311 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. 3427 Title A name given to the resource THE TRIANGLE OF PERSIAN MYSTIC POEM ON THE TOP OF THE HISTORY OF THE WORLD LITERATURE Author Author Kakarash, Farhad Abstract A summary of the resource. The beginner of mystic poem in Persian and Iranian literature is Sanā'ī Ghaznavi , and after him Attar Nishabouri could bring mystic poem to perfection using codes and unique symbols. This particular language culminated in Mowlavi’s poem, such a climax which became the sample of mystic poem in the literature of Iran and the world. Forming the triangle of mystic poem between sixth and seventh Hejri centuries, these three poets have been not only on the top of Persian literature, but also the literature of the world and they still shine at this zenith. A glance at the impact of the mentioned triangle (Mowlavi, Attar and Sanā'ī’s Masnavis) over the literary works of famous poets in the literature of the world, one can see the similarity of intellectual styles in educative thought and Gnostic influence, where the trace of this great triangle is seen in the recent researches of western literature and philosophy. Using descriptive-analytic research method, the author tries to study the mentioned points in brief while getting to some important results: the most important element and similar intellectual feature of those three great Persian poets with the great poets of the world in the doctrines of innate concepts is the high frequency of today’s literal researches of the west and their theorists related to this Persian mystic triangle, which at all shows the triangle of mystic literature on the top of the history of the world literature. Keywords: Mowlavi, Attar, Sanae , literature, mysticism , world 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 https://omeka.ibu.edu.ba/files/original/3758e359e701a2a8ea0338a279153b73.pdf b24a60ba0c3b6639d6779b2ba4c88257 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Troublesome Subjunctive: An Examination of the Frequent Mistakes Made in Tense Conjugation Đurħica AnišiĤ Senior Lecturer of English Language, Faculty of Political Science, University of Zagreb, Croatia djurdjica.anisic@zg.t-com.hr Maša Brala English teacher University College of International Relations and Diplomacy, Croatia masa.brala@gmail.com Abstract: Why do some English grammar issues pose problems to otherwise fully competent and fluent students in Croatia? From our experience, reported speech and conditional sentences rank high on the list of such issues. The aim of this paper is to explore some problems Croatian students have with the concept of the subjunctive and its application in conditional sentences. The key problems for Croatian students in forming conditional sentences derive from their inherent desire to translate Croatian to English directly, which does not address the changing tense of the verb in the conditional clause. For example, the sentence, ―If I were rich, I would travel the world‖ would translate into Croatian, ―If I am rich, I would travel the world.‖ In general, the concept of using a verb in the past tense to express a present or future desire is simply alien to native Slavic language speakers. Examples of common errors in the translation of conditional sentences type 2 and 3 from Croatian to English and vice versa are presented in the paper followed by some suggestions of how to help students master the concept of the subjunctive and successfully apply it in conditional sentences. Key words: English grammar, conditional sentences, subjunctive, Croatian to English Introduction Prior to analyzing on the concepts of the subjunctive and its application in conditional tenses, it is imperative to elaborate on our experiences with first-year university students at the Faculty of Political Science, Journalism Department and at the University College of International Relations and Diplomacy, respectively. At the beginning of each academic year, foreign language instructors conduct a diagnostic test to assess the language skills of the incoming students. Most of our students have graduated from grammar schools, i.e. schools that prepare students for higher education. The mean length of studying English is eight to twelve years. As a result, the majority of students have language skills that vary from B2 to C2 levels of the Common European Framework of Reference for Languages (CEFR)66. In addition, the respective institutions review the diagnostic exams to identify how the language skills of incoming students have improved over time, especially when compared to generations matriculating more than ten or fifteen years ago, which can be attributed to the current generation‘s heavy exposure to Englishlanguage television, movies, music and, most of all, the internet. These circumstances have made our teaching profession much more enjoyable and even easier, largely because today‘s students are competent, competitive, and eager to participate in the acquisition of language. Most, if not all, understand that English is extremely important to their future professional endeavors, not only because their mother tongue is relatively unknown outside the region, but as well due to the fact that English has become the Lingua Franca of the modern age. The topic of our paper, however, has not been chosen randomly. Rather, we have detected that an unexpectedly high percentage of otherwise language competent students continue to experience problems with conditional sentences (as well as indirect speech). Thus, we consider the topic worthy of further scientific research and 66 Council of Europe, Directorate of Education, Education and Languages, http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp 372 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo welcome others to contribute similar inquiries in hopes that the use of the subjunctive in conditional sentences may be better understood for future generations of students. Method of the Study In order to establish the number of students who failed to translate conditional sentences correctly (Croatian to English), we have used descriptive statistics. Conditional sentences were only one segment of the grammar exam that we used to test students' skills of the most demanding grammar issues (conditional sentences, indirect speech, and passive/active voice). The test time was not limited and students were encouraged to ask for help with words they could not remember under the pressure of testing (however, the demands for help in vocabulary were not recorded, most likely because vocabulary was intentionally made basic not to interfere with our primary interest in analyzing. grammar skills). Spelling and preposition mistakes were marked as mistakes; however, they were not sanctioned. The test comprised of six conditional sentences, three sentences with the condition in the present, (but the condition cannot be fulfilled) and three sentences with condition in the past (obviously not a subject of fulfillment). Conditional sentences with realistic condition (condition can be fulfilled) were not in the test because, in our experience, students do not have significant problems with the concept of translating the condition that can be fulfilled. This can be attributed to the fact that similar structures appear in both Croatian and English. Following are the six conditional sentences that students were asked to translate from Croatian to English: Condition in the present: Ustajala bih ranije da sam na tvom mjestu. Vińe bih vjeņbala da imam vremena. Stigao bi na autobus da krene na vrijeme. Condition in the past: Bila bi poloņila ispit da je vińe uĦila. Marko bi bio kupio novi automobil da je dobio zgoditak na lutriji. Bila bih joj pomogla da je zatraņila pomoĤ. In one test group (G1), conditional sentences were grouped one after the other in the order given above. In the other test group (G2), conditional sentences randomly appeared among other grammar structures (indirect speech and active/passive voice). The reason for creating two distinctive groups was to check whether the grouping of similar structures improves overall performance. Based on our experience of correcting and grading exams, our primary assumption was that students encounter problems with the protasis clause. On the contrary, we expected the apodosis clause to be less of a problem. In order to discern which elements pose most problems, we divided each conditional sentence into two parts, the apodosis clause and the protasis clause, and marked correct or incorrect for each. The results of the test, however, proved our initial expectations were incorrect. . Findings and Discussion Each group comprised of 34 tests, which made for a total of 408 conditional sentences to be translated. We considered that more than four hundred sentences was a large enough population to gain an insight into not only the patterns, but also the types of mistakes students routinely make. By dividing sentences into elements, we ended up with 1,632 elements for analysis according to the type of mistakes. The primary difference between the groups is that G1 had conditional sentences grouped while G2 had conditional sentences intermingled with other parts of speech. For the purpose of analysis, we divided each conditional sentence into two parts, entitled A (for apodosis) and P (for protasis), in order to ascertain a clearer understanding of what primarily (at least in terms of statistics and percentages) is the root of the problem. For the purpose of measuring grammar performance, we ignored other mistakes, including spelling, incorrect use of prepositions, etc. The tables below depict the performance of the two groups, G1 and G2. G1 373 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Conditional sentences total Condition in the present (type 2) Condition in the past (type 3) Apodosis total Protasis total 204 102 Correct sentences 99 54 Incorrect sentences 105 48 Percentage sentences 51.5 47.0 102 45 57 55.9 204 204 141 128 63 76 30.9 37.3 of incorrect G2 Correct sentences Conditional sentences total Condition in the present (type 2) Condition in the past (type 3) Apodosis total Protasis total 204 109 Incorrect sentences 95 Percentage of incorrect sentences 46.6 102 59 43 42.2 102 50 52 50.1 204 204 157 135 47 69 23.0 33.9 Correct sentences Percentage of incorrect sentences 49.0 G1 + G2 Conditional sentences total Condition in the present (type 2) Condition in the past (type 3) Apodosis total Protasis total 408 208 Incorrect sentences 200 204 113 91 44.6 204 95 109 53.4 408 408 263 298 110 145 26.9 35.5 As can be seen from the tables, there is a difference of 5.9 % in the performance of groups G1 and G2 in favor of group G2, where conditional sentences were randomly placed among other grammar structures. This suggests that the grouping of the same grammar structures does not add to student performance. In other words, students do not see the same grammar pattern grouped as a facilitator. Quite the opposite, it seems that the grouping of the same structures only adds to the multiplication of errors. Nearly half of the sentences were incorrect. We looked further into the types of mistakes in both apodosis and protasis and divided all of the mistakes into two categories: the first category (C1) 67 refers to the incorrect use of a grammatical unit, e.g. would had instead of would have, would have eat instead of would have eaten, etc. The second category of mistakes (C2)68 refers to the incompatibility of the concept in Language One (L1 = Croatian) with the grammatical structure that expresses it in Language Two (L2 = English). Our initial consideration of this topic was that the problems for most native Croatian speakers with the conditional is their inherent desire to translate Croatian to English directly, which does not address the changing tense of the verb in the conditional 67 Some examples of C1 mistakes are: would had helped, would had pass, would had passed, would made, would have buy, would have help, would practiced, would have catched, would have had helped, had went, etc. 68 Some examples of C2 mistakes are: He would catch the bus if he goes on time, I would have helped her if she asked for help, I would practice more if I have time, I would have practiced more if I had time, I would have practiced more if I have time, etc. 374 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo clause. Hence, we expected more protasis clauses to be incorrect rather than apodosis clauses because the concept of using a verb in the past tense (i.e. present subjunctive) to express impossibility of fulfilling a condition in the present seems to be unnatural to native Croatian speakers. Below is the table that shows the types of mistakes, according to the above explained categories. G1 Type 2 Type 3 apodosis protasis apodosis protasis Total Correct 102 102 102 102 76 65 65 63 Total Correct 102 102 102 102 81 75 76 60 Total Correct 204 204 204 204 157 140 141 123 74.5% 63.7% 63.7% 34.0% Type of mistake C1 26 25.4% 18 17.6% 7 6.8% 34 33.3% C2 0 19 30 5 0% 18.6% 29.5% 4.9% 79.4% 73.5% 74.5% 58.9% Type of mistake C1 4 3.9% 20 19.6% 4 3.9% 25 24.5% C2 17 7 22 17 16.7% 6.9% 21.6% 16.6% 77.0% 68.6% 69.1% 60.3% Type of mistake C1 30 14.7% 38 18.6% 6 2.9% 59 28.9% C2 17 26 57 22 8.3% 12.8% 27% 10.8% G2 Type 2 Type 3 apodosis protasis apodosis protasis G1+G2 Type 2 Type 3 apodosis protasis apodosis protasis The analysis of the correct use of the apodosis in conditional sentences Type 2 and Type 3 reveals that 23% apodosis in Type 2 were incorrect, compared to 29.9% incorrect apodosis clauses in Type 3. The analysis of the correct use of the protasis in conditional sentences Type 2 and Type 3 shows that 31.4% protasis clauses in Type 2 were incorrect, compared to 39.7% incorrect protasis clauses in Type 3. Below is a summary table of incorrect apodosis and protasis according to the type of mistakes. Type 2 Type 3 apodosis protasis total mistakes apodosis protasis apodosis protasis Types of mistakes in percentages C1 C2 14.7% 8.3% 2.9% 27% 18.6% 12.8% 28.9% 10.8% Types of mistakes in percentages C1 C2 33.3% 21.1% 31.8% 37.8% 65.1% 58.9% C1+C2 23% 29.9% 31.4% 39.7% C1+C2 54.4% 69.6% As can be seen from the above table, and to our surprise, a higher percentage of mistakes in apodosis and protasis clauses belong to the incorrect formation of grammatical structure (C1 = 65.1%) than to inappropriate grammatical structure (C2 = 58.9%). Yet when the general mistakes are compared in apodosis and protasis clauses, the difference is 27.3%, i.e. 27.3% more protasis clauses were incorrect. The difference is significant enough to seek further explanation. 375 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Conclusions and Recommendations When we decided to research the causes for the numerous mistakes that Croatian students commit with conditional sentences, we began from the simple premise that there is no subjunctive in the Croatian standard language, i.e. that the concept of hypothetical discourse in Croatian is expressed by the construction with the relative conditional adverb ―da‖ and the present indicative for the hypothesis in the present (―Da sam bogata,...‖), and the past tense indicative for the hypothesis in the past in the protasis clause (―Da sam bila bogata,...‖). We believe that our research proved this hypothesis because out of all the mistakes, 71.2% were recorded in the protasis clauses. In other words, the problem of speakers of Croatian lies in the fact that they do not bind hypothetical discourse in Croatian with structures that express it in English. This is why speakers of Croatian mirror the present tense indicative into the English protasis clause where they should use present subjunctive. Another way to look at this type of mistake is to understand that speakers of Croatian see the present indicative in a Croatian sentence as a time reference, ignoring the implied content of hypothetical discourse. In the course of their study of English, students come across the concept of subjunctive in the English language, but since this category is expressed in a different way in Croatian, students seem to ignore the concept. The numerous mistakes within the category C1 and the incorrect formation of grammatical structures were the biggest surprise for us. The total number of this type of mistakes is 6.2% higher than the number of mistakes in the application of the correct grammatical structure. What is the reason for this? We believe that such a high number of mistakes in the formation of grammatical structure lie in the fact that conditional sentences use grammatical structures that have at least two or three forming elements, which make native Croatian speakers more prone to committing mistakes. It is instructive to assess some of the mistakes that students made, for example in the structures with two elements ... if he had win, ... He would caught the bus, ... I would got up earlier, ... She would passed the exam if; or in the structures with three elements ... I would had helped her if..., ... she would had pass the exam, ... Marko would be bought a new car..., ... I would been helped her if ..., Marko would have buy a new car if ..., etc. This Rashomon type interpretation of the formation of complex grammatical structures is, in our opinion, easy to solve. The solution is in exercising particular structures that cause problems, both in oral and written form. In our experience, students master the area after consistent exercise and repetition over a relatively short period of time. The next, and more demanding task, is to explain and make students understand the concept of hypothetical discourse. We have observed that providing explanations in connection with grammar issues in Croatian gives much better results because students rarely have the knowledge of specialized grammar vocabulary, which makes it difficult for them to follow explanations in English. We make them understand that different languages use a variety of conditional constructions and verb forms to form conditional sentences discussing hypothetical situations and their consequences. The instruction about the present subjunctive as not connected to past time reference in conjunction with translation exercises quite soon brings positive results. We begin translation exercises with English conditional clauses that are translated to Croatian and, after that, vice versa. After a period of pause, we do the same exercises again and, most often this is enough to help students understand and master the concept of conditional sentences in both languages. 376 � 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. 56 Title A name given to the resource The Troublesome Subjunctive: An Examination of the Frequent Mistakes Made in Tense Conjugation Author Author Anišić, Đurđica Brala, Maša Abstract A summary of the resource. Why do some English grammar issues pose problems to otherwise fully competent and fluent students in Croatia? From our experience, reported speech and conditional sentences rank high on the list of such issues. The aim of this paper is to explore some problems Croatian students have with the concept of the subjunctive and its application in conditional sentences. The key problems for Croatian students in forming conditional sentences derive from their inherent desire to translate Croatian to English directly, which does not address the changing tense of the verb in the conditional clause. For example, the sentence, ―If I were rich, I would travel the world‖ would translate into Croatian, ―If I am rich, I would travel the world.‖ In general, the concept of using a verb in the past tense to express a present or future desire is simply alien to native Slavic language speakers. Examples of common errors in the translation of conditional sentences type 2 and 3 from Croatian to English and vice versa are presented in the paper followed by some suggestions of how to help students master the concept of the subjunctive and successfully apply it in conditional sentences. 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/22113fc3de192a7f7f0eeb9c280bb8e0.pdf f35b06ce45fdbfa1b04dffca9d96950a PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Turkish Index and Subject Classification of the Words Used in Makbul-i Arif Şefika Yapici International Burch University, MA Student, Sarajevo sefikayapicibosna@hotmail.com Abstract: In this study, general information has been given about Makbul-i Arif (Witness of Potur)- Turkish-Bosnian Verse Dictionary-then the dictionary part was rearranged according to Turkish index. Bosnian counterparts are shown in Turkish index by taking into account the alphabetical order. The importance of this work is due to the fact that it has been the first and only Bosnian-Turkish verse dictionary ever. To classify the words used in this book is important to see the use of daily language. By classifying the word in glossary section according to subject classification, we tried to make more concrete words used in social and daily life in this century. Keywords: Bosnian-Turkish Verse Dictionary, Mehmet Hevai Üsküfi, Makbul-i Arif. Cultural Relations has begun after the conquest of Bosnia and Herzegovina by Fatih Sultan Mehmet in 1463. And thus, Bosnia and Herzegovina has become an integral part of Ottoman history and it was adjusted to the Ottoman culture in all areas (education, culture, customs and traditions). The first studies of classical Turkish literature were presented in 15th century (Kaya, 2008). Bosnian literature until today has continued its existence in two ways; Turkish literature written with Ottoman letters and Bosnian literature written with Arabic letters. The language used in this literature (Alhamiyado Literature) is the language of former Bosnian colloquial language. In this area mostly eulogies, hymns and stories were written. Makbul-i Arif is considered as the first example of this area (Okumuş, 2009:824). There is no enough information about the life of Mehmet Hevai Üsküfi. Makbul-i Arif includes some information about the poet. The name of the poet is Mehmet (Muhammed) Bosnevi. He was born in1601in Dobrinja village near Donja Tuzla. Seems to have good education, Üsküfi knows Turkish, Arabic and Persian. It is clear from the verses in introduction part that he was in the service of Ottoman Palaces about 20 years and lived in the Sanjak of Zvornik for 10 years (Okumuş, 2009).Üsküfi’s most important work is Makbul-iArif (Potur Şahidi). It was written in 1631 and dedicated to IV. Murad. Üsküfi wrote Makbul-i Arif for the villagers. Later on ‘Mevlana’s Şahidi, Ibrahim Dede’, who transcribed this work, changed the name of the book as the Potur Şahidi probably inspired by the book Tuhfe-i Şahidi (Lugat-i Şahidi) in 1515 (Okumuş,2009:826). It seems that Makbul-i Arif, which was written in 17th century, is the first and only Turkish-Bosnian verse dictionary. One of the studies on Makbul-i Arif is the article of Alija Nametak (Nametak, 1968). In 2001 this article was published by Tuzla Dervish Susić Library. (F.Nametak, 2001). In this article, Alija Manetas established the life of Hevai and Bosnian poems, focused on existence of Bosnian words and critisized only the edition of the glossary. (Okumuş, 2009:827). Also a few scientific articles about Makbul-i Arif were published such as Mehmet Hevai Üsküfi by Nedim Filipović1, one article of Adnan Kadrić (Kadrić,2001) and dictionary studies of Kerime Filan (Filan,2000). Besides his verse dictionary, he has some poems. In his Bosnian poems, we can see the effect of especially Turkish, Arabic and Persian languages. There are mülemma featured poems, too. But none of them is known. Mostly he wrote lyrical poems and gave importance to the shape and content. Makbul-i Arif Mesnevis consist of two sections; Turkish introduction and dictionary6. In introduction part, after the formula (In the name of God), Hamdele and Salvele, it was mentioned shortly how the writer decided to write the poem, which method he used, Bosnian with Latin alphabet, thanksgiving and prayer for reaching Sultan Murat, giving name to his work and asking for prayers from the readers(Okumuş,2009:832). There is no epilogue in his work. In dictionary part, there are 13 poems and they are separated by Arabic titles. The poet has not followed the traditional methods and instead of giving bahir and meter of the poem, he used Turkish, Arabic, Persian and Bosnian counsel, verses and proverbs. Some of them are: ‘read, write, work hard and don’t be unfortunate ’, ‘do a favour, and don’t be cruel’, ‘the one who runs away is not brave’. From these statements we understand that one of the purposes is to give advice. When we focus on the words used in dictionary part, we can see most of them are about social life of that time. It was classified by Turkish index and subject classification(Okumuş,2009:833). 480 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Turkish Bosnian Dictionary As mentioned before Alija Nametak, who worked on Makbul-i Arif (Nametak, 1968), emphasized the existence of Bosnian words and prepared verse dictionary in Bosnian index. In this study we have re-prepared Makbul-i Arif in Turkish index. Baş :Glava Çakmak –ognjilo Başak: klâs Çalışmak:raditi A Acımak : žaliti Bay: Bogat, Bogati Çam ağaçı: Ad: ime Baykuş – sova Çamur :kal,kalu Adam :Čovjek Bazılmak: onesvijestiti se Çamura batmak : Adamın tırnak: nokat Behil –lakom Çanag : zdila Adet: običaj Benimdir --:on je moj Çanak kim ağaç olsa –:kotao Ağaç ibrik : žban Bereket –:korist Çarık –opanak Ağaçtan topuz: batina Beş – pet Çavdar – raz Ağız: usta Beş yüz --:pet stotina Çaylak:piljužin,poljuzin Ağlamak: plakati, plakat Beşik –kolijevka, Çekişmek –karati,karat Ağrır: bolyeti, boli kolivka,kilovga Çember – Ak: bilo Bez —postava,potav Çerge :koliba Akar: teče Bıçak –nož Çıban,Çıpan : čir Akıl: pametan Bıyık :Brk Çıbuk (çubuk) – prut Aksırmak: kihati, kihat Biç –kositi,kosi Çıfçı (çifçiye) : težak Aksi: glavnja Biçem –žito Çıkal : gocnovalj Al sende: uzeti Bin – hiljada Çınar :javor Alçak-nisko, nizoko Bine : uzjahati Çıplak : go , golo , pogresno Aldanmak Bir:jedan,jedno, kolo Alın :Čelo Bit : uš Çıra – :luč Altı: šest Biz (bize ) : šilo Çift:orati,ori Altın: zlato Bizim – Çilek:jagoda Altmış: šezdeset Boğulmak : utonuti Çit:plot Ana --mati, mama Borç – dug Çivi –:klin Anar: šipak Boyunduruk:jaram Çoban – govedar Araba: kola Böcek — puz Çömelmek, çöklemek: čučati, Ardıç: smreka Böyrülce --:pasulj čučat Arı(temiz):Čisto Böyüğe : velika D Armut: kruška Brebre sana, brebre sende – Dağ : gora Arpa: jecam :more ti Darı (tarı) :proso Aş ermesi :Ćuda Bucak –:kut Degismek :promijeniti,prominit At: konj Buga –:bik Değirmen:mlin Ates(e) : varta Bugün – danas, danaske Delik : šupalj Ateş –oganj Buğday : psenica Demet-- snop Ateşsiz kömür: ugljen Bulut –:oblak Deniz:more Atı nallatmak: Burun –nos Dere : rijeka Avcı –lovac Buz –led Deri:koža Avrat(kadın) : žena Buzak (buzağa) : tele Derin : dubok, duboko Ay –mjesec Bülbül – Slavic Deve:kamila Ayak –noga Büyüklenmek: ponositi se, Devlet : Ayı --medvjed, medved ponosit Diken : trn Ayıblamak -rugati se C Dikmek: sasiti Ayva: tunja Can : Duša Dil:jezik Cenat ; pucany Dilenci :prosjak B Baba : ćaća,čača Cennet : raj Dink (e) – stupa Baca: komin Cenneti : rajnik Dinlemek : ćutjeti ćuti, Bagça: vrt Ciharşenbe –srıjeda Dirlik : život Bağla – zavezati Cin – sotona Dirsek:lakat Bakır, bakra,bakara –:mjed,mid Cuca –:megaš(malesan) Diş : zub Bal :Med Cuma:petak Diyren : vile Bal mumina : vosak Cumartesi – subota Diz:koljeno,kolino Balığı satan : ribar Doğdu ; rodi Ç Balığı tutan – čaplja Çağırmak – vrečati Dökmak : tkati Balık, balığa –riba Çağırmak –zvećat Doksan : devedest 481 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Dokuz : devet Dolama(elbise) : haljina Don : gaće , gače Don yağı:loj Doyumluk : dobitak , dobit Dökmek:izbiti,izbit Dökümlü:otkati ili,utkati,Utkan Dört: Döşeğ : otelja Döyme(döğme): puca Dud:murva Dudak : usna Duman:magla Dur:ostati,ostani Düğün:babine (svadba) E El :ruka Elemye : vitao Elini salmak:mahati,mahat Elli:pedeset Elma :jabuka Elma atışmak :jabukati,jabukat En : sjahati Erkec :praz Esir – sužanj Eşek:magare Et :meso Etek : skut Ev :Kuča Ev işi : domaćin Evlenmek:oženiti,oženit Eyer : sedlo F Fakir : siromah Fal açmak : vračati Ferişte:anđel Feryad:jaukati,jaukat Fıçı :kaca,kadca Fındık:lješnik,lišnik Fırın:peć G Gebe kadın: zbana žena Gel, Gele : hoditi, hodi Gelin:nevjesta,nevesta Gemi:lađa Getir : donjeti, donesi Geydi:obući,obuče Geymek:obuti,obut Gezinmek : hodati, hodat Gir,gire:pesta,pusta Göbek : pupak Gökler:nebesa Göl:lokva Gömlek:košulja Güc:mučan,mučno Gügüm : trnjina Gül : ruzica Gülgen:bukva Gümüş—srebro Güneş – sunce Güreşmek, güreşmek :hrvati se , hrvat Güven : gagrica Güvercin : golub Güyeği : zet Guzel kari:lipo žena Güzel:lip,lipo, Sen güzel sen:lip si ti H Haber :glas Hisar : grad (tvrđava Haşhaş:mak Hafta:nedjelja(sedmica,tjedan) Hasta:nemoćan,nemočan Halveti : sam sidjet Hamur : tisto Harman . vršaj Heybet . Vučina Hıdır Hekim:ljekar,likar, Hamis : četvrtak I Irlamak(şarkı söylemek):pjevati,pjevat Isırgan :kopriva Đ Đki : dva Đki yuz :dva stotine , dvije stotine Đki kat : dvostruk , dvostdiruk , dvoruk Đğne :igla Đplik:konac Đnek ,inege:krava Đsık ,isek : prag Đncir – smokva Đpek : svila Đz : trag Đp : uže Đnlemek:ječati,ječat Đşlemek K Kaçan : kad Kaçar:bježati,biži Kafir adı:Kosta Kafir:kaur Kahpa kadın:kurva žena Kalın : debel Kanat:krilo Kancık, kancığa:kučka,kuča Kapı : vrata Kar:snijeg Kardaş:brat Karga : vrana Kadın: Karınca:mrav Kaş:obrva Kaşık:kaşıka 482 Kaşık çalmak:kusati,kusat Katı ivmek : htjeti, hitit , hijetit Katır:mazga Katlanmağa:počekati,počekat,p očekaj Kavun, : dinja Kayın : šura Kayn ana:punica Kayn ata:punac Kaz : guska Kazmak:kopati,kopat Keçi:koza Kedi kovmak:pis Kedi:mačka Kel : šuga Kelebek:leptir,lepur Keleposa::kappa Kuzu:janje Kabak : tikva Kuşluk:rucak Kuyu:jama Kuzgun :gavran Kuskun:pohva Kenevir:konoplja Keser : tesla Keten:lan Kılıç, kılıca :sablja Kılısa:crkva,cirkva Kilitlenmek : zaklopiti Kilitlenmek: zaključati Kim : tko Kirk : četrdeset Kisraga:kobila,kobil Kiz ,Kizi:kćer,kćeri,kćera Kız kardeş (e):sestra Kız,yetişmiş kıza:moma kuşku:poluga Kızıl:carevina,crven Koç:ovan Koca kari:baba Koca::muž Kök :korijen,korin Kolan:poprug Kolay:lastan,lasno konag(konuga),konak (konaga) : gost Konaklar oldı : častila Konukluklar : častenje, častena Köpeğin içmesine(eygine):lokati,lokat Köpek::pas Köprü:most Kör:slip Kori : gaj Kütük:panj Kovan : uljište Kovar : tjerati Köy:selo Köylü:potur(tj.seljak) �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Koyun,koyuna:njedra Koyun::ovca Koz(ceviz):orah Küçmak : grliti, grlit Küçük:malenko,malko Kul:ropce Kulak : uho Kulluğ(pepeo) Kurbağa: žaba Kurt : vuk Kürek:lopata(plećka) Kuruk:kožuh Kurum : ćađa,čađa,ćadža Kuşak:pojaš L Lahana turşu suyu :rasol Lahana:kupus Levent:junak Lobut : toljaga Luzan(yer adı):Luzan M Makrama : rucnik Mantar:pečurka,pečur Maşa:ožeg Makber :Grob Meryem:marija Maşraba:bukara Meşe : šuma Maymun(muymul):kobac Mızrak :Džida,džira Mızrak :koplje,kopje Mor:modar,modro Mum :svijeća Murver :zobita Musekkek altın : dukat Mühür:pečat N Nacak:bradva Nagamat etmek(bağırmak) :predikati,pridikat Nakış : vez Nahoş:bolestan Nal :potkov,podkov Nekbeti : zloćesto O Ocak:ognjište Odun : drvo, drva Oğlak:kozle Oğlan Oğul : sin Okşamak : štipati Okşamak:miloviti,milovat Olsun : tere Oluk : žlijeb Omuz :rame On :deset On bin :deset hiljada Oruçlar :post,postanje,postila Otlik: sijeno Otur : sjesti Otuz : trideset Oyun:igra Ö Öpmek:poljubiti,poljubit Ördek:pakta Örulu:platen Öfürmek(üfürmek) : puhat Ön saçina:kika,kafa Öğender:otsan Ölmiş:mrtav P Padişah:car Papaz:pop Parmak :prst Pazardune Pelid : hrastovina, astovina Pencer : prozor Pener,penir :sir Peri : Vila pire:buha Pire otu:paprat Pişer:peći,peće Pirinç : oruz R raf:polica S Saçlar:kose Sadaka vermek:podati,zadušupodat Sağ: desno Sağar:musti,muze Sağdık,Sağdıç : kum Sağır : gluh Sakal:brada Sakın : čuvati, čuvaj Sakız -- smova Saksağan : svraka Salı : utornik Salınmak : šetati Saman Sana benzer:kao,kano ti Sandık:kovčeg Sargısına.sargina:obojak Sarhoş:pijan Savurmak:izvijati,izvijat Say:izbrojiti,izbroj Sehi:blag sehil,ehli:pitom,pitomo Sekiz:osam Seksen:osamdeset Sel :potok Semiz :pretil Sen vur : udriti Senevber:jela Senin : tvoj, tvoje Serhad:krajina Sıçan:miš Sıçramak : skakati 483 Sihir : šurka Sinek:muha Sinir : žila Sırık,siriga:motka Sizin : vaš Soğan:luk Söğüt – vrba Sol:lijevo,livo Soğuk : zima Soyu sopu güzel kadin: Plemenit Soyun : rodbina Söyut,kara söğüt : rakita Söz : rijec Su : voda Sual etmek:pitati,pitat Süme,seme: zalud Süküt etmek : Sende Süpürge:metla Süpürsen Sürmek,zürek sürmek:litati, Litat Süt:mlijeko,mliko Satış yapmak:Trgovat Sarı : žut Sana benzer: Ş Şunu kal Şadır : šator Şahin –sokol Şalgam –repa Şarap : vino Şaşkın: mahnit,mahnito Şeftalu –praska Şerbet,şerbeti –medovina Şeytane : vražji Şimdi –sada Şlama T Tabut:nosilo Tahta biti – stjenica Tan yeri: zora Tan yıl ız : danica Tanrı:bog Tarak : grablje Tarla:njiva Tasma(ya):oputa,oput Taşak:mudo Tauk esmesine (ismesine) čeprkati Taul:bubanj Taun:kuga Tavsan:zeč Tavuk,tauga:kokoš Tay : ždrijebe Tazi : hrt (vrsta psa) Tekne :korito Tencere:kotlica �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Testere:pila Teyze : tetka Tilki:lisica Tırnak:kopito Tırpan:kosa Tez(acele etmek) : htjeti ,hitit Tohum :sjeme Top:lubarda Topal Tosun:june Toz ;prah Turna : ždral Turunç:narandža Tutrak : trud Tutun : dim, dima Tuz -- so, soli Tüfenk : puska U un:mlivo unutmak: yaboraviti uzun : uçmak:poletjeti,poleti Ü üvey kız:pastorka üç yüz : tri stotina üç : tri V velilik satan:prorok,brorog var (do) lan :prtljati Y Yabani Yağ:mast Yağmur:kiša Yak : užeći Yakın:blizu Yanmak : gorjeti , gori Yaprak:list Yaralı : ranjen Yarasa:babq(slijepi miš) Yarım: pola Yassı: širok Yaş ot: trava Yavuz: ljut Yay: luk Yedi: sedam Yel: vjetar, vitar Yem: zob Yeme: jesti, ne jedi Yen: rukav Yenge: kuma Yengeç : rak Yenmek:nadjačati,nadjačat Yeşil : zelen Yetmiş : yetmis Yıldırım : grom Yirmi : dvadeset Yoğurmak:kuhati,kuhat Yoğurt:kisela,(mlijeko) Yol : put Yol arası:međuput Yolcu : putnik Yorulmak : umoriti se Yulaf:ovas,ovsu Yumruk : šaka Yumuşak:mehak,mehko Yuriş Yuvarlanan top:kotur,(konur?) Yük : tovar Yüksek : visoko Yürek: trbuh Yürü: ići,idi Yüz -- sto Yüzmek: pliva Yüzük: prsten Z Zagar: vižle Zahid -- sofi Zalim: nakomica Zevle: teljig Zindan: tavnica Zulm:sil Classified Section In Makbul-i Arif (Potur Şahidi), after giving Bosnian meaning of the words, classified section is formed. While classifying the words, numbers, days, agriculture, livestock and livestock-related terms, human and human-related terms, religious terms, plants, fruits and vegetables, names of objects, colors, beverages and natural events are put in two groups. According to the subject classification of the words is as follows: Bin Kaynana On bin Kaynata Numbers Bir Çift Kız Đki Yarım Kız kardeş Üç Yetişmiş kız Dört Kardas Religious Terms Beş Bay Üvey kız Altı Cennet Akıl Yedi Cenneti Alın Sekiz Cin Ayak Dokuz Oruç Baş On Papaz Bıyık Yirmi Şeytan Burun Otuz Tanrı Dil Kırk Dilenci Elli Dirsek Human and Human-related Altmış El terms Yetmiş Ağız Gebe kadın Seksen Oğlan Göbek Doksan Yenge Hekim Yüz Oğul Kas Đki yüz Ana Kel Üç yüz Baba Kulak Beş yüz Kayın Omuz 484 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Parmak Saçlar Sağır Sakal Tırnak Topal Colors Ak Sarı Turuncu Yeşil Kızıl Eşya Đsimleri Altın Gümüş Đplik Kapı Mum Süpürge Pencere Maşa Yay Top Sırık Çanak Drinks Lahana turşusunun suyu Su Şalgam Şarap Süt Şerbet Days Bugün Salı Ciharşenbe (Çarşamba) Hamis (Perşembe) Cuma Cumartesi Hafta Animals and animal related terms Çoban At Arı (temiz) Atı nallatmak Ayı Bal Balık satan Balık tutan Balık Baykuş Böcek Bülbül Buzak Çaylak Deri Deve Eşek Et Güvercin Đnek Kanat Karga Karınca Katır Kaz Keçi Kedi Kedi kovmak Kelebek Koç Köpek Köpek içmesi Kovan Kurbağa Kurt Kuzu Maymun Oğlak Ördek Pire Saksağan Şahin Sıçan Sinek Tavşan Tavuk Tay Tazı Tilki Tahta biti Tosun Yengeç Turna Yem Isırgan Đncir Lahana Kavun Pirinç Soğan Söğüt Yaprak Arpa Çınar Meşe Koz Yaş ot Mantar Kenevir Nature-related terms Ateş Ay Dağ Deniz Dere Duman Gökler Göl Yağmur Yıldırım Kar Bulut Güneş Sel Yel Toz Fruits-Vegetables-Plants Armut Ayva Ağaç ibrik Bağça Elma Diken Çilek Çam ağacı Buğday Başak Tohum Kabak Fındık Gül 485 Adjectives Alçak Aksi Gebe kadın Güzel kadın Güzel Büyük Uzun Şaşkın Uzak Yakın Derin Verbs Acımak Ağlamak Dinlemek Đvmek Ağrımak Aksırmak Aldanmak Ayıblamak Bağlamak Bazilmak Büyüklenmek Çağırmak �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Çağırmak Çakmak Çalışmak Çekişmek Çömelmek Değiştirmek Dikmek Dikmek Doyumluk Dökmek Elin salmak Elma atışmak Evlenmek Fal açmak Getirmek Gezinmek Giymek Güreşmek Irlamak Đnlemek Đslemek Kaçar Kaşık çalmak Katlanmak Kazmak Kedi kovmak Kilitlenmek Kilitlenmek Kopeğin içmesine Kuçmak Ohşamak Öpmek Sadaka vermek Sakin Salınmak Savurmak Say Sıçramak Sual etmek Sukut etmek Sürmek Tavuk esmesine Üfürmek Yanardı Yeme Yenmek Yoğurmak Yoruldu Yuvarlanan top Yüzmek 486 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Results: As a result of the classification; 1. Spoken language was preferred in the verse dictionary. 2. While choosing vocabulary social and economic structure of the age occupies primary importance. 3. The dictionary includes an important part of words concerning the daily life issues of the time such as livestock, fruits and vegetables, plants, nature and numbers. References Boşnakça Sözlük (2006) (Boşnakça-Türkçe, Türkçe-Boşnakça), hzl. Sahir Bayhan Ankara. Filan, Kerima (2005) O Jednom-Sporadıncnom Rukopısu na TurskomBosanskom ANALI Gazi Husrev- Brgove biblioteke u Sarajevu, KNJIGA XXI-XXII, Sarajevo Mehmed Hevâî Üsküfî (2001) Makbûl-i Arif (Potur Sahidiya), (Haz. Fehim NAMETAK), Tuzla Derviş Susiç Kütüphanesi Yayınları Muhamed Hevai Üsküfi,giriş:Nedim Filipovic,hzl.Muhammed Hukovic,Ahmed Kasumovic ve Ismet Smailovic,Univerzal,(Bosna- Hersek)Tuzla 1990 Nametak, Alija (1968) “Tursko-Hrvatskosrpski Rijecnici” Jugoslavenska Akademija Znanosti i Umjetnost, odjel za Filologiju, Zagreb 1968, s, 231-380. Okumuş, Sait (2009) “Muhammed Hevâi Üsküfi ve Türkçe-Bosnakca Manzum Sözlüğü Makbûl-i Arif (Potur Šahidi)”, Turkish Studies, International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 4/4 Summer Turska Leksika u Rijacniku Makbul-i Arifi Muhammeda Hevaija Uskufija”, ANALI, Gazi Husrev-Begove biblioteke u Sarajevu, KNJIGA XXIII-XXIV, 2005. 487 � 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. 738 Title A name given to the resource The Turkish Index and Subject Classification of the Words Used in Makbul-i Arif Author Author Yapici, Sefika Abstract A summary of the resource. In this study, general information has been given about Makbul-i Arif (Witness of Potur)- Turkish-Bosnian Verse Dictionary-then the dictionary part was rearranged according to Turkish index. Bosnian counterparts are shown in Turkish index by taking into account the alphabetical order. The importance of this work is due to the fact that it has been the first and only Bosnian-Turkish verse dictionary ever. To classify the words used in this book is important to see the use of daily language. By classifying the word in glossary section according to subject classification, we tried to make more concrete words used in social and daily life in this century. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/2af4e0752abe1f3d42b6cdce73f986c0.docx 5b5322a86e3f0d5a6b504b66d31f6769 https://omeka.ibu.edu.ba/files/original/b6b1cc3cd682ad1050980f31876d0616.pdf 4ebdc42c0d03446de1d18fb639f4038a PDF Text Text The Turkish Olimpics as a Practice of Communication Management Büşra Turhan & Kübra Güran Yiğitbaşı Marmara University/ Istanbul, Turkey Key words: Turkish language, Turkısh culture, different culture, communication management, discource. ABSTRACT Communication management is an strategic concept which needs to follow the right tactics and methods. When we think about the communication’s specific objectives “unmanaged communication” musn’t have effective results and musn’t reach the desired objectives. When we start to use communication management strategy primarily we have to fill up and determine target audience message for to show corporate/individual vision and mission, “why we are doing, what we are doing”, we have to respond these questions to the target audience. While transmitting the message should be considered the communication way have to be persuasive and used channel have to be right. In persuasive commucation, target is provide changes at individuals’ behaviours and attitudes. Of individuals to manage their communications, such as interstate communication needs to be managed in. Just as the corporations, countries have their own images. . Therefore, how to us "perceive" from other countries has carry great importance. Create the image, determine the agenda, to change the conjucture and create the perceptions in the desired way, media are important tool to used in. In communication management, to create a succesful image, communications' elements must be used in a holistic manner. An image which percieved from this way is provided to make an association in people's mind as desired. There are factors to be considered for the production of a successful image. These, prepare the simple theme or messages, these, must be more remarkable than competitors, strike the aware and must be spread from all communication channels. In Turkish Olimpics which organize since ten years for the increase the use and known of Turkish language. Beside the universalize it, this organization publicize Turkish culture, poems, folk dances, folk songs and participated students are have a chance to present their culture in Turkish at their countries booth. In our study, our goal is to examine the way of “Turkish Olimpics” as a communication management which brings to different cultures, different languages in a common point. � 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. 1729 Title A name given to the resource The Turkish Olimpics as a Practice of Communication Management Author Author TURHAN, Busra YIGITBASI, Kubra Guran Abstract A summary of the resource. Key words: Turkish language, Turkısh culture, different culture, communication management, discource. ABSTRACT Communication management is an strategic concept which needs to follow the right tactics and methods. When we think about the communication’s specific objectives “unmanaged communication” musn’t have effective results and musn’t reach the desired objectives. When we start to use communication management strategy primarily we have to fill up and determine target audience message for to show corporate/individual vision and mission, “why we are doing, what we are doing”, we have to respond these questions to the target audience. While transmitting the message should be considered the communication way have to be persuasive and used channel have to be right. In persuasive commucation, target is provide changes at individuals’ behaviours and attitudes. Of individuals to manage their communications, such as interstate communication needs to be managed in. Just as the corporations, countries have their own images. . Therefore, how to us "perceive" from other countries has carry great importance. Create the image, determine the agenda, to change the conjucture and create the perceptions in the desired way, media are important tool to used in. In communication management, to create a succesful image, communications' elements must be used in a holistic manner. An image which percieved from this way is provided to make an association in people's mind as desired. There are factors to be considered for the production of a successful image. These, prepare the simple theme or messages, these, must be more remarkable than competitors, strike the aware and must be spread from all communication channels. In Turkish Olimpics which organize since ten years for the increase the use and known of Turkish language. Beside the universalize it, this organization publicize Turkish culture, poems, folk dances, folk songs and participated students are have a chance to present their culture in Turkish at their countries booth. In our study, our goal is to examine the way of “Turkish Olimpics” as a communication management which brings to different cultures, different languages in a common point. 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. 955 Title A name given to the resource The Type of Communication Strategies of Science Rhetorieque in Foreign Language Learning Author Author Svetlana, Pilosova Abstract A summary of the resource. This paper presents the types of communication strategies of science rhetorique in Foreign Language Learning (FLL). The purpose is to facilitate learners’ communicative competence in English. The concept ‘communicative competence’ covers four main aspects: grammatical competence traditionally dealing with syntax; sociolinguistic competence dealing with social appropriateness of communication; discourse competence dealing with cohesive and coherence in discourse; and strategic competence focusing on pragmatic function of communication. The author concludes by giving suggestion of rhetorique component of communicative competence. This aspect of communicative competence have received great attention in language and literacy education, particularly in foreign language learning. However, little attention is given to the ability to employ different tactics by language users in achieving this goal in science rhetorique. This paper examines this neglected area of communicative strategies and their implications for science rhetorique and teaching. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/cb2d99d07d1f01fd1628b6b4f52d16b2.pdf 417250bd362b5db88d0bf21f89b4e645 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Unbearable Burden of Being A Woman: A Comparative Analysis of the Female Characters in A Doll’s House by Henrik Ibsen and in Ademin Kaburga Kemiği by Ülker Köksal Fehmi Turgut Department of English Language and Literature Karadeniz Technical University, TURKEY feturgut@yahoo.com Abstract: Literature creates its own universal language. This language has always become the voice of mankind at large. Henrik Ibsen, a Scandinavian author living in the 19th century and Ülker Köksal, a Turkish playwright living in the 20th century depicted women characters confronted with social pressures and patriarchal conformity. Despite the fact that Ibsen and Ülker belong to different traditions, different cultures and different periods, there are striking parallels between these writers in their approach to the treatment of statues of women in a patriarchal society. This study aims at comparing female characters as represented in Ibsen’s A Doll’s House and Ülker’s Ademin Kaburga Kemiği and disclosing important points of contact between these two plays concentrating exclusively on the issue of the unbearable pressure and burden of being a woman in a man-dominated world. Key Words: Ibsen, A Doll’s House, Women, Köksal, Ademin Kaburga Kemiği That literature is alive shows itself in the fact that it puts problems under debate. Any problem which remains untouched in literary circles is also bound to remain unsolvable. By doing so, literature takes on some responsibilities such as exploring the make up and meaning of human experience, creating some alternative worlds in which problems of any kind are portrayed in compelling and complex way, one that people feel them. Therefore, literature has become the most influential medium throughout history. Regardless of where and when it is made, whichever language it uses, and whichever cultural, social, economic, political and historical sources it feeds itself from, literature displays the most realistic, unchangeable and timeless nature of human being. Though men of letters attach to it such nationalities as English, American, Turkish or any other, literature creates its own universal language. This language has become the voice of mankind at large. Henrik Ibsen, a Scandinavian author living in the 19th century and Ülker Köksal, a Turkish playwright living in the 20th century depicted women characters confronted with social pressures and patriarchal conformity. Despite the fact that Ibsen and Ülker belong to different traditions, different cultures and different periods, there are striking parallels between these writers in their approach to the treatment of statues of women in a patriarchal society. Literature is said to be feminine, for it incessantly is fertile, and fertility is a characteristic of the woman; thus literature searches for the woman, and the woman finds herself in literature. Both Ibsen and Köksal look for woman, the lost, non-existing woman humiliated, exploited, abused by man or by the society controlled, organized and governed by man. Ibsen’s Nora in A Doll’s House and Köksal’s Güzin in Ademin Kaburga Kemiği experience the same problems in different ways. The first point of contact between the two plays is their titles. Both are very loaded terms in terms of how women are perceived in society. The title A Doll’s House implies that the house belongs to women. Nora steps into a comfortable and tastefully furnished room. She seems to be happy. The house seems to be a playground, which later in the play Nora will complain about this concept of ‘home as a playground’. Then Helmer gets in greeting her affectionately using endearments such as "little lark," and "squirrel" - terms one might use with a child or a household pet rather than a partner or friend. Whether consciously or unconsciously, Helmer is denying her identity as a human being or member of the society with equal rights. Thus, the play creates a ‘stereotype of woman: doll, docile, reverential, obedient, sexy, with a tendency toward disloyalty, irresponsibility and opportunism, helpless, needy- especially in need of man’s assistance and control. As for Köksal’s play, Ademin Kaburga Kemiği (Adam’s Rib) implies ‘women’s dependence on men from birth’. To justfy this misconception, people refer to Biblical documents: ... for Adam there was not found a help meet for him. And the Lord God caused a deep sleep to fall upon Adam, and he slept: and he took one of his ribs, and closed up the flesh instead thereof; And the rib which the Lord God had taken from man, made he a woman, and brought her to the man. And Adam said, This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken 340 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo out of Man. Therefore shall a man leave his father and his mother and shall cleave unto his wife: and they shall be one flesh. (Gen. 2:20-24 ) By this, patriarchs get the idea that the Bible clearly refers to a definite role in the home: a place for the wife and the mother, a very honored place, and a very particular place that she has in the home, and that it determines and designs her relationship to her husband and to her family, and her children. So ought men to love their wives as their own bodies. He that loveth his wife loveth himself. For no man ever yet hated his own flesh; but nourisheth and cherisheth it, even as the Lord, the church: For we are members of his body, of his flesh, and of his bones. For this cause shall a man leave his father and mother, and shall be joined unto his wife, and they two shall be one flesh. This is a great mystery: but I speak concerning Christ and the church. Nevertheless let every one of you in particular so love his wife even as himself; and the wife see that she reverence her husband. (St. Paul's epistle:2833) Both plays reveal such a patriarchal attitude towards the woman’s role in the family and in the outside world: HELMER: … No, no; only lean on me; I will advise you and direct you. I should not be a man if this womanly helplessness did not just give you a double attractiveness in my eyes. (64) HELMER: … Be at rest, and feel secure; I have broad wings to shelter you under… How warm and cosy our home is, Nora. Here is shelter for you; here I will protect you like a hunted dove that I have saved from a hawk's claws… (65) HELMER: ... You talk like a child. You don't understand the conditions of the world in which you live. HELMER: … no man would sacrifice his honour for the one he loves… (70) HELMER: … Now, you must go and play through the Tarantella and practise with your tambourine. I shall go into the inner office and shut the door, and I shall hear nothing; you can make as much noise as you please. (38) (Güzin and Fazıl are home... Güzin walks hastily between the kitchen and the bedroom with the baby’s bottle and diapers in her hands) GÜZĐN: The baby’s bottles are ready… the glass grater, the colander, the muslins… FAZIL: (reading a newspaper) Look at this… Another wild fire… GÜZĐN: The baby food is ready… But why hasn’t this woman come yet? She ought to have come earlier. Fazıl, this woman still hasn’t come. FAZIL: (still reads the paper) She will come soon…Don’t worry… Coal prices are up again... No good news in the paper. (134) FAZIL: Do as you wish to do, darling…. You are free… GÜZĐN: So you say… Is that right? Thank you. FAZIL: Look, honey… You don’t have to work… Just sit at home… GÜZĐN: (Angrily) No… I have to work. Though I do not know whether I will be freer when I work or not. Maybe one day I will have a better job. There must be other meanings of life. Other than the kitchen and diapers. I should do something for human beings. Just to change the world a bit. (137) In the very opening scene, both plays get their women characters exposed to a ‘patriarchal siege’. HELMER: When did my squirrel come home? NORA: Just now. Come in here, Torvald, and see what I have bought. HELMER: Don't disturb me. Bought, did you say? All these things? Has my little spendthrift been wasting money again? NORA: Yes but, Torvald, this year we really can let ourselves go a little. This is the first Christmas that we have not needed to economise. HELMER: Still, you know, we can't spend money recklessly. NORA: Yes, Torvald, we may be a wee bit more reckless now, mayn't we? Just a tiny wee bit! You are going to have a big salary and earn lots and lots of money. 341 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo HELMER: Yes, after the New Year; but then it will be a whole quarter before the salary is due. NORA: Pooh! we can borrow till then. HELMER: Nora! The same little featherhead! Suppose, now, that I borrowed fifty pounds to-day, and you spent it all in the Christmas week, and then on New Year's Eve a slate fell on my head and killed me, and— … (Ibsen 1879:1) This is way of alienation and rejection of the woman who steps into an economic life in some way or another, even if she is dependent on her husband. Güzin’s case is a little different. First, she is exposed to ‘a cultural patriarchal siege’. That in her childhood she is reminded of her gender roles as a grown up woman by her mother, another woman, is significant. This means women should play not achieved roles but ascribed ones (Stark 2007). GÜZĐN: Mother! I have a lot to study MOTHER: Don’t tell me anything. You have to finish it first. You have had four days off and done nothing. Now you say you have to study. No! You have to do the ironing. When you are married, you will not be responsible for your lessons but the ironing. Get it? GÜZĐN: I wish I were a boy MOTHER: ‘Tis a pity that you are a girl. I wish I had born you all boys. GÜZĐN: I will be a celebrity person when I am grown up, Mum! MOTHER: Of course… If you get married to a celebrity man. GÜZĐN: I will never do it. MOTHER: You have to. You should have a home. An unmarried woman is nothing in the society. At all events, the best is your husband’s bread. GÜZĐN: No… The best is one’s own bread. (Köksal 1994: 130) In Ademin Kaburga Kemiği, Köksal argues that conventional limitations on women, which are regarded as the foundations of a ‘masculine society’, start at the very beginning of the childhood period. In a sense, this is a struggle for keeping ‘conventional patriarchal wisdom’ in society just by ascribing gender roles to girls and educating them with an understanding of ‘as the twig is bent so is the tree inclined’. In Köksal, this cultural infamily education tries to make grown-up women out of little girls. Therefore, Köksal brings us face to face with an ‘oppressed little girl’ who is forced to give up her childhood dreams, ideals and goals. Güzin carries the traces of this oppression up to her old age. Nora is by no means different from Güzin as a child. As a child, she is treated by her father as a doll, which also serves as another way of isolating the woman from the real world. NORA: In all these eight years--longer than that--from the very beginning of our acquaintance, we have never exchanged a word on any serious subject. HELMER: Was it likely that I would be continually and forever telling you about worries that you could no help me to bear? NORA: I am not speaking about business matters. I say that we have never sat down in earnest together to try and get at the bottom of anything. HELMER: But, dearest Nora, would it have been any good to you? NORA: That is just it; you have never understood me. I have been greatly wronged, Torvald--first by papa and then by you. HELMER: What! By us two--by us two, who have loved you better than anyone else in the world? NORA: You have never loved me. You have only thought it pleasant to be in love with me. HELMER: Nora, what do I hear you saying? NORA: It is perfectly true, Torvald. When I was at home with papa, he told me his opinion about everything, and so I had the same opinions; and if I differed from him I concealed the fact, because he would not have liked it. He called me his doll-child, and he played with me just as I used to play with my dolls. And when I came to live with you-HELMER: What sort of an expression is that to use about our marriage? NORA: I mean that I was simply transferred from papa's hands into yours. You arranged everything according to your own taste, and so I got the same tastes as your else I pretended to, I am really not quite sure which--I think sometimes the one and 342 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo sometimes the other. When I look back on it, it seems to me as if I had been living here like a poor woman--just from hand to mouth. I have existed merely to perform tricks for you, Torvald. But you would have it so. You and papa have committed a great sin against me. It is your fault that I have made nothing of my life. (Ibsen 1879, 66-67) MOTHER: What have you done to your hair, Güzin? You are no longer a baby. You are a young girl. Come on. I will teach you how to spin yarn. GÜZĐN: (She is twelve. She doesn’t want to drop the book she is reading.) I don’t want, Mum. MOTHER: I haven’t asked about your idea. You have to learn. (Köksal 1994:129) GÜZĐN: I hate knitting. MOTHER: … This is not knitting but embroidery. It teaches you how to be patient. A woman must be patient. (Köksal 1994:130) GÜZĐN: (She is eighteen) … I will go to university… MOTHER: What will happen? You can’t get married then… GÜZĐN: I am going to be an engineer. MOTHER: Engineer? Are you crazy? Have you seen any woman engineer? GÜZĐN: I have. MOTHER: Who put this into your head? GÜZĐN: My teachers. They say I have an engineer’s mind. MOTHER: Do they say anything about how we can afford to send you to school? GÜZĐN: But you send my brother… MOTHER: He is male. We have to send him to school. He must have a job. (Köksal 1994:132) Both characters are shaped in their childhood, Nora by her father and Güzin by her mother, and transferred into the arms of a patriarchal society, their husbands and other masculine members of that society, as a doll, as a caring mother, an obedient wife, forced to be inured to their gender roles in the early periods of their lives. Both plays shed light on the concept of marriage. Lord (1882) asserts that it is Ibsen who has so far shed some of the clearest light on marriage based on the character of Nora. She goes on to claim that the working of marriage between Nora and Helmer is hindered by some unfavorable circumstances. She attributes their failure to a false view of life. This view of life deprives women of reality (Lord 1882). How can we define the term ‘realities of life’? Economic affairs, social affairs, professional affairs, intellectual affairs, career-making, decision making, freedom, and sharing responsibilities with man (husbands) can be included in the list of realities of ‘modern’ life. In both plays, Nora and Güzin are denied getting involved in such realities. Therefore, both of them question their marriages towards the end of the plays. This questioning then turns into a settling old scores with life, husbands and society: HELMER: How unreasonable and how ungrateful you are, Nora! Have you not been happy here? NORA: No, I have never been happy. I thought I was, but it has never really been so. HELMER: Not--not happy! NORA: No, only merry. And you have always been so kind to me. But our home has been nothing but a playroom. I have been your doll-wife, just as at home I was papa's doll-child; and here the children have been my dolls. I thought it great fun when you played with me, just as they thought it great fun when I played with them. That is what our marriage has been, Torvald. (Ibsen 1879: 67) … GÜZĐN: Do I look so ridiculous? If a housewife is interested in literature, it is only a matter of fool. Is that so? I have the right to read sentimental novels and cry. But when I want to write, it becomes an object of derision. Funny, isn’t it? A woman whose main job is to do the ironing and washing up wants to write! How foolish! Besides, you think she cannot succeed, don’t you? You can’t imagine her fingers touching on the keys of a typewriter because they are for cleaning vegetables and mending a rip. Funny, isn’t it? All accomplishments are for you… To have a master degree… To study in a laboratory… To become a giant business person… All for you… You can have dreams… But I can only become a part of your dreams… I can’t have dreams… The ideal present for a woman is a pair of dish-gloves or a kitchen 343 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo apron…Those presents just suitable for my actual jobs… Or a brilliant ring… For you want your servant ornamented… And all these are not funny… But a typewriter? It is funny. I do not seem funny when I am doing the cleaning; but I do when I am writing… (Köksal, 1994, p. 175) Nora’s story is one which tells us her struggle to survive against her husband’s ego-centerism. Whenever he judges Nora, he puts himself in the center and brings his ideas, feelings and realities, which are also the realities of the dominant patriarchal culture, to the fore. This egocentrism determines Nora’s role in the family, and naturally in society, as the minor. He has a conservative theory on women’s role in the family and thus in the society. Also he shows his real ides in the guise of some ‘pregnant words’ like ‘extravagant’, ‘spendthrift’, ‘That’s like a woman’, ‘reckless’, ‘odd little soul’, ‘skylark’, ‘featherbrained’ etc. Of course, the discourse Helmer uses when talking to Nora should not be excluded from what we call ‘pressures upon women exerted by man’. Both Güzin and Nora get exposed to a humiliating, reductionist, sexist, mocking, authoritative, destructive, dictating, dehumanizing, intolerant, hypocritic, oppressive, fatalist and a discriminative language: HELMER: Nora!... The same little featherhead! Suppose, now, that I borrowed fifty pounds today, and you spent it all in the Christmas week, and then on New Year's Eve a slate fell on my head and killed me, and--Nora. Oh! don't say such horrid things. (4) HELMER: Don't disturb me… Bought, did you say? All these things? Has my little spendthrift been wasting money again? (4) HELMER: What are little people called that are always wasting money? (5) HELMER: You are an odd little soul. Very like your father. You always find some new way of wheedling money out of me, and, as soon as you have got it, it seems to melt in your hands. You never know where it has gone. Still, one must take you as you are. It is in the blood; for indeed it is true that you can inherit these things, Nora. (7) HELMER: Nice?--because you do as your husband wishes? (35) HELMER: Have you really the courage to open up that question again? (35) HELMER: My little Nora, there is an important difference between your father and me. Your father's reputation as a public official was not above suspicion. Mine is, and I hope it will continue to be so, as long as I hold my office. (36) HELMER: My dear Nora, I can forgive the anxiety you are in, although really it is an insult to me. It is, indeed. Isn't it an insult to think that I should be afraid of a starving quill-driver's vengeance? But I forgive you nevertheless, because it is such eloquent witness to your great love for me… And that is as it should be, my own darling Nora. Come what will, you may be sure I shall have both courage and strength if they be needed. You will see I am man enough to take everything upon myself. (37) HELMER: Doesn't she look remarkably pretty? Everyone thought so at the dance. But she is terribly self-willed, this sweet little person. What are we to do with her? You will hardly believe that I had almost to bring her away by force. (56) HELMER: Why shouldn't I look at my dearest treasure?--at all the beauty that is mine, all my very own? HELMER: Just listen!--little Nora talking about scientific investigations! (59) HELMER: Little featherbrain!--are you thinking of the next already? (59) HELMER: Miserable creature--what have you done? NORA: Let me go. You shall not suffer for my sake. You shall not take it upon yourself. HELMER: No tragic airs, please. (Locks the hall door.) Here you shall stay and give me an explanation. Do you understand what you have done? Answer me! Do you understand what you have done? (62) HELMER: What a horrible awakening! All these eight years--she who was my joy and pride--a hypocrite, a liar--worse, worse--a criminal! The unutterable ugliness of it all!--For shame! For shame! (NORA is silent and looks steadily at him. He stops in front of her.) I ought to have suspected that something of the sort would happen. I ought to have foreseen it. All your father's want of principle--be silent!--all your father's want of principle has come out in you. No religion, no morality, no sense of duty--. How I am punished for having winked at what he did! I did it for your sake, and this is how you repay me. (62-63) 344 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo HELMER: … And I must sink to such miserable depths because of a thoughtless woman! (63) HELMER. You have loved me as a wife ought to love her husband. Only you had not sufficient knowledge to judge of the means you used. But do you suppose you are any the less dear to me, because you don't understand how to act on your own responsibility? No, no; only lean on me; I will advise you and direct you. I should not be a man if this womanly helplessness did not just give you a double attractiveness in my eyes. You must not think anymore about the hard things I said in my first moment of consternation, when I thought everything was going to overwhelm me. I have forgiven you, Nora; I swear to you I have forgiven you. (64-65) NORA. No, that is just it. You don't understand me, and I have never understood you either--before tonight. No, you mustn't interrupt me. You must simply listen to what I say. Torvald, this is a settling of accounts. HELMER: What do you mean by that? NORA: Isn't there one thing that strikes you as strange in our sitting here like this? HELMER: What is that? NORA: We have been married now eight years. Does it not occur to you that this is the first time we two, you and I, husband and wife, have had a serious conversation? HELMER: What do you mean by serious? NORA: In all these eight years--longer than that--from the very beginning of our acquaintance, we have never exchanged a word on any serious subject. HELMER: Was it likely that I would be continually and forever telling you about worries that you could not help me to bear? NORA: I am not speaking about business matters. I say that we have never sat down in earnest together to try and get at the bottom of anything. (66) HELMER: Playtime shall be over, and lesson-time shall begin. NORA: Whose lessons? Mine, or the children's? HELMER: Both yours and the children's, my darling Nora. NORA: Alas, Torvald, you are not the man to educate me into being a proper wife for you. HELMER: And you can say that! NORA: And I--how am I fitted to bring up the children? HELMER: Nora! NORA: Didn't you say so yourself a little while ago--that you dare not trust me to bring them up? (67) … FAZIL: Never mind. All your sufferings will vanish soon. We will have a lot of money, and you will not have to work then. You will cast your resignation in the director’s teeth then. Get it? Then you will sit home and look after your children…(Köksal 1994:135) FAZIL: That’s the natural order. I can’t do anything. You have to do what other women do. (Köksal, 1994, p. 178) In Nora, Ibsen depicts the full glory of a woman who finally finds herself in opposition to all social norms. Leaving behind what she has collected and saved until that time, Nora walks away from the security of her household and from all traditionally sacred values of marriage and motherhood to face an uncertain but compelling future of self-becoming (Schwarez 1975). Nora escapes to an unknown and unknowable future from a sterilized doll’s house where she is not allowed to grow up as a woman and individual. This escape, in a sense, is a silent criticism of the society as well: Nora wants to see which idea is right: her idea or the society’s and naturally the man’s idea. She is blamed for being unaware of the burden and troubles of life and of being irresponsible. HELMER: You talk like a child. You don't understand the conditions of the world in which you live. NORA: No, I don't. But now I am going to try. I am going to see if I can make out who is right, the world or I. HELMER: You are ill, Nora; you are delirious; I almost think you are out of your mind. 345 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo NORA: I have never felt my mind so clear and certain as tonight. Nevertheless, she is fully aware of the heavy burden of being a woman in a man’s dominated world. The roles attached her by this society evaporate her natural identity. In Güzün’s case, one can say that she is too matured to have an identity of her own. She does not live her own life rather is forced to live her husband, her daughter and her son’s lives. Unlike Nora, Güzin surrenders herself to the oppressions: GÜZĐN: (to her daughter) Günseli, I thought… well... You should accept that job in that laboratory… GÜNSELĐ: No, mum. I can’t carry on with it after I have born my baby in any case… It requires a great deal of responsibility to work there… GÜZĐN: But you have to… If you are to promote in your profession… Just accept it… You are much more talented than others… I will look after the baby… GÜNSELĐ: No, mum… We have already hired a baby-sitter… we will get along with it… GÜZĐN: No…I want you to go to the whole length in your job… Don’t give in… I don’t want you to cut short your career. GÜNSELĐ: But mum… GÜZĐN: Accept it… I will look after my grand baby… I will get retired any way… The vast difference between appearance and reality in Nora’s life drives us to the idea that women have two worlds: one is the world imposed on them by their husbands, if they are married, or by the society, the other is their inner world which is a constant conflict with the first one. They are suspended between these two worlds. The same oppressive and evaporating impact can be said to be implemented on Güzin. She has to give up many of her dreams and expectations from life. At the beginning of the play she says she is going to become an engineer, not get married and lead a free life. Soon we see her as a married woman with two children and a boring job getting drowned in routines. Our heroines are not allowed to hold tight onto their dreams. The two women characters strongly feel ‘time strain’ throughout the plays as well. Nora’s case comes from her past involvements. Her past, which hangs above her head like the sword of Democles, deeply shapes her present. As for Güzin, she is also a product of her past and present. The roles imposed on her even at an early age, harsh working conditions for women, social constraints, then familial duties and responsibilities make Güzin appear as a desperate woman just at the beginning of the play. The present time also puts pressure on Güzün in the form of her colleagues, her husband and children’s expectations of her retirement. Güzin can be considered to be a little luckier when compared to Nora: both have deferred their dreams, but Güzin, with the help of an old friend, has the ability and opportunity to fulfill her most ambitious dream; to be a writer. Unfortunately, Nora looses all her dreams and expectations. From here, a burning question awaits its answer: is there an after-life for these women? (Ondul 2007) The answer is not clear; but for Nora, it seems impossible or very difficult to lead an afterlife. Similarly, for Güzin, it seems to be difficult but not impossible for she keeps at least one of her ambitions still warm and alive: to be a writer. In A Doll’s House , Ibsen guides and haunts for the emancipation of women (Schwarez 1975). Koksal tries to do the same in Ademin Kaburga Kemiği. Güzin’s arduous struggle to exist as a woman in an environment surrounded by patriarchal principles is no less striking than Nora’s. For some time, both Nora and Güzin think principles or orders might bring happiness. When Güzin says “I know principles do not make us happy”, she has already understood that the society or the world needs reorganizing. This might come as a counter-attack, perhaps not launched directly; but at least Güzin reorganizes her inner world. Similarly, Ibsen’s Nora realizes or individualizes herself just by opposing the social rules. For some, this is a glory because of Nora’s slamming the door to the face of her husband and, in the name of her husband, to the society. Güzin’s final decision can also be considered to be a glory, for she says enough is enough, which can be called an uprising. Both writers, just because of the societies into which they were born, in which they grew, just because of their interests and sensitivities, dealt with the oppressed, isolated members of the society, those who did not live in easy circumstance. Actually, to bring such characters to the stage and to show other people that somewhere in the world some are suffering is the responsibility of literature. Both Ibsen and Köksal felt this responsibility in the depths of their hearts. 346 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Ibsen, H. (1879) A Doll’s House. Translated by Sharp and Aveling, Adline Pres, London 1958 Köksal, Ü. (1994) Toplu Oyunları 2; Kadın Dörtlemesi. Mitos Boyut Yayınları, Đstanbul. Lord, H.F. (1882) The Life of Henrik Ibsen. Cited in Egan (1972). Henrik Ibsen: The Critical Heritage, Routledge, NY. (p. 59) New American Standard Bible 1995, The Lockman Foundation, La Habra, California, USA Öndül, S. (2007) Is There An Afterlife For Ibsen’s Women? Tiyatro Araştırmaları Dergisi, 23:2007 • ISSN: 1300-1523 Schwarez V. (1975) Ibsen's Nora: the Promise and the Trap Bulletin of Concerned Asian Scholars, Vol. 7, 1975. (p.3) Stark, R. (2007). Sociology, Tenth Edition. Baylor University. Thomson Wadsworth, California. The Holy Bible: Containing the Old and New Testaments with the Apocryphal / Deuterocanonical books. New York: Collins, 1989. Print. New Revised Standard Vers. 347 � 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. 716 Title A name given to the resource The Unbearable Burden of Being A Woman: A Comparative Analysis of the Female Characters in A Doll’s House by Henrik Ibsen and in Ademin Kaburga Kemiği by Ülker Köksal Author Author Turgut, Fehmi Abstract A summary of the resource. Literature creates its own universal language. This language has always become the voice of mankind at large. Henrik Ibsen, a Scandinavian author living in the 19th century and Ülker Köksal, a Turkish playwright living in the 20th century depicted women characters confronted with social pressures and patriarchal conformity. Despite the fact that Ibsen and Ülker belong to different traditions, different cultures and different periods, there are striking parallels between these writers in their approach to the treatment of statues of women in a patriarchal society. This study aims at comparing female characters as represented in Ibsen’s A Doll’s House and Ülker’s Ademin Kaburga Kemiği and disclosing important points of contact between these two plays concentrating exclusively on the issue of the unbearable pressure and burden of being a woman in a man-dominated world. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 802 Title A name given to the resource The Universal Grammar Theory of First Language Acquisition with Special Focus on the Acquisition of Bosnian/Croatian/Serbian Language Author Author Emina, Jeleskovic Abstract A summary of the resource. Language is the differentia specifica of human species. Every human being acquires it regardless of race, sex or social status. Following the cognitive revolution of 1950s, Noam Chomsky’s theory of Universal Grammar (UG) became the foundation for the majority of research in language acquisition. The UG theory presents the language faculty as an independent, innate module of our mind. Human beings are not born as rabula rasa, but are equipped with a unique mechanism – Language Acquisition Device (LAD). Triggered by the language a child is exposed to, the LAD is activated during the critical period of child’s development. Based on the UG principles, parameters of the specific language are set in our mind. In this process, a child moves from the initial zero state (S0) at which he\she cannot verbally communicate, through gradual parameter setting, reflected in different stages (S1, S2...), reaching finally the steady state (Ss) of full language competence. This amazing journey, which every one of us has undertaken, initiated compilations of child language corpora around the world. To date, there exists no systematic child language corpus of Bosnian/Croatian/Serbian (B/C/S). This has motivated me to create a corpus which will, I hope, be useful for further investigation of this topic. The corpus is a result of the research conducted in the public kindergarten institution Djeca Sarajeva (Children of Sarajevo) during which everyday interaction of children aged 2, 3, 4 and 5 was audio recorded. Transcripts of these records provide an insight into stages of B/C/S language acquisition and the process of parameter setting. This paper is based on the aforementioned research. It is interesting to observe how native speakers of B/C/S start to demonstrate their innate knowledge of structure dependency, the head-first parameter, the pro-drop parameter, the projection principle, complex AGR properties of B/C/S sentences and many other. 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. 3509 Title A name given to the resource THE UPS AND DOWNS OF LEARNING PHRASAL VERBS Author Author Prvulović, Milica Abstract A summary of the resource. In this paper we explore how cognitive linguistics (CL) can facilitate the teaching and learning of phrasal verbs with UP and DOWN in English as a foreign language. We conducted a small-scale research with students whose mother tongue is Serbian and who study English as a foreign language at the Faculty of Philology, Belgrade University. Our goal was to explore the didactical potential of cognitive linguistics which we think is considerable. We wanted to see if making our students aware of the conceptual metaphors that motivate the meaning of phrasal verbs with UP and DOWN would enable them to learn these phrasal verbs more easily. Furthermore, we hoped that students would employ these strategies later on, when they encounter new phrasal verbs whose meaning they do not know. In this paper we will first talk briefly about the position of metaphor in foreign language learning and teaching. Next, we will focus on the theoretical background that supports the concept of CL inspired teaching and mention some relevant research that has been carried out in this field. Finally, we will present our own research and discuss the results. Keywords: phrasal verbs, UP and DOWN, metaphorical motivation, cognitive linguistics, vocabulary acquisition 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 https://omeka.ibu.edu.ba/files/original/90eb5e31fed644ba9368a225e4d29241.pdf d8464e9c368ed74abb636012756d2842 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The Usage Of E-Health In The Sustainability Of Attitude And Behavioral Changes: An Example On The Health Management Students Aygen Oksay1, Didar Büyüker İşler2, Gaye Atilla1, Münire Çiftçi2 1 Health Management Department, Suleyman Demirel University, Isparta-Turkey 2Tourism Management Department, Suleyman Demirel University, Isparta-Turkey Abstract The aim of this study is to find out the effects of e-health on the undergraduate students. This study also tries to examine the results of attitude and behavioral changes of the participants. A questionnaire was done on the first and second grade students as well as some MBA students of Health Management Department of Suleyman Demirel University, Faculty of Economics and Administrative Sciences. The answers given to the questionnaire was tested by using the appropriate statistical tests in SPSS 16.0 program. According to the results the participants perception of the concept ‘health communication’ is not definite. The results also show that the participants use Internet but not very efficiently. Keywords: e-health, sustainability in health, health behavior, behavior change, health system. 1. Sustainability in Health One can’t ignore the importance of health in sustainable development. For the nations to reach their goals of sustainable development; they must have a strategy to create a healthy society. Thus the mass media especially the Internet must be used very actively and efficiently. The Internet has proven to be a powerful and very popular vehicle for distributing health information to millions of individuals; it is interactive, user controlled and provides an effective means for communicating detailed information (Erdem & Harrison-Walker, 2006: 387). In fact, the word ‘patient’ is being slowly replaced, at least implicitly, by the word ‘consumer’ (Ball & Lillis, 2001: 2). In that respect e-health, which can help the knowledge and technology in the health services spread to a wide range of people, is a very important communication channel that should be used for the sustainable development of health. The Alliance for Natural Health (ANH) first defined sustainable healthcare in 2006 in the UK journal The Nutrition Practitioner. The definition is as follows: "A complex system of interacting approaches to the restoration, management and optimization of human health that has an ecological base, that is environmentally, economically and socially viable indefinitely, 401 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo that functions harmoniously both with the human body and the non-human environment, and which does not result in unfair or disproportionate impacts on any significant contributory element of the healthcare system." (http://www.anh-europe.org/campaigns/sustainablehealthcare ). 1.1. E-Health: Sustainable Healthcare Health is defined as a ‘state of complete physical, mental and social well-being not merely the absence of disease or infirmity’ by the World Health Organization (WHO) in 1948. But according to King (1990: 4) WHO’s celebrated definition should be transformed into “health is a sustainable state of complete…..”. As one can see sustainability is highlighted in this new version of definition. For health to be a sustainable state the changes in health attitudes and behaviors must be sustainable as well. But the technology driven demand changes, the demographic driven demand changes, workforce and funding challenges and also the quality and safety challenges all add up to an unsustainable health system. Coordination, integration and sharing of information in context of organizational change are the necessities of a sustainable system. Therefore e-health is an answer to this kind of development. Many nations have started to use e-health. According to World Health Organization e-health is the combined use of electronic communication and information technology in the health sector (http://www.ehealthinfo.gov.au/, 21.3.2012). Similarly Eng (2001) defines it as ‘the use of emerging information and communication technology, especially the Internet, to improve or enable health and health care’ (Eng, 2002: 267). E-health systems can improve access to information, thus increasing awareness of what is known in the health sciences, while selective dissemination by electronic means can facilitate targeting of information on those who either request it or are most likely to use it (Kwankam, 2004: 800). Since e-health could tailor information to unique needs and attributes of individuals and communities; it will use improved customization, contextuality and interactivity. Thus it’s very important to use this tool for the sustainability of the health attitudes and behaviors. There are over 100 000 web sites worldwide, proffering health information of varying quality that is used by both professionals and laypersons. In 2001, 86% of all adults in the United States with access to the Internet had consulted it for health-related information and 55% of primary care physicians in Germany and 90% in the United States had made use of it (Risk & Dzenowagis, 2001: 28). Studies present that communication mediated by computers and other digital technologies can result in positive outcomes across a wide range of behaviors (Neuhauser and Kreps, 2003: 15). For example in an online study of people who frequently visit health and medical websites, 90% of respondents felt they could manage their own health and 82% stated that the Web offers better information on new medications than what physicians or pharmacists have in their offices (Lach, 1999). One reason why so many people are turning to the Internet for health information is the belief that today’s doctor—patient relationship lacks the attention to 402 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo detail and personal touch that once existed. Patients go online because they want more than what they typically receive from an office consultation (Erdem & Harrison-Walker, 2006: 388). 1.2. The Changing of Health Behavior Since the 1960’s considerable research has appeared on the effect of attitudes on behavior (Liska and friends, 1984: 15). Attitude has been found to be the most significant factor influencing behavioral intention. Compelling reason why attitude is so important is the fact that attitude can be changed through persuasion and other means. An abundance of research regarding attitude change and persuasion exists in the psychology literature. Since attitude is the most significant predictor of intention (which in turn, is the best predictor of the actual behavior), then behavior could possibly be influenced through attitude change and persuasion. Attitude has been shown to significantly affect intention. If attitude can be changed, then intention may be influenced (and subsequently behavior may be influenced). (Al-Rafee and Cronan, 2006: 238). From this point on one can say that for the health behavior change to occur as well as to achieve sustainable development in the health area; the nations should use e-health systems effectively. 2. The Research The main aim of this study done is to measure the use of e-health in between the health management students. The study is done in Health Management Department of the Faculty of Economics and Administrative Sciences in Suleyman Demirel University. 1st and 2nd grade along with some MBA students participated in the study. A questionnaire was distributed to the whole population which was 200. Only 182 of them were able to be used in the analysis. Thus 91% of the population is reached. The questionnaire was made up of three sections. The first part consisted of demographic questions whereas the second part had questions towards Internet usage. The last part consisted of e-health questions. The answers were analyzed using SPSS 16.0. 3. The Results 3.1. The Demographic Findings Every demographic question in the questionnaire has been analyzed in order to see the frequency distribution of the participants. The findings are shown in Table 1. As seen in Table 1 the % 58,8 of the participants are men and %41,2 are women. Half of the participants are 1st grade students. %78 of the participants are 17-21 years old. The participants who have a PC is around %56 and % 43,4 doesn’t have a PC. When this finding is considered the percentage of not having a PC is relatively high. The duration of Internet 403 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo usage (1-10 years) has a big percentage of % 88 which is an expected situation. A same result is seen in the usage of Internet. The findings show that %41,2 of the participants use Internet every day and %42,9 of them use Internet a few times in a week. Table 1: The Demographic Findings of the Participants Variables Valid Frequency % Variables Valid Frequency % Gender Men 107 58,8 Yes 102 56,0 Women 75 41,2 Having a PC No 79 43,4 Total 182 100,0 Total 181 99,4 1st Grade 92 50,5 1-5 years 86 47,3 2nd Grade 78 42,9 6-10 years 74 40,7 MBA 12 6,6 11-15 years 4 2,2 Total 182 100,0 1 0,5 165 90,7 Every day 75 41,2 A few times in a week 78 42,9 A few times in a month Total 26 14,3 179 98,4 Grade Age 17–21 years 22–26 years 142 78,0 33 18,1 27–31 years 32 years and above 3 1,6 2 1,1 Total 180 98,9 The Duration of Internet Usage How often do you use Internet 16 years above Total and 3.2. The Reasons of Internet Usage The reasons of Internet usage are given in Table 2. As seen in Table 2 the %20,9 of the participants say that they use Internet for fun. However the ones who use it for shopping is only %8,8. %55,5 of the participants have indicated that they use Internet for social network sites. On the other hand only %28,6 of them stated that they use Internet for individual communication. The highest ratio (%64,8) is seen in the usage of Internet as a tool to gain information. It is also seen from Table 2 that %51,1 of the participants use Internet for doing homework, projects, etc. Table 2: The Reasons of Internet Usage The Attitudes 404 For fun Frequency % For gaining information Frequency % No 144 79,1 No 64 35,2 Yes 38 20,9 Yes 118 64,8 Total 182 100,0 Total 182 100,0 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo For shopping Frequency % For individual Communication Frequency % No 166 91,2 No 130 71,4 Yes 16 8,8 Yes 52 28,6 Total 182 100,0 Total 182 100,0 For social network sites Frequency % For preparing projects, homework Frequency % No 81 44,5 No 93 51,1 Yes 101 55,5 Yes 89 48,9 Total 182 100,0 Total 182 100,0 3.3. The Perception of the Concept Health Communication Table 3 gives information on the participants’ perception of the concept health communication. The result that stands out in Table 3 is that only 117 of the 182 participants have answered the question on “What do you think is health communication?” When analyzed there is no significant difference between the answers. Thus one might say that most of the participants don’t really have an idea of this concept. Table 3: The Perception on Health Communication What is “Health Communication” Frequency The way to get information on health in general The announcement of developments in health by using mass media Have no idea 36 19,8 26 14,3 11 6,0 Forum sites 10 5,5 A relation between the one who gives and gets the health service The communication in between the health personnel The transferring of knowledge on health truly Getting information about doctors and also getting an appointment The cognitive system 10 5,5 7 3,8 6 3,3 6 3,3 5 2,7 117 64,3 65 35,7 182 100,0 Total Lost data Total 405 % �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo When the answers given are analyzed in detail one can see that only %5,5 of the participants indicated that health communication is a relation between the one giving and the one getting the health service. Similarly a small amount of %3,8 stated that health communication is the communication which is in between the health personnel. As seen from Table 3; one can easily see that %19,8 of the participants perceive health communication as “getting information on health in general.” This answer is the highest answer given to this question. The second highest answer given to this question is “the announcement of developments in health by mass media” which %14,3 of the participants stated. 3.4. The Forum Sites on Health When asked the participants whether they are a member of a forum site on health; only %32,4 have said “yes.” On the other hand %67,6 have stated that they weren’t a member of a forum site. When taken into account that the participants were university students, this result is natural. Table 4: Forum Sites on Health Are you a member of a forum site on health? Frequency % No 123 67,6 Yes 59 32,4 Total 182 100,0 3.5. Usage of the Health Institution’s Web Page Table 5 shows the answers given to the question asked to the participants whether they use a health institutions’ web site before going there. As seen from Table 5 almost half of them (%47,3) said “yes.” This actually helps us understand why the participants explain health communication concept as to get information on health. Table 5: Usage of the Health Institution’s Web Site Before going to any health institution do you visit its web site? Frequency % No 93 51,1 Yes 86 47,3 Total 179 98,4 3.6. The Most Visited Web Pages on Health The participants were asked to write down the web sites on health that they visited the most. According to the answers of the 119 participants who answered this question; it seems that 406 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo the most visited (%38,5) web site on health is the official web site of Ministry of Health. Table 6 shows the first three web sites visited by the participants. Table 6: The Usage of Web Sites on Health Write the names of the web sites on health you frequently visit Frequency % www.saglik.gov.tr (Ministry of Health) 70 38,5 www.ailehekimliği.gov.tr (Family practice) 13 7,1 The web pages of hospitals 11 6,0 119 65,4 Total 3.7. The Ways of Getting Information on Health The participants were asked to choose from a 5 point Likert scale how they would get information on health. The answers are shown in Table 7. As seen from Table 7 only the %24,2 of the participants say that they generally watch TV programs on health. On the other hand %54,4 state that they rarely watch those kinds of programs. A similar situation is seen when asked whether they listen to the radio programs made on health. %88,1 of the participants have given negative answer to this question. Only %23,1 of the participants state that they frequently read the health columns in the newspaper. The answers given to the statement that “I get advice from a doctor” is interesting. The % 26,9 of the participants state that they rarely get advice from a doctor whereas only %23,6 of them state that they frequently ask a doctor. % 50 of the participants has claimed that they never consult a doctor from the web. The ones who say that they can rarely consult a doctor from the web is %23,1 only. On the other hand %24,2 of the participants say that they always use the net to get information on health. Table 7: The Ways of Getting Information on Health To get information on health in general Never (%) Rarely (%) Usually (%) Frequently (%) Always (%) Total (%) 5,5 54,4 24,2 9,3 6,0 99,5 B2: I listen to the radio programs on health. 44,8 43,3 8,8 2,2 ,6 99,5 B3: I read the news on health in the newspapers. 8,2 28,0 31,9 23,1 8,2 99,5 B4: I get advice from a doctor 8,2 26,9 25,8 23,6 13,2 97,8 50,0 23,1 13,7 8,2 4,4 99,5 6,0 18,7 28,6 22,5 24,2 100,0 B1:I watch TV programs on health B5: I consult a doctor from web. B6: I try to get information from web. 407 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3.8. The Reasons of Visiting the Web Site of a Health Institution The answers participants chose from a 5-point scale to the statements as to learn the reasons of visiting a health institution’s web site are showed in detail in Table 8. As seen in Table 8 % 37,4 of the participants stated that they never use the health institution’s web site to get an appointment; whereas % 17 said always. The %36,8 of the participants claimed that they never use the web site to get information on doctors. On the other hand %13,2 stated that they use it frequently for this reason. The ones who use the health institution’s web site to learn about the physical conditions of the hospital are only %3,2. Similarly % 64,3 of the participants stated that they never use the web site to learn the agreed insurance companies. % 29,7 of the participants indicated that they would in general use the web site to get the contact numbers whereas %12,1 of them said that they would use the web site for this reason frequently. Almost half of the participants (%40,1) stated that they would never use the net to learn the results of the samples done in the hospital. Once more almost half of the participants said that they would never use the web site of the health institution to make complaints or suggestions. According to these results one can say that the participants of this study use the web site of the health institution mostly to get information on doctors, to learn the contact numbers and the way to get to the hospital and also to learn the physical conditions of the hospital. Table 8: The Reasons of Visiting the Web Site of a Health Institution I visit the health institutions’ web site to… Never (%) Rarely (%) Usually (%) 37,4 19,8 14,8 the 36,8 27,5 B9: see the physical conditions of the hospital. B10: learn about the insurance companies the hospital has an agreement with. B11: get the contact numbers and learn how to get there. 40,1 B12: learn the results of the analysis (exp:blood sample) done in the hospital. B13: to make complaints and give suggestions. B7: get an appointment. B8: get doctors. information about Frequently (%) Always (%) Total (%) 9,9 17,0 98,9 15,4 13,2 3,8 96,7 29,7 17,0 8,2 3,2 98,9 64,3 20,3 9,9 3,8 1,1 99,5 25,3 24,7 29,7 12,1 6,6 98,4 40,1 25,3 19,8 9,3 3,8 98,4 43,4 34,1 10,4 8,2 2,7 98,9 3.9. The Usage of Mass Media Table 9 shows the answers given to the statements on trusting mass media. %39 of the participants state that they rarely trust the health news on Internet. %35,7 of them on the other hand state that they usually trust those kinds of news. From this result one can say that the 408 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo participants are confused about the news in the net. The %36,3 of the participants stated that they rarely trust the doctors’ advice who works a s a consultant in a forum site. Only the %14,8 of them indicated that they frequently trust such doctors. Similarly %43,4 of the participants indicated that they never trust the health campaign messages that come to their cellular phones. % 19,8 of the participants stated that they usually keep track of a health journal. Table 9: The Usage of Mass Media Never (%) Rarely (%) Usually (%) Frequently (%) Always (%) Total (%) B14: I trust the news on health I see in the net. 10,4 39,0 35,7 10,4 3,3 98,9 B15: I trust the doctors’ advices who work as a consultant of a forum site. 14,8 36,3 28,0 14,8 4,9 98,9 B16: I take into consideration the messages that come to my cellular phone on health campaigns. 43,4 29,1 14,3 7,7 4,9 99,5 B17: I keep track of health journals. 25,3 37,9 19,8 9,9 6,6 99,5 Items When Table 7, Table 8 and Table 9 are analyzed deeply; one can say that the participants use Internet but not efficiently. 4.CONCLUSION 60 % of the participants, who are mostly 17-21 years old, are males. Because of the fact that the participants are university students, this actually explains why the Internet usage ratios are high. This fact also affects the reasons of Internet usage. When looked at Table 2, one can see that the first reason of Internet usage is to gain information while the second reason is to visit social network sites. Besides these one can’t see the similar attitudes and behaviors towards e-health usage. The thing that takes attention is the fact that e-health is used especially for getting an appointment or gaining information about the health institutions, like contact numbers or access to there. The results also show us that the participants don’t trust a physician who gives advice on the web. Similarly the participants still use the traditional ways to learn the analysis (for example: blood sample) done in the hospitals. In general we can say that the participants of this study use the Internet; but not e-health very efficiently. In other words we can say that the participants haven’t gained positive attitude and behavioral changes toward e-health usage yet. REFERENCES AL-RAFEE, Sulaiman and Timothy Paul Cronan, Digital Piracy: Factors that Influence Attitude Toward Behavior, Journal of Business Ethics (2006) 63: 237-259. 409 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo BALL, Marion J. and Jennifer Lillis, E-health: Transforming the Physician/Patient Relationship, International Journal of Medical Informatics 61 (2001) 1–10 3 (Volume 61, Issue 1, April 2001, Pages 1–10). DROLET, Aimee and Jennifer Aaker, Off-Target? Changing Cognitive-Based Attitudes Journal Of Consumer Psychology, 12(1), 2002. 59-68. ENG, T. R., EHealth Research and Evaluation: Challenges and Opportunities, Journal of Health Communication, Vol 7, p. 267-272, 2002. ERDEM, S. Altan and L. Jean Harrison-Walker, The Role of the Internet in Physician— Patient Relationships: The issue of Trust, Business Horizons (2006) 49, 387—393. GLANZ Karen (Ed), Barbara K. Rimer, K. Viswanath, 2008, Health Behavior and Health Education: Theory, Research, and Practice, 4.th Edition, John Wiley and Sons, USA. JACKMAN, Mary R. The Relation between Verbal Attitude and Overt Behavior: A Public Opinion Application, Social Forces, Vol. 54, No. 3 (Mar., 1976), p. 646-668. KARACA, Erol, Öğretimde Planlama ve Değerlendirme Dersine Yönelik Bir Tutum Ölçeği Geliştirme, Dumlupınar University Journal of Social Sciences, No 16, December 2006, 213230. KAYA, Mevlüt and Bayramali Nazıroğlu, Din Görevlilerinin Mesleki Tutum Ve Motivasyon Düzeylerini Etkileyen Bazı Faktörler, http://dergi.samsunilahiyat.com/Makaleler/1779187485_20082702035. pdf, 25-53. (03.04.2012). KING, M. H., Health is a Sustainable State, Lancet,336, p. 664-667, 1990. KOÇAKOĞLU, Melih and Lütfullah Türkmen, Biyoloji Dersine Yönelik Tutum Ölçeği Geliştirilmesi, Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, Vol 11, No 2, Ağustos 2010, Sayfa 229-245. KWANKAM, S. Yunkap, Bulletin of the World Health Organization, October 2004, 82 (10). LISKA, Allen E. Richard B. Felson Mitchell Chamlin William Baccaglini, Estimating Attitude-Behavior Reciprocal Effects Within A Theoretical Specification, Social Psychology Quarterly Vol. 47, No. 1, 15-23. 1984. NEUHAUSER L. and Gary L. Kreps, Rethinking Communication in the E-Health Era, Journal of Health Psychology, Vol 8, no 1, p.7-23, 2003. RISK A and J. Dzenowagis, Review of Internet Health Information Quality Initiatives, Journal of Medical Internet Research, 3:e28, 2001. SMITH, Robert E. and William R. Swinyard, Attitude-Behavior Consistency: The Impact of Product Trial versus Advertising, Journal of Marketing Research, Vol. 20, No. 3 (Aug., 1983), pp. 257-267. http://www.anh-europe.org/campaigns/sustainable-healthcare http://www.ehealthinfo.gov.au/ , 21.3.2012. 410 � 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. 1136 Title A name given to the resource The Usage Of E-Health In The Sustainability Of Attitude And Behavioral Changes: An Example On The Health Management Students Author Author Aygen, Oksay Abstract A summary of the resource. The aim of this study is to find out the effects of e-health on the undergraduate students. This study also tries to examine the results of attitude and behavioral changes of the participants. A questionnaire was done on the first and second grade students as well as some MBA students of Health Management Department of Suleyman Demirel University, Faculty of Economics and Administrative Sciences. The answers given to the questionnaire was tested by using the appropriate statistical tests in SPSS 16.0 program. According to the results the participants perception of the concept ‘health communication’ is not definite. The results also show that the participants use Internet but not very efficiently. Keywords: e-health, sustainability in health, health behavior, behavior change, health system. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/4f7c9dec6bb7e467d5b563b5a2bf065e.docx fb2269f21ffc2113c519d75bc1d9e02f https://omeka.ibu.edu.ba/files/original/76a949e63f9e6085afb37cf6d64ea13a.pdf cdd0f8191b6cb796b4b5fc3fc40cdf91 PDF Text Text The Usage of Exercises in Foreign Language Grammar Lessons Gordona Bojicic University of Montenegro Key words: exercises, foreign language, grammar, Italian. ABSTRACT In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes occurring in the classroom should have a subsidiary function, in order to facilitate the language learning and to contribute more rational and more efficient use of exercises. After a short review of existing classifications of language exercises, the paper will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them � 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. 1807 Title A name given to the resource The Usage of Exercises in Foreign Language Grammar Lessons Author Author BOJICIC, Gordona Abstract A summary of the resource. Key words: exercises, foreign language, grammar, Italian. ABSTRACT In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes occurring in the classroom should have a subsidiary function, in order to facilitate the language learning and to contribute more rational and more efficient use of exercises. After a short review of existing classifications of language exercises, the paper will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them 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