260 10 3494 https://omeka.ibu.edu.ba/files/original/031e4d074d6df82cab4c7afc62883d55.docx e374f12b35185c807178be6bbc249b20 https://omeka.ibu.edu.ba/files/original/0fc98c65691c8cac992c966a386fc589.pdf 43bff26358766ff401b25f0091e1e7a1 PDF Text Text Teachers' Beliefs and ELT Curriclum Intensions: How to Bridge the Gap Senussi Orafi Benghazi University Libya/ Libya Key words: Teaches' beliefs, contextual factors, curriculum innovations ABSTRACT Teachers are key players in the success or failure of curriculum innovations (wedell, 2003). They filter, modify, and implement the curriculum according to their beliefs and to the context where this curriculum innovation is being implemented (Borg 2006, Waters, 2009). In addition, the literature suggests that curriculum planners and educational policy makers often focus on the planning and initiation issues ignoring the dilemmas and obstacles that might evolve during the actual implementation (Markee, 1997), and that little attention has been given to how teachers implement changes in pedagogy (Carless, 2004). Given the crucial role of teachers' beliefs and the contextual factors which influence how teachers implement and make sense of ELT curriculum innovations, this paper presents the findings of a study which examines three teachers’ implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this curriculum innovation. It also sheds light on how teachers’ beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum. In order to study these issues, a qualitative research design was employed as a mode of inquiry. Data collection methods consisted of classroom observations in which audio recordings of the teachers’ actual classroom practices were obtained, and follow up interviews in which teachers commented on their classroom practices and discussed the factors shaping these practices. The interviews with the teachers shed light on the tensions between teachers’ actual classroom practices and the intentions of the curriculum. They also highlighted complex relationships among the curriculum reform, teachers’ practices, teachers’ beliefs, and other contextual factors. This paper illustrates the value of studying what teachers do while implementing ELT curriculum innovations and how their beliefs and other contextual factors influence the way teachers interpret and implement these innovations. � 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. 1982 Title A name given to the resource Teachers' Beliefs and ELT Curriclum Intensions: How to Bridge the Gap Author Author ORAFI, Senussi Abstract A summary of the resource. Key words: Teaches' beliefs, contextual factors, curriculum innovations ABSTRACT Teachers are key players in the success or failure of curriculum innovations (wedell, 2003). They filter, modify, and implement the curriculum according to their beliefs and to the context where this curriculum innovation is being implemented (Borg 2006, Waters, 2009). In addition, the literature suggests that curriculum planners and educational policy makers often focus on the planning and initiation issues ignoring the dilemmas and obstacles that might evolve during the actual implementation (Markee, 1997), and that little attention has been given to how teachers implement changes in pedagogy (Carless, 2004). Given the crucial role of teachers' beliefs and the contextual factors which influence how teachers implement and make sense of ELT curriculum innovations, this paper presents the findings of a study which examines three teachers’ implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this curriculum innovation. It also sheds light on how teachers’ beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum. In order to study these issues, a qualitative research design was employed as a mode of inquiry. Data collection methods consisted of classroom observations in which audio recordings of the teachers’ actual classroom practices were obtained, and follow up interviews in which teachers commented on their classroom practices and discussed the factors shaping these practices. The interviews with the teachers shed light on the tensions between teachers’ actual classroom practices and the intentions of the curriculum. They also highlighted complex relationships among the curriculum reform, teachers’ practices, teachers’ beliefs, and other contextual factors. This paper illustrates the value of studying what teachers do while implementing ELT curriculum innovations and how their beliefs and other contextual factors influence the way teachers interpret and implement these innovations. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/ff1718c0e5962a326a86eeffa40c83d1.docx 8bac5416cac4fc4a470c29a560523125 https://omeka.ibu.edu.ba/files/original/fd71232597ee474e55ff8be9fbb01752.pdf 8bf235a39df1f244f68b865e9b19e506 PDF Text Text Teachers' Beliefs on the Use of Music and Song in EFL Classes Emine Karadeniz Recep Tayyip Erdogan University / Rize, Turkey Key words: music and song, ELT, teachers' beliefs, EFL classes ABSTRACT The purpose of this study is to examine the beliefs of English language teachers about the importance of music and song in language teaching. The study found that teachers’ beliefs were influenced by personal experiences, classroom experiences and in-service trainings. Additionally, teachers’ musical knowledge was highly related to their confidence of implementing activities with music and song in their teaching practice. The teachers’ concerns about integrating music and song were considered to be an important factor on the integration of music and song in EFL classes. Implications of the study were mainly on teacher education to provide teachers with trainings to increase the use of music and song in EFL classes. � 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. 1765 Title A name given to the resource Teachers' Beliefs on the Use of Music and Song in EFL Classes Author Author KARADENIZ, Emine Abstract A summary of the resource. Key words: music and song, ELT, teachers' beliefs, EFL classes ABSTRACT The purpose of this study is to examine the beliefs of English language teachers about the importance of music and song in language teaching. The study found that teachers’ beliefs were influenced by personal experiences, classroom experiences and in-service trainings. Additionally, teachers’ musical knowledge was highly related to their confidence of implementing activities with music and song in their teaching practice. The teachers’ concerns about integrating music and song were considered to be an important factor on the integration of music and song in EFL classes. Implications of the study were mainly on teacher education to provide teachers with trainings to increase the use of music and song in EFL classes. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/6100a1446b6949fc8f51047e18080785.pdf 3ccbadedeb3865e2cb159aed0b58eca1 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teachers' Professional Development Tools: Importance and Usage Galip Kartal, Harun ġimĢek Department of ELT Selçuk University, Turkey galipkartal@selcuk.edu.tr Abstract: Current technological developments have led to an easier access to information leading to sociological changes worldwide. This brought about changes in all professions, especially in teaching as one of the roles of the teachers is to prepare their students to the world of future. This fact highlights the importance of foreign language teaching and personal and professional development of teachers. In order to enable professional development, professional development tools are crucial. Richards and Farrell (2009) suggest 11 professional development activities & tools for language teachers. These are: workshops, self- monitoring, teacher support groups, teacher journal, peer observation, teaching portfolios, analyzing critical incidents, case analysis, peer coaching, team teaching, and action research. In the present study, the level of importance attached to the above mentioned tools and the frequency of their usage by the lecturers teaching at the Foreign Languages High-school at Selçuk University is determined. Key Words: Professional Development, Teacher Training, Teacher Development. Introduction Foreign language teaching has been always an important matter in a globalizing community. Language teachers, hence, are to be open to new opportunities in teaching, learning, searching, exploration, and development. Besides, they also should be energetic to find solutions to encountered problems in classrooms. Furthermore, language teaching has become more learner centered and this necessitates an emphasis on guiding and helping students. Teachers need to improve themselves mentally, emotionally and professionally both in order to overcome challenges and in order to stay continue their interest in their jobs. In order to meet current demands, teachers‘ professional development enables them to keep up dated and learn new skills and techniques in his/her area. Fullan (1991, p. 326) defines professional development for teachers as ―the sum total of formal and informal learning experiences throughout one's career from preservice teacher education to retirement‖. Teacher development may also be defined as ―any attempt of the teachers to improve themselves and their teaching practices‖ (ġimĢek, 2009, p. 11). It is also systematic analysis of a teacher‘s own practice. (Villegas-Reimers, 2003, p. 19). The chief aim of teacher development is enhancing teachers‘ ability to teach more efficiently, increase their interest in lifelong learning and improving their skills. Effective professional development involves teachers both as learners and teachers (Darling-Hammond and McLaughlin, 1996). Successful teacher development helps to increase awareness via allowing teachers to observe their own development both professionally and personally. Pursuing new knowledge, taking advantage of technologies, and awareness of development are crucial to reach self-satisfaction, a condition required to make a teacher satisfactory. As Billings (1997) argues, professional development of teachers can be thought as: ―a deliberate and continuous process involving the identification and discussion of present and anticipated needs of individual staff for furthering their job satisfaction and career prospects and of the institution for supporting its academic work and plans, and the implementation of programs of staff activities designed for the harmonious satisfaction of needs.‖ (p. 4) There is a relationship between personal and professional development of teachers. (Calderhead and Shorrock 1997, p. 15). According to Earley and Bubb (2007): ―Managers and leaders of continuing professional development need to ensure that personal development is not marginalized as it is crucial to teacher effectiveness and school success. Research makes a compelling case for personal development a key component of teacher development.‖ (p. 43). Hence, teacher development can be thought as a part or form of personal development. 479 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teacher training and teacher development are not same. Teacher training is usually determined by experts and is often available in standard training formats; on the other hand, teacher development is about examining different dimensions of a teacher‘s practice (Richards &Farrell, 2009, p. 4). As a result, teacher training is standardized but teacher development has different dimensions and can be self-initiated. Teacher training is compulsory, competency based, short term, temporary, and done with experts; teacher development is ―voluntary, holistic, long term, ongoing, continental, and done with peers.‖( Woodward, 1991, p. 147 in ġimĢek, 2009, p.43) Professional Development Tools of Language Teachers Richards and Farrell (2009) state eleven procedures/tools that can be used to facilitate professional development of teachers. These are: workshops, self-monitoring, and teacher support groups, keeping a journal, peer observation, teaching portfolios, analyzing critical incidents, case analysis, peer coaching, team teaching, and action research. If we are to provide short information for each: Workshops A workshop is ―an assisted form of learning in which the leader provides a structure for enquiry and which enables workshop members to learn through doing.‖ (Price, 2010, p. 35) Some benefits of workshops: (Richards and Farrell, 2009, p. 23)      Providing input from experts Offering teachers practical classroom applications Raising teacher motivation Developing collegiality Supporting innovations Self-Monitoring Self-monitoring is a self-management procedure and a systematical observation of an individual on his or her own behaviors, actions, reactions. (Ganz, 2008). Self-monitoring enables a teacher to observe his/her own success and behavior. Teacher Support Groups Teacher support groups should not only be thought as gathering together and discussing problems. (Richards and Farrell, 2009) define a teacher support group as: ― two or more teachers collaborating to achieve either their individual or shared goals or both on the assumption that working with a group is usually more effective then working on one‘s own.‖ Keeping a Teaching Journal By keeping a teaching journal, one can easily record a lot of information that can be easily retained for future reference. It provides personal growth and helps teachers to keep a record of classroom events . Peer-observation ―Peer – observation is an effective way of sharing skills and spreading examples of good practice across the teaching profession.‖ (Leaman, 2006, p. 146). Teaching Portfolios A portfolio is a collection of teachers‘ works and ideas providing clues about the performance and improvement of a teacher throughout a professional development endeavor. ―A professional portfolio is 480 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo an evolving collection of carefully selected or composed professional thoughts, goals, and experiences that are threaded with reflection and self-assessment. It represents who you are, what you do, why you do it, where you have been, where you are, where you want to go, and how you plan on getting there.‖ (Evans, 1995, p. 11). In a study made by Koçoğlu (1985) with 5 senior students, the results showed that the process of preparing a portfolio provided a useful approach to enhancing professional development. Analyzing Critical Incidents Richards and Farrell (2009) believe that critical incidents can reveal some of the underlying principles, beliefs, and assumptions that shape classroom practices. Case Analysis Case analysis is an analytical thinking technique. Cases can be used as a material in teaching-learning environment and for outgoing teachers case analysis might be very useful. ―We study cases not so much to find the right answer, but to train ourselves in systematic analysis so we will be effective decision makers in the business world. Successful case preparation depends on multiple readings of the case and multiple points of view.‖ (Robinson, 2008) Peer Coaching Rhodes et al. define coaching as ―a peer-networking interaction (working together) which draws upon collaboration and mutual trust. It is usually a short-term relationship which can be used to help embed change, raise performance, raise impact and assist in skill development.‖(2004, p. 25). Peer coaching may help to share ideas with other teachers, solve classroom-related problems in schools. Team Teaching ―Team teaching is a process in which two or more teachers share the responsibility for teaching a class. The teachers share responsibility for planning the class or course, for teaching it, and for any follow-up work associated with the class such as evaluation and assessment.‖ (Richards and Farrell, 2009, p. 159) Action Research According to Craig action research is ―a common methodology employed for improving conditions and practice in classrooms and in other practitioner-based environments such as administrative, leadership, social, and community settings.‖ (2009, p.2). Zuberr-Skerritt, (1992) informs that ―action research is based on fundamental concepts of active learning, adult learning and holistic, dialectical thinking, and on the principles of experiential and to advance knowledge.‖ (2004, p. 88). Methodology This research was carried out to find out the importance and usage of professional development activities and tools suggested by Richards and Farrell (2009). This study aims to find answers to the following research questions: 1. Does the level of importance given by teachers to professional development tools vary according to gender, age, and work experience? 2. Is there a difference between the levels of importance attached by teachers to the above mentioned professional development tools and the frequency of their usage? The participants of this study are 60 Turkish EFL lecturers (30 female and 26 male) working at Foreign Languages Teaching High School at Selçuk University. Out of the 60 participants, four didn‘t mention their gender. 481 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Data Analysis The data have been gathered through a questionnaire about professional development tools. The professional development tools mentioned were: workshops, self-monitoring, and teacher support groups, keeping a teaching journal, peer observation, teaching portfolios, analyzing critical incidents, case analysis, peer coaching, team teaching, and action research. In order to indicate the importance attached by the lecturers to these professional development tools, they were asked to select out of the following: 1- absolutely not important, 2- Unimportant, 3- undetermined, 4- important, and 5- very important. The second part asked to choose one of the options related to the usage of these tools by the lecturers. They chose one out of the following: 1- never, 2occasionaly, 3-sometimes, 4- usually, 5- always, in order to determine how frequency of their employment by these lecturers. Data gathered from the professional development tools questionnaire were analyzed quantitatively using the Statistical Package for the Social Sciences (SPSS) version 18.0 with reference to the research questions. The mean values and the standard deviations were calculated to see the differences between English teacher‘s thoughts and usage of professional development tools suggested by Richards and Farrell (2009). Findings and Discussions 1. Does the level of importance given by teachers to professional development tools vary according to gender, age, and work experience? Table 1- Importance level of professional development tools according to gender Gender N Male Female 26 30 X S 42,96 6,37 -,67 41,23 12,32 t P ,51 As it can be seen in table 1, the importance level of professional development tools doesn‘t vary according to gender. In other words, both male and female teachers find teachers‘ professional development tools important. Table 2- Professional development tools usage scores of teachers according to gender Gender Male Female N 26 30 X S t 37,96 8,47 ,29 38,23 5,60 P ,77 The table above indicates that there is no significant difference between female and male teachers‘ usage scores of professional development tools. Table 3- Teachers‘ views about importance of professional development tools and teachers‘ usage scores of professional development tools 482 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Sum of Squares important Between Groups Within Groups Total usage Between Groups Within Groups Total df Mean Square 383,188 5 76,638 5178,996 5562,183 104,009 2693,391 2797,400 54 59 5 54 59 95,907 F 20,802 49,878 P ,799 ,555 ,417 ,835 According to Anova test results, there is no statistically difference (> 0,05) between average of age groups of the lecturers (20-25, 26-30, 31-35, 36-40, 41 and above) in terms of importance level and usage frequency of teachers‘ professional development tools. Teachers at different age groups give close importance to teachers‘ professional tools. Table 4- Importance level and usage scores acoording to work experience Sum of Squares important Between Groups 1086,918 4475,265 5562,183 48,017 2749,383 2797,400 Within Groups Total usage Between Groups Within Groups Total df Mean Square 4 55 59 4 55 59 F P 271,730 81,368 3,339 ,016 12,004 49,989 ,240 ,914 Anova test results indicate that the usage score of tools doesn‘t vary according to seniority in profession. But, multiple comparison analysis showed that teachers who have been working between 1 and 5 years find professional development tools more important than the teachers who have been working more than 20 years. Unimportant Absolutely Not Important SelfMonitoring Teacher Support Groups Keeping Teacher %18 %% 0 %% 0 %% 0 %%2 %% 0 %%3 Important Workshops Very Important PD Tools Undetermine d 2. Is there a difference between the level of importance given by teachers to professional development tools and frequency of conducting these tools? %% 27 %% 40 %% 27 %%5 0 %%4 8 %%5 5 %% 18 %%3 7 %40 %10 %18 %%0 %%0 483 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Occasionall y %% 37 %% 23 %% 37 %%42 %%0 %% 22 %%40 %% 10 %%1 8 %%1 0 %%5 %%0 %% 33 %% 22 %% 22 %%37 %% 12 %% 7 %% 23 %%5 %%0 %% 30 %% 37 %% 20 %% 30 %%35 PD Tools Workshops %%8 %%0 SelfMonitoring Teacher Support Groups Keeping Teacher Journal Peer Observation Teaching Portfolios Analyzing Critical Incidents Case Analysis Peer Coaching Team Teaching Action Research %%7 %%0 %%7 %%0 %%2 7 %%0 %%0 %%50 %%48 %%62 %%50 Never Sometimes Conclusions and Recommendations Table 5 above indicates that teachers find professional development tools very important for a successful teacher development, but they do not employ them accordingly. Workshops, for instance, are important according to %77 of teachers, but about 50 percent almost never conduct them. According to %88 teachers self monitoring is important but %20 never did self monitoring. For the majority of teachers, teacher support groups are important, but only %7 of them conduct it. %73 of teachers think keeping a teacher journal is important, but only %7 of them are keeping teacher journals. Although %73 of teachers find peer observation important, %49 almost never experienced it. For %78 of teachers, teacher portfolios are important, but just %10 of teachers keep a teacher Usually Peer %% %%5 %23 %% %%3 Observation 23 0 0 Teaching %% %%5 %20 %% %%0 Portfolios 20 8 0 Analyzing %% %%5 %18 %% %%0 Critical 30 2 0 Incidents Case %% %%3 %18 %% %%0 Analysis 40 7 0 Peer %% %%4 %33 %% %%0 Coaching 22 0 0 Team %% %%4 %18 %% %%2 Teaching 32 8 0 Action %% %%4 %22 %% %%2 Research 30 7 0 portfolio regularly. %82 of teachers find analyzing critical incidents important, but just %5 of them analyzes critical incidents. According to %77 of teachers case analysis is important, but just %5 of them conduct it. %62 of teachers find peer coaching important, but only %10 of them act accordingly. %80 of teachers think team teaching is important, but only %17 of teachers conducted it more than a few times. %77 of teachers think action research is beneficial for a successful professional development but about % 13 them never did an action research and about %80 of them almost didn‘t do it. The outcomes of the present study might indicate an unawareness of what these tools are and how they are going to be employed. Many of the lecturers at the Foreign Languages High School in Konya register in graduate studies if they seek professional development or attend conferences. However, self initiated teacher development sessions and activities do not rank high in their agenda. Table 5- The importance level and usage frequency of professional development tools. Always Journal %% 8 %% 20 %% 7 %% 27 %% 10 %% 18 %% 13 Both as a person and as a teacher lecturers %%1 %%0 %%42 have aims. While trying to reach those aims they come 0 across some challenges. In order to cope with existing %%1 %%0 %%42 and new challenges teachers need to develop 7 professionally. As professional development is not %%7 %%0 %%48 compulsory, teachers should develop some positive attitudes towards professional development. In a research conducted by AteĢkan (2008), science teachers‘ perceptions about online teacher professional development program were investigated. The results showed that teachers were not satisfied with previous professional development programs because of the problems about content, process and organization as conducted by the Turkish Ministry of Education. For successful teacher development there are some tools suggested by Richards and Farrell (2009). These are: workshops, self monitoring, teacher support groups, keeping a teaching journal, peer observation, teacher portfolios, analyzing critical incidents, case analysis, peer coaching, team teaching, and action research. This research showed us that lecturers at Foreign Language High School at Selçuk University find every tool important. According to them the most important tools is self-monitoring. But they do not employ these tools enough for their professional development. 484 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The professional development tools mentioned in this study might be easier used via the internet. For example, keeping an online teaching journal or online teacher support groups can be more functional as internet allows mass access. Moreover, due to time concerns, gathering together and holding a workshop, for instance, is not very easy. Hence teachers may participate in online workshops or analyze critical instances together within a forum. A teacher can keep online teaching journal and teaching portfolios. In short, internet can be used in a variety of ways in order to conduct professional development activities easily. 485 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References AteĢkan, A. (2008). Online Professional Development Program For Science Teachers: A Case Study. Unpublished PhD Dissertation Billings, D.E. (1977). The Nature and scope of staff development in institutions of higher education‘, in L. Bell and C.Day, Managing the Professional Development of Teachers Calderhead, J., & Shorrock, S.B.(1997). Understanding Teacher Education, London: The Falmer Press Craig, D.V. (2009). Action Research Essentials. San Francisco: Jossey-Bass Darling-Hammond, L.,& McLaughlin M.W. (1996). Policies That Support Professional Development in an Era of Reform. In M.W. McLaughlin and I. Oberman (Eds.), Teacher Learning: New Policies, New Practices. 202218, New York: Teachers College Press, Columbia University. Earley, P., & Bubb, S.(2007). Leading and Managing Continuing Professional Development: Developng People, London: Paul Chapman Publishing. Fullan, M., & Steigelbauer, S. (l991). The new meaning of educational change (2nd Ed.), New York: Teachers College Press. Ganz, J. (2008). Self-monitoring across age and ability levels: Teaching students to implement their own positive behavioral interventions. Preventing School Failure, 53(1), 39–48. Koçoğlu, Z.B. (2006). The Role of Portfolios in EFL Student Teachers‘ Professional Development: A Case Study. Unpublished Ph.D. Dissertation Leaman, L. (2006). The Naked Teacher: how to survive your first five years in teaching. London: Continuum International Publishing Group Price, B. (2010). Disseminating best practice through workshops. Nursing Standard. 24(28), 35-41 Rhodes, C., Stokes, M., Hampton, G.(2004). A Practical Guide to Mentoring, Coaching and Peer-Networking, London: Routledge Falmer Richards, J., & Farrell, T.(2009). Professional Development for Language Teachers, New York: Cambridge University Press Robinson, D. (2008). Notes on Case Analysis. http://faculty.haas.berkeley.edu/robinson/Case%20Analysis.pdf Retrieved April 15, 2011, from: ġimĢek, H. (2009). A teacher Development Program for Young Learners of English: An Action Research, Konya: ME-SA Publications Villegas-Reimars,E.(2003) Teacher Professional Development. An International Review of Literature. Paris: IEEP printshop Zuber- Skerritt, O.(1992). Action research in Higher Education, London: Kogan Page 486 � 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. 72 Title A name given to the resource Teachers' Professional Development Tools: Importance and Usage Author Author Kartal, Galip SimĢek, Harun Abstract A summary of the resource. Current technological developments have led to an easier access to information leading to sociological changes worldwide. This brought about changes in all professions, especially in teaching as one of the roles of the teachers is to prepare their students to the world of future. This fact highlights the importance of foreign language teaching and personal and professional development of teachers. In order to enable professional development, professional development tools are crucial. Richards and Farrell (2009) suggest 11 professional development activities & tools for language teachers. These are: workshops, self- monitoring, teacher support groups, teacher journal, peer observation, teaching portfolios, analyzing critical incidents, case analysis, peer coaching, team teaching, and action research. In the present study, the level of importance attached to the above mentioned tools and the frequency of their usage by the lecturers teaching at the Foreign Languages High-school at Selçuk University is determined. 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/efce99bc7010265c099920cf53b46c17.pdf f2c31f69d22220b93a75ec5ef4db29f2 PDF Text Text Teachers’ Automatical Thoughts Birol ALVER Kâzım Karabekir Education Faculty Atatürk Üniversitesi Turkey balver@atauni.edu.tr Şükrü ADA Kâzım Karabekir Education Faculty Atatürk Üniversitesi Turkey sukruada@atauni.edu.tr Mücahit DILEKMEN Kâzım Karabekir Education Faculty Atatürk Üniversitesi Turkey dilekmen@atauni.edu.tr Sırrı AKBABA Kâzım Karabekir Education Faculty Atatürk Üniversitesi Turkey sakbaba@atauni.edu.tr Abstract: In this study it was aimed to analyze automatic thoughts of teachers from the aspect of variables of gender, marital status, institution they teach or work for, service period, status of receiving inservice training, the settlement they’ve taught or worked for the longest period, sports playing, artiness, styles of communication. Subjects were 215 randomly chosen teachers teaching at primary and secondary educational institutions in province center of ErzurumTurkey within the 2008-2009 academic (school) year. Data regarding automatic thoughts of teachers was obtained through Automatic Thoughts Questionnaire (ATQ) which was designed by Hollan and Kendal (1980) and adapted to turkish first by Aydın ve Aydın (1980) and then by Şahin and Şahin (1992) to measure the occurance the frequency of automatic negative thoughts associated with depression. It is a 30-item with 1-5 score margin likert type scale (ATQ-30). Personal and professional data about participant teachers obtained through personal information form which was developed by the researchers. For statistical analysis of data obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests were applied. It can be affirmed that above mentioned assumed precursor variables couldn’t predict nonfunctional attitude scores of teachers at a significant level. Introduction Automatic thoughts are repetitive, automatic self-statements that individuals always say to themselves in certain situations. They can be positive or negative. Psychological problems develop when an individual’s automatic thoughts are consistently negative (Franklin, 2002) In related literature, eleven irrational beliefs or opinions have been defined. Some of those beliefs and opinions are stated below : • Past experiences are the determinants of today’s behaviors of an individual. Things/events having strong effects on our past lives will definitely have similar effects in future life. • Some people are evil-minded and baleful and that’s why they deserve to be blamed and punished. • Unhappiness is caused by external factors which individuals have little control of. • I must be liked and approved by everyone in society. • I must be perfectly successful, efficient and competent to consider myself as a “gem”. 266 �• There are the definite and perfect solutions to human problems. If they cannot be found, the result is disaster (Ellis, 1962; Ellis, 1973; Jones, 1982; Dryden ve Ellis, 1988). Having positive thoughts plays important role for mental health. It is widely believed that those thoughts are developed within childhood period. Individuals who cannot develop proper cognitive behavioral skills within socialization process, develop feeling of helplessness, fail to succeed academically and socially and tend to develop negative automatic thoughts and depression. Positive automatic thoughts are important attributes that give an individual the opportunity arranging negative feelings and behaviors such as; anxiety, depression, anger, loneliness and poor self-worthiness (Güloğlu ve Aydın, 2007). In a study conducted by Çiçek, Tatari, Kasap and Karaırmak (2009) on university students, a positive relation between psychological symptoms and automatic thoughts of students was found at a significant level. Furthermore, it was also revealed within the scope of the same study that females’ automatic thoughts are higher than that of the males at a significant level. In one of his studies, Özgüven (1999) revealed that frequency of negative automatic thoughts and dysfunctional attitudes observed in crisis cases are significantly higher than other cases. Özgüven (1999) revealed in his study that negative automatic thoughts and dysfunctional attitudes were significantly higher when compared to control group. Moreover, falling apart of the family; losing someone dearest; experiencing mental traumas; verbally, physically and sexually have been or being harrassed and having committed suicade before are asserted to be the risk factors in developing negative automatic thoughts. It was also emphasized that automatic thoughts ascertain long term thoughts and attitudes; not the immediate behaviors. Frequency level of automatic thoughts and dysfunctional attitudes in crisis cases are observed to be significantly higher compared to other cases. Furthermore, there are those finding which have revealed that people having dysfunctional attitudes tend to be more depressive and anxious (Palabıyıkoğlu et al. 1995; Azizoğlu 1993; Tschacher 1996). In two other different studies it was also revealed that improper automatic thoughts and dysfunctional attitudes should be accepted as a risk factor for crisis rather than be considered as the result of crisis (Abramson, L.Y.,Seligman, MEP., Teasdale, J.D. 1978; Peterson and Seligman 1984). Karahan, Sardoğan and Özkamalı (2006) revealed in their study that individuals with poor social competence expectancy and with dysfunctional attitudes and negative automatic thoughts, needs more psychosocial support than the others. It is attained as result that automatic thoughts do not vary in accordance with gender. In the study conducted by Bulut (2007) there was found a negative relation between life satisfaction and negative automatic thoughts of guidance counselors; whereas a positive relation was found between avoidance and negative automatic thoughts. Problem Statement In this study it was aimed to analyze automatic thoughts of teachers from the aspect of different variables. The following question is tried to be answered in parallel with this purpose. “Do the automatic thoughts of teachers differentiate in accordance with the variables of gender, marital status, institution they teach or work for, service period, status of receiving inservice training, the settlement they’ve taught or worked for the longest period, sports playing, artiness, styles of communication ?” Method Population and Sampling Population of this study consist of the teachers teaching at primary and secondary educational institutions in province center of Erzurum-Turkey within the 2008-2009 academic (school) year. 215 teachers were chosen randomly out of the population as the sample of the study. Data Collection Automatic Thoughts Questionnaire (ATQ) Data regarding automatic thoughts of teachers was obtained through Automatic Thoughts Questionnaire (ATQ) which was designed by Hollan and Kendal (1980) and adapted to turkish first by Aydın ve Aydın (1980) and then by Şahin and Şahin (1992) to measure the occurance the frequency of automatic negative thoughts associated with depression. It is a 30-item with 1-5 score margin likert type scale (ATQ-30). It can be applied to both teenagers and adults. Internal consistency cronbach alfa reliability coefficient of the original questionnaire was found as. 94, .89, and .91 in turn; split half reliability coefficient for depressive group was found as r=.91, and for 267 �nondepressive psychopatological group was found as r=.59 and for other patients as r=.87. Internal consistency cronbach alfa reliability coefficient of the adapted questionnaire was found as. 93, .95, .94, .89 and .91 in turn; split half reliability coefficient for depressive group was found as r=.91, and for nondepressive psychopatological group was found as r=.59 and for other patients as r=.87. Re-test test reliability was found as r=.77. Correlation of the original form of the questionnaire with Beck Depression Inventory was found as .87 and the correlation with MMPI-D scale was found as .85. Correlations of the adapted form of the questionnaire with Beck Depression Inventory was found as .75, .70, .87 and the correlation with MMPI-D scale was found as .85. Correlation of the adapted form with Multiple Depression Scale was found as .60 whereas its correlation with Dysfunctional Attitude Scale was found .27. Each item of the scale is viewed one by one and all 30 items were found to have validity discriminate between depressed and nondepressed subjects (Şahin ve Şahin, 1992). Personal Information Form Teachers of the sample group were given Personal Information Forms developed by the researchers concerning information about the variables of gender, marital status, institution they teach at, service period, status of receiving inservice training, the settlement they’ve taught for the longest period, sports playing, artiness, styles of communication. Personal and professional data about participant teachers obtained through this form. Data Analysis SPSS 16.0 packaged software was used for statistical analysis of data obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests were applied. Findings Findings Regarding Automatic Thought Scores of Teachers In Accordance With Their Genders t-value, standard deviation and mean values of automatic thought scores of teachers in accordance with their gender were given in table 1 below : Gender n X sd Female 100 44,51 12,82 Male 115 47,86 14,76 t p -1.764 .079 sd: 213 p>0.05 Table1. t-Value, Standard Deviation And Mean Values of Automatic Thought Scores of Teachers In Accordance With Their Gender As seen in table 1 above, there was found a significant difference between automatic thought scores of male and female teachers (t213= -1.764, p=.079). Findings Regarding Automatic Thought Scores of Teachers In Accordance With Their Marital Status t-value, standard deviation and mean values of automatic thought scores of teachers in accordance with their marital status were given in table 2 below : 268 �Marital Status n X sd Single 65 47,04 14,22 Married 150 45,98 13,88 t p 0.513 . 608 sd: 213 p>0.05 Tablo 2. t-Value, Standard Deviation And Mean Values Of Automatic Thought Scores Of Teachers In Accordance With Their Marital Status As seen in table 2 above, there was found a significant difference between automatic thought scores of teachers in accordance with their marital status (t213=0.513, p=.608). Findings Regarding Automatic Thought Scores of Teachers In Accordance With The Type Institution They Teach In Or They Work For Standard deviation and mean values of automatic thought scores of teachers in accordance with the type of institution they teach in or they work for were given in table 3 below : n Type of Institution They Teach At X sd Automatic Thoughts Primary Education 92 45.73 14.68 Secondary Education 106 46.43 13.70 Milli Eğitim Müdürlüğü 17 48.52 11.92 Total 215 46.30 13.96 Table 3. Standard Deviation And Mean Values of Automatic Thought Scores of Teachers In Accordance With The Type of Institution They Teach At The results of variance analysis (ANOVA) applied in order to determine significance of the difference between automatic thought scores of teachers regarding the type of institution they teach at are shown in table 4 below : Automatic Thoughts Source of The Variance Inter-groups In-groups Total Sum of Squares 115.337 41618.012 41733.349 s d. 2 212 214 Mean of Squares 57.668 196.311 F .294 p .746 Table 4. Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Nonfunctional Attitude Scores of Teachers Regarding The Type Institution They Teach At As seen in table 4, there was found no significant difference between automatic thought scores of teachers in accordance with the type institution they teach at (F(2,212)= 0.294, p=.746). Findings Regarding Automatic Thought Scores of Teachers In Accordance With Their Service Period Standard deviation and mean values of automatic thought scores of teachers in accordance with their service period were given in table 5 below : 269 �n X Sd 122 81 12 215 45.36 48.27 42.58 46.30 13.52 14.40 14.76 13.96 Service Period Automatic Thoughts 1-10 years 11-20 years 21-30 years Total Table 5. Standard Deviation And Mean Values of Automatic Thought Scores of Teachers In Accordance With Their Service Period The results of variance analysis (ANOVA) applied in order to determine significance of the difference between automatic thought scores of teachers regarding their service period are shown in table 6 below : Automatic Thoughts Sum of Mean of Source of Variance Squares s d. Squares F p 588.276 2 294.138 1.516 .222 Inter-groups 41145.073 212 194.081 In-groups 41733.349 214 Total Table 6. The Results of Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Nonfunctional Attitude Scores of Teachers Regarding Their Service Period As seen in table 6, there was found no significant difference between automatic thought scores of teachers in accordance with their service period (F(2,212)= 1.516, p=.222). Findings Regarding Automatic Thought Scores of Teachers In Accordance With The Status of Receiving Inservice Training Standard deviation and mean values of automatic thought scores of teachers in accordance with the status of receiving ınservice training were given in table 7 below : n X sd 32 67 18 98 215 47.90 44.89 50.61 45.94 46.30 15.53 13.35 16.86 13.27 13.96 Status of Receiving Inservice Training Automatic Thoughts Never received Received only once Received twice Received three times and more Total Table 7. Standard Deviation And Mean Values of Automatic Thought Scores of Teachers In Accordance With The Status of Receiving Inservice Training The results of variance analysis (ANOVA) applied in order to determine significance of the difference between automatic thought scores of teachers regarding the status of receiving inservice training are shown in table 8 below : 270 �Automatic Thoughts Sum of Mean of Source of Variance s d. F p Squares Squares 561.339 3 187.113 .959 .413 Inter-groups 41172.010 211 195.128 In-groups 41733.349 214 Total Table 8. The Results of Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Automatic Thought Scores of Teachers Regarding The Status of Receiving Inservice Training As seen in table 8, there was found no significant difference between automatic thought scores of teachers in accordance with the status of receiving inservice training (F(3,211)= 0.959, p=.413). Findings Regarding Automatic Thought Scores of Teachers In Accordance With The Settlement They’ve Taught o For The Longest Period Standard deviation and mean values of automatic thought scores of teachers in accordance with the settlement they’ve taught o for the longest period were given in table 9 below : n sd X The Settlement They’ve Taught o For The Longest Period Automatic Thoughts Village 19 52.21 15.70 Town 29 45.96 13.24 City 60 45.65 12.58 Metropolis 107 45.71 14.50 Total 215 46.30 13.96 Table 9. Standard Deviation And Mean Values of Nonfunctional Attitude Scores of Teachers In Accordance With The Settlement They’ve Taught oFor The Longest Period The results of variance analysis (ANOVA) applied in order to determine significance of the difference between automatic thought scores of teachers regarding the settlement they’ve taught for the longest period are shown in table 10 below : Automatic Thoughts Source of Variance Inter-groups In-groups Total Sum of Squares 729.557 41003.792 41733.349 s d. 3 211 214 Mean of Squares 243.186 194.331 F 1.251 p .292 Table 10. The Results of Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Nonfunctional Attitude Scores of Teachers Regarding The Settlement They’ve Taught For The Longest Period As seen in table 10 above, there was found no significant difference between nonfunctional attitude scores of teachers in accordance with the settlement they’ve taught or worked for the longest period (F(3,211)= 1.251, p=.292). Findings Regarding Automatic Thought Scores of Teachers In Accordance With Sports Playing t-value, standard deviation and mean values of automatic thought scores of teachers in accordance with sports playing are given in table 11 below : 271 �Sports Playing n X sd Playing Sports 91 46.73 13.69 Not Playing Sports sd: 213 p>0.05 124 45.98 14.20 t p 0.390 .160 Table 11. t-Value, Standard Deviation And Mean Values of Nonfunctional Attitude Scores of Teachers In Accordance With Sports Playing As is seen in table 11 above, there was found no significant difference between automatic thought scores of teachers in accordance with sports playing (t213= 0.390, p=.160). Findings Regarding Automatic Thought Scores of Teachers In Accordance With Artiness t-value, standard deviation and mean values of automatic thought scores of teachers in accordance with artiness are given in table 12 below : Artiness n X sd Sanatla Uğraşanlar 168 46.82 13.70 Sanatla Uğraşmayanlar sd: 213 p>0.05 47 44.42 14.86 t p 1.043 .298 Table 12. t-Value, Standard Deviation And Mean Values of Nonfunctional Attitude Scores of Teachers In Accordance With Artiness As seen in table 12, there was found no significant difference between automatic thought scores of teachers in accordance with artiness (t213= 1.043, p=.298). Findings Regarding Automatic Thought Scores of Teachers In Accordance With Their Style of Communication t-value, standard deviation and mean values of automatic thought scores of teachers in accordance with their style of communication are given in table 13 below Perceived Communication Style Olumlu Algılayanlar (insancıl, yapıcı ve anlayışlı) Olumsuz Algılayanlar (eleştirel, yargılayıcı, duyarsız) sd: 213 p>0.05 n X sd 179 45.83 13.84 36 48.63 14.51 t p -1.101 .272 Table 13. t-Value, Standard Deviation And Mean Values of Nonfunctional Attitude Scores of Teachers In Accordance With Their Style of Communication As seen in table 13, there was found no significant difference between automatic thought scores of teachers in accordance with their style of communication (t213= -1.101, p=.272). Findings Regarding Precursor Variables of Nonfunctional Attitude Scores of Teachers The results of multiple regression analysis applied to determine the nonfunctional attitude score predictive strength of the variables of gender, marital status, type of institution they teach at or work for, service period, status of receiving inservice training, sports playing, artiness and perceived type of communication are given at table 14 below : 272 �Precursor Variables Gender Marital Status Type of institution they teach at or work for Service Period Status of receiving inservice training En Uzun Süreyle Görev Yapılan Yerleşim Yeri Sports playing Artiness Perceived Communication Style B Predictive Error β t p 3.112 -.736 1.234 1.880 .097 1.947 1.159 1.627 1.727 .884 .111 -.049 .055 .081 .008 1.599 -0.635 0.758 1.088 0.109 .111 .526 .449 .278 .913 -1.263 1.029 -.088 -1.228 .221 .123 2.070 .004 0.059 .953 -2.277 2.411 -.068 -0.944 .346 2.362 2.647 .063 0.892 .373 2 R=.197 R =.039 F(9-205)=0.916 p=.512 Table 14. The Results of Multiple Regression Analysis Regarding Precursor Variables of Nonfunctional Attitude Scores of Teachers Considering the findings obtained from table 14, it can be affirmed that assumed precursor variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and perceived communication styles couldn’t predict nonfunctional attitude scores of teachers at a significant level (R=0.143, R2=0.039, F(9-205)=0.916, p=.512). This finding demonstrates that all those assumed precursor variables could only explain 3,9% of variance of the nonfunctional attitude scores of the theachers. Results of independent t-test applied have confirmed that gender (β=-.111) is the strongest variable to predict nonfunctional attitude scores of teachers yet without being at significant level (t=-1.599, p=.111) whereas other variables couldn’t predict nonfunctional attitude scores of teachers at significant level. Discussion Considering the findings obtained from table 14, it can be affirmed that assumed precursor variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and perceived communication styles couldn’t predict nonfunctional attitude scores of teachers at a significant level. This finding demonstrates that all those assumed precursor variables could only explain 3,9% of variance of the nonfunctional attitude scores of the theachers. Results of independent t-test applied have confirmed that gender (β=-.111) is the strongest variable to predict nonfunctional attitude scores of teachers yet without being at significant level (t=-1.599, p=.111) whereas other variables couldn’t predict nonfunctional attitude scores of teachers at significant level. Negative automatic thoughts’ not varying significantly from the aspects of variables of this study, demonstrates their having almost no effect on varying them from. According to Rational Emotive Behavioral Therapy (REBT) theory, individuals inherit most of the opinion/belief structures leading their lives in their childhood period, imitating the persons they’ve perceived to be respectful (Corey, 2001). This assumption makes the reserchers to think that participative teachers developed automatic thoughts in their childhood period and that marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and their communication styles have had no effect on developing or changing automatic thoughts in their adulthood period. Overall score margin obtained from automatic thought scale is 30-150. Considering this range, there are those automatic thoughts of teachers at a certain level despite its not varying in accordance with above mentioned variables. Karahan, Sardoğan and Özkamalı (2006) revealed in their study that individuals with poor social competence expectancy and with dysfunctional attitudes and negative automatic thoughts, needs more psycho-social support than the others. Negative automatic thoughts are ascertained to be significantly higher in crisis cases than other cases. There are also findings obtained, revealing that people having nonfunctional attitudes tend to be more depressive and anxious (Palabıyıkoğlu ve ark 1995; Azizoğlu 1993; Tschacher 1996). Considering the scores obtained pertaining automatic thoughts together with automatic thoughts score range, it can be inferred that teachers may need psycho-social support to a certain extent and that they might experience some problems with social competence expectancy and tend to experience crisis as well as their becoming depressed and anxious to a certain extent. 273 �Conclusions and Recommendations Considering the findings obtained from table 14, it can be affirmed that despite teachers’ having negative automatic thoughts, assumed precursor variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and perceived communication styles couldn’t predict nonfunctional attitude scores of teachers at a significant level Results of independent t-test applied have confirmed that gender (β=-.111) is the strongest variable to predict nonfunctional attitude scores of teachers yet without being at significant level (t=-1.599, p=.111) whereas other variables couldn’t predict nonfunctional attitude scores of teachers at significant level. Overall score margin obtained from automatic thought scale is 30-150. Considering this range, there are those automatic thoughts of teachers at a certain level despite its not varying in accordance with above mentione variables. Going through literature review, it has been ascertained that automatic thoughts result from erroneous cognitive schemas formed within the childhood period of an individual and that it may cause some certain psychological problems afterwards. Considering those assignations, following recommendations could be suggested : 1. Particular inservice training programs should be arranged in order to raise teachers’ awareness on automatic thought, its sources and its effects. Different effective authorities such as Guidance Research Centers (GRC) and guidance counselors should be made use of in this studies. 2. Informative education pertaining automatic thoughts should be given to families. 3. Studies on automatic thoughts and their effects in life can be conducted in educational faculties on behalf of prospective teachers. 4. Confirming teachers with negative automatic thoughts, necessary therapeutic studies could be conducted. References Abramson LY, Seligman MEP, Teasdale, J.D. (1978) .Learned helplessness in humans: Critique and reformu- lation. Journal Abnormal Psychology, (87, pp. 49-74). Aydın,G. ve Aydın, O. (1990). Otomotik düşünceler ölçeğinin geçerlilik ve güvenilirliği [Reliability and validity of automatic thoughts questionnaire (ATQ-30)]. Psikoloji Dergisi (7 (4), pp.51-57) Azizoğlu S (1993) Psikolojik yardım arama davranışını etkileyen bazı faktörler açısından kriz merkezine başvuran ve başvurmayan bireylerin karşılaştırılması. Kriz Dergisi (1(3), pp. 143-149). Bulut, N. (2007). Okul psikolojik danışmanlarının yaşam doyumu, stresle başa çıkma stratejileri ve olumsuz otomatik düşünceleri arasındaki ilşkiler. Türk Psikolojik Danışma ve Rehberlik Dergisi, (27, pp. 11-13). Corey, G. (2001). Theory and Practice of Counseling and Psychotheraphy. Pacific Grove, CA: Brooks/Cole Çiçek, P., Tatari B., Kasap, S. ve Karaırmak, Ö. (2009). Üniversite öğrencilerinin gösterdikleri psikolojik belirtiler ile sahip oldukları otomatik düşünce arasındaki ilişki. Kocaeli Üniversitesi Psikolojik Danışma ve Rehberlik Bölümü Öğrencileri Poster Bildirileri. http://egt.kocaeli.edu.tr/bolum/ebb/pdr/otom.ppt Eisen, A.R.& Kearney, C.A. (1995). Practitioner's Guide to Treating Fear and Anxiety in Children and Adolescents: A Cognitive-Behavioral Approach, Jason Aronson, Northvale. Dryden, W. ve Ellis, A. (1988). Rational-emotive therapy. (Ed. Keith S. Dabson.) Handbook of Cognitive Behavioral Therapies (pp. 214–272), London: Hutchinson. Ellis, A. (1962). Reason and Emotion in Psychotheraphy. New York: Springer. _____ (1973). Rational-emotive psychotheraphy. (Ed: Patterson, C.H.) Theories of Counseling and Psychotherapy (pp. 49– 57). New York: Harpe and Row Publishers Franklin, D. J. (2002). Cognitive therapy for depression. http://www.psychologyinfo.com Güloğlu, B., Aydın, G. (2007). İlköğretim 5. sınıf öğrencilerinin öğrenilmiş güçlülük ve otomatik düşünce biçimi arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) (33, pp. 157-168) Jones, N. (1982). The theory and practice of counseling psychology, (Çev: F.Akkoyun ve ark.), Ankara. Karahan, T.F., Sardoğan, M.M.ve Özkamalı, E. (2006). Lise öğrencilerinde sosyal yetkinlik beklentisi ve otomatik düşüncelerin, yaşanılan birim ve cinsiyet açısından incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, (26, pp. 3545). Özgüven, H.D.( 1999). Psikiyatrik kriz vakalarında hatalı otomatik düşünceler ve fonksiyonel olmayan tutumların sıklığı. Kriz Dergisi, (7(2), pp. 9-16). Palabıyıkoğlu, R.,Berksun, O.E., Güney, S.,Yaza, H, Duran, A. (1995) Krize müdahale merkezine başvuranların değerlendirilmesi: Demografik özellikler, sorun alanları, yaklaşım. Kriz Dergisi, (3(1-2), pp. 118-123). Peterson, C, Seligman MEP. (1984). Causal explanations as a risk factor for depression: Theory and Evidence. Psychological Review; (91, pp. 347-374). Şahin, N. H. & Şahin, N. (1992). Reliability and Validity of the Turkish Version of the Automatic Thoughts Questionnaire. Journal of Clinical Psychology, (48, pp. 334 – 340). Tschacher, W. (1996) The dynamics of psychosocial crises: Time courses and causal models. J Nerv Ment Dis, (184, pp. 172179). 274 � https://omeka.ibu.edu.ba/files/original/cc3d1b2637ad02a9867ade8974caefe3.doc 1ed3180e94aa1ff5962910705ef9d4d8 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. 426 Title A name given to the resource Teachers’ Automatical Thoughts Author Author ALVER, Birol ADA, Şükrü DILEKMEN, Mücahit AKBABA, Sırrı Abstract A summary of the resource. In this study it was aimed to analyze automatic thoughts of teachers from the aspect of variables of gender, marital status, institution they teach or work for, service period, status of receiving inservice training, the settlement they’ve taught or worked for the longest period, sports playing, artiness, styles of communication. Subjects were 215 randomly chosen teachers teaching at primary and secondary educational institutions in province center of ErzurumTurkey within the 2008-2009 academic (school) year. Data regarding automatic thoughts of teachers was obtained through Automatic Thoughts Questionnaire (ATQ) which was designed by Hollan and Kendal (1980) and adapted to turkish first by Aydın ve Aydın (1980) and then by Şahin and Şahin (1992) to measure the occurance the frequency of automatic negative thoughts associated with depression. It is a 30-item with 1-5 score margin likert type scale (ATQ-30). Personal and professional data about participant teachers obtained through personal information form which was developed by the researchers. For statistical analysis of data obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests were applied. It can be affirmed that above mentioned assumed precursor variables couldn’t predict nonfunctional attitude scores of teachers at a significant level. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/86d82db813c9cf165f0087d8c41028ae.docx bc79e5b030159a05c8081e58ce654275 https://omeka.ibu.edu.ba/files/original/68c6dba966341f06019b930d2fec458a.pdf 52cda9c017f1fe7d3b93b340088d839c PDF Text Text Teachers’ Beliefs on the Use of Melody and Songs in EFL classes Mustafa Yavuz Konca & Emine Karadeniz Ataturk University/ Recep Tayyip Erdoğan University/ Turkey Key words: EFL, Melody and Songs, Teachers' Beliefs, Language Teaching ABSTRACT The purpose of this study was to examine the beliefs of English language teachers about the importance of using melody and songs in language teaching. As a result of this study, it was found that teachers’ beliefs were influenced by personal experiences, classroom experiences, and in-service training. In addition, it was seen that teachers’ knowledge of melody and songs was highly related to their confidence of implementing activities with melody and songs in their teaching practice. Teachers’ personal and professional concerns about integrating melody and songs were considered to be taking place among the most important factors having effects on the integration of melody and songs in EFL classes. Implications of the study were mainly on inclusion of melody and songs in teacher training to provide teachers with necessary background to increase the use of melody and songs in EFL classes. � 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. 1889 Title A name given to the resource Teachers’ Beliefs on the Use of Melody and Songs in EFL classes Author Author KONCA, Mustafa Yavuz KARADENIZ, Emine Abstract A summary of the resource. Key words: EFL, Melody and Songs, Teachers' Beliefs, Language Teaching ABSTRACT The purpose of this study was to examine the beliefs of English language teachers about the importance of using melody and songs in language teaching. As a result of this study, it was found that teachers’ beliefs were influenced by personal experiences, classroom experiences, and in-service training. In addition, it was seen that teachers’ knowledge of melody and songs was highly related to their confidence of implementing activities with melody and songs in their teaching practice. Teachers’ personal and professional concerns about integrating melody and songs were considered to be taking place among the most important factors having effects on the integration of melody and songs in EFL classes. Implications of the study were mainly on inclusion of melody and songs in teacher training to provide teachers with necessary background to increase the use of melody and songs in EFL classes. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/66a62e459fb2f7018d65a99a7c930209.pdf cf1c57985f53535cdd1624724e9ca6c5 PDF Text Text Teachers’ Disfunctional Attitudes Mücahit DILEKMEN Kâzım Karabekir Education Faculty Atatürk Üniversitesi, Turkey dilekmen@atauni.edu.tr Şükrü ADA Kâzım Karabekir Education Faculty, Atatürk Üniversitesi, Turkey sukruada@atauni.edu.tr Birol ALVER Kâzım Karabekir Education Faculty, Atatürk Üniversitesi, Turkey balver@atauni.edu.tr Durmuş KILIC Kâzım Karabekir Education Faculty, Atatürk Üniversitesi, Turkey dkilic@atauni.edu.tr Abstract:In this study it was aimed to analyze dysfunctional attitudes of teachers from the aspect of variables of gender, marital status, institution they teach or work for, service period, status of receiving inservice training, the settlement they’ve taught or worked for the longest period, sports playing, artiness, styles of communication. Subjects were 215 randomly chosen teachers teaching at primary and secondary educational institutions in province center of Erzurum-Turkey within the 2008-2009 academic (school) year. Data regarding dysfunctional attitudes of teachers was obtained through Dysfunctional Attitude Scale (DAS-A) which was originally designed by Weissman ve Beck (1978) and adapted to turkish by Şahin and Şahin (1992). Dysfunctional Attitude Scale (DAS-A) is a 40-item with 1-7 score margin likert type scale which aims to measure patterns of maladaptive thoughts of depressed individuals Personal and professional data about participant teachers obtained through personal information form which was developed by the researchers. For statistical analysis of data obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests were applied. It can be affirmed that assumed precursor variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and perceived communication styles couldn’t predict dysfunctional attitude scores of teachers at a significant level whereas gender (β=-.138) is the only and the strongest variable to predict dysfunctional attitude scores of teachers at a certain level (t=-1.984, p=.049). Introduction Schoolteaching has the foremost place among the professions requiring one to one interaction and sharing. Along with transfering contemporary knowledge and culture to the next generations, teachers play effective roles in personality development of individuals and in fitting them for future in, especially primary and secondary education institutions. Teachers are the role models with personality attributes, attitudes and behaviors they exhibited in addition to cognitive gainings the students are provided with. It can be said in the light of the issues being discussed that teachers have significantly positive effects on students’ recognizing themselves and the environment as well as their understanding and attaching meanings to the things happening around-especially in primary education level-. Dysfunctional beliefs that are used to express desires of individuals, are happened to come forward more often when people change their desires and choices pertaining themselves and events into compulsory desires and 69 �demands (Jones, 1982; Corey, 2001). People’s thoughts and behaviors are important sources of power (Eisen, Kearney, 1995). According to cognitive approach, changes in opinions play important role in forming emotions and behaviors. Therefore, changing opinions are important in order to correct negative behaviors. Cognitive theories are being perceived important from the aspect of conceptualizing personality and personality disorders in these days. Those theories have helped to explain perceptions, opinions and attitudes in defining personality (Sperry 1999). Cognitive concepts and psycho-social effects play more important role in personality disorder when compared to biological structure (APA 1994, DSM-IV-TR 2008). According to Rational Emotive Behavioral Therapy (REBT) theory, individuals inherit most of the opinion/belief structures leading their lives in their childhood period, imitating the persons they’ve perceived to be respectful (Corey, 2001). Considering the issue within the scope of these facts, the importance of teachers’ being role model from the aspect of personality, cognitive and emotional development of children within the primary education period becomes self-evident. Corey ( 2001) has emphasized that teachers’ being perfectionist against some cases or having strict attitudes and beliefs towards some events as well as having wrong thoughts such as “I must be the best in everything” or “there has to be no sound in the class to be heard at all” cause students to develop similar behavior patterns. Ellis (1962) defined eleven irrational beliefs or opinions, some of which are : • Past experiences are the determinants of today’s behaviors of an individual. Things/events having strong effects on our past lives will definitely have similar effects in future life. • Some people are evil-minded and baleful and that’s why they deserve to be blamed and punished. • Unhappiness is caused by external factors which individuals have little control of. • I must be liked and approved by everyone in society. • I must be perfectly successful, efficient and competent to consider myself as a “gem”. • There are the definite and perfect solutions to human problems. If they cannot be found, the result is disaster (Ellis, 1962; Ellis, 1973; Jones, 1982; Dryden ve Ellis, 1988). In one of his studies, Özgüven (1999) revealed that frequency of automatic thoughts and dysfunctional attitudes observed in crisis are significantly higher than other cases. He also suggested that cognitive limitations are effective on crisis emergence and thus, cognitive therapy approaches embracing automatic thoughts and dysfunctional attitudes be more beneficial from this aspect. Psychological problems emerge when individuals consistently have negative opinions (Franklin, 2002). It was also revealed that people having dysfunctional attitudes tend to be more depressive and anxious (Azizoğlu 1993; Palabıyıkoğlu ve ark 1995; ve Tschacher 1996). Frequency level of automatic thoughts and dysfunctional attitudes of an individual in crisis is observed to be significantly higher when compared to other individuals. Dysfunctional attitude scale (DAS-A) was designed to measure long lasting thoughts and attitudes rather than immediate behaviors. For this reason, it can be suggested that improper automatic thoughts and dysfunctional attitudes be accepted as a risk factor for crisis rather than be considered as the result of crisis which is an instant action (Abramson ve ark 1978; Peterson ve Seligman 1984). According to a study conducted by Gündoğdu, Çelikkaleli and Çapri (2003) with the students studying at different faculties, it was found that irrational belief scores of educational faculty students were signifcantly higher than irrational belief scores of students of other faculties. Hamamcı and Duy (2007) revealed a positive relation at significant level between loneliness and “perfectionistic attitudes” which is one of the subdimension of dysfunctional attitude scale (SDAS-A). Furthermore, it was also revealed that cognitive behavioral approach based social skills training significantly lessened dysfunctional attitudes of university students who had received it and a further monitoring analysis proved the persistency of the attainments. Problem Statement The purpose of this study is to analyze dysfunctional attitudes of teachers from the aspect of different variables. The following question is tried to be answered in parallel with this purpose. “Do the dysfunctional attitudes of teachers differentiate in accordance with the variables of gender, marital status, institution they teach or work for, service period, status of receiving inservice training, the settlement they’ve taught or worked for the longest period, sports playing, artiness, styles of communication ?” Method Population and Sampling 70 �Population of this study consist of the teachers teaching at primary and secondary educational institutions in province center of Erzurum-Turkey within the 2008-2009 academic (school) year. 215 teachers were chosen randomly out of the population as the sample of the study. Data Collection Dysfunctional Attitude Scale (DAS-A) Data regarding dysfunctional attitudes of teachers was obtained through Dysfunctional Attitude Scale (DASA) which was originally designed by Weissman ve Beck (1978) and adapted to turkish by Şahin and Şahin (1992). Moreover, data on personal, institutional and social variables concerning teachers was obtained through Personal Information Form that was developed by the researchers. Dysfunctional Attitude Scale (DAS-A) is a 40-item with 17 score margin likert type scale which aims to measure patterns of maladaptive thoughts of depressed individuals and specifically to bring along occurance frequency of dysfunctional attitudes of those patients. It was developed by Weissman and Beck (1978) and adapted to turkish with reliability and validity by Şahin and Şahin (1992). Answers to each item is scored by a range of 1 to 7 points. Items numbered 2, 6, 12, 17, 24, 29, 30, 35, 37 and 40 were graded inversely with the assumption of their pointing out functional attitudes. Overall score margin is 40-280. The higher the score obtained from the scale, the more often dysfunctional attitudes are likely to be observed for an individual. After studies on students chosen as the sample, cronbach alfa reliability coefficient of the scale was found between .87 and .92 and the total score correlation coefficient was found between .20 and .50. Re-test test reliability coefficients of the scale vary between .54 and .84. In criterion connected validity study of the instrument, range of the correlation of this study with Beck Depression Inventory varied between .30 and .64. Personal Information Form Teachers of the sample group were given Personal Information Forms developed by the researchers concerning information about the variables of gender, marital status, institution they teach or work for, service period, status of receiving inservice training, the settlement they’ve taught or worked for the longest period, sports playing, artiness, styles of communication. Personal and professional data about participant teachers obtained through this form. Data Analysis SPSS 16.0 packaged software was used for statistical analysis of data obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests were applied. Findings Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With Their Genders t-value, standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with their gender were given in table 1 below : Gender n X sd Female 100 184.05 34.63 Male sd: 213 p<.05 115 175.59 29.45 t p 1.935 .050 Table 1. t-Value, Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With Their Gender 71 �As is seen in table 1 above, there was found a significant difference between dysfunctional attitude scores of male and female teachers in favor of female teachers (t213= 1.935, p=.050). In other words, dysfunctional attitude level of female teachers are significantly higher than that of the male teachers. Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With Their Marital Status t-value, standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with their marital status were given in table 2 below : Marital Status n X sd Single 65 180.07 36.49 Married 150 179.28 30.23 t p 0.165 . 869 sd: 213 p>0.05 Table 2. t-Value, Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With Their Marital Status As is observed from table 2, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with their marital status (t213=0.165, p=.869). Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With The Type Institution They Teach At Standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with the type of institution they teach at were given in table 3 below : n X sd 92 106 17 215 180.05 180.41 171.11 179.52 30.96 31.84 40.70 32.17 Institutions Teachers Teach At Dysfunctional Attitudes Primary Education Secondary Education Milli Eğitim Müdürlüğü Total Table 3. Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With The Type Institution They Teach At The results of variance analysis (ANOVA) applied in order to determine significance of the difference between dysfunctional attitude scores of teachers regarding the type of institution they teach at are shown in table 4 below : Dysfunctional Attitudes 72 Source of The Variance Inter-groups In-groups Total Sum of Squares 1311.380 220210.229 221521.609 s d. 2 212 214 Mean of Squares 655.690 1038.727 F 0.631 p .533 �Tablo 4. Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Dysfunctional Attitude Scores of Teachers Regarding The Type Institution They Teach At As seen in table 4, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with the type institution they teach in or they work for (F(2,212)= 0.631, p=.533). Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With Their Service Period Standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with their service period were given in table 5 below : Service Period Dysfunctional Attitudes n 122 81 12 215 1-10 years 11-20 years 21-30 years Total X 181.95 175.17 184.16 179.52 Sd 32.63 31.15 33.68 32.17 Table 5. Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With Their Service Period The results of variance analysis (ANOVA) applied in order to determine significance of the difference between dysfunctional attitude scores of teachers regarding their service period are shown in table 6 below : Dysfunctional Attitudes Source of The Variance Inter-groups In-groups Total Sum of Squares 2515.567 219006.042 221521.609 Mean of Squares 1257.784 1033.047 s d. 2 212 214 F 1.218 p .298 Table 6. The Results of Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Dysfunctional Attitude Scores of Teachers Regarding Their Service Period As seen in table 6, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with their service period (F(2,212)= 1.218, p=.298). Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With The Status of Receiving Inservice Training Standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with the status of receiving ınservice training were given in table 7 below : n X sd 73 �Status of Receiving Inservice Training Dysfunctional Attitudes Never received Received only once Received twice Received three times and more Total 215 32 67 18 98 46,30 181,53 181,01 178,50 178,04 13,96 28,37 31,05 26,89 35,18 Table 7. Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With The Status of Receiving Inservice Training The results of variance analysis (ANOVA) applied in order to determine significance of the difference between dysfunctional attitude scores of teachers regarding the status of receiving inservice training are shown in table 8 below : Dysfunctional Attitudes Source of Variance Inter-gropus In-groups Total Sum of Squares 512.319 221009.291 221521.609 Mean of Squares 170.773 1047.437 s d. 3 211 214 F .163 p .921 Table 8. The Results of Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Dysfunctional Attitude Scores of Teachers Regarding The Status of Receiving Inservice Training As seen in table 8, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with the status of receiving inservice training (F(3,211)= 0.163, p=.921). It other words inservice training plays almost no role in terms of changing dysfunctional attitudes. As Ellis (1962) stated, children learn negative opininons from the individuals around by imitating them. However, it can be considered that way the individual is brought up may have certain effect on developing dysfunctional attitudes. Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With The Settlement They’ve Taught For The Longest Period Standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with the settlement they’ve taught for the longest period were given in table 9 below : Dysfunctional attitudes The Settlement They’ve Taught For The Longest Period Village Town City Metropolis Total n X sd 19 29 60 107 215 175.47 180.44 176.03 181.95 179.52 32.94 28.65 35.77 30.98 32.17 Table 9. Standard Deviation And Mean Values Of Dysfunctional Attitude Scores Of Teachers In Accordance With The Settlement They’ve Taught For The Longest Period The results of variance analysis (ANOVA) applied in order to determine significance of the difference between dysfunctional attitude scores of teachers regarding the settlement they’ve taught for the longest period are shown in table 10 below : 74 �Dysfunctional Attitudes Source of The Variance Inter-groups In-groups Total Sum of Squares 1699.000 219822.609 221521.609 s d. 3 211 214 Mean of Squares 566.333 1041.813 F 0.544 p .653 Table 10. The Results of Variance Analysis (ANOVA) Applied In Order To Determine Significance of The Difference Between Dysfunctional Attitude Scores of Teachers Regarding The Settlement They’ve Taught For The Longest Period As is seen in table 10 above, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with the settlement they’ve taught for the longest period (F(3,211)= 0.544, p=.653). Shortly, the settlement they’ve taught for the longest period plays almost no role in terms of changing dysfunctional attitudes. Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With Sports Playing t-value, standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with sports playing are given in table 11 below : Sports Playing n X sd Playing Sports 91 176.03 34.63 Not Playing Sports sd: 213 p>0.05 124 182.08 30.12 t p -1.366 .173 Table 11. t-Value, Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With Sports Playing As is seen in table 11 above, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with sports playing (t213= -1.366, p=.173). Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With Artiness t-value, standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with artiness are given in table 12 below : Artiness Yes, Iam interested in arts No, I am not that much interested in arts sd: 213 p>0.05 n X sd 168 177.89 32.15 47 185.36 31.89 t p -1.410 .160 Table 12. t-Value, Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With Artiness As seen in table 12, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with artiness (t213= -1.410, p=.160). Findings Regarding Dysfunctional Attitude Scores of Teachers In Accordance With Their Style of Communication t-value, standard deviation and mean values of dysfunctional attitude scores of teachers in accordance with their style of communication are given in table 13 below 75 �Perceived Style of Communication Positive Perceivers (humaniterian, constructive and emphatetic) Negative Perceivers (critical, judging and apathetic) sd: 213 p>0.05 n X sd 179 179.94 32.36 36 177.41 31.55 t p 0.430 .667 Table 13. t-Value, Standard Deviation And Mean Values of Dysfunctional Attitude Scores of Teachers In Accordance With Their Style of Communication As seen in table 13, there was found no significant difference between dysfunctional attitude scores of teachers in accordance with their style of communication (t213= -1.101, p=.272). Findings Regarding Precursor Variables of Dysfunctional Attitude Scores of Teachers The results of multiple regression analysis applied to determine the dysfunctional attitude score predictive strength of the variables of gender, marital status, type of institution they teach at or work for, service period, status of receiving inservice training, sports playing, artiness and perceived type of communication are given at table 14 below : Precursor Variables Gender Marital Status Type of institution they teach at or work for Service Period Status of receiving inservice training The settlement they’ve taught fort he longest period Sports playing Artiness Perceived Communication Style B Predictive Error β t p -8.871 .823 -2.960 -3.580 -1.615 4.471 2.661 3.737 3.967 2.030 -.138 .024 -.057 -.067 -.058 -1.984 0.309 -0.792 -0.903 -0.796 .049 .758 .429 .368 .427 1.705 2.362 .052 0.722 .471 5.220 5.956 -.143 R=.212 4.754 5.538 6.078 R2=.045 .080 1.098 .077 1.076 -.002 -0.024 F(9-205)=1.071 .274 .283 .981 p=.385 Table 14. The Results of Multiple Regression Analysis Regarding Precursor Variables of Dysfunctional Attitude Scores of Teachers Considering the results of multiple regression analysis seen at table 14, it can be affirmed that assumed precursor variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and perceived communication styles couldn’t predict dysfunctional attitude scores of teachers at a significant level (R=.212, R2=.045, F(9-205)=1.071, p=.385). This finding demonstrates that all those assumed precursor variables could only explain 4,5% of variance of the dysfunctional attitude scores of the theachers. Results of independent t-test applied have confirmed that gender (β=-.138) is the strongest variable to predict dysfunctional attitude scores of teachers at a certain level (t=-1.984, p=.049) whereas other variables couldn’t predict dysfunctional attitude scores of teachers at a significant level. Discussion There was found a significant difference between dysfunctional attitude scores of male and female teachers in favor of female teachers (t213= 1.935, p=.050). In other words, dysfunctional attitude level of female teachers are significantly higher than that of the male teachers. It was also revealed that people having dysfunctional attitudes 76 �tend to be more depressive and anxious (Azizoğlu 1993; Palabıyıkoğlu ve ark 1995; ve Tschacher 1996). In one of his studies, Özgüven (1999) revealed that frequency of automatic thoughts and dysfunctional attitudes observed in crisis are significantly more often than other cases. This aspect, however, can be explained by effectiveness of cognitive limit in crisis emergence. According to another prospect, cognitive concepts and psycho-social effects play more important role in personality disorder rather than biological structure (APA 1994, DSM-IV-TR 2008). Considering those results, it can be affirmed that cognitive limitations of female teachers are more than that of the male teachers and thus, they are more inclined to experience crisis and can be more depressive and anxious. The result that dysfunctional attitude scores of teachers do not differ at a significant level in accordance with variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and their communication styles perceived as being authoretative or democratic. This result have demonstrated that gender is the only variable, dysfunctional attitude scores of teachers differs accordingly at a significant level. As Ellis (1962) stated, children learn negative opininons from the individuals around by imitating them. Considering this prospect, it can be said that dysfunctional attitudes are mostly developed in personal development period. Considering the results of multiple regression analysis seen at table 14, it can be affirmed that assumed precursor variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and perceived communication styles couldn’t predict dysfunctional attitude scores of teachers at a significant level (R=.212, R2=.045, F(9-205)=1.071, p=.385). This finding demonstrates that all those assumed precursor variables could only explain 4,5% of variance of the dysfunctional attitude scores of the theachers. Results of independent t-test applied have confirmed that gender (β=-.138) is the strongest variable to predict dysfunctional attitude scores of teachers at a significant level (t=-1.984, p=.049) whereas other variables couldn’t predict dysfunctional attitude scores of teachers at a significant level. This result demonstrated that only gender out of nine assumably precursor variables could be predictive on developing dysfunctional attitudes. According to Rational Emotive Behavioral Therapy (REBT) theory, individuals inherit most of the opinion/belief structures leading their lives in their childhood period, imitating the persons they’ve perceived to be respectful (Corey, 2001). This assumption makes the reserchers to think that participative teachers developed dysfunctional attitudes in their childhood period and that marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and their communication styles have had no effect on developing or changing dysfunctional attitudes in their adulthood period. It can also be inferred that, except for gender, no other variable have any effect on predicting dysfunctional attitudes. Considering the total score margin of dysfunctional attitude scale, which is 40-280; there are dysfunctional attitudes of teachers at a certain level (yet not significant) despite its not varying in accordance with above mentioned variables. Karahan, Sardoğan and Özkamalı (2006) revealed in their study that individuals with poor social competence expectancy and with dysfunctional attitudes and negative automatic thoughts, needs more psycho-social support than the others. It was also revealed that people having dysfunctional attitudes and negative automatic thoughts tend to be more depressive and anxious (Azizoğlu 1993; Palabıyıkoğlu ve ark 1995; ve Tschacher 1996). Considering the scores obtained pertaining automatic thoughts together with the results obtained from the study, it can be inferred that teachers may need psycho-social support to a certain extent and that they might experience some problems with social competence expectancy and tend to experience crisis as well as their becoming depressed and anxious to a certain extent. Conclusions and Recommendations In this study, it is achieved as result that participative teachers have certain dysfunctional attitudes and they do not vary in accordance with above mentioned variables except for gender. In addition, it is also attained that gender variable could predict dysfunctional attitudes. Going through literature review, it has been ascertained that dysfunctional attitudes results from erroneous cognitive schemas formed within the childhood period and that it may cause some certain psychological problems afterwards. Considering those assignations, following recommendations could be suggested : Recommendations 1. Particular inservice training programs should be arranged in order to raise teachers’ awareness on dysfunctional attitudes, their sources and their effects. Different effective authorities such as Guidance Research Centers (GRC) and guidance counselors in schools should be made use of. 77 �2. Studies on dysfunctional attitudes of teachers can be conducted in educational faculties as one dimension within the scope of psychological counseling and guidance services and thus, necessary proactive interferences could be made fort he prospective teachers. 3. Informative education pertaining dysfunctional attitudes should be given to families. 4. Confirming teachers with dysfunctional attitudes, necessary therapeutic studies could be conducted. References Abramson, L.Y, Seligman, MEP, Teasdale JD (1978). Learned helplessness in humans: ritique and reformu-lation. Journal of Abnormal Psychology, (87, pp. 49-74). American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed).Washington, DC. Azizoğlu, S. (1993). Psikolojik yardım arama davranışını etkileyen bazı faktörler açısından kriz merkezine başvuran ve başvurmayan bireylerin karşılaştırılması. Kriz Dergisi, (1(3), pp. 143-149). Corey, G. (2001). Theory and Practice of Counseling and Psychotheraphy. Pacific Grove, CA: Brooks/Cole. Dryden, W. ve Ellis, A. (1988). Rational-emotive therapy. (Ed. Keith S. Dabson.) Handbook of Cognitive Behavioral Therapies (pp.214–272), London: Hutchinson. Eisen, A.R.& Kearney, C.A. (1995). Practitioner's Guide to Treating Fear and Anxiety in Children and Adolescents: A Cognitive-Behavioral Approach, Jason Aronson, Northvale. Ellis, A. (1962). Reason and Emotion in Psychotheraphy. New York: Springer. _____ (1973). Rational-emotive psychotheraphy. (Ed: Patterson, C.H.) Theories of Counseling and Psychotherapy (pp. 49–57). New York: Harpe and Row Publishers Franklin, D. J. (2002). Cognitive therapy for depression. http://www.psychologyinfo.com Gündoğdu, M., Çelikkakeli, Ö. ve Çapri, B. (2003). Üniversite öğrencilerinde akılcı olmayan inançlar ve dindarlık. VII. Ulusal Psikolojik Danışma veRehberlik Kongresi, 9–11 Temmuz, Malatya. Hamamcı, Z., Duy, B. (2007). Bilişsel davranışçı yaklaşıma dayalı sosyal beceri eğitiminin üniversite öğrencilerinin yalnızlık düzeyleri ve fonksiyonel olmayan tutumları üzerindeki etkisi. Eğitim Bilimleri ve Uygulama Dergisi, Sayı. 7. Hamamcı, Z.ve Duy, B. (2007). Sosyal beceriler fonksiyonel olmayan tutumlar akılcı olmayan inançlar ve ilişkilerle ilgili bilişsel çarpıtmaların yalnızlıkla ilişkisi, Eğitim Araştırmaları Dergisi, (26, pp. 121-130). Jones, N. (1982). The theory and Practice of Counseling Psychology, (Çev: F.Akkoyun ve ark.), Ankara. Özgüven, H.D.( 1999). Psikiyatrik kriz vakalarında hatalı otomatik düşünceler ve fonksiyonel olmayan tutumların sıklığı. Kriz Dergisi, (7(2), pp. 9-16). Palabıyıkoğlu, R. Berksun, O.E., Güney, S., Yazar, H. ve Duran, A (1995). Krize müdahale merkezine başvuranların değerlendirilmesi: Demografik özellikler, sorun alanları, yaklaşım. Kriz Dergisi, (3(1-2), pp. 118-123). Peterson, C. Seligman MEP (1984). Causal explanations as a risk factor for depression: Theory and evidence. Psychological Review (91, pp. 347-374). Sperry, L . (1999). Cognitive Behaviour Therapy of DSM-IV Personality Disorders. London, Brunner- Mazel. Şahin, N, Şahin, N (1992). How dysfunctional are the dysfunctional attitudes in another culture. Br J Med Psychol, (65, pp. 1726). Tschacher, W. (1996). The dynamics of psychosocial crises: Time courses and causal models. J Nerv Ment Dis, (184, pp. 172179). 78 �Weissman, A. N, Beck AT (1978). Development and the validation of the Dysfunctional Attitude Scale: A preliminary investigation. Paper Presented at the Annual Meeting of the American Educational Research Association. Toronto, Ontario. 79 � 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. 332 Title A name given to the resource Teachers’ Disfunctional Attitudes Author Author DILEKMEN, Mücahit ADA, Şükrü ALVER, Birol KILIC, Durmuş Abstract A summary of the resource. In this study it was aimed to analyze dysfunctional attitudes of teachers from the aspect of variables of gender, marital status, institution they teach or work for, service period, status of receiving inservice training, the settlement they’ve taught or worked for the longest period, sports playing, artiness, styles of communication. Subjects were 215 randomly chosen teachers teaching at primary and secondary educational institutions in province center of Erzurum-Turkey within the 2008-2009 academic (school) year. Data regarding dysfunctional attitudes of teachers was obtained through Dysfunctional Attitude Scale (DAS-A) which was originally designed by Weissman ve Beck (1978) and adapted to turkish by Şahin and Şahin (1992). Dysfunctional Attitude Scale (DAS-A) is a 40-item with 1-7 score margin likert type scale which aims to measure patterns of maladaptive thoughts of depressed individuals Personal and professional data about participant teachers obtained through personal information form which was developed by the researchers. For statistical analysis of data obtained. t-test, one way variance analysis (ANOVA) and multiple regression analysis tests were applied. It can be affirmed that assumed precursor variables of gender, marital status, type of institution, service period, status of receiving inservice training, sports playing, artiness and perceived communication styles couldn’t predict dysfunctional attitude scores of teachers at a significant level whereas gender (β=-.138) is the only and the strongest variable to predict dysfunctional attitude scores of teachers at a certain level (t=-1.984, p=.049) Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (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. 838 Title A name given to the resource Teaching Architectural Vocabulary: Elements of a House Exterior Author Author Rata, Georgeta Abstract A summary of the resource. Every profession has its own vocabulary and every professional would like to use (to communicate rapidly and effectively – orally or in writing) these specialised terms in the language that he/she uses (be it his/her mother tongue or a second language). Given that each specific disciplinary field has its own specialized (or technical) vocabulary or terminology, undergraduates specializing in landscaping should all know such terms related to the components of the exterior structure of a house. To establish the best teaching strategy of such specialised vocabulary, we have carried out a test aiming at assessing our students’ knowledge of architectural terminology. The control group was asked to identify the proper definition of the 29 terms above without any visual aid. The experimental group was asked to do the same, but they were also supplied a visual aid (the view of a house on its site with the components of its exterior structure). Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/688942e99ff054a1dfe709e540961979.pdf d8c7d1aaf6174335dc44bcbafd2f330d PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teaching Business English for Distance Learning Students – Challenges, Problems and Potential Solutions Diana Zagan-Zelter Department of Foreign Languages and Business Communication Faculty of Economics and Business Administration BabeĢ-Bolyai University, Cluj-Napoca, Romania dianazelter@yahoo.com Sergiu Zagan-Zelter Department of Foreign Languages and Business Communication Faculty of Economics and Business Administration BabeĢ-Bolyai University, Cluj-Napoca, Romania sergiuzagan@yahoo.fr Abstract: Distance learning has become a type of learning which is increasingly preferred by students both in bachelor and master programs at the Faculty of Economics and Business Administration, mainly due to economic reasons which force young people to start working immediately after finishing high-school. However, distance learning is also a solution for middle-aged people who graduated different universities in their youth, but have professions which are no longer requested on the job market. As the spectrum of distance learning students is so heterogeneous from different points of view such as age or professional background, teaching English to such students has encountered a number of challenges and problems that we have been trying to cope with so far. In order to identify these problems, we have made a survey among distance learning students from our faculty by using questionnaires and guided interviews. We have also made a summary of the issues identified in our teaching experience and we have talked to colleagues who are in the same situation in order to discover the common points. The paper will present the results of this investigation and the solutions we propose, solutions which are based on our 10 year-experience in teaching distance learning students as well as on the review of specialized literature in this area. Key Words: distance learning, Business English, on-line platform, age, experience Introduction Distance learning – a general approach Distance learning is a generic term that includes the range of teaching/learning strategies largely referred as correspondence education, correspondence study, home study, independent study, distance learning, computer-assisted learning, on-line learning, distance education. Related terms such as open learning, nontraditional studies, off-campus learning also appear in literature. Distance learning has existed for more than 100 years in the more developed regions and for one generation in the developing countries. According to Berg (2002), the main elements which characterize distance learning are: - Physical separation between teacher and learner - Administration by an educational institution - Frequent use of different media - Synchronous and asynchronous communication between teacher and learner - Often a focus on the non-traditional learner. The history of distance learning goes as back as the 19th century, for example in the USA, where correspondence courses in the guided reading of the Bible or courses in Hebrew already existed. Hence derived the well-known Chautauqua courses and the first university practising this type of learning, which was recognized in 1883. Historically speaking, one can distinguish the following levels in the evolution of distance learning (Berg, 2002): Level one (between 1880-1960) may be called passive distance learning as there was no opportunity for the learner to interact with the instructor in real time. The materials used were mostly printed and later there were also audio materials and video tapes. This is also called asynchronous distance learning. 365 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Level two (between 1960-1990) is considered passive to moderately active distance learning. Distance learning became synchronous in this period as the learner and the instructor could interact in real time. The means used both for studying and interaction were two-way audio teletraining, computer-based training, CD, PC, electronic mail, audio-video transmissions. It is clear that the technological development led to the shift from asynchronous distance learning to synchronous distance learning, making it possible for the teacher and the learner to communicate more easily and contributing to the development and improvement of teaching-learning methods and materials. Level 3 (since 1990 until now) is highly interactive. Teachers and learners are using hybrid environments that combine in one virtual classroom elements of all distance learning technologies previously described plus the Internet and WWW. Benefiting from all the technological developments in the field of education and not only, distance learning has proved to be an effective and efficient type of learning encompassing a large range of advantages. Among these advantages we can mention: - Quality of learning is as good or even better than in traditional learning - Students are highly motivated - Instructors are better prepared and organized - Instructional resources are enhanced - Collaborative teaching is encouraged - It has not resulted in replacing the teachers. These advantages could be seen easily by applying the ARCS model (Attention, relevance, confidence and satisfaction model) validated in 1983, a model which has suffered changes and has been constantly adapted to the new requirements and the new technologies that have appeared so far. Whether we apply the model or not, it is obvious that open and distance learning has the potential of generating new patterns of teaching and learning. Linked as it is with the evolution of technology, it offers the promise of developing new ways to address learning needs and creating new patterns of information access and application. It can contribute to innovation in education and have effects beyond the realm of education. It may offer answers to education challenges as well. This is also the purpose of our study, i.e. to identify and deal with the challenges encountered when teaching Business English to distance learning students at the Faculty of Economics and Business Administration from BabeĢ-Bolyai University, Cluj-Napoca, Romania. Distance learning at BabeĢ-Bolyai University, Cluj-Napoca Distance learning has a long tradition at the BabeĢ-Bolyai University from Cluj-Napoca, Romania, although it is not a type of learning used by all the faculties within the university. The Faculty of Economics and Business Administration has used distance learning for more than 20 years, even during the communist period. Of course, during that time, the curriculum was different as well as structure and requirements. Distance learning education has suffered a number of changes especially after Romania joined the European Union. Before that, distance learning at bachelor level meant 5 years (10 semesters) or 4 years (8 semesters). According to the Bologna system, the number of study years has been reduced to 3. However, master programs have been added which incorporate another 2 years. The curriculum for distance learning programs is the same like the one for full-time learning. Students meet the teachers twice a semester and the meetings usually take 4 hours each or even more, depending on the subject in question. The course syllabus is available both on-line, on the distance learning platform especially created on the faculty website and in a printed version students may get for free. Communication with teachers most often takes place through e-mail or through the on-line platform or the teacher‘s personal blog or website. Among the compulsory courses, both for full-time and distance learning students at bachelor level, we will find ―Modern Language in Business‖ (English, French, German, Spanish, Italian) during the first four semesters and ―The Language of Business Communication‖ (the same foreign languages) for semesters 5 and 6. At the master programs the curriculum stipulates a ―Course in Intercultural Business Communication‖ (English or French) for semester 1 and ―Modern Language in Business – second foreign language‖ (for semesters 2 and 3). It is obvious that we place great emphasis on the study of foreign languages in the academic environment, which is meant to answer to the current requirements on the job market and help our future graduates get better jobs in multinational companies in our country or abroad. 366 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The curriculum for foreign languages courses is the same both for full-time and distance learning students. The major topics for the first 4 semesters refer to general business topics such as: recruitment, business ethics, management, finance and accounting, insurance, banking or business travel. The specialized vocabulary is accompanied by a revision of grammar items and all kinds of exercises testing the four basic skills: listening, reading, speaking and writing. In the third year the emphasis is on the language of business communication; the main topics include oral and written communication, i.e. presentations, meetings, negotiations, writing business letters, reports or proposals. At the end of the third year, students are supposed to get a certificate that will show their competence in a foreign language at B2 level. They may take an international exam such as CAE or BEC Higher or they may choose the certificate offered by our university, LINGUA, which is similar to Cambridge in many respects, but it has a validity period of only 2 years and it does not have such a large international acknowledgement. We have been teaching Business English practice courses for more than 10 years both to full-time and distance learning students. We have noticed that there are special problems that distance learning students encounter in comparison with full-time students when it comes to the study of foreign languages. In order to identify and solve these problems we made the following research. Methodology This study was designed mostly as a qualitative research involving focus groups, guided interviews, discussions and a questionnaire based predominantly on open questions. The purpose of the research was to find out what special problems teaching and learning Business English in the form of distance learning encompass from the students‘ and from the teachers‘ perspective. It is definitely a study which refers to the particular case of our faculty and the findings cannot be generalized. However, we believe that colleagues teaching languages at other universities may have the same problems and they will find our research useful for their activity. Sampling and data analysis We led a group discussion with 4 of our colleagues who teach modern languages at distance learning. Together with us, we were 6 teachers sharing the same experience; 3 of us have been teaching for around 10 years or less and the other 3 have more than 15 years of practice in the area. We all have been dealing with distance learning for more than 10 years. Four of the participants were female and the others were male. Four of us teach English, one teaches French and one German. Regarding the sampling of the students‘ group, we led a focus group with six students from the second and third year, distance learning, who expressed their availability to participate in this activity by e-mail as a response to a request we made on-line on the students‘ mail group. 2 participants were male and 4 were female; 3 have ages between 20 and 30 and the others between 31 and 50. The discussion took around one hour and it was recorded with the participants‘ agreement. We also built a questionnaire with several open questions (see Appendix 1) which were similar to those used in the focus group. The questionnaire was distributed to around 100 students from the second and third year, distance learning, either directly, after the course or by e-mail. 73% of the respondents were female and 27% were male. As for age, 55% were between 20-30 years old, 27% had ages between 31- and 40 and 18% were between 41-50. Findings and Discussion Teachers‘ opinions In this part of the study, we discussed with our colleagues who teach distance learning courses in foreign languages (English, French, German) at bachelor and master level. The first problem we all have encountered in our activity is the discrepancy between the students‘ foreign language level and the level requested by the syllabus and the assessment system. Theoretically speaking, students should have the B1 level in a foreign language when they start university, as this is the level they are tested at when they graduate highschool and take their baccalaureate exam. This works for students who are full-time learners; however, distance learners are not always recent high-school graduates. They may have graduated high-school a few years before and meanwhile they may have also taken another academic degree; some of them may have even graduated high-school 20 years ago. This is why they do not have the requested level (B1) and they cannot cope with the degree of difficulty in the syllabus and in the assessment. Even worse, some of them may have never studied 367 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo English or French or German, but only Russian (as it is the case with older students who graduated high-school before the Revolution from 1989) and they would need a course for beginners. Another problem was the design of the course syllabus. There is a standard design for the course syllabus at distance learning for all subjects, regarding the structure and the number of modules and the number of pages. We all consider that this standard is not suitable for the teaching of foreign languages because it does not allow us to introduce all the types of exercises that we need and a structure which is good for Maths or Management cannot be fully applied to a foreign language course syllabus. The third problem which was identified during the discussion with our colleagues refers to the limited number of course hours students have during one semester. 8 hours may be enough to summarize issues dealing with economics but it is certainly not enough for teaching business English or any other foreign language. In addition to the reduced number of hours, another problem is the large number of students who attend the courses (over 50 or even over 100) which makes it almost impossible for the teacher to use a lot of interactive methods or perform communicative activities which are essential in the study of a foreign language. Regarding the on-line platform, teachers complained that they could not use it properly, which is mainly the fault of the IT people who were still working on details. Access to the platform is still quite restricted, teachers can use it just to post materials or grades and they cannot have a direct communication with the students through the platform. In the future, it is considered that the platform will be improved and this communication will be possible. The solutions our colleagues proposed are the following: - The curriculum for distance learning language courses should be adapted to current needs; several groups should be created starting with A1 level so that students would have the opportunity of studying at the level which is suitable for them; - Consequently, the course syllabus should be changed; there should be a different course syllabus for each level, starting with A1 up to B2; - More teachers should be involved in distance learning and the number of course hours should be increased up to, at least, 14 hours per semester which means half of the number of classes full-time students have; - The on-line platform should be improved so that teachers and students could communicate directly and more often. Students‘ opinions Both the focus group question guide and the questionnaire we used referred to the study of Business English as a distance learning course and the same major issues were addressed by both research methods. We started with a few general questions about the distance learning system from our faculty and then we focused on the problems students had encountered in the study of Business English. We were interested in finding out why students chose distance learning instead of full-time learning since tuition fees are the same. The majority of them, no matter their age, said that they preferred to work in order to be able to pay for their studies and that their work places were in their home towns, at a distance of at least 30 km (the closest) up to 400 km (the farthest). People over 30 also mentioned the fact that they had a family and children and distance learning is a better solution for them although they live in Cluj-Napoca. 33% of the students who were interviewed said that they had already graduated another faculty and they were currently studying economics because of their job requirements or because their former qualifications were no longer needed on the job market and they wanted to find a better job. The students in this situation are all over 30 or even over 40. Another question referred to the frequency with which students used the on-line platform. The majority answered that they used the platform almost weekly in order to find out information about the timetable, the exams or to download course syllabi. Nevertheless, they complained that the platform had not been working very well and they wished it could be used more often and in a more effective way. Students were required to enumerate the qualities they thought a professor teaching distance learning students should have in comparison with one teaching full-time students. They said that such a professor should be very concise and able to select the most important information; he/she should focus on practical aspects and have an interactive approach. They also added that the professor should show availability to cooperate with students more often, he/she should be patient, understanding and show respect towards his/her students who, 368 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo sometimes, could be older than he/she is. The interviewed students consider that assessment for distancelearning students should be different from the assessment of full–time students. Moving on to the part referring to language courses, all students said they considered that it is necessary to study a foreign language at university and English would be the most useful. When asked about the problems they encountered in the study of Business English, most respondents enumerated the following: - The level imposed by the course syllabus is too high compared to the real level of the students (this applies particularly to students over 35 who graduated high-school a long time ago and do not have the necessary background knowledge in English); - The number of course hours is not enough for the study of a foreign language; - The lack of audio materials, listening and speaking activities; - Many students admitted they had problems with grammar and verbal tenses in particular; - The majority admitted it was quite difficult to learn a foreign language on their own. Students were also required to suggest solutions to the problems they enumerated. They proposed the following actions to be taken: - Students should be divided in groups according to their level (from beginners to upperintermediate) and each group should have a different course syllabus; - The course syllabus should be accompanied by a CD with listening drills or such drills should be made available on the platform; - The course syllabus should contain more grammar exercises and, if this is not possible, supplementary exercises should be posted on the platform so that students could work individually and receive on-line feedback from the teachers; - The number of face-to-face meetings should increase; - The on-line platform should provide the means for direct interaction between the teacher and the students at least once a week. Conclusions and Recommendations By summarizing the problems identified by the teachers and by the students, we can easily see that there are common issues. These issues refer to: - The level at which Business English/other foreign language courses should be taught and the necessity of adapting the curriculum and the course syllabus to the real level of the students and to their needs; - The limited number of face-to-face meetings during the semester; - The necessity of improving the on-line platform in such a way as to facilitate the use of audio materials and better communication between teacher and learner. We have gathered the suggestions both teachers and students made and we have designed a set of recommendations to be considered for the improvement of language teaching for distance learning students. It is clear that the existing system is not working very well and changes are needed. To start with, students should be divided in groups based on their level of foreign language knowledge. Although necessary, this idea could be very difficult to put in practice. The main reason is the impossibility of testing the students at the beginning of the academic year in order to assess their real level and decide on how many groups we have to create. A solution might be the students‘ registration on the on-line platform directly in the group they consider suitable for them. However, as this would be based on students‘ personal assessment, the degree of honesty and objectivity is questionable. Students may decide to attend a course which is below their level in order to make things easier for them and get better grades. At the same time, more groups will need more teachers and different course syllabi and this will take time and cannot be implemented in the near future. The main point stays that when students graduate, they are supposed to have the B2 level and they may not reach this level if they start from A1 level in the first year. It is difficult to change the existing system but we can do certain things to improve it. Our suggestion is team (or pair) teaching. It means that a teacher should not work on his/her own with distance learning students, but have a colleague or an assistant to help him/her. Practically, this means that one of the teachers will actually teach the course and meet the students during the semester and the other one will keep in touch with students through the on-line platform and meet them during office hours. The course syllabus will be the same for all students, however the assistant will deal more with the students who have difficulties in coping with the level and the requirements imposed by the course curriculum and syllabus. The assistant will have a certain number of 369 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo office hours when he/she can meet the students and also a certain number of teaching hours on the platform, according to a schedule students will be informed about. The communication through the on-line platform will be essential in such a system. This is why we need to enhance the collaboration between the IT department and the department of modern languages. By using their knowledge and the most recent techniques in the field, our colleagues from the IT department should facilitate the access on the platform both for the student and for the teacher and create an electronic communication system which will allow the student to post questions on the platform or do exercises and the teacher to be notified and answer in real time, according to an established schedule or correct the mistakes in the student‘s homework and add supplementary exercises on the platform. In this way, students who do not have the necessary level will work more and get feedback and they will be helped to improve their skills and fill in the knowledge gaps they may have. The use of the platform will make this cooperation between teacher and learner much easier than through e-mail or office hours, given the fact that the majority of the distance learning students do not live in the university home town. Some audio materials with corresponding exercises could be posted on the platform so that students would develop listening skills as well or a CD could be attached to the course syllabus (in the printed version) and the stuff on the CD should also be available on-line. This means that the course syllabus should contain listening exercises. A problem which still stays in place is the development of speaking skills. Speaking activities are difficult to develop with a large number of students and in a limited number of classes. A possibility would be the increase of the number of course hours from 8 per semester to at least 14. This proposal should be submitted to the approval of the university board and if approved, then the teacher should try to introduce more speaking activities, at least group work or pair work, depending on the number of students who participate in the course. In this study we have tried to identify particular teaching and learning issues we and our distance learning students are confronted with. It is probable that colleagues teaching at other universities in our country or abroad, especially in Eastern Europe, would encounter the same problems. The solutions we have proposed may work not only for foreign languages, but also for other distance learning courses. At the same time, pair or team teaching could be used for traditional language classes and especially for groups of learners who have special difficulties because of different causes such as age, cultural background or different types of disabilities. We are open to any other recommendations colleagues with similar experiences could make and we hope that our ideas will be implemented in the near future. Appendix 1 Interview/questionnaire guide Instructions: please provide comprehensive and precise answers to the open questions below and circle your situation where it is the case. Your answers will be used for research purposes and for improving the quality of distance learning education in our faculty. You had been informed about these purposes before you agreed to take part in the survey. Your answers will be confidential and anonymous. Thank you for your cooperation. 1. Why did you choose distance learning education for completing your studies? 2. Do you use the distance learning on-line platform? If so, how often and to which purpose? 3. Which qualities do you think a professor teaching distance learning students should have in comparison with a professor teaching full-time students? 4. Do you consider it necessary to study a foreign language during faculty? YES NO 5. Which problems have you encountered in the study of Business English as a distance learning course? 6. Which solutions do you suggest to these problems? 7. Which is your opinion about the syllabus for the Business English course? 370 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 8. Would you like to communicate with your English teacher through the on-line platform? If so, how often? 9. Did you graduate another form of higher education before the one you are currently attending? YES NO 10. Your age 11. Your sex F M 12. Your place of permanent residence References Berg, G. (2002). Why distance learning? : higher education administrative practices. New York: Greenwood Publishing Group Dooley, K., Lindner, J., McCoy, L., Dooley, L. (2005) Advanced methods in distance education. London: Idea Group Inc. Harmer, J. (1993) The Practice of English Language Teaching. New York: Longman Richards, J. C. (1995) The Context of Language Teaching. New York: Cambridge University Press Simonson, M., Smaldino, S., Albright, M. (2008) Teaching and learning at a distance: foundations of distance education. www.books.google.com Williams, M., Paprock, K., Covington, B. (1999) Distance learning: The Essential Guide. California: Sage Publications Widdowson, H.G. (1990) Teaching language as communication. Oxford: Oxford University Press . 371 � 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. 54 Title A name given to the resource Teaching Business English for Distance Learning Students – Challenges, Problems and Potential Solutions Author Author Zagan-Zelter, Diana Zagan-Zelter, Sergiu Abstract A summary of the resource. Distance learning has become a type of learning which is increasingly preferred by students both in bachelor and master programs at the Faculty of Economics and Business Administration, mainly due to economic reasons which force young people to start working immediately after finishing high-school. However, distance learning is also a solution for middle-aged people who graduated different universities in their youth, but have professions which are no longer requested on the job market. As the spectrum of distance learning students is so heterogeneous from different points of view such as age or professional background, teaching English to such students has encountered a number of challenges and problems that we have been trying to cope with so far. In order to identify these problems, we have made a survey among distance learning students from our faculty by using questionnaires and guided interviews. We have also made a summary of the issues identified in our teaching experience and we have talked to colleagues who are in the same situation in order to discover the common points. The paper will present the results of this investigation and the solutions we propose, solutions which are based on our 10 year-experience in teaching distance learning students as well as on the review of specialized literature in this area. 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/3fff0733b769eeb08342477c704695e7.pdf baf6c924b310e3053a18833ec1cb9f7c PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teaching English as a ―lingua franca‖ to achieve intercultural communicative competence Neva ĥebron University of Primorska, Faculty of Humanities, Koper, Slovenija neva.cebron@fhs.upr.si Abstract: Raising intercultural communicative competence has gained a central place in many considerations and discussions in the globalized world. The present paper therefore examines and analyses approaches to achieving intercultural competence proposed by a number of prominent authors from the American and European cultural environment, such as E.T. Hall, Gert Hofstede, R.D. Lewis, Anna Wierzbicka, Elsa Oksaar, Michael Byram, Manuela Guilhelme. They base their theoretical and applied methods of teaching, as well as their approaches to raising intercultural awareness in the intercultural dialogue, while highlighting slightly different levels of communication, thus also suggesting somewhat different conclusions. As a consequence two approaches have been developed: cross-cultural and intercultural communicative approach. We could say that even considerations about the intercultural dialogue show signs of cultural conditioning. Furthermore, the paper deals with the application of such theoretical premises in the English classroom at the tertiary level. Building on language teaching methods, the paper suggest ways of extending the theme to cross-curricular units, since actualization of theoretical insights in the classroom lends itself nicely to intertwining both a critical cultural awareness of multilingualism in ones own environment and the intercultural communicative competence, leading thus to an "intercultural citizenship". Key words: intercultural communicative competence, cross-cultural communication, multilingualism, plurilingualism. 1 Promoting Multiligualism and Intercultural Awareness in the EU The main cohesive principle binding together the nations and states forming the European Union is regarded to be a high level of respect for cultural and linguistic heritage of all the peoples living within its boundaries. These core values are clearly stated in the Preamble to the EU Treaty, which declares to be »drawing inspiration from the cultural, religious and humanist inheritance of Europe, from which have developed the universal values of the inviolable and inalienable rights of the human person, freedom, democracy, equality and the rule of law«. Article 151 further elaborates on this integration principle by asserting that »the Community shall contribute to the flowering of the cultures of the Member States, while respecting their national and regional diversity and at the same time bringing the common cultural heritage to the fore«. Moreover, Article 149 points to the importance of promoting and protecting the inherent linguistic variety within the EU by claiming that »the Community shall contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action, while fully respecting the responsibility of the Member States for the content of teaching and the organisation of education systems and their cultural and linguistic diversity.« The document that suggests to streamline the above tennets into a set of standards for classroom application is the Common European Framework of Reference for Languages (CEFF). It proposes that »that the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed, and that a major educational effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding«, as a consequence »it is only through a better knowledge of European modern languages that it will be possible to facilitate communication and interaction among Europeans of 999 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo different mother tongues in order to promote European mobility, mutual understanding and cooperation, and overcome prejudice and discrimination.« The CEFR thus advances standars for learning, teaching and assessing modern language skills and competences, while similar standards for learning, teaching and assessing intecultural communicative skills and competences are still being explored and shaped. Furthermore, it is important to consider how these principles and guidelines apply to communication and interaction with peoples beyond the boundaries of the EU. 2 Approaches to Raising Intercultural Awareness Intercultural awareness and competence is at the centre of many aspects of life in a globalized world. Amidst constant technological advancement daily contacts, real or virtual, with culturally and linguistically diverse groups have become a normal event for pupils from an early age. It is therefore important for teachers and promoters of intercultural communicative competence to consider which teaching approach can best help them to cope with the challenges presented by multicultural environments and how to integrate it into our teaching practices. A brief examination of theoretical trends dealing with the development of intercultural sensitivity and intercultural communicative competence will help us grapple with these aspects of education. In the field of research of communication between people from different cultural backgrounds two quite distinct approaches have been adopted to raising awareness and sensitivity of otherness, namely, the cross-cultural approach and the intercultural approach. They both share common tenets and principles. Indeed, although they even intersect in many aspects, they tackle the common field of research from different angles. The cross-cultural approach originates in the USA and draws mainly on anthropological research principles. In fact in American universities courses on cross-cultural communication are normally offered within departments of anthropology and communication studies. The intercultural approach, on the other hand, derives its methods from the teaching of languages and has developed within European universities mostly within departments of applied linguistics. 2.1 Cross-cultural approach The cross-cultural approach to analysing communication in multicultural settings draws on insights offered by anthropological, culturological, psychological and communication research. It started developing in response to the needs of diplomats and businessmen for a better understanding of foreign cultural environments and it, therefore, tries to contrast cultures and identify their distinctive features. An early attempt to map the distinctive features of cultures can be found in the work of E. T. Hall (1959: 190-192), who introduced concepts such as high context and low context cultures (1977: 35-52), as well as cultures functioning within monochronic and polychronic time systems (1966: 25-32). According to this theory, communication in a high context culture is highly ritualised and encodes little explicit information in a message, requiring thus a deeper understanding of behavioural patterns; whereas in a low context culture messages are rather explicit and straightforward. In terms of the embeddedness of culture in a time system, Hall suggests that people from various societies have different ways of managing time requirements. The monochronic time system is characteristic of cultures that expect people to compartmentalize and plan their activities one at a time, while the polychromic time system describes cultures in which people tend to engage in several activities at the same time. Further tools for a cross-cultural analysis were provided by Hofstede's (1980) five dimensions of culture, namely, power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity and long versus short term orientation, which condition our behaviour, norms, values and beliefs, forming a different software of the mind of individuals from each cultural background and thus defining a person's expectations or responses inculcated by the cultural environment. While Hofstede's analysis instruments are based on a large-scale investigation and his approach has had a large following in business circles, it has also been criticised in terms of promoting an oversimplified view of behavioural patterns and can, therefore, lead to stereotyping. The above approach can also be criticized for neglecting the role of language as a salient and informing element of each culture, for overlooking language‘s centrality for anthropological research, a facet of culture defined by Whorf in the first half of the previous century with the claim 1000 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo that "the linguistic relativity principle which means /.../ that users of markedly different grammars are pointed by their grammars toward different types of observations and different evaluations of externally similar acts of observation, and hence are not equivalent as observers but must arrive at somewhat different views of the world." (John B. Carroll 1956: 221). The gap has been amply filled by Anna Wierzbicka‘s impressive body of work into crosscultural linguistics. Within the domain of contrastive semantics her research analyses the semantic components (conceptual primitives) of core vocabulary of numerous languages and concludes that there are only about fifty universal concepts and just one absolute semantic universal: the meaning of the personal pronoun "I" (Wierzbicka 1996: 36-37). Within the field of cross-cultural pragmatics, her analysis of speech acts across a wide range of languages further illustrates the implications of cultural and linguistic conditioning on cross-cultural interactions (Wierzbicka 2003). Another attempt to integrate both the cross-cultural and the intercultural approach to communicating across cultural boundaries is given in M. J. Bennett's (2004) integrative approach to global and domestic diversity. Postulating radical constructivism (Kelly, 1963) as the basis for ethnocentrism, the author devises a model of gradual increase of intercultural sensitivity that leads from the initial ethnocentric stages (denial of cultural difference, defence against such difference, minimisation of its importance) to more advanced ethnorelative stages (acceptance of cultural difference, adaptation to such difference, a final cultural integration and identification with the adopted culture). What sets off the intercultural approach from the cross-cultural approach, is that the former seeks to build on the common ground, the similarities and the integrative elements of cultures in contact while developing a deeper understanding of the defining elements of an individual's own cultural conditioning, while the latter compares and contrasts cultures within various parameters in order to discover and understand the differences, thus focusing on unveiling a somewhat simplified system of behavioural features constituting the ‗otherness‘ of unfamiliar cultural environments. Promoting distinctions between cultural circles and analytical oversimplifications can also lead to conclusions predicting the inevitability of a future ―clash of cultures―(Huntington 1997). 2.2 Intercultural approach Drawing on lessons learned from the rich tradition of the language classroom the intercultural approach focuses on understanding one's own culture, on a critical assessment of the limits and impositions of our own cultural conditioning thus helping us to decentre and empathise with people from other cultural environments as we engage them trying to convey our meaning or understand theirs. Just as having a good command of our mother tongue helps us acquire a foreign language while contrasting the two linguistic systems, intercultural awareness helps us to realize the differences and to overcome mishaps, thus easing communication flow. Since both, the communicative and collaborative language teaching approaches have proved successful, applied linguists have tried to extend these methods to intercultural dialogue, extending intercultural communicative awareness to mean language awareness and cultural sensitivity, because "language /.../used in the context of communication is bound up with culture in multiple and complex ways" (Kramsch, 1988: 3). In order to achieve intercultural communicative competence (ICC) and, therefore, be ready to actively participate in the diversified European or global community (in terms of nationalities, cultures and languages), Michael Byram (1997 and 2008a) proposes "an integrated framework for language, culture and citizenship education‖ based on "five orientations" that prepare learners for interacting, understanding and empathizing with the viewpoint of people with different values and beliefs, as well as different norms and expectations. Building on respect for otherness and promoting a critical reassessment of ‗own‘ cultural environment this approach emphasizes the ‗oneness‘ of humanity, positing cultural differences as a challenge that can successfully be integrated into our classroom practices, just like learning foreign languages. The approach is structured so as to foster mutual knowledge of interlocutors in terms of their social backgrounds, history, practices, perceptions, products, institutions, etc., as well as the processes of interaction as part of the cognitive orientation. Within the evaluative orientation attitudes of curiosity and openness are promoted, as well as a readiness to suspend disbelief about 1001 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo other cultures and to question beliefs about one‘s own. The comparative orientation furthers the skill of interpreting documents, events, tenets, customs, values from another culture by developing the skills for explaining and relating these facets of culture to events, documents, customs… from one‘s own culture, thus helping us to identify areas where misunderstandings can occur and promoting empathy as an approach to overcoming potential conflict. It is mainly in this dimension of intercultural education that insights and devices developed within the cross-cultural approach can fruitfully be adopted. The communicative orientation leads to the development of linguistic, sociolinguistic and discourse competences. The action orientation advances skills of discovery and interaction, whereby these skills can be employed under the constraints of real-time communication and interaction. Integrating all these elements into our classroom practices leads to achieving the critical cultural and political orientation, an ability to evaluate practices, perspectives and products critically in one‘s own environment as well as in other cultures and, on the basis of explicit criteria, enhance efficient communication with persons from other cultures in a foreign language with the purpose of engaging with and affecting in some way an (international) community. Intercultural communication thus concentrates on developing skills that can enhance intercultural awareness, tolerance of ambiguity, openness to diversity by drawing on research in the field of linguistics, ethnography and political science. It promotes intercultural dialogue as an active, engaged attitude of each individual to discovering and dealing with diversity, while also critically evaluating one‘s own cultural identity, thus building a common ground within which communication can take place. It leads present and future members of the EU to aspire to developing intercultural communicative competence as a precondition to adopting an intercultural democratic citizenship, which does not postulate cultural otherness as something to observe, copy and adapt to in contacts with foreigners as proposed by the cross-cultural approach, but prepares us for active participation in a multicultural society and a daily engagement with a kaleidoscope of culturally and linguistically tinged behaviour patterns, beliefs, values and world views. 3. The Role of Lingua Franca It seems that Byram (2008b: 16) also identifies a close relationship between intercultural communicative competence and the actual interiorisation of language use when he draws a fine line between multilingualism and plurilingualiasm: We need to be precise in our use of language and terminology. Another example is the distinction between ‗multilingualism‘ and ‗plurilingualism‘, a distinction which is made in two ways. The first way is to use ‗multilingualism‘ to refer to geographical spaces and ‗plurilingualism‘ to refer to people. Slovenia is a multilingual space in which several languages are present, some of them used in schools as media of instruction, some of them taught as subjects, some of them not recognized in schools. In this multilingual space, there are some people who use more than one language and are plurilingual but there are others – probably very few, in fact – who use only one language, and are ‗monolingual‘. This is a sociolinguistic usage. The second way to use the distinction multi/pluri is when referring to individuals. This is a psychological usage. The CEFR says that some people know a number of languages which are kept separate in their minds and experience; this is sometimes referred to as ‗co-ordinate‘ capacity in languages. Other people are considered ‗plurilingual‘ – another term is ‗compound‘ capacity – because they do not keep their languages separate: Plurilingualism (…) does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages inter-relate and interact in different situations (…) a person can call flexibly upon different parts of this competence to achieve effective communications with a particular interlocutor. (CEFR, p4) Thus this second definition of integrating various languages into actual communication proposes spontaneous ―code switching‖ between languages as a higher level of interiorization of cultural awareness and self-awareness. On Bennet‘s (2004) scale it would probably coincide with the highest level of ethnorelativism, namely, integration, but an integration that does not overlook or deny cultural and linguistic distinctions and, therefore, does not lead to acculturation. 1002 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Despite marked differences between the cross-cultural and the intercultural approach in terms of the methods used in analyzing communication in multicultural settings and in terms of approaches to overcoming hindrances to communication, the two approaches both contribute to a better understanding of an area of studies that is focal in a globalised world and has been generating increased attention so as to confirm the claim that developing intercultural communicative competence can be defined as the tertiary socialization (Byram, 2008a: 106). The above analysis leads to the conclusion that competent use of English as a lingua franca would presuppose that learners achieve a plurilingual status, a ‗compound‘ capacity to switch between their mother tongue and English, while developing a level of empathy for other cultures which would allow them to pause and ‗decentre‘ whenever inferring the meaning of others could be hindered or ambiguous. 4 Conclusions In order to communicate effectively with members of other linguistic and cultural communities we need a common linguistic code which can help us render our meaning explicit and infer the meaning of others. Building on tenets promoted by the EU, as well as on the vast body of research proposed by both cross-cultural and intercultural approaches, we can discern a path to a better understanding between cultures, ethnicities and peoples of the globalised world. 1003 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Bennett, Janet M. & Milton J. Bennett (2004) Developing Intercultural Sensitivity: An Integrative Approach to Global and Domestic Diversity. In: Landis, Dan, Janet M. Bennett and Milton J. Bennett (ed.) Handbook of Intercultural Training. (pp. 147 – 164) London, Thousand Oaks, New Delhi: Sage Publications, Inc. Byram, M. 1997, Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. Byram, Michael (2008a) From Foreign Language Education to Education for Intercultural Citizenship. Clevedon, Buffalo, Sydney: Multilingual Matters. Byram, Michael (2008b) Plurilingualism, education for plurilingualism and the languages in and of education. Revija za obrazovanje i kulturu 8-9. Carroll, John B. (ed.) (1956) Language, Thought and Reality. Massachusetts: Massachusetts Institute of Technology Press. Hall, Edward T. (1959) The Silent Language. New York: Anchor Books, Doubleday Dell Publishing. Hall, Edward T. (1966) The Hidden Dimension. New York: Anchor Books, Doubleday Dell Publishing. Hall, Edward T. (1977) Beyond Culture. New York: Anchor Books, Doubleday Dell Publishing. Hofstede, Geert (1980) Culture's Consequences: International Differences in Work-Related Values. Newbury Park, London, New Delhi: Sage Publications. Huntington, Samuel P. (1997) The Clash of Civilizations and the Remaking of World Order. Simon & Schuster UK Ltd. Kelly, George A. (1963) A Theory of Personality. The psychology of personal constructs. New York: Norton. Kramsch, Claire (1998) Language and Culture. Oxford, New York: OUP. Wierzbicka, Anna (1996) Understanding Cultures Through Their Key Words. New York, Oxford: OUP. Wierzbicka, Anna (2003) Cross-Cultural Pragmatics. Berlin, New York: Mouton De Gruyter. Treaties EU, Charter of Fundamental Human Rights. (http://europa.eu/scadplus/constitution/objectives_en.htm) (25 May, 2011) 1004 � 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. 567 Title A name given to the resource Teaching English as a ―lingua franca‖ to achieve intercultural communicative competence Author Author Čebron, Neva Abstract A summary of the resource. Raising intercultural communicative competence has gained a central place in many considerations and discussions in the globalized world. The present paper therefore examines and analyses approaches to achieving intercultural competence proposed by a number of prominent authors from the American and European cultural environment, such as E.T. Hall, Gert Hofstede, R.D. Lewis, Anna Wierzbicka, Elsa Oksaar, Michael Byram, Manuela Guilhelme. They base their theoretical and applied methods of teaching, as well as their approaches to raising intercultural awareness in the intercultural dialogue, while highlighting slightly different levels of communication, thus also suggesting somewhat different conclusions. As a consequence two approaches have been developed: cross-cultural and intercultural communicative approach. We could say that even considerations about the intercultural dialogue show signs of cultural conditioning. Furthermore, the paper deals with the application of such theoretical premises in the English classroom at the tertiary level. Building on language teaching methods, the paper suggest ways of extending the theme to cross-curricular units, since actualization of theoretical insights in the classroom lends itself nicely to intertwining both a critical cultural awareness of multilingualism in ones own environment and the intercultural communicative competence, leading thus to an "intercultural citizenship". 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/b79e3108e23eaed01e1ff6ec3f40f8a9.docx db68bcef3f57e45baa0517f52c873f59 https://omeka.ibu.edu.ba/files/original/0e09cbf4eeeb8207847a2c33db432d48.pdf 21f527f9b171e2aeae99c19889f676a2 PDF Text Text Teaching English as a Second Language in the Distance Education System Iris Memić University "Džemal Bijedić"/ Mostar, Bosnia and Herzegovina Key words: TESL, innovation, distance education, ICT ABSTRACT As any other field in the system of education, the process of teaching a second language is changing due to the use of modern technologies. Integration of modern technologies and new media in the process of teaching a second language is a necessary step ensuring acquiring of language skills and competencies required in today's society. Innovative use of technologies increases the degree of flexibility in the content and organization of the teaching process. Despite the fact that the distance education system has been accepted by many public and private higher education institutions in the world, there are still certain doubts that such a system can achieve the same results as the traditional education system. These doubts are mostly related to the lack of direct contact between an educator and a student and the attitude that the technology can be successfully used for the design and delivery of educational content but can't inherently have an impact on results that should be achieved by the students. Such scepticism is especially present in the context of teaching a second language in the distance education system, what is confirmed by the fact that there are significantly less programs for online teaching of second language compared to other fields of education. The reason for that is not only the complexity of integrating all language skills into the virtual environment but also the doubts about whether the students can achieve language proficiency in the system od distance education. Better understanding of how the distance education system can be used in the context of teaching a second language can help resolving these doubts and dilemmas. Increasingly intensive integration of information and communication technologies in the process of education is radically changing the methods of second language teaching and learning and motivating educators to try to define new teaching models and strategies. Distance education imposes the challenge for the educators to evaluate and determine which teaching content is adequate for this system and to structure interaction between educators and students as well as among students with the aim of achieving effective learning. Distance teaching environment enables personalized approach to learning as well as planning and realizing activities adequate for different learning styles and levels of language proficiency. This paper presents main advantages and potential problems of teaching a second language in the distance education system and the model used at the Faculty of Information Technologies, University „Džemal Bijedić, higher education institution realizing its study program in both traditional and distance education form. � 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. 1796 Title A name given to the resource Teaching English as a Second Language in the Distance Education System Author Author MEMIC, Iris Abstract A summary of the resource. Key words: TESL, innovation, distance education, ICT ABSTRACT As any other field in the system of education, the process of teaching a second language is changing due to the use of modern technologies. Integration of modern technologies and new media in the process of teaching a second language is a necessary step ensuring acquiring of language skills and competencies required in today's society. Innovative use of technologies increases the degree of flexibility in the content and organization of the teaching process. Despite the fact that the distance education system has been accepted by many public and private higher education institutions in the world, there are still certain doubts that such a system can achieve the same results as the traditional education system. These doubts are mostly related to the lack of direct contact between an educator and a student and the attitude that the technology can be successfully used for the design and delivery of educational content but can't inherently have an impact on results that should be achieved by the students. Such scepticism is especially present in the context of teaching a second language in the distance education system, what is confirmed by the fact that there are significantly less programs for online teaching of second language compared to other fields of education. The reason for that is not only the complexity of integrating all language skills into the virtual environment but also the doubts about whether the students can achieve language proficiency in the system od distance education. Better understanding of how the distance education system can be used in the context of teaching a second language can help resolving these doubts and dilemmas. Increasingly intensive integration of information and communication technologies in the process of education is radically changing the methods of second language teaching and learning and motivating educators to try to define new teaching models and strategies. Distance education imposes the challenge for the educators to evaluate and determine which teaching content is adequate for this system and to structure interaction between educators and students as well as among students with the aim of achieving effective learning. Distance teaching environment enables personalized approach to learning as well as planning and realizing activities adequate for different learning styles and levels of language proficiency. This paper presents main advantages and potential problems of teaching a second language in the distance education system and the model used at the Faculty of Information Technologies, University „Džemal Bijedić, higher education institution realizing its study program in both traditional and distance education form. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed