261 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 892 Title A name given to the resource Teaching English Morphology: Tools For Cognitive Growth Author Author Wattles, Isidora Abstract A summary of the resource. The aim of this paper is to demonstrate specifically designed teaching tools for linguistics courses at the university level. These tools are a part of research whose aim is to investigate the positive effects of the higher order cognitive functions on the mastery of the subject matter. The tools are constructed to suit the needs of English major students in the course of English morphology. Primary purpose of the tools is to stimulate higher order cognitive functions, such as analysis, synthesis and critical thinking. Their usage is planned for the practice classes where students’ participation is of crucial importance for the mastery of the course. The paper will present several such instruments designed for different topics, present their cognitive demand, design, instructions for usage and other important aspects of their administration, as well as the overall benefit for the mastery of the course. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/35a0ec69da3a45a3d4efc4de1275af00.docx 8053ef8863562179749f0e591f0f856f https://omeka.ibu.edu.ba/files/original/8de874cdf1a60631abf5444a33e5d442.pdf 45831a8bda32dfe8fe64f24ab271b9ca PDF Text Text Teaching English through Authentic Songs Suleyman Basaran & Ibrahim Nisanci Dicle Universiyty/Ishik University Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills ABSTRACT The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills. � 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. 1983 Title A name given to the resource Teaching English through Authentic Songs Author Author BASARAN, Suleyman NISANCI, Ibrahim Abstract A summary of the resource. Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills ABSTRACT The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills. 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/1a24402261d0abc587b8beea25d8ad73.docx 593df0bb1b3af0e08d9f640d41811a59 https://omeka.ibu.edu.ba/files/original/9025895ac18a3d2015e0c7bfaf1b674f.pdf 72079e7cd5fe4606c1c27a476c7d66ee PDF Text Text Teaching English through Hemingway’s Eyes Ahmad Mursy Sultan Qaboos University / Muscat, Saudi Arabia Key words: Teaching Literature, Short Stories, Language Skills, Foreign Language Teaching, Classroom Activities ABSTRACT Literature is one of the most powerful fields that can be used to teach language due to its fascinating nature and the fun it could bring to the language class. According to Collie and Slater (1990), there are four key reasons for using literature in the classroom. These are valuable authentic material, cultural enrichment, language enrichment and personal involvement. Furthermore, while reading a contextualized text, students become familiar with many features of the written language, which develops their own writing skills. Not only does the teaching of literature develop reading and writing, but it also enhances both speaking and listening through oral reading, dramatisation, improvisation, role-playing, and group discussions. For these reasons, literature, and more specifically short stories, could be utilisd to teach various elements in EFL as well as all the language four skills. Hişmanoğlu (2005) suggests that teaching short stories seem to be a very helpful technique in today’s FL classes. He thinks that being short; they make the students’ reading task and the teacher’s coverage easier. He also asserts that an important feature of short fiction is its being universal as students worldwide have experienced stories and can relate to them. Moreover, short fiction, contributes to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation in a single place and moment (Sage 1987:43). In this workshop, Hemingway’s short story: ‘Old Man at the Bridge’ will illustrate the integration of literature and EFL. The participants will read the story and then discuss in groups what language points and skills could be taught through the text. Then the groups will share their ideas with each other and a conclusion will be provided by the presenter. � 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. 1707 Title A name given to the resource Teaching English through Hemingway’s Eyes Author Author MURSY, Ahmad Abstract A summary of the resource. Key words: Teaching Literature, Short Stories, Language Skills, Foreign Language Teaching, Classroom Activities ABSTRACT Literature is one of the most powerful fields that can be used to teach language due to its fascinating nature and the fun it could bring to the language class. According to Collie and Slater (1990), there are four key reasons for using literature in the classroom. These are valuable authentic material, cultural enrichment, language enrichment and personal involvement. Furthermore, while reading a contextualized text, students become familiar with many features of the written language, which develops their own writing skills. Not only does the teaching of literature develop reading and writing, but it also enhances both speaking and listening through oral reading, dramatisation, improvisation, role-playing, and group discussions. For these reasons, literature, and more specifically short stories, could be utilisd to teach various elements in EFL as well as all the language four skills. Hişmanoğlu (2005) suggests that teaching short stories seem to be a very helpful technique in today’s FL classes. He thinks that being short; they make the students’ reading task and the teacher’s coverage easier. He also asserts that an important feature of short fiction is its being universal as students worldwide have experienced stories and can relate to them. Moreover, short fiction, contributes to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation in a single place and moment (Sage 1987:43). In this workshop, Hemingway’s short story: ‘Old Man at the Bridge’ will illustrate the integration of literature and EFL. The participants will read the story and then discuss in groups what language points and skills could be taught through the text. Then the groups will share their ideas with each other and a conclusion will be provided by the presenter. 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 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. 807 Title A name given to the resource Teaching Gender-Neutral English in EFL Classrooms Author Author Myojin, Chiyo Abstract A summary of the resource. The use of gender-neutral language instead of gender-biased one is rapidly becoming important in the business and academic world. In fact, gender-neutral words such as “human being”, “person” and “chairperson” are commonly used as generic meanings in English-speaking countries, whereas the use of gender-biased words such as “man”, “he”, and “chairman” has been avoided recently. Some language reformers point that the reason why such gender-specific terms as generic meanings should be avoided is not only because they confuse us, but also because they do have effects on our thought. In fact, the results of some experiment studies show that readers of terms like "he" and "man" are more likely to think more readily of males than of females (Erlich and King 1998). It is also true that recently many English-speaking countries have passed strict law prohibiting discrimination based on gender. Consequently, quite a few organizations, especially, academic organizations prohibit gender-biased language in their writing (Ferguson 2004). Therefore, it seems very important for us EFL teachers to equip our students with ways to avoid sexist language by teaching it in classrooms. Otherwise, our students may not be aware of such language and may even use it in English-speaking settings in the future. Therefore, in order to enable our students to skillfully interact in authentic situations, as EFL teachers, we should have a responsibility to equip our students with an understanding of gender-biased language and appropriate substitutions for such language. First, this paper reviews exactly what gender-biased terms have been replaced by what gender-neutral terms in English-speaking countries recently. Second, this examines how much EFL learners are currently aware of gender-biased language by administering a questionnaire survey toward about 66 Japanese university students. Finally, I would like to discuss exactly what gender-neutral terms and how to teach in EFL classrooms effectively. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3468 Title A name given to the resource TEACHING GRAMMAR IN GE AND ESP CONTEXT: A CASE STUDY OF CHEMISTRY UNIVERSITY STUDENTS Author Author Hrnjak Hamidović, Kimeta Abstract A summary of the resource. Teaching grammar of a foreign language has always been a matter of controversy. One of the most prominent, yet unsettled issue is whether grammar should be taught explicitly or implicitly. To that end, the study aims to investigate relation between contextualizing grammar teaching and students’ achievement at the end of the course. The study has been conducted among the first year students of Chemistry at the State university of Novi Pazar. Research instruments include a questionnaire administered to 25 students, as well as classroom observations. Students of chemistry have to take two courses in English language during their studies; the first course is in General English (GE), where grammar is taught explicitly, and the second course in English for Specific Purposes (ESP), where grammar points are contextualized. After the analysis of students’ achievement at the end of each term, it can be concluded that the students scored better results in the ESP course than in the GE course. Moreover, the questionnaire results revealed that students’ preferences go in favor of teaching grammar in context, which is indicated as more efficient than giving isolated examples. Another result highlighted a significant change in students’ attitude towards learning English language at the end of the ESP course. Keywords: General English, English for Specific Purposes, Chemistry students, achievements, preferences Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 794 Title A name given to the resource Teaching Intercultural Communicative Competence: A Contrastive Look into Spanish Language Textbooks Author Author Jovanovic , Ana Zecevic Krneta, Gorana Abstract A summary of the resource. Development of intercultural communicative competence, as an understanding of what culture comprises, positive attitudes toward cultural diversity, and competent use of different communicative skills, represents an integral, if not the most important part of foreign language instruction. However, different individuals bring different goals and motivations to the intercultural experience, which is strongly influenced by their dominant cultural model. Thus, depending on the cultural model to which they have been exposed during their life together with each person’s individual traits, students respond differently to the teaching of intercultural competence. On the other hand, manuals that are used in foreign language instruction equally manifest authors’ local cultural traits and specific attitudes toward the target language and culture. Consequently, it is important to consider these cultural interpretations and effect they might have on the outcomes of the foreign language instruction. In this paper we observe different interpretations of Hispanic cultures in Spanish language textbooks of different countries, more specifically, a number of selected textbooks published by major editorials from Spain, United States, and Serbia. The analysis of the corpus is organized in terms of three main categories, that is, sociolinguistic, sociocultural, and intercultural content, since these components are most directly related to the presentation and interpretation of the target language culture and intercultural competence. It is envisioned that the analysis will provide us with a clear understanding of interdependence of local cultural models and content related to the teaching of intercultural competence, which will enable some general, as well as culture specific suggestions for the elaboration of foreign language manuals and their application in the teaching of foreign languages. 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/f95cc76d7bd72039f654b8c3162d2d3f.pdf 9208c474a828d2c7bd023d5e0b80cc89 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teaching Italian as a foreign language. The experience at the University of Banja Luka Danilo Capasso Department of Italian Studies Faculty of Philology, University of Banja Luka, BiH danilocapasso@italianisticabl.eu Abstract: The aim of the present article is to show how to organize, from the structural and didactic point of view, the study of a foreign language (FL), in this case the Italian language at some different private, university and school institutions where the foreign language had not been taught before.What are the difficulties for teachers in ―making themselves accepted‖ by students, how to meet the needs of a student who wants to learn that specific FL, and what are the teaching methods allowing the student to learn according to his needs. As we will see, the teaching methods already in use to teach a FL very often do not match the ones of a new FL. This non-coincidence is not always a disadvantage, but it may become a challenge between method and learning, whose results do not only concern the learning of the FL, but they also offer a possible opening for the creation of a new ―forma mentis‖ as well as a more adaptable ―modus studiandi‖ for the student. Key Words:Italianas a foreignlanguage- FL, old and newteachingmethods, powertoimagination, studentsexpectations. ―я понял, что родина творчества — будущее. Оттуда дуетветер богов слова‖ В. В. Хлебников Introduction Until 1998 the Italian language as a FL was not part of study plan and optional courses at the schools, University of Banja Luka in Bosnia and Erzegovina and its province. The Italian language was not even part of evening-classes where the teaching of foreign languages was offered. Officially, the foreign languages taught were: English, German, Russian and French. In 1998 the introduction of Italian language as a FL is something new that has to be carried out by solving above all several organizing problems: 1) Where to introduce it? In the school system or only in the university one? 2) How to introduce it? As a study plan or simply as an optional one? 3) How to teach it? Which teaching methods must be used considering the lack of a large number of teachers and the total shortage of teaching equipment? These are the three most important problems a teacher of Italian language had to face before starting the courses of Italian as a FL. History In 1998 the Italian Embassy in Bosnia and Erzegovina offered the University of Banja Luka the opportunity to start the teaching of the Italian language by sending a mother-tongue teacher. The University of Banja Luka accepted and at the beginning of October 1998 the teacher met the Rector of the Bosnian University who pointed out the following situation concerning the teaching of foreign languages, particularly Italian: 1) At the Faculty of Philosophy there are only two working departments of Foreign Language and Literature: English and German; besides them, there are no other foreign language courses, having no reference department, but held by teachers teaching Russian and French as optional subjects. 2) The Italian language is not part at all of school and university system of Banja Luka and its province. There is neither a Chair of Italian languagenor a culture able to train teachers. The Italian language course that should be in the study plan at high schools of music and at the Music 307 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Academy (to get a degree in lyric singing) very often is not working due to the lack of qualified personnel. The started courses are very rare and they are held by teachers having a degree in Italian Language and Literature they got beyond the boundaries of Bosnia and Erzegovina. On the basis of this situation, the Italian language course can be structured only as an optional course to be organized in the classrooms of any Faculty, at the end of the ordinary lesson period, that is in the evening from about 19.00 to 22.00. Being his range of action very limited, the teacher of Italian language decided to prepare a formative proposal of Italian language as FL as it follows: 1) To make inquires about the presence of the Italian language within urban environment (names in Italian of clubs, bar, restaurants, different kinds of shops such as clothing, draper‘s shops, furnishing, tourist offers for Italy at tourist agencies). 2) To make inquires about the presence of Italian language in the media (television, radio, internet websites). 3) To make inquiries about teaching methods of foreign languages at schools and universities (to attend lectures and schematize teaching methods). 4) To prepare a marketing activity of the Italian language (a course open not only to school and university students, but to the whole population as well who might be interested in learning the Italian language). 5) To carry out an information activity about the possibility of attending an Italian language course (ads at the Faculty entrance, a meeting with students following other FL courses, a meeting with the last-year high school students, meeting with different representatives of civil society: ONG dealing with culture, trade-unions, various citizen associations). The results of this work that took 20-30 days to be accomplished, are the following: 1) In the urban environment of Banja Luka about 80% of restaurants has Italian names and/or names of Italian places: pizza-shop, the corner, belvedere, San Remo, Rome, Modena etc… 75% of clothing, draper and furnishing shops has Italian names: beautiful house, Italian style, leather sofas etc. .. Italy is present in tourist offers with the most traditional and geographically the closest destinations: Venice, Garda Lake etc..but also in shopping tours arranged for Trieste. 2) The presence of the Italian language in the media is mainly linked to music and sport. The Italian melodic music (Ramazzotti, Pausini, Nek, Zucchero) is often broadcast by the radio or Tv (by videoclips); the Italian sport is remarkably present and words like calcio (soccer) Ferrari, Formula Uno, are heard very often. 3) The inquiring interviews about the Italian language course as FL turned out to be useful and 200 people enrolled themselves for the course whose beginning was scheduled by the first days of November. Among these people there were: High school students University students Working people Jobless people Retired people The age of enrolled people was in a range going from 15 to 65 years. 4) Considering the number of enrolled people, the teacher decided to organize the optional Italian course as FL as it follows: Ten groups of about 20 students each; Lessons take place twice a week and each lesson can last from 45 to 60 minutes; the students are divided into groups by age. Method of the study Obviously, it goes without saying that the organization of the Italian language course as FL at the University of Banja Luka, is a unique case though the organizing method can be taken as an adaptable example for other experiences, it is now important to assess the scientific quality of principles for the teaching methods of a FL; here the contextualization of this case is not important. Before teaching a FL I think it is unavoidable to use two criteria a teacher must comply with in an exhaustive way:  the reasons why a student decides to learn that specific FL,  what are his expectations, that is to say, what he expects to get from learning that particular FL. 308 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Though the first principle may seem averse to the school system where the student has to learn the FL and the teaching method is bound to the pre-arranged rules, (to the question why do you want to learn a FL the student might answer ―I do not want to learn it, but I have to‖) this principle, apart from obligation, takes into consideration the way the student approaches the FL. These two criteria allow to assess one or different teaching methods to learn a FL starting from the student‘s point of view instead of the FL‘s one. Let us go into details of the teaching method according to the above mentioned criteria: Questionnaire made out in the local language LL for the students, in our case 200 people(Capasso 2001). Sampling 1) 2) 3) 4) 5) 6) 7) Name and Surname Sex Age University/school/work Do you come from Italy? What other foreign languages do you speak? Level of knowledge of other spoken foreign languages: a)beginner b)intermediate c)advanced 8) What do you know about Italian culture: a) Literature b) Art (painting, sculpture) c) Geography d) History e) Cinema f) Music g) Sport h) Gastronomy i) Fashion j) Other (specify) 9) In your opinion the Italian language is: a) Easy b) Difficult c) Interesting d) Useful e) Important 10) Why do you want to study Italian: a) Personal reasons b) Work c) Out of curiosity d) Other reasons (specify) 11) Do you know the Italian language? a) Not at all b) A little c) soso d) well 12) Have you ever studied Italian? 13) If yes, where and how long? 14) Have you ever been to Italy? 15) If yes, where and why? 16) Which Italian words do you already know? (write them down) 17) Which teaching method for the Italian language would you like? a) Grammatical b) Communicative c) Supported by audio-visual equipment 18) Express what do you expect from the Italian language course. Among the answers, there are some which very interesting 309 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Question 6 English 100% (16-30 yrs of age) German 54% (25-50 yrs of age) Russian 32% (25-65 yrs of age) Question 7 70% unable to assess their own level of knowledge of FL Question 8 Fashion 100% Sport 90% Gastronomy 90% Other 90% Music 83% Cinema 54% Geography 36% Art 21% History 15% Literature 7% Question 9 Easy 92% Interesting 86% Useful 55% Difficult 37% Important 5% Question 10 Personal reasons 95% Curiosity 90% Other 77% Work 48% Question 11 A little 90% Nothing at all 85% So so 15% Well 2% Question 14 No 100% (16-24 yrs of age) Yes 85% (25-65 yrs of age) Question 15 North (Trieste) 92% Shopping 100% Business/work 65% Tourism 39% Question 16 Trousers Jacket How much does it cost Numbers (from 1 to thousands) Colours (green, red, white, blue, grey) Mafia Boss of the bosses Pizza Lasagna Spaghetti Car Shoes 310 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Vespa (motorcycle) Ferrari Armani Versace Soccer Totti Del Piero Godfather Mussolini Fascism Dante Michelangelo Question 17 More than 80% cannot answer Question 18 To learn the Italian language 100% From the answers obtained we can assume the following specific situations: 1. The Italian language is basically more related to the country image than to its culture, as we mean it in the classical sense. The Italian language is the idiom of made in Italy, of some status symbol concerning fashion, car industry and gastronomy; 2. It is a melodic language, easy to reproduce as for the sound, it is neither seen nor experienced from the grammar point of view and its pronunciation is easy to acquire. 3. It is a ―nice‖ language because it is strictly related to the image of the italian people who enjoy life, always seeking for beautiful and elegant things. 4. From the methodological point of view the most interesting answers are 7 and 17; The inability to assess one‘s own level of knowledge of a FL, as well as the lack of competence in assessing one‘s own preference to the learning methods of a FL, are clear signs of how the study of a FL takes place without considering the student‘s expectations, risking the results of the learning itself. The student does not realize how much he actually knows and does not take active part in the teaching method, he simply experiences it since he thinks and they make him believe that this teaching method is the only one available. In the present work I will put in evidence the reasons and risks for this situation. The predominant model in teaching foreign languages in schools Attending school lessons and lectures of a FL is very important in some cases and in this one it is unavoidable in order to note the student‘s approach to the FL. As for Banja Luka, the teaching methods of a FL can be summarized as follows: FL (English and Russian)  An exclusively grammar approach The teacher explains grammar rules writing them on the blackboard and he asks the students to repeat them in a loud voice. In this way, students learn the rules only passively, extranging them from a context and so they become abstract concepts.  Inductive method The students open their textbooks and servilely apply the rules read before on the blackboard and learnt by heart. The exercise sequence follows the order the students are arranged in, so that the third student already knows he has to do the third exercise and, worried by its solution, he does not pay any attention to the others.  Total lack of any communicative structure The teaching method is always the same. It is divided into two parts: 1. The teacher explains the grammar rules and 2. He makes the students apply them in a methodical way by exercises in the book that very frequently concern sentence transformation, according to the explained 311 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo rule. The student making a mistake misses his turn and the exercise is given to the next student. There is no communication between the teacher and the students: the former never checks his students‘ learning level (he never asks if there are any doubts), the latter very seldom tell the teacher about their difficulties.   Relationship between student and teacher This relationship is univocal, to the teacher‘s advantage. It is he who inductively offers the students some grammar rules that must be applied, denying the students any possible communication in the FL. The last is the DEUS EX MACHINA The teacher is the deus ex machina who explains and solves the ―difficult matters‖ in learning a FL, his opinion as well as his explanations are final. He is a teacher in the etymologic sense of the term, ―magis‖ because he is above students, but he is not at all a teacher in the sense of someone who simplifies, advices and can be maieutic, tutor and organizer. (Balboni 2008) The above given picture shows and explains the backwardness and uselessnes of the teaching methods used to teach and learn a FL in schools and University. The roles The FL is a subject strictly related to a role relationship: the student plays the role of a silent learner, while the teacher is the only learned person. The student has no other role but that of getting data passively without any possibility of selecting them; only the teacher has an active role that sets him as the sole source of knowledge, with a student merely seen as an empty vase to be filled up. Teacher vs. Student The relation between the two roles is the antagonist (the uneducated-the ―bad ―one) versus the protagonist (the learned person-the ―good‖one). This relation completely undoes the results of learning that is based on the pair receiving-producing. The receiving is a totally overlooked aspect: if the student learns it depends on him, while production turns out to be a me a mechanical repetition of grammar rules without any communication. Language vs. culture (Valdes 1986, Byram 1989, Lavinio1992, Kramsch 1993,Bugarski 2005) The FL is taught within a context that is totally torn off from the culture of origin: the student knows about English language that it is mother-tongue in GB and the U.S.A, and it is the predominant foreign language but he does not absolutely know the reasons for that, what is the cultural and social background flowing from this predominance. Tearing off the foreign language from the culture of origin not only impoverishes the language itself, but it reduces its reception degrading it to a number of grammar rules learnt by heart. Moral grammar vs. immoral grammar (De Benedetti 2009) The grammatical approach is considered the only possible and moral one. What do we mean by moral? It means that it is the right, perfect approach. Grammar is considered as a close structure, geometrically perfect, with rules and exceptions leaving no room for doubts, different solutions or possible mistakes. It is just for this reason that grammar does not provide for solutions like ―you can also say in that way‖ ―it is not correct, but it is used‖, it works like a perfect mechanism so it cannot be immoral. Monophonous communication vs. polyphonous one (Ponzio 2001) During the teaching and learning of a FL communication is exclusively monophonous, the sole voice is the teacher‘s one; the other voices repeating and applying mechanically rules to exercises are followers of the teacher‘s messages. There is a complete lack of a poliphonous register. On these premises, the reasons why the student cannot assess by himself his level of language knowledge and he is also unable to express preferences about the teaching methods, are clear. The student thinks he cannot assess his level of knowledge because this is not up to him, but it is up to his teacher who must not only apply the sole possible method, but determine the student‘s competence level as well: it is he who says whether his student is clever or not. From this analysis it appears that sometimes the student has a good grammar knowledge of the FL, but he is totally unable to apply it at any other level but a passive one. The useful methods: power to imagination (Munari 2009) 312 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The method used to teach the Italian language as FL starts from the need of making the student competent and persuading him that his role is not a passive one, antagonist, but protagonist as well as his teacher or even more so. We must prove the student that the teaching method of a FL, in this case Italian, starts from his needs and expectations. Here below I propose some teaching methods whose aim should be to do away with the student‘s incompetence turning him into a competent one: From the questionnaire it is evident that 1. The Italian language is linked to culture which is the motive power, as we said before, the made in Italy. The student already has some knowledge about the Italian culture and consequently about the language: his knowledge of words like caffè, cappuccino, pantaloni, pizza, lasagna etc... makes him able to express a basic communication in Italian. 2. Melody and sonority of the language can be a very good basis to structure an auditory approach of the FL, since its pronunciation is not considered difficult, the phonemic repetition of sounds will certainly give the student a feeling of language competence, to be confirmed afterwards. The teaching methods used to teach the Italian language as FL at the University of Banja Luka have been an upsetting newness, compared to the previous ones, as for the FL. I will report here below a list of some methods used and the results of their application. Levels A1-A239 Power to imagination: from the structural grammar to the situational sounds     Presenting the Italian language as a group of phonemes easy to reproduce. To make students repeat the sounds using ―alfabetiere‖ by Bruno Munari40. Avoiding any grammar approach, the student must listen to the sounds of the language and then repeat them, reading them in the given text without wondering about the meanings and their role within the text. Afterwards, the teacher will show the student some images (video), some situations where those sounds helped by images become meaningful (basic communication scenes: introducing oneself, basic exchange of information ―What is your name?‖ ―Where are you from?‖ ―What do you do?‖ etc... Information exchange among students: they will have to reproduce the sounds/meanings inside the scenes they have already seen, in order to confirm the production of the received messages. Levels B1-B2  The lexical enrichment and written production develop through the correlation of images and writing. The examples given to students by the ―tavoleparolibere‖ by PinoMasnata41 are an incitement to use the learnt words as well as a search for the production of new ones. The fact that some terms are unknown is replaced by image, and then the words are learnt with teacher‘s help.  Writing film dialogues: the teacher shows a selection of some known film scenes without the audio and the student, after seeing the scenes several times, (3-4) tries to picture a dialogue between the protagonists and put it in writing; then he will read it when the scenes are broadcast again.  Forbidden words (Rodari 1997) The teacher, by dialogues and images, informs the students about the forbidden words in the FL such as: coarse language, vulgar interjections, the allusions to genitals, and he will then exhort them to produce dialogues where they have to use coarse words. The learning of coarse language and its practice by dialogue allows the student to feel more competent in the FL and it offers greater fluency in the speaking, since embarassment and shame that might be felt by students in expressing with coarse words in their own language disappear completely while speaking in the FL. (Tartamella 2006) Levels C1-C2  The written and oral production by using hypotyposis and ecphrasis (Eco 2010), that is to say the oral and/or written description of an event, an object, a person, an image such as a work of art (painting, sculpture)allows students to use the acquired words and to be spurred to learn further terms so that he will be able to use circumlocutions necessary to make descriptions take shape. 39 In order to explain the required competences of levels A1,A2,B1,B2,C1,C2, see the following website: http://www.languagepoint.eu/ 40 In the article appendix you can find some compositions by the lyricist Bruno Munari. 41 In the article appendix you will find some compositions of tavole parolibere by Pino Masnata. 313 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo  Creation of apophenic situations: the image screened offers the students the opportunity to describe both orally and in writing comments disjointed by image reality. In this case, the student‘s imagination spurs the lexicon in order to describe the image according to his own interpretation, regardless the image reality itself42. Conclusions and Recommendations ―La fantasia è quella facoltà umana che permette di pensare a cose nuove non eisstenti prima‖ 43(Munari 2009). I would like to underline that the methods proposed and used do not replace the previous ones (Balboni 19941998, Bettoni 1998). The proposal for the above mentioned methods is to be considered as a scientific model appliable to specific cases of teaching and learning a FL, where there are the same difficulties met, as in our case, at the University of Banja Luka. The scientific value of these methods is confirmed by the results obtained by their application:  The student is a co-protagonist of the couple teaching-learning, because his needs and expectations are the starting point for acquiring the necessary competences (Rodari 2006).  The language competence obtained at the end of each level is definitely greater than the competence (or incompetence) acquired by using traditional methods. The student is aware of his own level of knowledge, his capability of communicating, his written and oral production. Moreover, he will be able to determine the learning process pointing out his gaps as well as his progress within the formative path.  Being aware of his own capabilities and competences makes the student a co-protagonist in evaluating the teaching methods, that are not imposed a priori, but decided together with the teacher considering the student‘s expectations. At the end of each level the students were given the following questionnaire: 1. What do you think about the teaching method applied to your course? 2. At the end of the course how do you consider your knowledge of the FL, compared to the beginning? 3. Do you think you will get on with the course attending an upper level? (Question put at all levels except C2) 4. What do you think about your teaching relationship with your teacher? 5. At the end of this course, do you feel that your expectations and/or needs have been fulfilled? These are five questions written in the local language that go together with the usual standards evaluation by institutional school organs, and they do not obviously provide for multiple answers but spur the student to express his ideas and to judge himself. The answers are really enlightening: 1. To the first question the student answers critically facing the problem of teaching methods in a positive way and very seldom in a negative one. He expresses his ideas and preferences about the method used, showing the teacher which teaching path has to be changed or continued. 2. In the second question the student is able to judge his own linguistic competence, proving that he is able to put his knowledge into practice. 3. In the third question he can determine his linguistic needs so that he can realize if they are suitable for his purposes or have to be improved. 4. In the fourth question the student does not consider the teacher as a ―deus ex machina‖ anymore, but he sees him as a co-protagonist whom he must apply to, to put questions and get explanations. The student is now aware that his teacher proposes a teaching method that takes into account his needs and expectations. 5. The fifth question is not an abstract concept anymore, but it shows the student‘s awareness of his aims. Clearly, the examples reported in this study, the teaching of Italian language as a FL at the University of Banja Luka44 has the purpose to be a solution to students‘ learning problems within schools and universities that are 42 In the appendix you can find some apophenic images. 43 Imagination is the human power allowing to think of new things that did not exist before In order to complete the history of the teaching of Italian language as FL, at the University of Banja Luka, we must say that at first the FL was optional in evening-classes, but in 1999 it became part of the study plan in the degree of touring science. In 2000 the FL became also part of study plan at the Faculty of Philosophy and in 2003 at the Faculty of Philosophy (today Faculty of Philology) the Italian language was acknowledged by inaugurating the Dept. of Italian Language and Literature that is the only one in Bosnia and Erzegovina. 44 314 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo regulated by a pre-existing structure. In our case, the teaching methods presented are adaptable and for this reason they can, up to a certain point, co-exist with the previous ones. The case of Banja Luka puts in evidence that the pre-existing teaching methods had to make way for the new ones. The reason for this change is that the teaching methods of the Italian language as FL shift the heart of their action from teacher to student. Appendix Alfabetiere by Bruno Munari 315 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Tavoleparolibere by PinoMasnata 316 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 317 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Apophenic images 318 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 319 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 320 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Balboni P.E. (1994). Didattica dell‘italiano a stranieri. Roma: Bonacci. Balboni P.E. (1998). Tecniche didattiche per l‘educazione linguistica.Torino: Utet Balboni P.E. (2008). Le sfide di Babele. Insegnare le lingue nelle società complesse. Torino: Utet. Bettoni C. (2001). Imparare un‘altra lingua. Bari: Laterza. Bugarski R. (2005). Jezik i kultura. Beograd: Biblioteka XX vek. Byram M. (1999). Cultural Studies in ForeignLanguageEducation. Clevendon: MultilingualMatters. Capasso D. (2001) Alcuni consigli strutturali per l‘attivazione di un corso di lingua italiana come lingua straniera. Cultura italiana. Educazione linguistica. Università europee. Lecce: Penza, 259-274. De Benedetti A. (2009). Val pi÷ la pratica. Piccola grammatica immorale della lingua italiana. Bari: Laterza. Eco U. (2010). Dire quasi la stessa cosa. Milano: Bompiani. Kramsch C. (1993). Context and Culture in LanguageTeaching. Oxford University Press. Lavinio C. (1992). Lingua e cultura nell‘insegnamento linguistico. Firenze: La Nuova Italia. Masnata P. (1932). Tavole Parolibere. Roma: Edizioni futuriste di poesia. Munari B. (1998). L‘alfabetiere. Mantova: Corraini. Munari B. (2009). Fantasia. Bari: Laterza. Ponzio A. (2001). Enunciazione e testo letterario nell‘insegnamento dell‘italiano come LS. Perugia: Guerra. Rodari G. (2006). Esercizi di fantasia. Roma: Editori Riuniti. Rodari G. (1997). La grammatica della fantasia. Torino: Einaudi. Tartamella V. (2006). Parolacce. Perché le diciamo, che cosa significano, quali effetti hanno. Milano: BUR. ValdesJ.M. (1986). Culture Bound. Cambridge University Press 321 � 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. 47 Title A name given to the resource Teaching Italian as a foreign language. The experience at the University of Banja Luka Author Author Capasso, Danilo Abstract A summary of the resource. The aim of the present article is to show how to organize, from the structural and didactic point of view, the study of a foreign language (FL), in this case the Italian language at some different private, university and school institutions where the foreign language had not been taught before.What are the difficulties for teachers in ―making themselves accepted‖ by students, how to meet the needs of a student who wants to learn that specific FL, and what are the teaching methods allowing the student to learn according to his needs. As we will see, the teaching methods already in use to teach a FL very often do not match the ones of a new FL. This non-coincidence is not always a disadvantage, but it may become a challenge between method and learning, whose results do not only concern the learning of the FL, but they also offer a possible opening for the creation of a new ―forma mentis‖ as well as a more adaptable ―modus studiandi‖ for the student. 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/fda2d75e35306f8b0e9209c9b6163fab.docx d893da4c35b5aecbf398eacea651e4c6 https://omeka.ibu.edu.ba/files/original/d8f5548f8fbde0bda8ec27b80d1b88d2.pdf bfd6a7396daf7b0169630e5989bf213d PDF Text Text Teaching Languages to International Students Vineet Kaul DA-IICT University, India ABSTRACT There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the Englishspeaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility. The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both. It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2103 Title A name given to the resource Teaching Languages to International Students Author Author KAUL, Vineet Abstract A summary of the resource. There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility. The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both. It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English. 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 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. 1026 Title A name given to the resource Teaching Languages to International Students Author Author Kaul, Vineet Abstract A summary of the resource. There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility. The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both. It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3475 Title A name given to the resource TEACHING MODAL VERBS EFFECTIVELY IN ESL Author Author Ivanovska, Lela Abstract A summary of the resource. A modal verb is a type of auxiliary verb that is used to indicate modality. The modal auxiliary verbs express a variety of moods or attitudes of the speaker towards the meaning expressed by the main or lexical verb in a clause. Many modal verbs have more than one meaning or use and in some cases two different modal verbs have some meanings or uses in common but are not completely interchangeable. Auxiliary verbs are as their name suggests, helping verbs, and help complete the form and meaning of main verbs. Many students are not aware of the subtle shades of meaning that are found within the meaning of a modal; for example, there are many layers to the meaning of can. What is a modal? What is modality? How do we form modals? And what do modals mean? These are the questions that many students ask when trying to learn modals. Modals are difficult for students to grasp because a modal and modality are rarely explained to the student, the form of modals does not follow the conventional rules of grammar, and there are so many meanings of modals that students often get confused about which modal to choose. The aim of the paper is to present the various uses of these verbs, the features of modal verbs that causes difficulty and how auxiliary verbs are distinguished from other verbs. Also the scope of this paper will analysis the two ways to teach the meanings of the modal auxiliaries. The most common way to teach modals is as a list. Modals, when taught as a list, are presented like regular vocabulary which does not present the various ways each modal can be used. A better way to teach modals is as a system which is more efficient to teach modals by placing the modals in context (e.g. making guesses, giving advice, permission, request, etc.). Keywords: teaching, modals, verbs, methods, students Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English