelidir. Seçilen ôğrenci gizlenen kelimeyi soru-cevap yôntemiyle tahmin etmeye çalıĢmalıdır. Bu etkinlikte soru–cevap metodunun kullanılmasıyla ôğrencilerin konuĢma ve kelimeleri kullanma becerileri geliĢtirilir (MEGEP, 2007b). Örnek: Sınıftaki ôğrenciler, kapı kelimesi ùzerinde anlaĢmıĢlardır. Seçilen ôğrenci sınıftaki ôğrencilere ‗Nesi var?‘ Ģeklinde sorular yôneltir. Öğrenciler: — Kolu var. — Nesi var? — Açılıp kapanır. — Nesi var? — Anahtarı var. 1.1.12 Kulaktan Kulağa Öğretmen, sıradaki ôğrencinin kulağına bir kelime fısıldamalı ve kelimeyi duyan ôğrenci hızla yanındaki diğer ôğrencinin kulağına hedef kelimeyi doğru olarak telaffuz etmelidir. Öğretmen, en son ôğrenciye gelindiğinde kulaktan kulağa sôylenen kelimenin doğruluğunu kontrol eder. Bu etkinlikle ôğrencilerin dinleme ve telaffuz becerileri geliĢtirilir (MEB Özel Tevfik Fikret Okulları, 2010). 1.1.13 Zıddını Söyle Sınıftaki A grubuna ônceden belirlenen sıfatlar yazılarak dağıtılmalıdır. Sınıftaki B grubuna ise A grubuna dağıtılan sıfatların tam zıtları yazılarak dağıtılmalıdır. Öğretmen A grubundaki bir ôğrenciye sôz vererek elindeki sıfatlardan birini sôylemesini ister. A grubundaki ôğrencinin sôylemiĢ olduğu kelimenin tam zıddı olan B grubundaki ôğrenci el kaldırarak kendini belli eder. Yeni sıfatı sôyleme hakkı B grubundaki ôğrenciye geçmiĢ olur. Bu tùr etkinlikler ôğrencilerin telaffuzlarını geliĢtirir ve dildeki gramer yapılarını tanımalarını sağlar (Altun, 2010). Örnek: A Grubu Acele YavaĢ Acı Ön B Grubu Cahil Korkak Dolu Batı 40 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1.14 Evet-Hayır Öğretmen, ôğrencilerin ônceden ôğrendikleri kelimelerden yazarak bir kutuya koymalı ve seçtiği ôğrenciden bu sôzcùklerden birini çekmesini istemelidir. Öğrencinin çektiği kelimeyi sınıftaki diğer ôğrenciler, sorular yardımıyla tahmin etmeye çalıĢmalıdırlar. Seçilen ôğrenci Evet veya Hayır Ģeklinde cevaplar verir. Doğru kelimeyi bulan ôğrenci kutudan yeni sôzcùk çekme hakkını kazanır. Bu etkinlikle ôğrencilerin soru-cevap metoduyla Tùrkçe konuĢma becerileri geliĢtirilmiĢ olur (TaĢdemir, vd. 2003c). Örnek: Tahtaya kalkan ôğrenci elma kelimesini masadaki kutudan çekmiĢ olsun. — Bu kitap mı? — Hayır. — Bu muz mu? — Hayır. — Bu gôz mù? — Hayır. — Bu elma mı? — Evet. 1.1.15 Bingo Yeni ôğretilecek veya tekrar edilmek istenen 15-20 kelime ôğretmen tarafından tahtaya yazılmalıdır. Öğretmen, ôğrencilerden tahtada yazılı olan kelimelerden beĢ tanesini seçip defterlerine yazmasını istemelidir (Bk. Resim 1.4). Öğretmen, tahtadaki kelimelerden rastgele birini sôyler ve ôğretmenin sôylediği kelime, defterinde yazılı olan ôğrenci Bingo Ģeklinde seslenir ve defterindeki o kelimenin ùstùnù çizer. Defterindeki bùtùn kelimeleri bingo yapan ôğrenci etkinliği birincilikle tamamlamıĢ olur. Bingo oyunu ôğrencilerin telaffuzlarını geliĢtirir, dil ôğretiminin renklenmesi ve ôğrencilerin motive olması bakımından ônemli bir etkinliktir (MEB Talim ve Terbiye Kurulu BaĢkanlığı, 2006). Resim 1.4 Bingo oyununda tahtaya yazılan kelimeleri gôsteren Ģekil. Öğrencinin defterine yazdığı kelimeler: Patlıcan Elma Portakal Salatalık ViĢne 1.1.16 Tombala Tombala oyunu ôğrencinin gôrsel ve iĢitsel belleğini geliĢtirici bir etkinliktir. Öğretmen birçok sôzcùğùn resminden oluĢan bir kart oluĢturmalıdır (Bk. Resim 1.5). Bu kartı çoğaltarak bùtùn sınıfa dağıtmalıdır. Bu kartta bulunan resimlerin kelimelerini kùçùk kâğıtlara yazarak bir kutu veya torbaya koymalıdır. Öğretmenin kutu veya torbadan rastgele çektiği kelimenin resmi bulunan ôğrenciler, o resmin ùzerini kùçùk bir kâğıtla kapatmalıdırlar. Bu Ģekilde karttaki bùtùn resimleri ilk kapatan ôğrenci birinci olur (KKTC Milli Eğitim ve Kùltùr Bakanlığı Talim ve Terbiye Dairesi Mùdùrlùğù, 2009). 41 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Resim 1.5 Tombala oyununun kartı. 1.1.17 Ġsimlere Sıfat Bulma Öğrencilerin Tùrkçedeki sôz varlığını tanımaları bakımından bu etkinlik ônemlidir. Sınıf dôrt gruba ayrılmalı ve grupların baĢına bir baĢkan seçilmelidir. BaĢkan grupta oyunun yôneticisi olarak bir isim sôylemeli ve arkadaĢlarından bu isme sıfat bulmalarını istemelidir. Sırası gelen ôğrenci doğru sôylenen isme doğru bir sıfat sôylerse ônceden belirlenen puanı kazanır. Grupta en çok puanı alan ôğrenci, o grubun birincisi olur (Ġzgôren, 1999c). Örnek: Ayakkabı- eski, yeni, gùzel, kirli Hava- soğuk, sıcak, kapalı, açık Elbise- temiz, renkli, siyah, eski 1.1.18 Alfabe Çorbası Sınıf dôrt gruba bôlùnmeli ve her grubun bir sôzcùsù seçilmelidir. Öğretmen bir harf sôylemeli ve 20 saniye sùre tutarak bu zaman içinde sôylenen harfle baĢlayan kelimeler tùretilmesini istemelidir. En çok kelimeyi tùreten grup, tùrettiği kelime adetince belirlenen puanı kazanır. Bu etkinlikle ôğrenciler Tùrkçedeki sesleri ve kelimeleri daha iyi tanırlar. Örnek: K Kalem Kedi Kurt Kulak Kibrit 1.1.19 Bak ve Yaz Bu etkinlik ôğrencilerin doğru yazma becerilerini geliĢtirir. Öğretmen, ôğrencilerden projeksiyon vasıtasıyla yansıtılan resimlerin isimlerini defterlerine yazmasını istemelidir. Gôsterilen resimdeki kelimelerin isimlerini doğru yazan ôğrenciler ôğretmen tarafından ôdùllendirerek motive edilirler. 2. Bulmacayla Kelime Öğretimi Bulmacayla kelime ôğretim yôntemi ôğrencilerin ilgilerini ôğrenilen dildeki kelimeler ùzerine yoğunlaĢtıran bir yôntemdir. Dolayısıyla bulmaca yôntemi ôğrencilerin eğlenerek yeni kelimeler ôğrenmelerini ve ôğrenilenleri tekrar etmelerini sağlar. Bu metotla yabancı dil olarak Tùrkçe ôğrenenlerin daha çok dikkatleri derse çekilmiĢ olur. Bulmacayla kelime ôğretim yôntemiyle kelimelerin zihinde kalıcılığı artırılır. Bulmacayla yabancılara kelime ôğretiminde kullanılabilecek aktiviteler Ģu Ģekilde gruplandırılmıĢtır: 42 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.1. Kare Bulmaca Kare bulmaca yôntemi yabancı dillerin kelime ôğretiminde en çok kullanılan etkinliktir. Yabancılara Tùrkçe kelime ôğretiminde kullanılmak ùzere ôğrencilerin seviyelerine uygun olarak kare bulmacalar hazırlanmalıdır. Genel olarak kare bulmacalar sağdan sola veya yukarıdan aĢağıya Ģeklindedir (Bk. Resim 2.1). Kare bulmacayı çôzmeye istenilen yerden veya istenilen sorudan baĢlanabilir. Kare bulmacayla kelime ôğretim yônteminde bazı sùtunlarda iki soru vardır. Birinci soru a ikinci soru b olarak belirtilmiĢtir. Kare bulmaca temel seviye Tùrkçe ôğrenen ôğrenciler için daha basit ve anlayabilecekleri seviyede olmalıdır. Öğrencileri sùrùkleyebilmek için birinci sorular ôğrencinin bildiği basit kelimelerden seçilmelidir. Kare bulmacanın ilk ôrneğini ôğretmen ôğrencilerle sınıfta birlikte çôzmelidir. Evde veya boĢ zamanlarında çôzmeleri için ôğrencilere hazır kare bulmacalar verilmelidir. Kare bulmaca yôntemi ôğrencilerin ôğrendikleri kelimeleri tekrarlamalarını ve yeni kelimeler ôğrenmelerini sağlar (Karatay, 2007). Resim 2.1 Kare bulmacanın resmi. Soldan sağa 1. Bir yapıya girmeyi sağlayan veya odaları birleĢtiren ince uzun geçit. 2. a. Binme, yùk çekme ve taĢıma gibi hizmetlerde kullanılan tek tırnaklı bir hayvan. b. Bir soru 3. Yakın kelimesinin zıttı. 4. a. KiĢiler veya nesneler arasında bağlantı sağlayan Ģey, vasıta. b. Bir nota. 5. Bir ağaç 6. a. BaĢımızı kaplayan kıllara ne ad verilir? b. Çok kelimesinin 7. Beyaz kelimesinin sıfatı. tùrù. zıttı. eĢanlamlısı. Yukarıdan aĢağıya 1. .....lem yazı yazmak için kullandığımız aracın ilk iki harfi. 2. Evin bir bôlùmù ................... odası. 3. ........m bir malın fiyatını artırmaya ne ad verilir. Ġlk iki harfini boĢluklara yazınız. 4. Hastalanınca doktor reçeteye ne yazar? 5. Çakmak fiilinin emir halini yazınız. 6. a. Bir sayı. b. Tùrk halk mùziğinde kullanılan, gôvdesi ağaçtan oyularak yapılmıĢ, telli, uzun saplı çalgı, bağlama. 7. Varlıkların, doğadaki gôrùnùĢlerinin kalem, fırça gibi araçlarla kâğıt, bez vb. ùzerinde yapılan biçimlere ne ad verilir? 2.2. Sarmal Bulmaca Sarmal bulmacada hedef kelimelerin kimi harfleri bulmacanın içerisine yerleĢtirilmelidir. Öğrenciler bu harflerden hareket ederek ilgili kelimeyi bulmaya çalıĢmalıdırlar. Bulmacada numaralandırılan boĢluklara gelecek kelimelerin ipuçları verilmelidir (Bk. Resim 2.2). Öğretmenin birinci ipucunu okuyarak ilk ôrnek uygulamayı kendisi yapmalıdır. Öğrencilere evde kendilerinin dolduracakları hazır sarmal bulmacalardan 43 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo verilmelidir. Bu tùr alıĢtırmalarla ôğrencilerin okuduklarını anlama ve okuduklarından sonuca varma becerileri geliĢtirilir (GùmùĢ, 2010). Örnek: Ġpuçları: 1. Elbise diker. 2. Meyve ve sebze satar. 3. Ekmek yapar ve satar. 4. Ders anlatır. 5. Ev kadını. 6. Hastaları tedavi eder. 7. Uçak ve helikopter kullanır. 8. Araba sùrer. Resim 2.2 Sarmal bulmacanın resmi. 2.3. Kelime Avı Kelime avında ôğretilmesi hedeflenen kelimeler ônceden tespit edilmelidir. Öğrenciler, karıĢık harf tablosundan soldan sağa, sağdan sola, yukarıdan aĢağıya ve aĢağıdan yukarıya çizerek ilgili kelimeleri bulmaya çalıĢırlar (Bk. Resim 2.3). Kelime avı etkinliği ilk olarak ôğretmen kontrolùnde sınıfta uygulanmalıdır. Öğrenci çalıĢma kitabında bulunan benzer ôrnek, ôğrenciler tarafından çôzùlmelidir. Bu aktiviteyle ôğrencilerin kelimeleri daha iyi tanımaları sağlanır ve okuma-yazma becerileri geliĢtirilir (ġengùl ve Akçin, 2010). Resim 2.3 Kelime avıyla ilgili bulmaca resmi (Öztùrk, vd. 2010). 44 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.4. Sözcük YerleĢtirme Sôzcùk yerleĢtirme etkinliğinde iki sôzcùk bulmacanın içine yerleĢtirilmelidir. Bu sôzcùklerden hareket ederek ônceden belirlenen diğer sôzcùklerin doğru bir Ģekilde boĢ karelere yerleĢtirilmesi sağlanır (Bk. Resim 2.4). Öğretmen ilk uygulamayı kendisi yapmalıdır. Amaç kelimelerin doğru yerleĢtirilerek ôğrenci dikkatinin kelime ùzerine çekilmesidir. Bu alıĢtırmayla ôğrencilerin harf-kelime analizi yapmaları ve kelimeleri daha iyi tanımaları sağlanır (YıldızbaĢ ve Parlakyıldız, 2004). Resim 2.4 Sôzlùk yerleĢtirme bulmacasının resmi (Tural, 2010). 2.5. Nesne Bulmaca Nesne bulmaca sadece bilgisayar ortamında uygulanabilen bir etkinliktir. Amaç bilgisayar ekranının sağ tarafında verilen kelimeleri ekranın sol tarafındaki sınıfta bulunan eĢyalarla doğru olarak eĢleĢtirmektir (Bk. Resim 2.5). Doğru tıklanan nesne için ôğrenci belli bir puan kazanır veya yanlıĢ tıklamada puan kaybeder. Tekrar oyna butonuna tıklandığında ekranın sağ tarafında farklı kelimeler yer alır. Projeksiyon yardımıyla grup etkinlikleri de yapılabilir. Öğrenciler, gôrdùkleri somut nesneleri daha çabuk kavrarlar (MEB Tebliğler Dergisi, 2000). Resim 2.5 Nesne bulmacadan bir gôrùntù (Öztùrk, vd. 2007). 45 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.6. Resimli Bulmaca Rakamla belirtilen eĢya veya nesnelerin adının kutucuklara doğru yazılmasıyla gerçekleĢtirilen bir etkinliktir (Bk. Resim 2.6). Bu aktivite ôğrencilerin kendi kendilerine kolaylıkla uygulayabilecekleri bir yôntemdir. Resimli bulmacalarda gôrsel duyular harekete geçirilir ve ôğrencilerin ôğrenilen kelimeleri kolay anımsamaları sağlanır. Ayrıca bu aktiviteyle ôğrencilerin yazma becerileri geliĢtirilir (DemirbaĢ, vd. 2010). Resim 2.6 Resimli bulmacaya ait bir uygulama. 2.7. Piramit Bulmaca Piramit bulmacadaki amaç ortasında O harfi olan kelimeleri yazmaktır (Bk. Resim 2.7). Öğretmen farklı harflerin kullanıldığı ôrnek piramit bulmacalar hazırlamalıdır. Öğretmen, hazır piramit bulmacalarından birini bùtùn ôğrencilere dağıtmalı ve bulmacayı çôzdùrmelidir. Piramit bulmaca yôntemi, sınıfta gruplar oluĢturularak da uygulanabilir. Piramit bulmaca, ôğrencilerin kelime hazinelerini yoklamak ve yeni kelimeler ôğrenmelerini sağlamak bakımından ônemlidir. Resim 2.7 Piramit bulmacaya ait bir uygulama. 2.8. Resimli Kare Bulmaca Resimli kare bulmaca bilgisayar ortamında uygulanabilen bir aktivitedir. Resimli kare bulmaca farklı konular ùzerinde hazırlanabilir. Bulmacada soldan sağa ve yukarıdan aĢağıya olmak ùzere sorular bulunmaktadır. Bulmacayı çôzebilmek için kutudaki sayıların ùzerine tıklanmalıdır. Örneğin, bir yazan sayıya tıklandığında iki resim ekrana gelir. Birinci resim soldan sağa yazılacak alanla ilgilidir. Resimdeki nesnenin adı boĢluğa yazılmalı ve tamam butonu tıklanmalıdır. Ġkinci resimde bulunan nesnenin adı ise hemen yanındaki boĢluğa yazılıp tamam butonu tıklanmalıdır (Bk. Resim 2.8). Bulmacayı çôzen kelimeyi hatırlayamazsa ipucu butonuna tıklandığında ilk harf ipucu olarak verilir. Etkinlik tamamlandıktan sonra Kontrol et butonuna tıklandığında doğru ve yanlıĢlar gôsterilir. YanlıĢ cevapların tekrar yapılması gerektiği uyarısı ekrana yansır. 46 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teknolojik eğitim araçlarıyla gerçekleĢtirilen aktiviteler ôğrencilerin ilgilerini konuya çekmektedir. Bu bakımdan resimli kare bulmaca yôntemiyle ôğrencilere Tùrkçe kelimeler ôğretmek onların kelimeleri isteyerek ôğrenmelerini sağlayacaktır. Resim 2.8 Resimli kare bulmacaya ait bir gôrùntù. 2.9. Bu Nedir? Bu alıĢtırmada son harfi verilen varlıkların, eĢyaların ve kavramların ipuçlarıyla bulunması amaçlanır. Öğrenciler numaralandırılmıĢ beyaz kutuları doldurmak için ônce verilen ipuçlarını okumalıdırlar. Verilen ipucu yardımıyla son harfi K olan varlığın, eĢyanın veya kavramın ismini boĢluklara yazmalıdırlar (Bk. Resim 2.9). Bu etkinlik sınıfta gruplar oluĢturularak da uygulanabilir. Öğrencilerin bu alıĢtırmalarla kelimeleri doğru yazma ve okuduklarını anlama becerileri geliĢtirilir. Resim 2.9 ‗Bu nedir?‘ bulmacasına ait bir uygulama. Ġpuçları: 1. Sùtùnù içtiğimiz hayvan. 2. K harfi ile baĢlayan bir sebze. 3. Acıkınca yapılan Ģey. 4. Kesmeye yarayan alet. 5. Yemek yerken kullanılır. 6. Yemek yemek için kullanılan kap. 7. Yemek yapmak için kullanılır. 8. Su içmekte kullanılır. 9. Temel gıda maddesi. Undan yapılır. 47 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 10. Yemekten sonra geriye kalan kirli Ģeyler. 11. Ağaçların solunum yapan yeĢil gôrùnùmlù kısmı. 12. Uyuma veya dinlenmek amacıyla ùzerine yatılan eĢya. 2.10. Hatırlatmaca Belirlenen kelimelerle baĢka kelimeleri çağrıĢtırmayı hedefleyen bir aktivitedir. NumaralandırılmıĢ kelime gruplarının anımsattığı yeni sôzcùk bulmacadaki ilgili boĢluğa yazılmalıdır (Bk. Resim 2.10). Öğrencilere alıĢtırmanın nasıl uygulandığı ayrıntılı olarak açıklanmalıdır. Hazırlanan ôrnek bulmaca sınıfta ôğrencilerle birlikte çôzùlmelidir. Öğrenciler bu aktivite ile kelimeleri bir bağlam içerisinde ôğrenirler. Resim 2.10 Hatırlatmaca bulmacaya ait bir uygulama. Sonuç Yabancı dil ôğretiminde sınıf içi ôğrenmenin monotonluktan kurtarılmasında sınıf içi oyunlar ve bulmaca etkinlikleri ôğrenmeyi olumlu olarak etkilemekte ve bilinenleri uygulama imkânı sunmaktadır (Demirel, 1978). Oyun ve bulmacayla kelime ôğretim yôntemi, ôğrencilerin derse olan ilgilerini artırmakta ve ôğrencilerin yaparak, yaĢayarak ôğrenmelerini sağlamaktadır. Yabancılara Tùrkçe kelime ôğretimi ùzerinde çalıĢan eğitimciler, bu tùr etkinliklerden derslerinde azami derecede istifade etmelidirler. Yabancılara Tùrkçe ôğretme amacı ile hazırlanan ders kitaplarında ve çalıĢma kitaplarında oyun ve bulmaca bôlùmù mutlaka olmalıdır. Bu konuda en dikkat çeken yayın, Dilset Yayınlarıdır. Bu tùr çalıĢmalara diğer yayınlar da kitaplarında daha çok yer vermelidir. Yabancılara Tùrkçe kelime ôğretiminde kullanılabilecek bulmaca kitaplarının olmaması bùyùk bir eksikliktir. Bu tùr bulmaca kitapları diğer dillerin kelime ôğretiminde etkin olarak kullanılmaktadır. Yabancılara Tùrkçe ôğretenlerin, oyun ve bulmacalarla alakalı hazırlamıĢ oldukları çalıĢmaları paylaĢabilecekleri bir sosyal paylaĢım sitesi kurulmalı ve bu Ģekilde bilgi ve tecrùbe paylaĢımı sağlanmalıdır. 48 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Kaynaklar Altun, M. (2010). Adım Adım Tùrkçe Öğreniyorum. KarĢıt Anlamlı Sôzcùkler. www.dilbilimi.net/02.01.2011. Çetinkaya, Z. (2005). Basit Tekrar ve AlıĢtırmalar Yoluyla Sôzcùk Öğretimi, Dil Dergisi, Sayı 130, Sayfa 75. Demir, M. (2009). Ġmam-Hatip Liselerinde Arapça KonuĢma Öğretimine Etkinlik Temelli Bir YaklaĢım. Yùksek Lisans Tezi. Ankara. Sayfa 56. DemirbaĢ, H., Karadağ, M., Usta, H., Bozçalı, M. (2010). Tùrkçe ve Tùrk Kùltùrù ÇalıĢma Kitabı. MEB Devlet Kitapları. Sayfa 23. Demirel, Ö. (1978). Tam ôğrenme. Eğitim ve Bilim dergisi, Ankara, Sayfa 46-50. Demirel, Ö. (2008). Yabancı Dil Öğretimi, Pegem Akademi, Ankara, Sayfa 92. Dumanlı, E. (2007). Zaman Gazetesi Ailem Eki, Ġstanbul, 26 Ocak 2007 Cuma, Sayfa 13. GùmùĢ, S. (2010). Çiftli Sarmal Bulmaca. http: //bullmacaservisi.com/01.01.2011. Gùrbùz, G. (2004). Fransızcadaki Seslerin Oyunlarla Öğretimi. Ankara Üniversitesi TÖMER Dil Dergisi. Sayı 124. Sayfa 88. Ġzgôren, K. M. (1999a). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Ġzgôren, K. M. (1999b). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Ġzgôren, K. M. (1999c). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Karatay, H. (2007). Kelime Öğretimi. Gazi Eğitim Fakùltesi Dergisi. Cilt 27, Sayı 1, Sayfa 121. Kaya, Ü. Ve Yapıcı, ġ. (2007). Ġlkôğretim 1. Kademede oyun tekniğinin Ġngilizce ôğretimine katkısı, Yùksek lisans tezi, Afyonkarahisar, Sayfa 30. Kuzey Kıbrıs Tùrk Cumhuriyeti Milli Eğitim ve Kùltùr Bakanlığı Talim ve Terbiye Dairesi Mùdùrlùğù, (2009). Ġllkokul Temel Eğitim 1. Kademe Hayat Bilgisi Öğretim Programı(1., 2. ve 3. Sınıflar). LefkoĢa. Sayfa 10. MEB Talim ve Terbiye Kurulu BaĢkanlığı, (2006). Ġmam-Hatip Liseleri ve Anadolu Ġmam-Hatip Liseleri Arapça Dersi Öğretim Programı. Ankara, Sayfa 19. MEB Tebliğler Dergisi, (2000). Okul Öncesi Eğitim Kurumları ve Ġlkôğretim Okulu Yabancı Dil Öğretim Etkinlikleri Çerçeve Programı. Cilt 63. Sayı 2511. Sayfa 6. MEB Özel Tevfik Fikret Okulları, (2010). Ġlkôğretim Fransızca Dersi 6-8. Sınıflar Öğretim Programı. Sayfa 25. MEGEP, (2007a). MEB. Mesleki Eğitimin ve Öğretimin Gùçlendirilmesi Projesi. Çocuk GeliĢimi ve Eğitimi, Ankara. Sayfa 28-32. MEGEP, (2007b). MEB. Mesleki Eğitimin ve Öğretimin Gùçlendirilmesi Projesi. Çocuk GeliĢimi ve Eğitimi, Özel Eğitimde Oyun Etkinlikleri, Ankara. Sayfa 24. Özbay, M. ve Melanlıoğlu, D. (2008). Yùzùncù Yıl Üniversitesi, Eğitim Fakùltesi Dergisi. Haziran 2008. Cilt: V, Sayı: 1, Sayfa 33. Öztùrk, T., Akçay, S., Gùn, S., TaĢdemir, E., Çelebi, M., ÖzulaĢ, Ġ., ġerif, A., Karakoyun, E., Murt, M., BoztaĢ, A. (2010). Açılım ÇalıĢma Kitabı 1, Dilset Yayınları, Ġzmir, Sayfa 7. 49 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Öztùrk, T., Yiğit, A., Akçay, S., TaĢdemir, E., BaĢak, S.S. (2007). GôkkuĢağı EtkileĢimli Tùrkçe Öğretimi Uygulamaları 1 Cd‘si, Dilset Yayınları. ġengùl, H., Akçin, N. (2010). Zihinsel Yetersizliği Olan Öğrencilere Okuma-Yazma Öğretme Konusunda Özel Eğitim Öğretmenlerinin GôrùĢleri. Anakara Üniversitesi Eğitim Bilimleri Fakùltesi Dergisi. Cilt 43. Sayı 2. Sayfa 15. TaĢdemir, E., Bilkan, N. ve Can, H. (2003a). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 28. TaĢdemir, E., Bilkan, N. ve Can, H. (2003b). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 11. TaĢdemir, E., Bilkan, N. ve Can, H. (2003c). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 21. Tural, B. (2010). Bugùn Gazetesi, Bul-Çôz Eki, 25 Temmuz Pazar, Sayfa 2. Yalın, A. (2005) Haydi Kızlar Okula. Kız Çocuklarının OkullaĢmasına Destek Kampanyası. Öğretmen El Kitabı, Ankara, Sayfa 109. YıldızbaĢ, F., Parlakyıldız, B. (2004). Okul Öncesi Eğitimde Öğretmenlerin Okuma Yazmaya Hazırlık ÇalıĢmalarına Yônelik Uygulamalarının ve GôrùĢlerinin Değerlendirilmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, Ġnônù Üniversitesi Eğitim Fakùltesi, Malatya. Sayfa 4. 50 � 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. 9 Title A name given to the resource Dyslexia/dysgraphia and foreign-language learning: analysis of written discourse (an example from Croatia) Author Author Kaldonek, Agnieszka Abstract A summary of the resource. Dyslexia is a learning disability that can significantly affect both the learning process of a foreign language and competences in a foreign language. Although dyslexia is highly individualized, dyslexic people usually face problems with sound differentiation, pronunciation and visual discrimination, since they lack phonological perception. This in turn affects their reading and writing skills. Additionally, dyslexia is characterized by non-linguistic symptoms such as memory deficit, concentration dysfunction, spatial disorientation, information processing and organization, as well as difficulties relating to perceptual abilities, rapid naming, sequencing, and the automaticity of basic skills (European Dyslexia Association). The aim of this paper is to present the outcomes of research conducted on dyslexic/dysgraphic learners of English (the focus group) and non-dyslexic learners of English (the control group), both of whose mother tongue is Croatian. The research is based on a comparative analysis of written discourse. The objective of the research was twofold: to identify differences between the groups of the participants and to check whether dyslexia affects competences in a foreign language in the same way as the native language of a learner. The outcomes of the research are in line with the current theories on the issue, but also reveal some interesting aspects about the effect of dyslexia on learning foreign languages. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/58bac816245af8a613f71f95f0b3fa16.pdf e436d5cfd0e11d6cd29b6b1a2931e7e0 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo DOMESTIC MOTIVATION IN METAPHORICAL CONSTRUCTIONS Dalibor KesiĤ Odsjek za engleski jezik i knjiņevnost Filolońki Fakultet, Univerzitet u Banjoj Luci bore@blic.net Summary The main focus of this paper is a comparison of cultural perceptions and motivation in metaphoric constructions reflected through phraseology used in American English and Serbian languages. Phraseology used in these languages is seen as collective wisdom shaped through centuries. The premise of the analytical methodology used in the paper is that there is a strong correlation between cultures and phrases that they use, or, in other words, the phrases used in a culture are not mere linguistic creations but an archetypal engendering of beliefs, thoughts, history and cognitive horizons and limitation. The paper is comprised of three main parts whose sequence is arranged so that the first part elucidates the basic concepts underpinning the function and notion of phraseology. Different views are provided in an attempt to induce a comprehensive framework theory which would encompass and reflect all the properties of phraseology and usher the reader into the next part. Part two looks closely into a substantial number of American English common phraseologisms and almost as many Serbian ones. They are compared and segregated into groups in a way that makes the inference that follows easier and more exact. The phrases having been analyzed and statistically processed, conclusions are laid out in the last part about the most apparent similarities and differences existing in the two languages. Key words: phraseology, American English, Serbian, culture, metaphor, semantics, motivation I. We all now that words are symbols and signs that help us mark and comprehend the world around us. But we are also aware that apart from these two dimensions of words there is a third one, one that is not easily explained and serves to convey messages whose meaning surpasses the mere aggregation of the meanings of constituent lexemes. Nowhere is this illusive role of words so well manifested as in phraseology. In phraseology, words merge in syntagms, larger groups, in meaningful units, whose real meaning resists the literal comprehension of their lexical constituents and offers us a new creative language that is easy to use but not so easy to explain in all its complexity. In each cultural context, there are typical modes of expression that assemble words in order to signify something that is not limited to the sum of the meanings of the single words that compose them; an extra meaning, usually metaphorical, becomes part and parcel of this particular assembly. "To find oneself between hammer and anvil" does not literally mean to be in that physical condition; it means rather to be in a stressing or very difficult situation. In our everyday life we seldom find the hammer or anvil in our immediate vicinity. For decades now, phraseology has been a part of linguistics that has never been decidedly defined. Definitions of phraseology are everything but consistent. There are a few reasons for that. A phraseologism is seen by some as anything that has a solidly molded form with no variations in lexical composition regardless of the usage, argot, expressiveness, poetical note or frequency as long as it has an invariable lexical composition known as such to speakers of the language. This would imply that phraseology encompasses proverbs, sayings, idiolect and every other form of collocated wording used to denote an object, advice, idea or anything else with a meaning that, to some extent, deviates from the exact meaning of the words used in them. Others are far stricter in their understanding of phraseology and believe that only those language constructions whose meaning is clearly different from the sum of meanings of the secluded words, can be called phraseologisms. 286 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Phraseologisms – or expressions that would aspire at becoming so – are formed in huge quantities, but do not always succeed. Sometimes, they are formed and disappear almost simultaneously. The only instances that create problems for the translator are the stable, recurrent lexical idioms, that for their metaphorical meaning do not rely only on the reader‘s logic at the time of reading, but also, and above all, on the value that such a metaphor has assumed in the history of the language under discussion. A frequently encountered definition of phraseologisms is that they are metaphorical linguistic constructions existing in one language and untranslatable in others. Indeed, phraseologisms sometimes pose a nightmare to the translator. The first obstacle for the translator consists in recognizing phraseologisms. If unrecognized, they are translated interpreting the meaning of the single words to the letter, with doubtful outcome, to say the least. The translator is always on alert in order to catch a passage that is marked, they form a particular sensitivity allowing them, hopefully, to stop and think about an unusual formulation even when, in their experience, they have never run across that particular idiomatic expression. Comparing and contrasting phraseologisms existing in American English and Serbian, we shall see that almost a half of them are mutually translatable. Of course, there will always be those locally generated, such as ―kruņi kao kińa oko Kragujevca'' or ''no joy in Mudville‖ that will have to be left to translators‘ own devices. Once the expression is identified, the next problem consists in decoding it. All authors agree that dictionaries are not always reliable tools in this sense. First, they do not contain all phraseologisms, partly because every day new ones are formed and partly because they add considerably to the dictionary‘s physical volume and it is often not practical to include them all. The second problem consists in the identification of a phraseologism under a given entry: "to be between hammer and anvil" can be found under the words "between", or "anvil", or "hammer", or "be", but usually if it is present under one entry it will be absent in all the others; otherwise, the dictionary would be too redundant. The latter problem is avoidable to some extent if one has an electronic version of the dictionary, and its software for the dictionary data management allows the so-called "full-text search". A searchable dictionary of phraseologisms should offer our phrase when either ―anvil‖, ―hammer‖ or ―between‖ is searched for. One would, of course expect to have to filter through other phraseologisms containing these words (―what is said stays between these four walls‖, ―between the rock and a hard place‖, ―using a sledge-hammer to crack a nut‖). The third problem is the use of bilingual dictionaries. In this case, the provided solutions are not explanations of meanings of phraseologisms that, in the compiler‘s intentions, should serve to translate them into the other language. Since there is seldom a good coincidence of meaning between phraseologisms, there is a very high risk of finding others that have different metaphors, a different meaning, and are not at all fit for specific cases. There are phraseologisms that are arguably universal. Some of them are taken over from other languages in a form that is conspicuously foreign, but have nevertheless become popular. Such are ―all roads lead to Rome‖, ―carpe diem/seize the day‖, ―veni, vidi, vici‖, ―Pyrrhic victory‖. Others are felt as if they have always belonged to the language, such as the ―ņito i kukolj‖(―wheat and chaff‖) proverb, whereas, in fact, they were also taken form another language. The source of this last one is in the Bible, and it appeared in a Serbian charter as early as XII-XIII century. In the most fortunate cases, in two cultures the same phraseologism has formed based on the same metaphor. It is the case of the mentioned example, "being between hammer and anvil", existing also in Serbian: ―izmeħu ĦekiĤa i nakovnja'' and I would be little surprised if it were found in many other languages. This paper aims to explore the proportion of phraseologisms that are literally translatable without any loss of their expressiveness. In other cases, the translator opts for a different idiom, based on a different metaphor, that, in the translator‘s opinion, conveys the same kind of contextual meaning. In a connotative text the choice of a translating idiom can be a big problem, because the author‘s intention can be to use a given metaphor, that is functional to the network of intertextual references, and to the clues willingly distributed by the author for the model reader inclined to make given conjectures, and the replacing idiom can radically shift the metaphor‘s tenor, misleading the reader of the metatext. If, on the other hand, what counts most is only transporting the denotative meaning, for example when the notion of "never" is expressed through a phraseologisms such as ―when the moon turns to green cheese‖, one can use different metaphors without great difficulties ―kadnavrbi rodi groņħe''. 287 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo There is, moreover, the possibility of a non-phraseological translation of an idiom. This choice is preferred when the denotative meaning of the translation act is chosen as a dominant, and one is ready to compromise as to the presentation of the expressive colour, of the meaning nuances, of connotation and aphoristic form. In the case of non-phraseological rendering, there are two possibilities: one can opt for a lexical translation or for a calque. The lexical translation consists ofthe explicationof the denotative meaning of the phraseologismthrough other words, giving up all the other style and connotation aspects. In the case of the "to have a bigger fish to fry" idiom, a lexical rendering could be "to have a more important matter to attend to". The calque, on the other hand, would consist of translating the idiom to the exact letters into a culture where such a form is not recognized as an idiom: in this case the reader of the recipient culture perceives the idiom as unusual and feels the problem to interpret it in a non literal, metaphorical way. The calque has the advantage of preserving intact all second-degree, non-denotative references, that in some authors‘ strategies can bear an essential importance. It is true that the reconstruction of the denotative meaning is left to the recipient culture‘s ability, but it is true as well that the metaphor is an essential, primordial semiotic mechanism, which therefore belongs to all cultures. II. In order to segregate phraseologisms existing in the two languages, a breakdown is suggested which is based on their mutual translatability. Conforming to the intricacy of the issue described above, I propose that the most logical way to do this is to split phraseologisms into three groups. The first group includes those American English phraseologisms which have exact equivalents in Serbian in terms of their meaning and lexical composition. The second group includes those American English phraseologismsthat do not have exact equivalents in Serbian in terms of words used therein, but there are Serbian phraseologisms that have near the same meaning, notwithstanding the lexical difference. The third group includes those American English phraseologisms that have neither semantic nor lexical equivalents in Serbian, and, as such, have to be interpreted in a less metaphorical fashion. The following examples of American English phraseologisms are taken from a book on the most commonly used American sayings and proverbs, which contains over one thousand phraseologisms, and they have been grouped in accordance with the segregation described above. 36 GROUP I – Lexical and Semantic Congruence Examples: All‘s well that ends well – Sve je dobrošto se dobrosvrši Havesomethingup the sleeve – Imati nešto u rukavu No smokewithoutfire – Gdje ima dima ima i vatre To pouroil on fire – Dolijevati ulje na vatru Attack is the best form of defense – Napad je najbolja odbrana Barkingdogsneverbite – Pas koji laje ne ujeda Birds of a featherflocktogether – Svaka ptica svome jatu leti Blacksheep – Crna ovca It makesmy hair stand (up) on the end – Diţe mi se kosa na glavi It's the tip of the iceberg – To je vrh ledenog brijega The endjustifies the means – Cilj opravdava sredstva Looking for a needle in a haystack – Traţiti iglu u plastu sijena Aneye for aneye, a tooth for a tooth – Oko za oko, zub za zub A faultconfessed is half redressed – Ko prizna pola mu se prašta A friend in need is a friend indeed – Prijatelj u nevolji je pravi prijatelj; U nevolji se prijatelj poznaje To go through the mill – Proći sito i rešeto Overmydeadbody – Samo preko mene mrtvog One swallowdoesnotmake a summer – Jedna lasta ne čini proljeće He wholaughs last, laughsbest – Ko se zadnji smije najslaĎe se smije Neverlook a gifthorse in the mouth – Poklonjenom konju se ne gleda u zube 36 Titelman, Gregory (2000). America‘s Most Popular Proverbs and Sayings. New York: Random House. 288 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Prevention is betterthan cure – Bolje spriječiti nego liječiti Let the dustsettle – Nek' se slegne prašina The last drop thatmakes the cup runover – Kap koja je prelila čašu Readbetween the lines – Čitati izmeĎu redova Silence is golden – ģutanje je zlato GROUP II - Lexical Incongruence, Semantic Similarity Examples: Talk of the devil – Mi o vuku, a vuk na vrata The appledoesn'tfall far from the tree – Iverje ne pada daleko od klade You can'teatyourcakeandhaveittoo – Ne moţeš imati i jare i pare The cat is out of the bag – Došlo djelo na vidjelo Getup on the wrong side of the bed – Ustati na lijevu nogu The game is notworth the candle – Skuplja pita od tepsije A great tree attracts the wind– Za dobrim konjem prašina se diže Mightmakesright – Sila boga ne moli Long absent, soon forgotten – Daleko od očiju, daleko od srca Give him an inch and he will take a mile – Daš mu prst a on hoĤe ruku Birdsoncesnaredfearallbushes – Koga su zmije ujedale taj se i guštera plaši; Ko se o mlijeko opekao duva i u jogurt; Ko se opekao i u hladno duva Out of the blue – Kao grom iz vedra neba Comparingapplesandoranges – Porediti babe i ţabe Have a screwloose – Fali mu daska u glavi To reinvent the wheel – Izumiti toplu vodu Kick against the pricks – Ići uz dlaku; Bosti se s rogatima In hisshoes – Na njegovom mjestu The earlybirdcatches the worm – Ko rano rani dvije sreće grabi; Ko prvi djevojci njegova djevojka It's the last straw that broke the camel's back – To je kap koja je prelila čašu Fightfirewithfire – Klin se klinom izbija It's a piece of cake – To je mačiji kašalj Make hay while the sun shines – GvoţĎe se kuje dok je vruće GROUP III - American English Phraseologisms without Equivalents in Serbian These need to be interpreted less metaphorically Examples: Put your money where your mouth is – Start doing as you say Marching to a different drummer – To disobey authority and pursue own principles Close but no cigar – Almost right, but still insufficiently so Curiosity killed the cat – Curiosity can be dangerous A rising tide will lift all boats – An overall improvement will affect all individual segments Don't cry over spilled milk – Regrets are not productive and bring no avail Don't judge a book by its cover – Essence and real quality lies within Don't throw out the baby with the bath water – Do not be overly critical and neglect positives things Everything is coming up roses – Positive developments and the feeling of joy related therewith The fat is in the fire; The genie is out of the bottle – Events have started and their course cannot be reversed To have a bigger fish to fry – To have a more important matter to attend to A shot in the arm – An influx of energy, financial or another kind of assistance Scratch my back and I‘ll scratch yours – Mutual help results in synergy It's all smoke and mirrors – It is a fallacious and deliberate illusion Keep a low profile – Do not attract much attention Keep your powder dry – Be ready and alert 289 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo III. Staying with the said book and continuing the segregation of the phraseologisms in line with the above listed examples, one eventually ends up with larger and more representative figures and percentages. Out of 1005 analyzed American English phraseologisms, 321 or 32.94% of them have exact equivalents in Serbian, both in terms of lexical composition and meaning, 269 or 26.76% of them, do not have exact lexical matching with Serbian phraseologisms that convey the same meaning, and 415 or 40.30% of them have neither lexical nor semantic equivalents in Serbian, and, as such, they need to be interpreted in a less metaphoric fashion. Chart 1. Participation of the three groups of American English phraseologisms in accordance with their semantic and lexical congruence with Serbian phraseologisms Reading and analyzing the phraseology of the two languages, and conceding that the above elaboration is somewhat one-sided as it does not really consider the logical fourth group of Serbian phraseologisms without American English equivalents (obrati bostan;biti deveta rupa na svirali), one still gets the impression that American English phraseology is far more embeded in the language, at least in terms of its presence in literature, both beletristics and science. There are dozens of English phraseologic dicitonaries as well as theoretical books aiming to elucidate the phenomena of phraseology, whereas those that tackle the same issue in Serbian are few and far between. American phraseologisms are also very present in everyday speech, covering all kinds of topics and referring to different spheres of life. They have a very pragmatic function and are useful tools in all kinds of situations. They convey orders, feelings of dismay or jubilance. Serbian phraseologisms, on the other hand, lack the pragmatic facility so abundantly present in American English. What they have to offset that shortcoming is their evident poetical note. Rhyme is far more present in Serbian phraseology. In fact, 2.5 more Serbian phraseologisms rhyme than is the case in American English, even though English morphology is more convenient for rhyming. This can be explained by centuries of oral tradition is Serbian, which prefers rhyme and preserves it better. 290 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Ammer, Christine (1997) The American Heritage Dictionary o Idioms. Boston: Houghton Mifflin Company BabiĤ, S. (1978-1979) Zašto se kaţe: naći se u nebranom groţĎu. Zagreb: Jezik Baz, Patros D. (1963) A Dictionary of Proverbs. New York: Philosophical Library Black, M. (1962) ModelsandMetaphors. New York: Cornell University Press Bugarski, R. (1996) Uvod u opštulingvistiku. Beograd: Biblioteka XX vek Collis, Harry. (1992) 101 American English Proverbs. Lincolnwood, IL: Passport Books Donne, John(1975) Devotions upon Emergent Occasions.Edited by Anthony Raspa. Montreal: McGill-Queen‘s University Press. Funk, Charles Earle (1948) A Hog on Ice and Other Curious Expressions. New York: Harper & Row Funk, Charles Earle (1955) Heavens to Betsy and Other Curious Sayings. New York: Harper & Row. GavriloviĤ, A. (1900) Pogled u ţivotsrpskihnarodnihposlovica XIX veka, Aleksinac: KaradņiĤ. Gordon, W. J. J (1966) The Metaphorical Way of Knowing. Cambridge MA: Porpoise. Hawkesworth, C. (1998) Colloquial Croatian and Serbian. London: Routhledge KovaĦeviĤ, Ņivorad (2002) Engleskosrpskifrazeološkirečnik. Beograd: FilipVińnjiĤ. MateńiĤ, J. (1980) Frazemkaoprevodilački problem (referatna X maħunarodnomsastankuslavista u Vukovedane) Beograd, 1980. MateńiĤ, J. (1982) Frazeološkirječnihhrvatskogilisrpskogjezika. Zagreb: Ńkolskaknjiga. Menac, A. (1970-1971) O strukturifrazeologizama, Zagreb: Jezik, god. XVIII. Br. 1. MrńeviĤ-RadoviĤ, Dragana. (1987) Frazeološke glagolsko imeničke sintagme u savremenomsrpskohrvatskom jeziku. Beograd: Filolońki Fakultet. Titelman, Gregory 2000. America‘s Most Popular Proverbs and Sayings. New York: Random House 291 � 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. 44 Title A name given to the resource DOMESTIC MOTIVATION IN METAPHORICAL CONSTRUCTIONS Author Author Kesić, Dalibor Abstract A summary of the resource. The main focus of this paper is a comparison of cultural perceptions and motivation in metaphoric constructions reflected through phraseology used in American English and Serbian languages. Phraseology used in these languages is seen as collective wisdom shaped through centuries. The premise of the analytical methodology used in the paper is that there is a strong correlation between cultures and phrases that they use, or, in other words, the phrases used in a culture are not mere linguistic creations but an archetypal engendering of beliefs, thoughts, history and cognitive horizons and limitation. The paper is comprised of three main parts whose sequence is arranged so that the first part elucidates the basic concepts underpinning the function and notion of phraseology. Different views are provided in an attempt to induce a comprehensive framework theory which would encompass and reflect all the properties of phraseology and usher the reader into the next part. Part two looks closely into a substantial number of American English common phraseologisms and almost as many Serbian ones. They are compared and segregated into groups in a way that makes the inference that follows easier and more exact. The phrases having been analyzed and statistically processed, conclusions are laid out in the last part about the most apparent similarities and differences existing in the two languages. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/32f2117267776e756ff2478dab2b9cc3.pdf 5b16040029327b37929c1cf107228435 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Postmodern Narrative Strategies in Paul Auster's Novels Man in the Dark and Invisible Darko KovaĦeviĤ University of East Sarajevo Bosnia and Herzegovina dax1978@gmail.com Abstract: In many of his novels Paul Auster uses characteristic postmodern narrative strategies in order to tell their stories, introduce the characters and depict the atmosphere. The two novels that are the central topic of this paper, "Man in the Dark" and "Invisible", belong to the category of his recent novels, and, observed both as separate units and as a whole, present an excellent example for the identification and analysis of such strategies. After a brief general introduction about postmodern narrative strategies in literature, the strategies used in the named novels will be identified and analyzed, with respect to various narrative theories that exist in present time, and that will bring to some general conclusions at the final part of the paper. Introduction The term postmodern literature is mostly used to describe certain characteristics of the literature that appears in post–World War II period and a reaction against the ideas of Enlightenment that appear in Modernist literature. However, it does not present the opposition to the expression techniques of modernism, but more to modernistic sensibility. Postmodernists do not possess ―modernistic nostalgia for an earlier age where the belief in some eternal values of life was still possible‖ (LeńiĤ 2008: 416) but are aware of all the changes that happened after World War II and support the progress in technology and communications, being aware of the fragmentation of society that occurred, often using such fragmentation in their writing. Same as postmodernism as a whole, it is hard to define postmodern literature, and there is little agreement on its exact characteristics, scope, and importance. A feature of postmodern writers is that they often celebrate chance over craft and use metafiction to undermine the author's narrative primacy within a text, the presence of a single all-powerful storytelling authority. They also attack the distinction between high and low culture, with the employment of pastiche, the combination of multiple cultural elements that include subjects and genres that have not previously been considered adequate for literature. Postmodernism in literature is not an organized movement with leaders or central figures; therefore, it is more difficult to say if it has ended or when it will end. Narrative Strategies in Postmodern Literature The narrative strategies that postmodern writers use in their books are based on the mentioned general attitudes of postmodernism. LeńiĤ (2008: 419)47 defines four important features: disappearance of ―the real‖, autoreferentiality, hybridity and intertextuality. Disappearance of ―the Real‖ Disappearance of ―the real‖ in postmodern literature comes as an opposition to realistic concepts of novel, ―the concept of ―omniscient narrator‖ that has an insight into everything that happens in the novel, the concept of ―character‖ who develops consistently from the beginning to the end of a novel, the concept of ―plot‖ being a systematic connecting of events in a novel and, finally, the concept of ―real‖ as the measure of credibility in a novel discourse.‖ (LeńiĤ 2008: 420). Because of that, many authors use fragmentation through experimenting with time, place, continuity of action, narrative levels and voices, while some other experiment with the very structural foundation of novel, convinced that the reality is, actually, presented in what is said about it. There is also ―historiographic metafiction‖ (Hutcheon, 1988), referring to works that fictionalize actual historical events or figures or simulate new ones, what is based on the fact that both historians and novelists use the same linguistic and rhetorical structures to present their ―realities‖, so that the past is always constructed ideologically and discursively (LeńiĤ 2008: 420). However, there is also a group of postmodern novelists that ―came out with an open criticism of ―the late capitalism‖ society and that returned truly definite referentiality 47 Translation of extracts from the book into English is done by Darko KovaĦeviĤ. 335 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo back to novel. But, even when it gives the images of reall life, the novel strives to make them intensified and more eloquent than the reality, often with the effect of shock.‖(LeńiĤ 2008:421). Among such writers, Paul Auster is probably the most known one. Autoreferentiality Autoreferentiality presents a turn to fictionality and textuality of the novel itself, based on the awareness of postmodern novelists that a novel cannot express the complexity of a present-time life experience. In such way, metafiction occurs, as one of the main phenomena in postmodern literature, stating that ―the job of a writer is not to present the world anymore, but to make it out of words‖ (LeńiĤ 2008: 422). Metafiction is a type of fiction that self-consciously addresses the devices of fiction, exposing the fictional illusion. It is the literary term describing fictional writing that self-consciously and systematically draws attention to its status as an artifact in posing questions about the relationship between fiction and reality, usually using irony and selfreflection. Essentially, it is writing about writing, making the artificiality of art or the fictionality of fiction apparent to the reader, not letting him/her to forget that he or she is reading a fictional work. It is often employed to undermine the authority of the author, for unexpected narrative shifts, to advance a story in a unique way, for emotional distance, or to comment on the act of storytelling. The term fabulation is sometimes used interchangeably with metafiction and relates to postmodern tendency of novel to show its literal character openly and thus marks out the unreal character of its contents. For the same tendency, the term surfiction was also suggested, denoting the novel that investigates the limits of its own art and brings its conventions into question. Both fabulation and surfiction challenge some traditional notions of literature, the traditional structure of a novel or role of the narrator, for example, and integrate other traditional notions of storytelling, including fantastical elements, such as magic and myth, or elements from popular genres such as science fiction. Hybridity ―A postmodern novelist is aware that there are various systems of representing the reality, and is ready to check the usability of every of them and to change the narrative discourse within one text‖ (LeńiĤ 2008: 422). In that sense, postmodern writers prefer lack of congruency in parts, stylistic variations, mixing of narrative techniques and discontinuity of narration. That includes the erasing of boundaries between fiction and history, simulation and reality and dreams and true events, and also the mixing of various genres. Postmodern novelist also try to explore the relation between writing and the subject who performs it, showing that the writing is, actually, the way that makes the subject to exist. In constructing the subject, the autobiographical elements are also used, having the function to build the subject that is brought to existence by writing. However, once included in a novel, such autobiographical elements change their status and become equally fictional as all the other elements of a novel. Intertextuality Intertextuality is the shaping of texts' meanings by other texts. It can include an author‘s borrowing and transformation of a prior text or to a reader‘s referencing of one text in reading another. Since postmodernism represents a decentered concept in which individual works are not isolated creations, much of the focus in the study of postmodern literature is on intertextuality: the relationship between one text and another or one text within the literary history. Intertextuality in postmodern literature can be a reference or parallel to another literary work, an extended discussion of a work, or the adoption of a style. Often intertextuality is more complicated than a single reference to another text, being a kind of response to other works, or even to some notions and challenges of modern world and culture. Related to postmodern intertextuality stands pastiche, the technique of using phrases, motives, images or episodes taken from work(s) of other author(s), or ―pasting‖ together, of multiple elements. It can be seen as a representation of the chaotic, pluralistic, or information-drenched aspects of postmodern society. In postmodernist literature this can be a hommage to or a parody of past styles. It can be a combination of multiple genres to create a unique narrative or to comment on particular situations, or can refer to compositional technique. 336 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Postmodern Narrative Strategies in the Novels Invisible and Man in the Dark Introduction Paul Auster (1947) is an American writer who used various narrative strategies in all 15 novels that he has written up to now, and many of these strategies belong to those marked as postmodern in the previous chapter. Auster experiments with form and narration of the novel, creating compound, multi-layered or polyphonic narrative structures, with complex characters. Such novels reflect his special relation to reality – either by fictionizing it in an ―alternative‖ way or by criticizing it and making it cruel or shocking. In terms of hibridity, the mixture of different narrative approaches, techniques and voices, and also of different genres can often be found in Auster‘s novels. Also, most of them are metafictional, dealing, in one way or another, with the process of writing as seen or performed by its protagonists, and also with the self invention of a writer through writing. These also include a lot of autobiographical elements, so that the characters share Auster‘s experiences, mixed with fiction. Such a blurring of fact and fiction contributes to the lack of any definitive sense of coherent certainty. In other words, ―Auster resorts to self-invention in the course of his fictional narratives, and composes ‗autobiographical‘ fictions based upon his own experiences. The predominance of narrative perspectives evident within Auster‘s writings ensure that Auster distances himself from authorial authenticity and accountability‖ (Martin, 2008: ix). Finally, intertextuality occurs at various levels in Auster‘s novels. Sometimes it is used ―internally‖, with references to other Auster‘s novels, while in some other novels it is connected with direct or indirect references to works of writers Auster appreciated, such as Hawthorne, Thoreau and others, but also to other forms of art, such as movies. Man in the Dark Story Man in the Dark is the novel that Auster wrote in 2008. For its main character, he has chosen August Brill, a 72 years old former Pulitzer Prize-winning literary critic, now a depressed widower confined to a wheelchair after an accident, who lives with his divorced daughter Miriam and his granddaughter Katya in the same house in Brattleboro, Vermont. It seems that pain is what binds these family members together. There is Brill, who is mourning the loss of his wife to cancer and mending from a car crash that shattered his leg. Brill's daughter Miriam is recovering from a divorce and his granddaughter Katya watches film after film to exclude herself from the reality of her boyfriend's horrific murder. Brill suffers from insomnia, and in order to get through the sleepless nights, he creates imagined stories while lying in the bed. In the night when the novel happens, he imagines an unreal war story about a man called Owen Brick happening in 2000 in a kind of an alternative reality. Owen Brick, wakes up, perplexed, wearing a military uniform, in an unfamiliar landscape, trapped in a deep hole with smooth sides, unable to escape. It turns out that he's in an America in which the 2000 election led to states seceding from the federation in protest; in which the World Trade Centre still stands and Iraq is un-invaded, but the civil war rages. There are, as Brick learns, many worlds, each dreamed or imagined or written by someone in another world; the civil war, and Brick himself, have been imagined by an old man, and to put the end to the war Brick must kill him. Brill has invented an intriguing postmodern story allowing it even to interact with his reality, but he suddenly loses his interest at around two-thirds of the book and decides to ―kill‖ Brick and thus ends it. At that point, he actually becomes ready to face with the things that really torture him and to try to restore his identity. Thus he finally tells Katya the whole rise-and-fall story of his relation with his wife Sonia, and later, after Katya is asleep, finally speaks about the circumstances and the mere act of Katya‘s former boyfriend‘s horrifying and brutal death. Such an inner determination and self-revelation presents a kind of catharsis to him and his thoughts, and at the very end of the book it seems as though he is finally ready to go on. Disappearance of “the Real” Even he situational contest of this novel, created from the perspective of a man, former writer, who is lying in the bed inventing stories and thinking of past, gives in a bit of an unreal and at the same time deeply subjective tone. On the other side, the sad, tragic and shocking events that all three protagonists faced with during their lives, with the description of the video showing Katya‘s boyfriend‘s cruel execution a sort of their culmination, accumulated within less than 200 pages and narrated by Brill through many interwoven stories with different focalizations, give rather cruel, depressive and tragic tone to the world of the novel in general. On the other side, the invented story of Owen Brick at the same time includes a sort of historiographic metafiction, imagining an alternative version of American history, together with social criticism and unreal, science fictional 337 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo elements. In that way, the entire novel, being a combination of a narrative coming from the ―reality‖ of the novel containing an imagined ―unreal‖ narrative, leaves the impression of a chamber, internal reality burdened with tragic, cruelties and horrors of the modern world. Autoreferentiality Autoreferentiality that occurs in the novel Man in the Dark exists both on the level of the ―real‖ life narrative of August Brill and the imagined story that he invents lying in bed. During the most of Brill‘s narratives, the world outside it seems completely irrelevant, or important only to give the narrated events correct time, place and context. It seems that his story exists only because of itself, simply to be told. It is the same with the stories he invents, and, in accordance to that with the story of Owen Brick, only with the difference that, through Brill‘s words, a reader can get the idea on how the stories are composed. Hybridity The novel Man in the Dark is a hybrid structure in many ways. At first, although it is written as a firstperson narrative, that narrative is only a framework for the events and situations seen and told from the perspective of different focalizators, which do not appear in a straight narrative line but in longer or smaller fragments that eventually get their meaning and sense toward the end of the novel. On the other side, it is a true mixture of genres. On the surface, there is a tragic, retrospective quasi - autobiographical story that also includes biographical details on other characters. It is at the same static, happening objectively in the head of a man during one night, and dynamic, covering retrospectively many events that happened over a great period of time. However, at it end it also turns to be a deeply antiwar novel. On the other side, the invented story about Oven Brick and the alternative American history presents an unrealistic, fictional and dreamlike version of action stories of war, conspiracies and special agents, and gives its contribution to the diversity of genres that occur within the novel. Intertextuality The intertextuality that exists within the novel Man in the Dark is not based on direct borrowings from other books that would influence the novel or have effect on some of its parts. However, it is present in two narrative points of the novel. The first of them is directly connected with Brill‘s story of his daughter and her passionate investigation and writing about the life and work of Rose Hawthorne, where the manuscript that she periodically gives her father to check is the only connection she has with the external world. On the other side, there are movies – Brill‘s granddaughter Katja has escaped from the ―real‖ world into solitary, leaving the film school and spending all the time in her mother‘s house watching old movies on DVD and commenting them with her grandfather from time to time, so that the text of the novel, based on Brill‘s retrospective narrative, contains some detailed, frame-by-frame analyses and comments of scenes from particular movies. Invisible Story To be able to discuss the postmodern narrative strategies within Paul Auster‘s novel Invisible (2009), i t is necessary to tell its story in much more detail that it has been done with the novel Man in the Dark. The novel Invisible starts in the spring of 1967, telling the story of Adam Walker, a student at Columbia University and a poet. In an occasion Adam meets Rudolf Born, a visiting university professor and his strange girlfriend Margot. Born soon gives Adam the opportunity to be the editor of a literary magazine that he is about to finance, and accepts. However, soon after that, while Born is out of country, Adam establishes a love and sexual relationship with Margot. When Born comes back, Margot leaves back to Paris, and after some time Born invites Adam to have a dinner. They meet in Born‘s apartment and discuss the matters about the future magazine, with Born almost ignoring the fact of Adam‘s relationship with Margot. On their walk to the dinner place, a boy with a gun suddenly appears wanting to rob them. To Adam‘s shock, Born takes a knife out of his pocket, stabs the boy and kills him. Adam wants them to take the boy to the hospital, but Born refuses, and they separate. In the day that follow, the Adam finds that the body of the boy, named Cedric Williams has been discovered, with more than twelve knife wounds in chest and stomach. Soon after that, Adam gets a threatening letter from Born, which makes him reluctant for almost a week before he finally goes to the police to report the case. However, Born has already gone to France, and nothing can be done. 338 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo After the end of the year of college, Adam decides to sign up for the Junior Year Abroad Program and go to Paris. He also decides to stay in New York during summer. He shares the apartment with his sister Gwyn, who has also come to Columbia to study, and earns some money working in a library. The complex relationship between Adam and his sister, originating in the love that their feel for each other, further burdened with the memories on their past and the sudden accidental death of their younger brother Aron, which has had the breakdown of their family life as a consequence, becomes incestuous, and they spend the summer as a couple. At the end of the summer, Adam leaves to Paris, suffering because of the separation from Gwyn. However, after some time, he reestablishes his contact and relation with Margot. He also meets Born, who is about to marry Helene Juin, a woman who is taking care of her husband being in coma after a car accident. Adam decides to prevent the marriage, so he gets close with Helene‘s 18-year-old daughter Cecile in order to find a suitable way to tell them the horrible things he knows about Born. However, when he finally does that, it does not produce the reaction he has expected, and, with the assistance of Born‘s influential friends, he eventually gets expelled from France and deported back to America. In America, he finishes his studies and, after successfully avoiding going to Vietnam, he goes to London in 1969 and spends some years there. Making a decision to give up of writing poetry, he returns back to the USA In 1973 and finishes a law school and decides to dedicate his life to the struggle for rights and justice. He spends twenty-seven years in legal aid work. In the meantime, he marries a social worker Sandra Williams, an African-American with a daughter Rebecca from the previous marriage. They do not have children. During the time, Sandra dies of cancer and Adam gets leukemia. Dying slowly of the disease, during 2007, Adam decides to write a book about his life, particularly the events that took place in 1967, and he sends parts of it to his college friend, Jim (James Freeman), who has become a famous writer. They even arrange a meeting, but it does not happen, because Adam dies. Not sure about what to do with the pieces of the book, and also deeply interested in finding out if the described events are true or not, Jim firstly decides to talk to Gwyn, who, after reading the parts her brother wrote, describes the incestuous part as something absolutely fictional and untrue, but she still gives him permission to publish it with some radical changes in terms of names and locations. Later, when he goes with his wife to Paris, Jim tries to find some of the survived characters from Adam‘s story, but he manages to find only Cecile, now a scholar in her fifties. They meet in a café and have a long conversation about Adam‘s stay in Paris during 1967, and she also gives him a part of her diary describing the time in 2002 that she spent visiting Rudolf Born and with the extract the story of the novel ends. Disappearance of “the Real” The story of Invisible is presented to the reader in four chapters, by voices of different narrators speaking in different periods of time from different narrative points of view. Thus the first chapter of the book is written – narrated by Adam Walker in the first person singular and past tense, covering the events from 1967 starting from his meeting Born and Margot to the horrifying murder he witnessed. On the other side, the second chapter of the book is much more complex than the first one. The time of its action is 2007, and it is narrated by Jim, describing the events from the moment Adam had contacted him for the first time, to the moment when he sent him the second part of his book. The second chapter actually makes clear that the first chapter is the first part of the book that Adam Walker wrote and sent to his friend from college, named Spring. Besides Jim‘s first person narrative, the chapter also contains the two letters written by Adam and the entire text of the second part of Adam‘s novel, named Summer, which actually makes the bigger part of the chapter. Adam uses second person narration and historic present tense to describe the events of the summer of 1967 that he spent in New York sharing a flat with his sister and working in a library. Summer presents probably the strangest and the most compromising topics in the book talking about the specific features of Adam‘s relation to his family after the tragic death of his brother, and also about his rather strange, passionate and incestuous relation with his sister, which had started to develop in 1961 and reached its climax in the summer of 1967. The third chapter consists of the continuation of Jim‘s narration up to the point when he goes to meet Adam and finds about his death, the letter that Adam has left him and the third part of Adam‘s book named Fall, consisting of brief, reporting sentences, written in third person singular and in present tense what gives the narration a feeling of permanent acceleration, with the events that seem directly connected one to another, without any unnecessary details. The text itself describes the events from the fall of 1967 from his arrival to Paris to the moment of his deportation back in the USA. Finally, the fourth chapter of the novel Invisible brings a sort of conclusion and calming down to the entire narration. It consists of two parts: Jim‘s narration, a brief letter that Cecile wrote to him and a part from her diary describing her meeting Rudolf Born in 2002. 339 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo In such a way, with a novel based on the writing of one man about the novel he got from his friend, the notions of truth and reality are completely dim and subjective, and, at the level of the novel, almost treated as irrelevant. The novel exists as such, and the readers are left to answer and interpret the questions that come from it. On the other side, its other purpose is to shock, both through the uncertainty and relativity of the protagonists‘ identities and through the detailed description of an incestuous relation. Autoreferentiality Many of the things stated in the previous chapter might be applied in discussing the autoreferentiality of the novel Invisible. It is a novel for itself that exists within itself, creating a closed story covering almost 40 years, that can be reconstructed from its narration. During the entire novel, and, eventually, after reading it, a reader is fully aware of its fictionality, sometimes even a double one (in relation to real life and in relation to the narrators form the novel). At the same time, it is deeply connected with writing and all the events from the storyline exist as such only because they were written down by some of protagonists. The opposite thing can also be said: the protagonists exist as identities with certain features only because someone wrote about them, or they wrote about themselves. Hybridity It can clearly be seen that Invisible presents a novel whose story is told by use of various narrative techniques, what makes it a sort of narrative collage. Various genres are embedded into its ―novel within a novel‖ structure, starting from ordinary autobiographical stories, over love and sexual affairs to a crime story based on a murder. The only thing that connects each of these genres is the permanent quest for truth that exists on all narrative levels. Some Auster‘s autobiographical elements, especially in Jim‘s character, are also present. Intertextuality The intertextuality in the novel Invisible primarily occurs on the relation of the textual units – narratives that make the novel. In other words, Jim‘s story, being the framework of the novel, its development, legitimacy, validity and truthfulness are completely dependent on the validity and truthfulness of the texts written by Adam, while the conclusion of the novel is based on the testimony coming from Cecile‘s diary, what, on the level of the entire novel makes a grid of mutually dependent stories that exist and make sense only observed as a totality. Also, at the very beginning of the book, there is a sort of intertextual association connected with the man who later turns to be the main (or the only) villain of the novel – Rudolf Born, whose surname Adam associates with Bertran de Born, twelfth-century Provencal poet. Henry II believed Bertran had supported the rebellion of his son Henry the Young King and, as a result, Dante Alighieri portrayed him in the Inferno as a sower of schism, punished in the eighth circle of Hell (Canto XXVIII). Later in the book, there is also Auster‘s translation of one of de Born‘s war poems, which presents the correction of a previous translation done From French. Conclusion The novels Man in the Dark and Invisible belong to the category of most recent Paul Auster‘s novels. Both of them use different postmodern narrative strategies, and that usage is in a mutually dependant relation with their stories, structures, contents and characters. While Man in the Dark is relatively simple both in terms of its story and narrative, Invisible is much more complex and the identification of narrative strategies that might be found in each novel is directly related to that fact, with all the of them being logically and tastefully distributed in both novels. Finally, it can be said that the named novels present some general postmodern narrative features of Paul Auster‘s prose works. 340 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Abbot, H. P. (2002). The Cambridge Introduction to Narrative: Cambridge: University Press. Auster, P. (2008). Man in the Dark. London: Faber and Faber Auster, P. (2009). Invisible. London: Faber and Faber http://en.wikipedia.org Hutcheon, L. (1988). The Poetics of Postmodernism: History, Theory, Fiction. London: Routledge. LeńiĤ, Z. (2008). Teorija knjiņevnosti. Beograd: Sluņbeni glasnik. Martin, B. (2008). Paul Auster‘s Postmodernity. New York & London: Routledge. 341 � 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. 50 Title A name given to the resource Postmodern Narrative Strategies in Paul Auster's Novels Man in the Dark and Invisible Author Author Kovačević, Darko Abstract A summary of the resource. In many of his novels Paul Auster uses characteristic postmodern narrative strategies in order to tell their stories, introduce the characters and depict the atmosphere. The two novels that are the central topic of this paper, "Man in the Dark" and "Invisible", belong to the category of his recent novels, and, observed both as separate units and as a whole, present an excellent example for the identification and analysis of such strategies. After a brief general introduction about postmodern narrative strategies in literature, the strategies used in the named novels will be identified and analyzed, with respect to various narrative theories that exist in present time, and that will bring to some general conclusions at the final part of the paper. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/38cbaf93f146632953dd68305c03690c.pdf db18e5d11471ca04dbceaa33efb220c7 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo How to Teach Phrasal Verbs Çağrı Tuğrul Mart English Language Teaching Ishik University, Iraq tugrulbey@hotmail.com Abstract: Teaching phrasal verbs is a difficult area. Many a study has proved that contextualization has an important positive effect on the ability of the students to decipher the correct meaning of a phrasal verb. In this article you will read some useful approaches to the presentation of phrasal verbs to improve the students‘ level of understanding. Key Words: phrasal verbs, context, song A Phrasal Verb is a phrase which consists of a verb in combination with a preposition or adverb or both, the meaning of which is different from the meaning of its separate parts: ‗look after‘, ‗work out‘ and ‗make up for‘ are all phrasal verbs (Koprowski, 2005). According to Trask (1993: 208) a phrasal verb is lexical verb ―which consists of a simple verb combined with one or more particles‖ and whose meaning is typically unpredictable. Phrasal verbs have been the source of frustration for learners of English. Many students talk about the difficulties they have using the phrasal verbs. The issue of how best to teach phrasal verbs is still quite controversial. Although teaching of phrasal verbs has been daunting and difficult for teachers, and therefore tedious for learners, it is necessary to develop our students‘ skills in understanding and using them. Since phrasal verbs are frequently used by native speakers both in written and spoken English, students need to be encouraged to learn them. ―There is no specified way or a programmed manner in which a student can learn all the phrasal verbs, nouns, adjectives, and idioms. The authors observe that the only way to acquire such knowledge is by extensive reading and listening‖ (Al-Sibai, 2003). Avoid teaching phrasal verbs in alphabetical lists. ―One big advantage of this method is that it is thorough and comprehensive. But, the problem with a long list is that it is one thing to memorize a phrasal verb and its meaning, but quite another to bring the phrasal verb into your active, everyday speaking and listening‖ (Dainty, 1992). Through this method ―many students know the phrasal verb from a list, but then fail to use it or recognize it in their conversations with native speakers. Lists can be useful, but it may be difficult to transfer this knowledge from the written page to your active knowledge‖ (Dainty, 1992). And also avoid teaching phrasal verbs solely on the basis of the verb in them. For example, it would not be advisable to teach every phrasal verb that incorporates the word "get" in one lesson. The phrasal verbs taught this way have nothing else in common other than the verb in them, and it is very difficult to understand and retain the context of whole phrasal verbs in this way (Norman, 2010). How then are we supposed to teach phrasal verbs? Andrzej Cirocki, a proponent of the ‗text/ context method‘, has a useful approach to teach phrasal verbs. He states that if we aim at teaching a few Phrasal Verbs to our students, we should present them in many different real contexts so as to enable them to deduce their exact meaning and to see whether they are transitive or intransitive, separable or inseparable. All these items can be noticed by the students if Phrasal Verbs are presented in authentic contexts (Cirocki, 2003). In his article ‗ Teaching Phrasal Verbs my Means of Constructing Texts‘ he explains his approach in the following way. For instance, we may ask our students to read a text entitled 'Hotel Blaze Escape Drama' in which a few Phrasal Verbs can be spotted. HOTEL BLAZE ESCAPE DRAMA At present it is not known how the fire started. It seems the fire, broke out in the early hours of the morning. The fire alarm went off at around 2.00 a.m. It is thought it was set off by smoke coming from one of the bedrooms on the first floor. The fire spread quickly from the first floor to the second floor. The fire brigade were called in immediately and fire fighters were on the scene within 15 minutes, but by this time the hotel was already in flames. They fought the blaze and managed to get it under control, though it took them to hours to put the fire out. 281 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Through this method students are able to acquire phrasal verbs better because it is more productive and easier to learn phrasal verbs from a context. ―Students are able to pick up the meaning of a phrasal verb from its context even though they have never seen it before‖ (Dainty, 1992). While reading 'Hotel Blaze Escape Drama' students get to know new Phrasal Verbs whose meaning and function are explained in the context. Thus, they can be learnt in a natural way. The text constitutes a kind of a background for the new Phrasal Verbs and has been formed to serve as a context, through which new Phrasal Verbs can be presented and explained. However, this is not a genuinely authentic context. Having read such a text, the meaning of these Phrasal Verbs should be clear. If it is not, we should provide students with other contexts so that they could guess the meaning, which makes students remember new Phrasal Verbs much better. Not until then, could they make use of Phrasal Verbs in their own texts (Cirocki, 2003). Dina Al-Sibai states that in this method Cirocki proposes that students should be encouraged to read a passage where phrasal verbs are presented in real contexts and then deduce their exact meanings as well as determine if they are transitive or intransitive, separable or inseparable, etc. In this way, the context contained in the passage becomes a kind of a background formed to serve as a context through which new phrasal verbs are presented and explained. Employing such a technique, the meanings of various phrasal verbs should become clearer and easier to comprehend. If they are not, students must be offered other contexts so that they can try to fathom the meanings one more time, or even more (Al-Sibai, 2003). Cirocki maintains that to assure oneself that students understand the meaning of new Phrasal Verbs, teachers can move to the next stage, that is, fixing stage where the establishing of knowledge on Phrasal Verbs takes place. Having deduced meanings of Phrasal Verbs from authentic contexts, it is time to apply such types of exercises so that they could enable students to memorise them much better and also present them in new contexts. These exercises have nothing to do with creativity they are very useful, though. Before students begin constructing their own texts, they first have to work on simple exercises in order to fix new material. Afterwards, they may make use of it in their own texts. For instance, in this exercise students are asked to complete sentences with the appropriate Phrasal Verbs in their correct form (Cirocki, 2003). catch sb out; fill sth in; cut sth out; take up sth 1. If you want to lose weight , ___ potatoes, bread, and sweet things for a week. 2. The oral exam was difficult. The examiner tried to ___ (me) by asking some tricky questions. 3.My brother has___ karate. He trains three times a week. 4. Here are the visa application forms. You have to ___ (them) and return them to the consulate. In this step establishing the knowledge of phrasal verbs takes place. Teachers are advised to construct fill-in-the-blanks exercises which can enable students to memorize such verbs faster and more accurately. These exercises help to memorize the meanings and utility of newly-acquired phrasal verbs (Al-Sibai, 2003). In his criticism of the traditional approached to teaching phrasal verbs, Thornbury suggests that ―phrasal verbs are best learned on item-by-item basis, and preferably in short contexts that demonstrate their syntactic behaviour‖ (Thornbury, 2002: 125). According to Thornbury, phrasal verbs should be acquired like the rest of the lexis by providing meaningful context, exposure, and recycling. And Thornbury encourages teachers to provide texts that have high frequency of phrasal verbs in them. Kailani stresses that it is only through genuine practice that accuracy and effectiveness could be increased, regardless of the method or technique being adapted (Kailani, 1995). According to R. Wyss, if phrasal verbs are presented to students in lists that are void of real or relevant context, students will not be stimulated enough to learn them. He observes that learners need a meaningful contextual background in order to reinforce memory and sustain interest. He suggests that a practical solution for learners would be to deduce the meanings of phrasal verbs as they appear in reading passages (Wyss, 2002). Another exercise worth recommending is based on providing students with a particular topic and associating it with Phrasal Verbs. For instance; teachers may ask their students to write a letter to their friends talking about their problems with studying. While writing such a letter students have a possibility to make use of Phrasal Verbs of the following type: get down to, keep on with, take down, fall behind, put off, get through, catch up with and many others (Cirocki, 2003). In practice it may look like this: 282 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo DearPaul, I have problems with my studies at school I find it difficult to get down to work in the afternoons and I can't concentrate on anything right now. I spend most of my time listening to CDs or watching TV instead of doing my homework. The other students in my class are much better than I am and I find it hard to keep up with them. I can't take down the important things my teacher says because I write very slowly. He has told me that I'm falling behind with my lessons. I'm not good at… In order to make our students write fully authentic texts, the role of the teacher is confined to proposing an interesting topic. Nevertheless, teachers may also ask their students to make use of as many Phrasal Verbs as possible in their compositions. The main asset of such exercises is the fact that students write about things they are fond of and are really interested in. This enables students to apply long term memory, due to which they will be able to remember certain things for ever and make use of them in various speeches or essays (Cirocki, 2003). As Nuttall points out ―we learnt most of our vocabulary by using it: meeting the spoken words frequently and in situations that we understand, we gradually assimilated their meaning‖ (Nuttall, 2005). Shelley Vernon suggests that phrasal verbs need to be learned in the same way as any other type of verb. Students need to learn the phrasal verb as a vocabulary item and also how to use it in sentences. It can help to learn meanings in one lesson and work on integrating the language in a different session. This anyway is helpful with lower levels so students are not overwhelmed. A fun game to use to teach the vocabulary side of phrasal verbs is Call My Bluff Definitions. Here you give each student a phrasal verb to look up in the dictionary and ask everyone to write down the true meaning plus make up two false meanings. It is good to set this for homework so as not to use precious class time. If you want to simplify have students write only two definitions, one true and one false. At the next lesson, Shelley maintains that, each student reads out the phrasal verb followed by the three definitions. The class stand up and listen all three definitions once. Then on the second reading students sit down if they think a definition is false and stay standing if they think it is true. Let's say the first definition is false and half the students sit down. All those sitting down are still in the game so those standing put their hands on the heads and sit down. They are out for this round. Those still in stand up again and the student reads out definition two. Those who have it wrong are out again and sit down with their hands on their heads. Those that are in continue until all three definitions have been read out. You then let those students award themselves a point. Now everyone is back in again for the next phrasal verb. If playing with adults you can leave out putting hands on heads. That is just a mechanism to prevent cheating, which children are possibly more likely to do than adults! (Shelley, 2007). Subrahmanian Upendran in his article ‗Teaching Phrasal Verbs Using Songs‘ states that like teaching phrasal verbs many songs can be successfully employed to provide meaningful contexts for learning phrasal verbs. This will be illustrated through the use of the first four lines of the song "Another Day in Paradise" by Phil Collins. Procedure of this approach: Students were provided with incomplete lyrics. The students were given incomplete lyrics of the song "Another Day in Paradise" by Phil Collins and were instructed to familiarize themselves with it by going through it silently. Each line contained a blank, which they would be required to fill in as they listened to the song. Students were asked to fill in the blanks. After they had familiarized themselves with the lyrics, the next step involved was to expose the students to the song in small chunks of four lines each. Every segment was replayed several times, till most students were confident that they had written in the appropriate words. It was only when the students completed filling in all the blanks contained in the first stanza that any attempt was made to determine how correct or incorrect their answers were. Students were asked to volunteer information. Each of the blanks was taken up one by one and every student in the group was asked what word he/she had used in a particular blank. (Since my focus here is on the teaching of phrasal verbs, I'll confine myself to the first blank in the song, which completes the phrasal verb "calls out".) The different answers provided by the students were put up on the blackboard. No attempt was made to weed out the incorrect answers at this stage. As all answers were being accepted, students enthusiastically revealed what they had put down. Some of the answers given for the first blank was (calls) "out", "on", "off", and "up". Students were asked the meaning of phrasal verbs. When all the students had volunteered information about the word they had inserted in the first blank, they were asked the meaning of each phrasal verb. 283 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo What is the meaning of "call out"? What does "call on" mean? The meaning of each phrasal verb was discussed individually and when a student provided a definition, which everyone agreed on, it was put up on the blackboard. The participants were asked to use the phrasal verb in a sentence. Examples provided by the students were put up alongside the meaning. Students were provided with contextual clues. When the students were unable to define a phrasal verb, there was no attempt to provide them with one. Instead, the phrasal verb was used in a context and all students were expected to guess the meaning. For example, when the students were unable to define "call off", the following context was provided. "The class is over. You're ready to begin looking through your notes in the short break before the next class. You have a test on that class. Suddenly a student runs into the classroom and shouts that the test is called off as the teacher has left to deal with a family emergency. You are overjoyed, and you throw your books back into your bag and rush to the playground to join the cricket game." The students were asked to determine the meaning from the context provided. Once the meaning had been arrived at, further examples of how the phrasal verb was used were provided. John's appointment with the doctor was called off. The teacher called off the meeting. Students were asked to study the lyrics again. When the meanings of all the phrasal verbs had been figured out, the students were then asked to study the lyrics again and determine which phrasal verb was demanded by the context. If, for example, all students agreed on "calls out", they were asked to provide cogent arguments why it couldn't be any of the other phrasal verbs that they had initially come up with. Some of the arguments put forward by the students were: people don't visit someone on the street, they can meet them accidentally, but not 'visit'. The grammar does not permit 'call on'. One can 'call on' someone, but not 'call on to' someone. Getting/providing such answers from/to students ensured that they not only remembered the meaning of the phrasal verb but also where and how it should be used (Upendran 2001). Conclusion Phrasal verbs, one of the most important parts of communication, are frequently avoided by learners of English. One language skill is trying to infer the meaning of a new phrasal verb from the context. ―It is safe to say that phrasal verbs, especially those commonly used ones, are very important components in effectively spoken communication, no matter in what kind of language community text it lies. From the angle of language learning for the sake of effective communication phrasal verbs should by no means be avoided‖ (Chen, 2007). How then are we supposed to emphasize phrasal verbs in English language teaching and learning? ―Research has shown that texts and contexts can have a powerful influence on the students‘ vocabulary growth. Learning words through such technique is along-term process in which meanings are slowly but steadily accumulated. The key here is to focus instructional attention on words that students have encountered in rich texts usually through reading, rather than from word lists that are void of context‖ (Al-Sibai, 2003). And in this article how to teach phrasal verbs effectively through context is studied. 284 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo REFERANCE Chen, Junyu. On How to Solve the Problem of the Avoidance of Phrasal Verbs in the Chinese Context. International Education Journal, 8.2 (2007): -348-53 Cirocki, A. Teaching Phrasal Verbs my Means of Constructing Texts. ELT Newsletter, 2003 2 February 2011 <http://www.eltnewsletter.com/column/shtml>. Dainty, Peter. Phrasal Verbs in Context. Macmillan Education, 1992. Dina. M. Al-Sibai. Using the Balanced Activity Approach in Teaching Phrasal Verbs to Saudi College Students: A Review of the Literature, December 2003 Kailani, T.Z. A Synthesized Pedagogical Methodology for English Classroom Interactions. Review of Applied Linguistics in Language Teaching, Academic Search Premier Database, 1995. International Koprowski, M. Investigating the Usefulness of Lexical Phrases in Contemporary Coursebooks. ELT Journal, 59.4 (2005): -322-32 Norman, Leila. Teaching Phrasal <http://associatedcontent.com.html>. Verbs to ESL Students, 2010 13 January 2011 Nuttall, Christine E. Teaching Reading Skills in a Foreign Language. Oxford: Macmillan Education, 2005 Thornbury, Scott. How to Teach Vocabulary. Harlow: Longman, 2002. Trask, R.L. A Dictionary of Grammatical Terms in Linguistics. London: Routhledge, 1993. Upendran, Subrahmanian. Teaching Phrasal Verbs Using Songs. The Internet TESL Journal, 7.7 (2001). 15 January 2011 <http://iteslj.org/Techniques/Upendran-PhrasalVerbs.html>. Vernon, Shelley. How to Teach Phrasal Verbs to ESL Students, November 2007 12 Jan. 2011 <http://teachingenglishgames.blogspot.com/2007/11/how-to-teach-phrasal-verbs-to-esl.html>. Wyss, R. Teaching English Multi-Word Verbs Is Not a Lost Cause Afterall. ELT Newsletter, 2002 5 January 2011 <http://www.eltnewsletter.com/back/March2002/art902002.html>. 285 � 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. 43 Title A name given to the resource How to Teach Phrasal Verbs Author Author Mart, Çağrı Tuğrul Abstract A summary of the resource. Teaching phrasal verbs is a difficult area. Many a study has proved that contextualization has an important positive effect on the ability of the students to decipher the correct meaning of a phrasal verb. In this article you will read some useful approaches to the presentation of phrasal verbs to improve the students‘ level of understanding. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics