333 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. 3474 Title A name given to the resource USING FILM SUBTITLES IN FLT IN CROATIA Author Author Nigoević, Magdalena Pejić, Koraljka Pejić, Trišnja Abstract A summary of the resource. It is a general belief that students need to receive substantial input of authentic materials in FLT. The combination of verbal information, along with full visual experience such as it can be seen in a film, has been found most appealing. Not only a large amount of natural language, but also a rich variety of cultural forms and expressions are mediated by this kind of “comprehensible input” (Krashen 1985). Various studies have demonstrated the ways in which intralingual subtitled audio-visual material can improve the effectiveness of general foreign language comprehension (Caimi 2002, Vanderplank 1988) and how it can be a useful tool in foreign language teaching and foreign language acquisition (Neuman & Koskinen 1992). Most foreign television and cinema programs distributed in Croatia have always been accompanied by interlingual subtitles; therefore the viewers are accustomed to them. Consequently, such a habit can be efficiently exploited in foreign language learning among Croatian students who will certainly more easily develop strategies to derive benefits from subtitled films. The main aim of this study was to examine whether and to what extent film subtitles (captions) increase language processing ability of the learners. Our hypothesis was that subtitles facilitate general comprehension of a film, provided that the linguistic difficulty of the authentic film material has been carefully selected in order to match the students’ overall competency in L2. Our research was conducted among students of B1/B2 level of English L2. Students were divided in two groups: one group watched a sequence of a feature film without subtitles, while the other was shown the same material with subtitles. Both groups were given a particularly designed test to assess their general comprehension of the viewed material. The findings revealed that the group of students viewing the subtitled film showed better results than the other group. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 893 Title A name given to the resource Using Freeware Concordancers to Help Thai University Students Activate L2 Collocations Author Author Thaveesilpa, Issariya Abstract A summary of the resource. The study examines the effect of training in online concordancing tools: BNC, Lextutor, and AntConc 3.2.1 on Thai undergraduate students’ L2 collocation activation. The freeware concordancers were introduced for the experimental group; the subjects, therefore, accessed a collection of authentic texts (corpus) via various computer programmes with recommended concordancing tools. The control group, on the other hand, was asked to practice lexical units by the e-Diary method via M@xLearn, KU e-Learning system. Following a preliminary and pilot study, the intervention interwoven with the regular teaching by the practitioner, was conducted at Kasetsart University (KU), Bangkok, Thailand. The subjects, from two intact classrooms, group 5 and group 7, took the elective course: English Reading for Mass Communication (01355205). According to the randomly selected procedure, the former was a control group; and the latter was an experimental group. Data were collected utilising two research instruments: pre and post tests of lexical items learning ability adapted from Nation’s (2001) Productive levels test: version C, and semi-structured interview administered at the end of the course to elicit the subjects’ attitudes and comments towards the using concordancers as new lexical learning tools. Furthermore, questions for the experimental group, were used to elicit the perceived effectiveness and ineffectiveness of the concordancers employed. The data obtained from the two research instruments were triangulated to confirm the validity and reliability of the research findings. The Statistical Package for the Social Science (SPSS), ANOVA shows that after introducing freeware concordancers, the subjects from the experimental group significantly outperformed subjects from the control group in their ability to activate lexical items and had a positive attitude towards using concordancers. Moreover, the subjects from the experimental group showed an increased awareness of the need to autonomously apply freeware concordancers to further help master L2 lexical learning in various genres. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/fcd9f6784be4feab3fa4629b124f3bb2.pdf 62b503b43d47bfbcc4444ea17d4a2713 PDF Text Text Using Games in TEFL - A Case Study of “Meša Selimović” Elementary School in Sarajevo Alma Žerić University of Sarajevo, Bosnia and Herzegovina Abstract: The aim of this study was to examine the use of educational games in teaching English as a foreign language (TEFL) to young learners. The research was conducted in “Meša Selimović” elementary school in Sarajevo, Bosnia and Herzegovina. The participants were three teachers of EFL and one third grade consisting of approximately 25 students ages 8-9. The research conducted proved the hypothesis that using games to teach EFL to young learners is a highly effective and enjoyable technique of language teaching/learning. The study was conducted in five stages using both quantitative and qualitative methods of research. The data was gathered by means of a class observation analysis, students’ poll, teachers’ interview and questionnaire, and a schoolbook analysis. The principal conclusion of the study is that educational games are an effective technique of teaching EFL to young learners and that it offers more positive learning outcomes than negative ones. Keywords: teaching English as a foreign language (TEFL), English as a foreign language (EFL), educational games, young learners. 1. Introduction Children's games are hardly games. Children are never more serious than when they play. Michel de Montaigne This paper deals with the research conducted in “Meša Selimović” elementary school in Sarajevo, Bosnia and Herzegovina. The participants were three teachers of EFL who teach young learners (ages 7-11) and one third grade consisting of approximately 25 students ages 8-9. The research conducted proved the hypothesis that using games to teach EFL to young learners is a highly effective and enjoyable technique of language teaching and learning. The study was conducted in five stages using both quantitative and qualitative methods of research, including: - class observation – observing a third grade EFL class, game implementation - implementing an educational game instead of the planned activity, students’ poll - the students answered a short poll concerning educational games, teachers’ questionnaire and interview - the EFL teachers answered a few questions dealing with using games in EFL classrooms, in written form, and as a short interview, 1 �- schoolbook analysis – the analysis of the schoolbooks and workbooks used in this elementary school. Games used for TEFL must be educational and the pedagogical value of games always has to be their most important aspect (Carvalho and Schwertner, 2008). All the stages of the study confirmed the hypothesis that games that have educational goals and objectives are an excellent technique when it comes to TEFL to young learners, i.e. students between the ages of seven and eleven. 2. The class observation Classroom observation was utilized in this study to explore the nature of classroom interaction and how it is affected by language games. This classroom observation was of a non-participant type; no part was taken in any activity by the observer. The observation form was the lesson plan which was analyzed during the observation to determine the frequency of using games and game elements in primary EFL. The data was collected through note taking during the whole period. The class observation conducted was in a third grade EFL classroom with the subject being eighteen students ages 8-9. The teaching unit was ‘Where is the ball?’, from the book Family and Friends 1. The aims and objectives of the class were to improve the students’ skills, listening, speaking, reading, and the main one, vocabulary. The students were to learn five new words (seesaw, slide, net, swing, tree). The introductory part of the class was a game, to repeat the previous lesson “Peoples’ jobs”. The teacher showed the students flashcards with different occupations and asked them to repeat them with her. She introduced the game and explained the rules to the students. Three students were given a job-flashcard each, and the other students had to guess what the flashcard occupation was. After this, she asked three volunteers to come to the blackboard and handed them the flashcards after which the other students started guessing the hidden occupation. The students seemed to respond well to the activity, they were all engaged and interested. After this, approximately 7 minute-long game activity, the teacher continued the lesson as planned using activities that involved playing a record, using posters and the blackboard along with the exercises from the schoolbook. The following remarks and conclusions were drawn from the class observation:  Even though not all activities can be games, most of the lesson, activities and exercises had some aspects of games. The game activity portion of the lesson took up about 16% of the class period. However, game elements were not excluded from the other activities and exercises. Flashcards, song, rhyme, repetition and posters were present during the whole lesson. The schoolbook, Friends and Family 1, comes with a lot of these additional materials.  Through different sensory inputs (pictures and sounds) students were acquiring new information indirectly while the needs of different learning styles were being met. 2 � With the dynamics of the game, their limited attention span presented no problem.  The process of learning was being conducted ‘here and now’. The students were experiencing the language, that is, learning it within the context of the game while cooperating in a reduced stress environment. The class observation showed that students enjoy learning a foreign language through games, even though not playing during the entire lesson, some aspects of play occur during every activity. This is enough to prove that games should be, and are, implemented in schools when teaching EFL. 3. The game implementation The second class observation was of a participant type; the observer regularly takes part in the activities. This is done either by assisting the teacher or by leading the whole activity. During the second class observation, with the same class, in agreement with the teacher, the final part of the lesson was replaced with an educational game The unit was the same as the class previously observed, and the lesson was “Presentation and describing position using in, on, under”. The introduction and the main part were once again intermittent with elements of playing and games. The game in the final part was a way of repeating and confirming the new information that the students have acquired during that class. The game was memory cards. This game activity took about 11% of the entire period. The students were introduced to the rules of the game after which they were divided into small groups (approximately three students per group). Then each group was given a set of twelve cards, six cards had pictures of objects in, on or under certain things, and the other six cards had phrases describing the pictures. Each student could turn over two cards in one turn, and this goes on until they find a matching pair of pictures and phrases. During the game itself, the teacher observes the students by going from group to group to see how they are doing and assists them if any help is needed. When all cards have been paired, the students read the phrases and show the pictures that the phrases represent. The objective of the game is to pair up all the cards. In doing so, the students practice the newly acquired material; in this case, how to describe positions using in, on and under. The following are the conclusions drawn from the game implementation:  The students enjoyed the activity, they understood the rules with no problems and worked well in groups.  They were motivated to do the activity and the learning process since the game was an enjoyable way of practicing the new material.  All the benefits of using games that were noted during the game activity of the first class observation reappeared during this activity without any major challenges appearing.  Some students did not understand the rules at the very beginning of the activity. This problem was dealt with by the teacher explaining the rules again individual, group by group or even by the students helping one another. 3 � The noise factor did not present a problem, and since this was an activity conducted in the final part of the lesson there was no need to calm the students down and get them to continue with the lesson.  The game had visual and auditory elements, with the kinesthetic elements somewhat lacking. However, the students were standing around their tables and this made for a dynamic atmosphere. All in all, different learning styles’ needs were met and the game proved to be a great way in which to repeat the new material. 4. The students’ poll The poll for the students was comprised of eight questions, with twenty-five third grade student respondents; the same students with whom the first two stages of the study were conducted with. A three-point scale (yes, sometimes, no) was presented in the research to survey the respondents’ opinions on the subject of educational games in primary EFL. The aim of the poll was to find out what type of games are mostly used in schools, and what type of games the students prefer. Responses to each item on the questionnaire survey were converted into percentages and presented in Table 1 for the purpose of analyzing and interpreting the results. In the first seven questions, the students were supposed to answer by circling yes, sometimes or no. In addition, with the intention to find out the students’ favorite and most common game activities, one more question without choices was set. The poll was administered after the second observation class. The results reveal the students’ attitudes towards games and using them in an educational EFL context. The poll questions were designed on the basis of the learners’ characteristics; with the goal of determining the presence of games that suit different learners’ needs. Table 1: The students’ poll results YES SOMETIMES NO 1. I like to play games. 88% 12% - 2. We play games in EFL classes. 3. We play games with pictures and posters. 4. We play games with song and rhyme. 5. We play games with movement. 6. We play games in groups and/or pairs. 7. I like to play games in school. 24% 32% 40% 20% 44% 84% 8. My favorite game is… 52% 40% 20% 24% 40% 12% TPR 28% Visual games 24% Video games 24% All games 16% Auditory games 4% Cooperative games 4% 24% 28% 40% 56% 16% 4% The following conclusions were drawn from the analysis of the students’ polls: 4 � In the first question, do they like playing games, 88% of the students answered with the expected yes, and only 12% with sometimes. This high percentage is reasonable if we take into consideration the benefits of games, from the general enjoyment and excitement that they create, to their motivating aspect. It comes as no surprise that young learners like games.  When asked if they played games often in EFL classes 24% answered with yes, 24% with no, and 52% with sometimes. This percentage might come from the fact that conventional games with rules and objectives are not implemented during lessons.  The following four questions explore which types of games are used most often; when taking into consideration students’ differences. As far as playing games in which pictures and posters occurred, 32% answered with yes (yes signifying that they play such games often), 40% with sometimes, and 28% with no. Games with song and rhyme occurred similarly, with the answers being 40% yes, 20% sometimes and 40% no. Games that involve some movement occurred the least, with 20% answering yes, 24% sometimes, and 56% no. Most, 44%, said that they do play games in groups and pairs, 40% said sometimes, and only 16% said no. The results show that different types of games are implemented.  Finally, a majority of students, 84%, said that they enjoy playing EFL games in school, only 12% said that they sometimes enjoyed them, and just 4% did not enjoy playing games in school.  In the last question, the students were supposed to write their favorite games. TPR games, games with pictures and computer games were the highest ranking with each being almost equally popular among the students. 28% of students preferred TPR games (e.g. hide and go seek), 24% preferred games with pictures, and 24% preferred computer games (these would also be Play Station, Nintendo, and similar games). 16% of students have no games that they prefer in particular, and only 4% prefer games with songs. 4% of students wrote that they like any game that involves cooperation (i.e. group, pair work). The results of this poll show that a majority of students find learning through games to be a fun and enjoyable process. 5. The teachers’ questionnaire and interview The instrument used in this part of the study was a survey questionnaire about participants’ perspectives on the use of educational games in EFL lessons. As far as the teachers’ questionnaire and interview are concerned, the results were similar to those of the students, all parties in question seem to appreciate the value of games in education. The three teachers of EFL were given a questionnaire comprised of eight questions and a short interview to elaborate some of their answers. They were asked to reflect upon their own experience when using games in an EFL classroom. The focus in this part of the study was to find out what benefits and challenges the teachers might come across when they use educational games, what type of games they prefer and their most common sources of games. 5 �The aim was to find out what do teachers in primary schools, who have experience in using EFL games with young learners, have to say about that subject. The questionnaire shed some light on the teachers’ attitudes towards EFL educational games and their application in primary schools. The eight questions, that is, teachers’ answers are analyzed in the following part of the paper. The analysis shows the following: 1. When asked to explain educational games and how they perceive them, the teachers in the primary school in question all considered educational games to be an enjoyable way of learning EFL, and also a very useful tool for building and developing different language skills. 2. When it comes to them using games and how often they use them, the teachers stated that they implement games in their class schedule as often as they can, depending on the curriculum and the time that they have at their disposal, especially with young learners (older student are said to be a bit more disruptive when it comes to playing games in the classroom). 3. As far as the benefits of using games are concerned, the ones that were stated by the teachers were some of the benefits previously mentioned in the paper, and they are that any work can be made interesting, and also that games stir the students’ curiosity, natural for young learners, when it comes to learning a foreign language. 4. Concerning the possible problems, they believe that any potential problems can be avoided if the game is well planned, although sometimes it is hard to focus the students away from the game and back to ‘regular’ schoolwork. 5. When dealing with learner differences, one teacher stated ‘It is beyond doubt that educational games bring students together’, and since students generally like learning together and through games, it makes the teachers’ job somewhat easier. 6. Teachers usually use modified games (they either modify them themselves or get them from other teachers), they only sometimes use existing games (i.e. from schoolbooks) or make up their own games. 7. When asked which games they and their student prefer the teachers answered with the traditional games; games with commands, like Simon says, and vocabulary games, like Hangman. 8. When they use games in their classroom they receive positive reactions from their students. Basically, the teachers all agreed that educational games, when used wisely, are an excellent technique for teaching a foreign language. The major conclusions drawn from the questionnaire analysis, on the whole, provided encouraging evidence to indicate that:  The teachers generally appreciate the benefits and value of using games as foreign language learning activities.  The teachers agree that games motivate students to become effective communicators in the foreign language, in this case, English, and help them use the language in a more spontaneous and natural manner.  Moreover, they believe that games are particularly suitable for most students at the primary level who have a shorter attention span since the nature of games which provides joy, excitement and amusement can hold the students’ attention and create an enjoyable learning experience. This is important since learners should feel comfortable with each other, confident in themselves and 6 � focused on the language lesson rather than on other distractions (Wright, Betteridge, and Buckby, 2005). The findings also suggested that when facing students with different learning styles, needs, and expectations, teachers should take the learners’ individual variations into account and be more flexible in their use of educational games in order to maximize the educational effects. 6. The schoolbook analysis The schoolbook analyzed in this study is the 2011 edition of the Oxford University Press’ Family and Friends 1 by Naomi Simmons. This 120-page schoolbook is comprised of fifteen units, plus an additional starter unit. After every three units there is a review part, in total there are five of these. There is also a section on the Bosnian and Herzegovinian culture, a word list, and a grammar reference. Each of the fifteen units has six lessons, and they are words, grammar, song, phonics and skills (reading, listening, speaking, and writing). The textbook itself offers no games. However, it comes with additional material that is made up of posters, cards, and similar helpful props, so that there are some elements of games. All the units in the schoolbook are designed in the same way, with each having six lessons with similar tasks and exercises. The unit analyzed in this study is Unit 5 “Where’s the ball?”, since this was the unit from the lessons of both of the observed classes.  The first lesson in each unit is words. Students are presented with new words in the form of pictures with the words themselves being written underneath. After that, they have a colorful comic where the new words are contextually used. With apparently no games, a teacher can easily make this part into a game by having groups of students act parts of the comic trying to guess which group represents which picture.  The second lesson is grammar, in this case, prepositions in, on, under. Once again, the teacher can create a short game to practice the new material by having the students place certain objects (i.e. pens) in, on and under something and have the students guess what the object in question is.  Lesson three is a song. Students can be asked to sing the song and try to act it out. This is a fun and playful activity.  Lesson four is phonics. This lesson has a game-like activity where the students listen to the sounds and join the letters to guess, in this case, what the queen has.  Lesson five and six are skills, which can easily be combined with a number of different games. All of the activities suggested are easily organized, do not take too much time and are enjoyable for both the student and the teacher. The colorfully designed units, with many props, make it easy for a teacher to implement a game activity at any moment of the lesson. Even though there are no games (with rules and goals), game elements are present throughout. Since teachers believe in the beneficiary outcomes of using games as a technique of teaching EFL to young learners they regularly use the additional materials in game-like activities. Each unit is designed so that it focuses on a certain skill in each lesson. This means that the 7 �teachers can simply follow the textbook, thus making sure all the skills are taught, and by adding the materials already provided they implement games as well. 7. Conclusion The study conducted for the purposes of this paper proved that games are, and should be, used when teaching EFL to young learners. The class observations showed that teachers often use games with young learners, and besides that, most of the lesson segments have some aspects of games. The young learners responded well to EFL educational games used in the classroom. The students’ poll results proved that, from the perspective of the students’, educational games are more than welcome; they prefer games that are active and require some movement. Teachers share this enthusiasm with their students. However, besides the benefits, they recognized some of the possible downsides as well. Every technique has both praise and criticism. This is especially true for engaging activities and techniques such as educational games since many unexpected situations can arise when working with young learners. However, a well-prepared teacher should be able to keep the activity under control. The schoolbook mentioned has no games in specific, it did, however, contain many game and play elements. When all the segments of the research are taken into consideration, dynamic activities that serve an educational purpose do seem to be a favorite among both the students and the teachers. Educational games used in EFL with young learners create an environment in which the participants are active and engaging, a learner-centered teaching approach. On the other hand, games are centered on communication. Young learners emerge themselves in the world of playing and games; their thinking is stimulated, they are motivated to learn and they do so by cooperating with other learners and the teacher as well. All of the advantages that educational games offer make them ideal for teaching EFL to young learners in primary schools. When all of this is taken into consideration, from the theoretical to the practical application of games, one does conclude that they truly do deserve to play a major role in any primary classroom. References: Carvalho, Tatiana, and Schwertner, Michael. (2008). Play and games: learning and having fun. Edipucrs: Portoalegro. Harmer, Jeremy. (2001). The practice of English language teaching (3rd ed.). Harlow: Pearson ESL. Lewis, Gordon, and Günther Bedson. (1999). Games for children. Oxford: Oxford University Press. Pinter, Annamaria. (2006). Teaching Young Language Learners. Oxford: Oxford University Press. Sandford, Richard, and Williamson Ben. (2005). Games and Learning. Futurelab: Bristol. Simmons, Naomi. (2010). Family and Friends 1. Oxford: Oxford University Press. Wright, Andrew, David Betteridge, Michael Buckby. (2006). Games for Language Learning. Cambridge: Cambridge University Press. 8 � 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. 3271 Title A name given to the resource Using Games in TEFL - A Case Study of “Meša Selimović” Elementary School in Sarajevo Author Author Žerić, Alma Abstract A summary of the resource. The aim of this study was to examine the use of educational games in teaching English as a foreign language (TEFL) to young learners. The research was conducted in “Meša Selimović” elementary school in Sarajevo, Bosnia and Herzegovina. The participants were three teachers of EFL and one third grade consisting of approximately 25 students ages 8-9. The research conducted proved the hypothesis that using games to teach EFL to young learners is a highly effective and enjoyable technique of language teaching/learning. The study was conducted in five stages using both quantitative and qualitative methods of research. The data was gathered by means of a class observation analysis, students’ poll, teachers’ interview and questionnaire, and a schoolbook analysis. The principal conclusion of the study is that educational games are an effective technique of teaching EFL to young learners and that it offers more positive learning outcomes than negative ones. Keywords: teaching English as a foreign language (TEFL), English as a foreign language (EFL), educational games, young learners. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-04 Keywords Keywords. Article PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3395 Title A name given to the resource USING LANGUAGE LABS FOR INTERPRETATION PRACTICE Author Author Milinović, Dejan Jošić-Milinović, Milica Abstract A summary of the resource. As new technologies advance language teachers are gaining more and more new tools to use in their work and to improve, upgrade and expand their teaching methods. Within a TEMPUS project, the Faculty of Philology in Banja Luka recently obtained a Sanako computer phonological laboratory for use in its foreign language departments. This paper presents one possible use of such a language laboratory, specifically for teaching language interpretation skills. The paper first gives a short overview of the software and activity options available through the language laboratory, followed by a comparison of how language interpretation skills were previously exercised to potential new approaches which make use of the language laboratory. The paper further gives a brief overview of some of our experiences in such classes with an experimental group of students, reflecting on the observed benefits, difficulties and possible outcomes, aiming to enable a broader implementation and utilization of the language laboratory and hoping to support the English Department’s efforts to keep up with modern trends in EFL. Keywords: language laboratory, interpretation, computer-assisted language learning 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/44a910da1bee55a3796179c0c8aefc41.pdf 71911435a87aba92e21aabd57d813ec3 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo USING LITERATURE IN EFL CLASSES: SHORT STORY Assoc. Prof. Arif SARIÇOBAN Department of English Language Teaching Hacettepe University, Turkey arifs@hacettepe.edu.tr Hülya KÜÇÜKOĞLU School of Foreign Languages Hacettepe University, Turkey hulyaku@hacettepe.edu.tr Abstract: The aim of this study was to investigate underline the benefits of using literature in EFL classes. Short Stories can be used as a good source in ELT classes in almost all levels depending on the difficulty status of the story. Due to their length which is very appropriate for language classrooms, students can make good use of short stories in learning the target language. Using short stories in ELT classrooms is an effective technique for teaching linguistic system as well as the life in relation to the target language. Choosing the right short story is an important part of the process. At this point, students‘ proficiency level, age, and interests should be taken into consideration. Another important thing is the course objectives and appropriateness of the story as content. In this study the importance of using Short Stories in ELT classrooms and points to be considered while choosing the right short story was discussed at the opening part of the study. On the next part, teaching discrete language skills by using short story in ELT classrooms is studied and a sample application is build up in order to share practical ideas. Key Words: Literature in ELT classes, short story Introduction The first use of literature in EFL classes was started at the beginning of the century when Grammar Translation Method was the only method which was known to suit ELT classrooms. The use of literature in these classes was limited as the only aim was to translate the literary texts from the target language to their native language. Using literature in EFL classes gave a long break with the use of new teaching methods such as Direct Method or Audiolingual Method. The main reason for this was because these methods of teaching emphasized mostly on structures and vocabulary. Starting from the last two decades, the goal of EFL teaching has changed and the aim of English teaching is now to help students to communicate fluently in the target language. As a result of this, teachers and trainers have started to seek for new ways of integrating literature in EFL classes once again because literature has an important role in teaching English. When used appropriately, with their authentic nature, literary genres are functional tools for language classes for all levels. Oster (1989) affirms that literature helps students to write more creatively (p. 85). Instructors can create a variety of writing activities to help students to develop their writing skills. They can ask students to write dialogues or more complex writing activities if students have reached a high level of language proficiency (Murdoch, 2002, p. 9).. With this new era, literature appeared in EFL classes as appropriate tasks and activities which were designed for language classes. Short Story in EFL Classes Researches show that among the other literary genres, short story is the most preferred one in language classrooms. According to Arıkan‘s research findings, students find the contents of the novel, poetry, and drama courses more difficult to follow because these types require ways of reading that are different from those required for the short story. The results of his study also show that the students identify short story reading as simpler and less complex than reading other literature courses. (Arıkan, 2005, p. 33). In this sense there are several advantages of using short stories in ELT classrooms. One of the most important of all is its controlled length. As they are shorter than a novel, short stories are effective sources of teaching 160 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo in classroom situations. Another point that makes short stories efficient tools for ELT classes is that they maintain high interest and attention. A short story with its setting, characters and compelling plot, captures and holds the attention of the learners which is an important part of the learning process. The use of short stories to teach English has several other benefits including motivational, literary, cultural and higher-order thinking benefits. Short stories allow the instructors to teach the four main language skills to all levels of language proficiency. Murdoch (2002) indicates that ―short stories can, if selected and exploited appropriately, provide quality text content which will greatly enhance ELT courses for learners at intermediate levels of proficiency‖ (p. 9). The inclusion of short fiction in the ESL / EFL curriculum offers the following educational benefits (Arıoğul 2001, p.11-18): It -makes the students‘ reading task easier due to being simple and short when compared with the other literary genres, -enlarges the advanced level readers‘ worldviews about different cultures and different groups of people, -provides more creative, encrypt, challenging texts that require personal exploration supported with prior knowledge for advanced level readers, - motivates learners to read due to being an authentic material, - offers a world of wonders and a world of mystery, - gives students the chance to use their creativity, - promotes critical thinking skills, -facilitates teaching a foreign culture (i.e. serves as a valuable instrument in attaining cultural knowledge of the selected community, - makes students feel themselves comfortable and free, -helps students coming from various backgrounds to communicate with each other because of its universal language, -helps students to go beyond the surface meaning and dive into underlying meanings, and - acts as a perfect vehicle to help students understand the positions of themselves as well as the others by transferring these gained knowledge to their own world. Another important benefit of using literature to teenage and adult learners at all levels is to develop their reading tasks. As to our case we aim to improve our students‘ not only reading comprehension skills, but their other skills as well. Choosing the Right Material What sort of literature is suitable for use with language learners? Short stories can be a good source in ELT classes in almost all levels from young learners to adult learners so that they can make good use of short stories in learning the target language. While choosing the right short story, students‘ proficiency level, age, and interests should be taken into consideration. Another important thing is the course objectives and appropriateness of the story as content. The needs of the students, interests, cultural backgrounds, and language levels should be taken into consideration when choosing the suitable material for the classroom. One other significant criterion to consider is whether the particular work stimulates personal involvement by arousing the learners‘ interest. At this point it is important to choose books which are relevant to the life experiences, emotions, or dreams of the learner. The difficulty level of the story is another important thing to be considered while choosing a suitable material. This is crucial as the learner is attached to the text if she can understand it. In addition, interest, appeal, and relevance should be taken into consideration. Sample Application: ―Araby‖ Writers' note: "This sample application was prepared for upper intermediate level students because of the grammatical structures and the level of vocabulary used in the text." Pre-Reading Activities Before reading the short story (Araby) by James Joyce, students should be informed about the writer to provide background information. This will help the students to understand the target culture and the 161 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo atmosphere of the story which will be studied during the class. Another point to be underlined is the organization of a short story. This information is also necessary as it will help the students understand the theme of the story clearly. Background Information about the Writer A short biography of James Joyce James Augustine Aloysius Joyce (2 February 1882 – 13 January 1941) was an Irish author of the 20th century. He is known for his landmark novel Ulysses (1922) as well as the short story collection Dubliners (1914) and the semi-autobiographical novel A Portrait of the Artist as a Young Man (1916). Although he spent most of his adult life outside Ireland, Joyce's psychological and fictional universe is firmly rooted in his native Dublin, the city which provides the settings and much of the subject matter for all his fiction. Joyce became one of the most cosmopolitan yet one of the most regionally focused of all the English language writers of his time.8 http://en.wikipedia.org/wiki/James_Joyce8 Background Information about the Organization of the Particular Story Triangular Plot Structure (Freytag‘s Triangle) Plot is the literary element that describes the structure of a story. The organization of events and characters in a literary work: the plan, design or pattern of events (Bozer, 1995). This organization consists of five plot parts: exposition, rising action, turning point (climax), falling action, and resolution. In exposition the reader is informed about the background information, the time, the place of the action (setting), the characters, the context of situation and the problem before the action starts. The problem (conflict) is presented at the beginning of the story. This leads to a second act, the rising action. Rising action presents the ―dramatization of the events that complicates the situation and gradually intensifies or puzzles the conflict or contributes the new ones‖ (Arıoğul, 2001:97). After exposition rising action continues successive stages of conflict up to the climax (turning point) according to (Bozer, 1995). In turning point (climax) there is an important development in the action which will cause somehow new events in the action. The vital point in the action occurs when the problem is about to be solved. In falling action the problematic cases that occur in the previous parts come close to resolution (conclusion) where the story may end with some solutions. During falling action, the conflict between the protagonist and the antagonist is solved either with the protagonist winning or losing against the antagonist (Bozer, 1995). The falling action might have a final suspense, during which the final outcome of the conflict is controversial. In resolution the event(s) following the climax presents the solution of the problem and/or the explanation of the outcome (Bozer, 1995). 162 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Another striking point in this organization type is the Conflict. It is the tension or opposition between forces in the plot. It is introduced to interest readers enough to continue reading the story. Without conflict, there is no plot. Types of Conflict Authors develop plot through the introduction, development, and resolution of conflict. Conflict usually takes one of four forms: *Human vs Nature *Human vs Society *Human vs Human ―external conflict‖ *Human vs himself ―internal conflict‖ Conflicts in the story Human versus society-The basic conflict in the adolescent boy in Joyce's story 'Araby' is that between his boyish imagination and the hard realities of the market-dominated work-a-day life. Human versus society-Conflicts are between the materialistic modern life and the boy's reaction to it- he imagines carrying his chalice through the hostile market place. Human versus society-There is also a conflict between the materialism of the indifferent world and the mask of spirituality that it wears- the rich priest, Mrs. Mercer 'selling' used stamps for some 'pious purpose.' Human versus himself- Within the boy, there is another conflict unknown to him- his romantic yearning for transcendence and yet his entrapment in physical attraction and therefore the narrative voice talks about 'foolish blood' and 'the serious business of life.' Discussion In order to activate the background knowledge of the students, some pictures are shown. By this way, the ―schema theory‖ which according to Arıkan (2006:7) is a rule system and a mental process which includes a body of experiential knowledge of related concepts, events, emotions, ideas, and roles. He believes that with schemata (prior knowledge) in our minds, we perceive and synthesize new knowledge. According to schema theory comprehending a text is an interactive process between the readers‘ background knowledge and the text itself. This process can be divided into two parts (Sarıçoban, 2001:69); To do this the teacher asks some questions related with the pictures. - When I tell you the word ‗Araby‘ which is the title of our short story, what comes up to your mind? - Do you think the story takes place in an Arabian Country? Why, Why not? - What do you see on the below picture? Do you think the story takes place in this bazaar? Why, why not? 163 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo - What seems to be unusual about the picture? Who do you think is the boy sitting? Do you think this boy is lonely or disappointed? Try to remember your own disappointments or loneliness and comment on the picture accordingly. While-Reading Activities Araby, James Joyce Activity 1. Students read the short story "Araby" ( this can be done as home reading) The summary of the text: -------------------------------------------------------------------------------Araby by James Joyce -------------------------------------------------------------------------------The story opens with a description of North Richmond Street, a "blind," "cold ... .. silent" street where the houses "gazed at one an-other with brown imperturbable faces." It is a street of fixed, decaying conformity and false piety. The boy's house contains the same sense of a dead present and a lost past. The former tenant, a priest, died in the back room of the house, and his legacy-several old yellowed books, which the boy enjoys leafing through because they are old, and a bicycle pump rusting in the back yard-become symbols of the intellectual and religious vitality of the past. The boy, in the midst of such decay and spiritual paralysis, experiences the confused idealism and dreams of first love and his awakening becomes incompatible with and in ironic contrast to the staid world about him. Every morning before school the boy lies on the floor in the front parlor peeking out through a crack in the blind of the door, watching and waiting for the girl next door to emerge from her house and walk to school. He is shy and still boyish. He follows her, walks silently past, not daring to speak, overcome with a confused sense of sensual desire and religious adoration. In his mind she is both a saint to be worshipped and a woman to be desired. His eyes are "often full of tears," and one evening he goes to the back room where the priest had died. Clasping the palms of his hands 164 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo together, he murmurs, "0love! 0 love!" in a prayer not to God, but to the concept of love and perhaps even to the girl, his love. Walking with his aunt to shop on Saturday evenings he imagines that the girl's image accompanies him, and that he protects her in "places the most hostile to romance." In the mixed symbolism of the Christian and the Romantic or Oriental myths Joyce reveals the epiphany in the story: "These noises con-verged in a single sensation of life for me: I imagined that I bore my chalice safely through a throng of foes." He is unable to talk to the girl. Drifting away from his schoolmates' boyish games, the boy has fantasies in his isolation, in the ecstasy and pain of first love. Finally the girl speaks to the boy. She asks him if he is going to Araby. He replies that if he does he will bring her a gift, and from that moment, his thoughts upon the mixed imagery of the saintly light upon her hair and the potential sensuality of "the white border of a petticoat," the boy cannot sleep or study. The word Araby "cast an Eastern enchantment" over him, and then on the night he is to go to the bazaar his uncle neglects to return home. Neither the aunt nor the uncle understands the boy's need and anguish, and thus his isolation is deepened. We begin to see that the story is not so much a story of love as it is a rendition of the world in which the boy lives. The second part of the story depicts the boy's inevitable disappointment and realization. In such an atmosphere of "blindness"-the aunt and uncle unaware of the boy's anguish, the girl not conscious of the boy's love, and the boy himself blind to the true nature of his love-the words "hostile to romance" take on ironic over tones. These overtones deepen when the boy arrives too late at the bazaar. It is closing and the hall is "in darkness." He recognizes "a silence like that which pervades a church after a service" but the bazaar is dirty and disappointing. Two men are "counting money on a salver" and he listens "to the fall of the coins." A young lady, bored with him and interested in two men who are flirting with her, cheapens and destroys the boy's sense of an "Eastern enchantment." His love, like his quest for a gift to draw the girl to him in an unfriendly world, ends with his realizing that his love existed only in his mind. Thus, the theme of the story-the discrepancy between the real and the ideal- is made final in the bazaar. The epiphany in which the boy lives a dream in spite of the ugly and the worldly is brought to its inevitable conclusion: the single sensation of life disintegrates. The boy senses the falsity of his dreams and his eyes burn "with anguish and anger." (http://theliterarylink.com/araby_essays.html) Activity 2. After reading the story, the students and the teachers studies the organization on the board in order to make the meaning of the story clear. EXPOSITION/ INTRODUCTION Description of the place the boy lives RISING ACTION He and the girl have a conversation 165 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Information about his feelings for the girl Information about the boy and his family CLIMAX He promises to bring a present for the girl. FALLING ACTION Falling action He asks for permission to go toAraby. He waits for his uncle to come. His uncle comes but he has forgotten about the trip. He takes the train to Araby. The train delays. He reaches there. The salesgirl treats him badly. RESOLUTION Resolution Discouraged he leaves the Bazaar Activity 3. Questions for Interpretation In this part, the questions given below will be discussed in the classroom and the students will be asked to make predictions about the text they have read. 1. Judging from the games the boys play, how old do you think the narrator is? 2. What is the mood of the story? How does Joyce establish it in the first few pages? 3. Would you describe the narrator's feelings toward Mangan's sister as realistic or romantic? Explain. 166 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 4. Why does the word ―Araby‖ contain so much meaning for the narrator? Discuss the possibilities the word represents to him. 5. How are the results of the trip to Araby foreshadowed? Activity 4. The students are asked to write an excuse note addressing the girl, telling her why he could not buy the bracelet. The teacher reminds the students that the excuse note doesn't have to be realistic; they can use imaginary reasons thinking themselves as the little boy. Dear friend, -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Activity 5. In the below exercise the students are asked to find the sentence that matches. (Column A) 1)Mangan is the same age and in the same class at the Christian Brothers school as the narrator… 2) Although the boy had crush on Mangan‘s sister,… 3) Mangan‘s sister says she would like to go to the bazaar… 4) The boy describes Mangan‘s sister in reverential terms … 5) The way the uncle comes home that night suggests… 6) Mangan‘s sister can‘t go to the bazaar so she offers to bring her something from the Araby,,, 7) The boy thinks he is in love with a young girl… 8) After the boy speaks to Mangan‘s sister… 9) On the Saturday evening of the bazaar, the boy‘s uncle has forgotten about the trip… 10) The boy wants bazaar to be bright and open… (Column B) a) but it is dark and closed. b) but all of his thoughts, ideas, actions show that he is merely obsessed. c) he finds it hard to con concentrate on anything except for her. d) which causes the narrator to arrive at the bazaar very late. e) so he and the narrator often play together after school. f) which brings his life to a standstill until he can get this symbol of his love for her. g) he is drunk and that it‘s a usual thing the boy sees. h) she has no idea how the narrator feels about her. i) but she cannot because she has to attend a school retreat that weekend. j) which call to mind the Virgin Mary. Activity 6 Multiple Choice The teacher goes on with some multiple choice questions. 1) In the story Araby doesn‘t symbolize… a) beauty b) content c) romance d) mystery e) commercialism 2) Which is not included in the falling action? a) The boy asks for permission to go to Araby. b) The train delays. c) Information about the boy‘s feelings for the girl d) The salesgirl treats the boy badly. 167 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo e) His uncle comes but he has forgotten about the trip. 3) In the story_____represents the uncle‘s debt and irresponsibility? a) Mangan b) The boy‘s uncle c) Mangan‘s sister d) The boy e) Mrs. Mercer 4) Which is the climax of the story? a) Information about the boy‘s feelings for the girl b) The train delays. c) The boy and the girl have a conversation. d) The boy promises to bring a present for the girl. e) Discouraged the boy leaves the Bazaar. 5) Which one of the following themes are not included in the major themes of the story? a) Religion b) Loneliness c) Alienation d) Transformation e) Impatience 6) Which of the following items cannot be regarded as foreshadowing for the boy‘s disappointment? a) The boy‘s being younger than the girl b) Uncle‘s answer to boy‘s question c) Delay of train d) The harsh weather e) Uncle‘s indifference 7) Which is the following is the antagonist of the story? a) The train b) The boy‘s uncle c) Mangan‘s sister d) Bazaar e) Time 8) Joyce is famous for creating characters who undergo a/an ______ and the narrator of ―Araby‖ is one of his best examples. a) change b) epiphany c) depression d) transformation e) stress 9) Mangan‘s older sister becomes the object of the narrator‘s schoolboy _____. a) crush b) embarrassment c) girl d) enjoy e) fail 10) Narrator‘s aunt warns the boy that he may have to ____the bazaar ―for this night of Our Lord. a) do without b) go on c) call off d) put off e) show up Post-Reading Activities Activity 1 Role-play 168 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teacher wants the students to do role-play for this activity. The teacher selects 6 volunteer students from the class to act some of the parts in the story. Firstly, she divides 6 students into 3 groups and wants them to choose a card the teacher hands them. In these cards the names of the characters are written. In the first card, students should act out the dialogue between the uncle and the boy. In the second one, they should act out the dialogue between the girl and the boy. And lastly, the dialogue between the boy and the salesgirl should be acted out. Secondly, she tells them to create a dialogue between those people. CARDS The boy and the girl The boy and the uncle The boy and the salesgirl Activity 2 The teacher hands out the first part of a different version of the play and ask them to write a different ending (preferably a happy one). Observing me, the young lady came over and asked me did I wish to buy anything. The tone of her voice was not encouraging; she seemed to have spoken to me out of a sense of duty. I looked humbly at the great jars that stood like eastern guards at either side of the dark entrance to the stall and murmured: 'Yes, please.' ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 169 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Arıkan, A. (2005). An Evaluation of Literature Component of Hacettepe University English Language Teaching Department. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29, 40-49. Arıoğul, S. (2001). The Teaching of Reading through Short Stories in Advanced Classes. Hacettepe University, the Institude of Social Sciences, Unpublished M.A. Thesis, Ankara. Bozer, D. ―An Analysis of a Short Short Story‖. Journal of English Language and Literature, 3, 83-88, December 1995. Murdoch, G. (2002). Exploiting Well-known Short Stories for Language Skills Development.IATEFL LCS SIG Newsletter, 23, 9-17. Oster, J. (1989). Seeing with Different Eyes: Another View of Literature in the ESL Class. TESOL Quarterly, 23, 85-103 Sarıçoban, A. ( 2001). The Teaching of Language Skills. Ankara: Hacettepe TaĢ Yayıncılık, http://theliterarylink.com/araby_essays.html Retrieved, April 5, 2011 http://en.wikipedia.org/wiki/James_Joyce Retrieved, April 12, 20011 170 � 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. 27 Title A name given to the resource USING LITERATURE IN EFL CLASSES: SHORT STORY Author Author SARIÇOBAN, Arif KÜÇÜKOĞLU, Hülya Abstract A summary of the resource. The aim of this study was to investigate underline the benefits of using literature in EFL classes. Short Stories can be used as a good source in ELT classes in almost all levels depending on the difficulty status of the story. Due to their length which is very appropriate for language classrooms, students can make good use of short stories in learning the target language. Using short stories in ELT classrooms is an effective technique for teaching linguistic system as well as the life in relation to the target language. Choosing the right short story is an important part of the process. At this point, students‘ proficiency level, age, and interests should be taken into consideration. Another important thing is the course objectives and appropriateness of the story as content. In this study the importance of using Short Stories in ELT classrooms and points to be considered while choosing the right short story was discussed at the opening part of the study. On the next part, teaching discrete language skills by using short story in ELT classrooms is studied and a sample application is build up in order to share practical ideas. 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/23225cb72277bf88a2099c006ed8ecf0.pdf fa99ba19841264b99575d064a5f786de PDF Text Text Using Microphyte-Macrophyte Species As Bioindicators For The Determination And Phytoremediation Of Heavy Metal Accumulation In The Aquatic Ecosystems Serkan Doğan1 Sulejman Redzic2 Şenol Doğan3 1 Bosna Sema Educational Institutions 2 Faculty of Science, University of Sarajevo 3 Faculty of Information Technology, International Burch University Abstract Heavy metal accumulation and contamination have become a serious problem in recent years. Therefore, it is crucial to take a closer look at the microphytes and macrophytes species. These two elements are recommended for the determination and phytoremediation of the heavy metals in the contaminated aquatic ecosystems. It is clear that, the excess amount of heavy metals can have negative impacts on the environment and these influents can be weak, strong, long lasting and short lasting, and they can also be present in different levels such as global, regional or local. Moreover, heavy metal contamination in aquatic environments is a serious environmental problem, which threatens aquatic ecosystems, agriculture, and human health. The goal of this study is to understand the importance of microphytes and macrophytes in accumulation of toxic metals and suggest some effective measurements for the preservation and restoration of the aquatic ecosystems. Thus, in order to protect our living ecosystems, it is necessary to study the sources, level and quantity of contamination of heavy metals. Different treatment methods have been developed for the elimination of these metals from water including coagulation, adsorption, ion exchange and other chemical and biological processes. However, these methods are expensive and require major investments in equipment and facilities and they also introduce various chemicals which can have a harmful impact on our environment. In contrast, this study verifies that phytoremediation is an efficient and cheap technology for the treatment of water polluted by heavy metals. Furthermore, it is suggested a new model called wetland construction, which is an expansion on a river bed and it serves as a water purification system as well, in order to enable easy collection and replacement. After the collection, the biomass obtained would be processed to obtain biogas, biofertilizers, animal food and recycled heavy metals. As a result, the macrophyte and microphyte communities of the Miljacka River area need to be protected and restored on a priority basis. To demonstrate a model for ecological determination and phytoremediation of heavy metal accumulation by using microphytes-macrophytes as bioindicators, structure and dynamics of aquatic ecosystems were studied at more sites and sides of the Miljacka River (central Bosnia and Herzegovina). All in all, this study shows that the aquatic microphytes and macrophytes play a very significant role in removing the different metals from the aquatic environments and they can both be used as bioindicators of heavy metals and other toxic substances in a given area. Keywords: Microphytes; Macrophytes; Toxic metals; Accumulation; Phytoremediation; Miljacka River; 349 �1.INTRODUCTION Water is one of the essentials that support all forms of plant and animal life (Vanloon and Duffy, 2005) and it is generally obtained from two principal natural sources. Surface water such as fresh water lakes, rivers, streams, etc. and ground water such as borehole water and well water (McMurry and Fay, 2004; Mendie, 2005). that observing of residues of these metals and their chemical compounds in different systems is crucial, first of all from the aspect of human health protection, as well as from the aspect of protection of entire flora and fauna and human environment. For a successful implementation of protection of humans, animals and plants from any harmful heavy metals, it is necessary to study the source, degree and extent of the pollution. 2.MATERIALS & METHODS The Human Development Report (2006) of UNDP has focused on the global water crisis as one of the most serious problems facing by the humanity today. In many Asian countries and elsewhere the demand for potable water doubles every 10–15 years, not only because of the rising domestic consumption but also due to the increasing needs of industry. The usable portion of water convenient for human use is less than 1% of all freshwater and only 0.01% of all water on Earth. Water quality problems can often be as severe as those of water availability but less attention has been paid to them, particularly in developing countries. Many countries do not have sufficient water supplies to meet demand, as a result of which, aquifer depletion due to over exploitation is common. Moreover, the scarcity of water is accompanied by deterioration in the quality of available water due to heavy pollution load and environmental degradation (Srivastava, Gupta and Chandra 2008). Nowadays, at the beginning of the third millennium, everyone should be aware of the fact that we have reached the ecological limit of endangering the life and survival beyond which we cannot go anymore. Lately, great importance has been given to studying of the concentration and impact of heavy metal effects to flora and fauna. The researches in this area show 350 As a first step in the field investigation part we had to determine the investigation areas. These are as follows: Kozija Cuprija locality, Bentbasa locality, Otoka locality and Vrelo Bosne locality. All these are found in the area of Sarajevo which is the capital of Bosnia and Herzegovina. First three investigated rivers are located on the Miljacka River and the last one ids located on the Bosnia river. From these areas we have observed microphytes such as Cladophora glomerata, and macrophytes such as Rumex sp., Ranunculus sp., Veronica sp., Willow Salix, Equisetum palustre and Mentha sp.After the collection process these plants went through various treatments in which we have used: hand mortar and pestle , nitric acid, perchloric acid,flasks ,electrical plates,filters and, Ultra-pure water. The research was conducted in order to obtain the concentrations of Fe, Zn, Cu and Pb which are all heavy metals found in observed microphytes and macrophytes. 3.STUDY AREAS Bosnia and Herzegovina, often referred to in the West as simply Bosnia, is a country in Southern Europe, on �the Balkan Peninsula. Bordered by Croatia to the north, west and south, Serbia to the east, and Montenegro to the southeast, Bosnia and Herzegovina is almost landlocked, except for 26 kilometres (16 miles) of Adriatic Sea coastline, centered on the town of Neum. According to its geographical position if is found on the intersection of various biogeographical influents and roads. The interior of the country is mountainous centrally and to the south, hilly in the northwest, and flatland in the northeast. Out of its total area 5% makes up valleys, 24% hills, 42% mountains and 29% makes up karsts. Medium altitude is about 500 m and the highest peak is Maglic, 2386m. Around 41% of area is covered by woods. Inland is the larger geographic region with a moderate continental climate, marked by hot summers and cold, snowy winters. 4.RESULTS 4.1.Macrophyte Analysis Results show the concetrations of Lead, Copper, Iron and Zinc in the localities where the investigation was conducted on the macrophyte species which are Mentha sp., Equisetum palustre, Veronica sp., Ranunculus sp., Rumex sp. and Willow salix. The obtained valuesshow that heavy metal contamination is present in a very high level. The results are given below; Table 3.1: Results obtained from macrophyte analysis Graph 3.1: Pb absorption by macrophyte species 351 �Graph 3.2: Cu absorption by macrophyte species Graph 3.3: Fe absorption by macrophyte species Graph 3.4: Zn absorption by macrophyte species 352 �According to the measurements, the highest concentration of Zn, 430.61mg/kg, is detected in Ranunculus sp. in locality 4 (Vrelo Bosne) and the lowest concentration of Zn was obtained from the locality 1 (Kozija Cuprija), by Equisetum palustre, where the value was 24.96 mg/kg. The medium value is 98.709 mg/kg.Rumex sp. shows the highest Fe concentration, 6,477.27 mg/kg, in locality 3 (Otoka) and Equisetum palustre shows the lowest value of 324.38 mg/kg in locality 1 (Kozija Cuprija) if we don‘t take in consideration Willow salix found in the same locality where iron wasn‘t detected at all. The medium absorption level is 3790.58 mg/kg.The highest result for Cu, 22.37mg/kg, is detected in Menta sp. in locality 2 (Bentbaša) and the lowest, 2.49 mg/kg, in Equisetum palustre in locality 1 (Kozija Cuprija). The average value obtained for copper is 10.795 mg/kg.Menta sp. also shows the highest concentration of Pb, 32.18 mg/kg, in locality 1 (Kozija šuprija). The lowest value detected is 29.79 mg/kg in the locality 2 (Bentbasa) by Mentha sp. The values of Pb that could be detected had very heterogeneous values on 353 each locality and the average of those values is 31.49 mg/kg. In most of the samples Pb couldn‘t be detected probably because the measurements were done in mg/kg but not µg/g and lead is supposed to be detected as trace element.The higest Pb concentration measured by Chlorophyta sp., 52.72 mg/kg, is detected in locality 3 (Otoka) and the lowest one, 24.72 mg/kg, in locality 1 (Kozija Cuprija). The average value is 40.73 mg/kg.The higest value of Cu, 45.70 mg/kg, was obtained in locality 3 (Otoka) and the lowest value, 11.94mg/kg, in the locality 1 (Kozija Cuprija). Cu average value is 24.18 mg/kg. Fe is the element with highest detection, 9,001.42 mg/kg,by Chlorophyta sp. in locality 3 (Otoka). On the other hand the lowest detection of iron, 3078.68 mg/kg, was obtained from locality 4 (Vrelo Bosne). The average value obtained for Fe is 6310.04 mg/kg. As our last listed metal, Zn highest concentration, 256.21 mg/kg, in Chlorophyta sp. was detected in locality 4 (Vrelo Bosne). Zn lowest concentration was obtained from locality 1 (Kozija Cuprija) which is 53.40 mg/kg. Zn average concentration level was 126.74mg/kg. �Table 4.1: Results obtained from microphyte analysis Localities 1 Kozija L.1.1.1. Šuprija 2 Kozija L.1.1.2. Šuprija 3 Kozija L.1.1.3. Šuprija 4 Kozija L.1.1.4. Šuprija 5 6 7 8 9 10 11 12 13 354 Bentbaša L.2.1.1. Bentbaša L.2.1.2. Bentbaša L.2.1.3. Bentbaša L.2.1.4. Otoka L.3.1.1. Otoka L.3.1.2. Otoka L.3.1.3. Otoka L.3.1.4. Vrelo Bosne L.4.1.1. Pb Cu Fe Zn (mg/kg) (mg/kg) (mg/kg) (mg/kg) 27.27 13.02 7,588.28 50.67 30.56 13.38 4,499.53 39.29 18.29 12.09 2,922.73 48.26 25.30 10.11 5,715.24 40.22 25.40 20.13 7,736.33 106.42 31.84 17.15 9,487.16 71.51 49.76 20.11 3,900.61 60.97 26.59 7.14 4,745.73 132.8 50.33 44.37 8,920.73 105.31 35.56 38.97 7,619.46 78.81 43.23 42.96 7,490.07 112.04 81.74 56.48 11,975.41 121.68 40.20 30.88 286.12 74.18 �14 15 16 Vrelo Bosne L.4.1.2. Vrelo Bosne L.4.1.3. Vrelo Bosne L.4.1.4. 101.74 25.96 9,406.15 638.45 27.8 15.10 1,689.63 179.62 38.51 19.81 932.8 132.60 4.2.Descriptive analysis In the first step, descriptive analysis was performed and the results are reported in Graphs 1,2,3,4. Graph 4.1:Empirical analysis of Cu Graph 4.2:Empirical analysis of Fe 355 �Graph 4.3:Empirical analysis of Pb Graph 356 4.4:Empirical analysis of Zn �5. CONCLUSION Results indicate significant variation of element concentrations in different macrophyte and microphyte species. Since concentration of a substance in a plant is the result of the physical and chemical properties of the compound, environmental characteristics and plant characteristics these results are reasonable. Some species turned to be more successful bioaccumulators for certain elements therefore showing high potential in possible use as environment phytoremediators. As the most successful from the macrophytes Ranunculus sp., Menta sp., and Rumex sp. had promising potential for heavy metal removal according to our studies. Also, the high bioaccumulation abilities of Chlorophyta species for selected metals were confirmed by obtained results. They turned to be very successful in iron absorption which is very useful since too high values are rather lethal. Cladophora glomerata turned to be a microphyte with enormous potential for heavy metal absorption and in this way a phytoremediator. This plant could be grown in river, stream, and mining drainage or grown in clean water systems initially and then can be transferred to the polluted water to remove metals from aquatic systems.The goal of this study was to prove that macrophytes and microphytes can have a great impact in heavy metals accumulation in aquatic ecosystems. Results show that the hypothesis was correct because both macrophytes and microphytes turned to be very efficient as heavy metals accumulators and bioindicators. In this way microphytes and macrophytes work as an excellent team in the maintenance of natural homeostasis. Considering the scientific articles we can also say that they are very cheap phytoremediators with high efficiency. At the same time this research offers a complete solution for heavy metal removal from aquatic ecosystems by introducing wetlands that enable easy handling and replacement of macrophytes and microphytes.While phytoremediation can occur naturally, it is more effective when good design, planting, and site management processes are carried out properly. Successful phytoremediation requires and integrated approach for each specific site, which must consider plant selection, genetic engineering, and soil and water management. Also, the empirical analysis has showed that there is no significant relationship between Fe and other metals. Moreover, no significant relationship is seen between Fe and Cu and a significant positive relationship between Pb and Zn are found; however, there exists a significant negative relationship between Zn and Cu as well. Taking these results into consideration, one can obviously see that these metals affect each other in a way. Therefore, phytoremediation types need to be identified and applied, and from time to time the microphytes and macrophytes used for phytoremediation should be change. Another way for increasing the efficiency of heavy metal absorption is genetic modification. Genetic engineering in macrophytes and microphytes for enhanced heavy metal accumulation is still in embryonic stage and needs more attention in this area. A multidisciplinary research effort that integrates the work of plant biologists, soil chemists, microbiologists, and environmental engineers is essential for greater success of phytoremediation as a viable water cleanup technique. Therefore, it is clear that the utilization of the remarkable potential of green plants to accumulate environmental pollutants and to perform biochemical transformation is becoming a new frontier in environmental science and technology. In view of the increasing aquatic pollution, the initial survey should be undertaken to acquire an estimation of the range of variability in accumulation of heavy metals in the aquatic plants from the Miljacka River. By interpreting these data, it could be a better way to figure out which species seem to be the best for which heavy metal remediation. To determine and evaluate the occurrence, the distribution and the effects of heavy metals, and to prevent them to pass into rivers, lakes and ground water bodies represents an urgent 357 �task for applied environmental issues. From the observations and investigations, macrophytes of river systems need protection and municipalities should stimulate researchers to improve the phytoremediation techniques and to demonstrate their reliability to the public. Obviously, macrophytes and microphytes could be a remedial solution for heavy metal reduction in aquatic systems. However, together with all heavy metals that they had absorbed, macrophytes and microphytes, could be periodically eliminated by municipalities. Restoration and elimination of macrophytes and microphytes should be achieved within a proper and good harmony and in accordance because nature is very subtle and sensitive to any external manipulation. As mentioned before, wetlands are an excellent solution that enables easy replacement and further processing and metal recycling. REFERENCES McMurry, J. and R.C. Fay, 2004.Hydrogen, Oxygen andWater. In: McMurry Fay Chemistry. K.P. Hamann,(Ed.). 4th Edn. New Jersey: Pearson Education,pp: 575-599. Memon A R, Schroder P (2009) Implications of metal accumulation mechanism to phytoremediation. Environ Sci Pollut Res (2009) 16:162-175 Srivastav, R.K, Gupta, S.K., Nigam, K.D.P., Vasudevan, P., 1994. Treatment of chromium and nichel in waste-water by using aquatic plants. Water Research 28, 1631-1638. Vanloon, G.W. and S.J. Duffy, 2005.The Hydrosphere.In: Environmental Chemistry: A Global Perspective.2nd Edn. New York: Oxford University Press, pp: 197-211. Seed Micromorphological Investigations On 7 New Taxa Of Crocus Chrysanthus (Herbert) Herbert From Turkey Feyza Candan Biology Dept, Botany Section, Faculty of Arts and Science, Celal Bayar University, Manisa, Turkey Abstract This Investigation is made to determine seed micromorphological properties of four subspecies and tree varieties of Crocus chrysanthus have been distinguished:Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus with 3 varieties (var. chrysanthus, var. bicoloroceus F. Candan & N. Özhatay, and var. atrovioloceus F. Candan & N. Özhatay), Crocus chrysanthus (Herbert) Herbert subsp. punctatus F. Candan & N. Özhatay, Crocus chrysanthus (Herbert) Herbert subsp. kesercioglui F. Candan & N. Özhatay and Crocus chrysanthus (Herbert) Herbert subsp. sipyleus F. Candan & N. Özhatay. Scanning electron microscope was used to determine micromorphological features as regards mature seeds of all taxa. 358 � 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. 1267 Title A name given to the resource Using Microphyte-Macrophyte Species As Bioindicators For The Determination And Phytoremediation Of Heavy Metal Accumulation In The Aquatic Ecosystems Author Author Serkan, Doğan Abstract A summary of the resource. Heavy metal accumulation and contamination have become a serious problem in recent years. Therefore, it is crucial to take a closer look at the microphytes and macrophytes species. These two elements are recommended for the determination and phytoremediation of the heavy metals in the contaminated aquatic ecosystems. It is clear that, the excess amount of heavy metals can have negative impacts on the environment and these influents can be weak, strong, long lasting and short lasting, and they can also be present in different levels such as global, regional or local. Moreover, heavy metal contamination in aquatic environments is a serious environmental problem, which threatens aquatic ecosystems, agriculture, and human health. The goal of this study is to understand the importance of microphytes and macrophytes in accumulation of toxic metals and suggest some effective measurements for the preservation and restoration of the aquatic ecosystems. Thus, in order to protect our living ecosystems, it is necessary to study the sources, level and quantity of contamination of heavy metals. Different treatment methods have been developed for the elimination of these metals from water including coagulation, adsorption, ion exchange and other chemical and biological processes. However, these methods are expensive and require major investments in equipment and facilities and they also introduce various chemicals which can have a harmful impact on our environment. In contrast, this study verifies that phytoremediation is an efficient and cheap technology for the treatment of water polluted by heavy metals. Furthermore, it is suggested a new model called wetland construction, which is an expansion on a river bed and it serves as a water purification system as well, in order to enable easy collection and replacement. After the collection, the biomass obtained would be processed to obtain biogas, biofertilizers, animal food and recycled heavy metals. As a result, the macrophyte and microphyte communities of the Miljacka River area need to be protected and restored on a priority basis. To demonstrate a model for ecological determination and phytoremediation of heavy metal accumulation by using microphytes-macrophytes as bioindicators, structure and dynamics of aquatic ecosystems were studied at more sites and sides of the Miljacka River (central Bosnia and Herzegovina). All in all, this study shows that the aquatic microphytes and macrophytes play a very significant role in removing the different metals from the aquatic environments and they can both be used as bioindicators of heavy metals and other toxic substances in a given area. Keywords: Microphytes; Macrophytes; Toxic metals; Accumulation; Phytoremediation; Miljacka River; 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),Q Science (General) https://omeka.ibu.edu.ba/files/original/14db640bb85093bb535435e711e38ef2.pdf 0d494f9304c48113a822128701e96f8c PDF Text Text Using Multimedia Technologies as a Current Trends on Social Sciences Education Deniz Ekinci Istanbul University, Faculty of Letters, Department of Geography, Istanbul, Turkey, 34459. ekincideniz@hotmail.com. Ercan Karakoç Gebze Institute of Technology, Faculty of Business, Department of Strategy Science, Kocaeli, Turkey, ercankarakoc@hotmail.com. Davut Hut Marmara University, Faculty of Science and Letters, Department of History, Istanbul, Turkey. davuthut@hotmail.com. Halil Ersin Avcı Istanbul University, Faculty of Letters, Department of History, Istanbul, Turkey, 34459 halilersinavci@yahoo.com Abstract: Last decade’s mere technology that includes only writing, speaking skills and static graphics were used but this technique is simple and inadequate for social sciences and its education. However, multimedia technologies include high, advanced and sophisticated technology. Such technologies are used a lot of field in social sciences education. These are showing up in every walk of education and every aspect of community; architecture, business, education as social sciences. Now multimedia technologies which are including video, audio, animation, interactive map, graphic, table, and GIS, RS technologies are used for social sciences education. These new techniques, which are based commonly on computer, provide good education and better learning. Proponents of multimedia and modern techniques show that they can change the way we understand, think, learn, and work; they have heralded it brings the end of printed books and static graphics. Advocates of modern methodology and tools, both in their research and educational applications, see them better than mere technology. Modern and last systems are garnering to increase attention in cartography, history and geography, although there is a paucity of literature on the prospects of multimedia as a research or educational method in history, and geography. They are used a lot of sample area which occurs our study subject. Some of them allow us to view, understand, question, interpret, and visualize data in many ways that reveal relationships, patterns, and trends in the form of maps, globes, reports, and charts. They help people answer questions and solve problems by looking at people’s data in a way that is quickly understood and easily shared. This presentation describes an educational application of multimedia and modern tools for geography and history education as social sciences based on the assumption that multimedia and high and advanced technology are better than mere skill. As a result, the aim of this study is presenting some multimedia technology based on examples and applications in social sciences. Introduction The technological advancements have made society take a leap towards success. Every technological reform is a small step towards advancement. Every new invention in technology is a step towards progress of mankind. Centuries ago, hardly anyone would have even dreamt of working on a computer. Generations of the yester years would have hardly imagined being able to communicate with people on the other side of the globe. But there were some intelligent minds to dared to dream of such revolutionary discoveries and they made the impossible possible. Since several years ago, education experts had been proposing a new style of education involving using multimedia, which differs radically from the traditional ways. Changing the education systems as a new ways is towards a new paradigm for teach (Rosenberg, 2001). The development of multimedia technologies for learning offers new ways in which learning can take place in education areas. In last decades, there has been a growing 93 �interest in the creation and use of multimedia technologies throughout the education world. There have been many experiments and innovations in the field of education and training regarding knowledge delivery (Tally, 2002). From face to face to virtual education, different technologies have played great roles at different times. In the last decades, due to the advent of multimedia technologies has got new meaning (Del, 1998; Moreno, 2000). Development, access, and transfer of text, sound, and video data gave given a unique face to education centers, in the form of multimedia learning. The development of multimedia systems can be very rewarding. So interest and investment in this technology are increasing and multimedia technologies are the need of the day (Bransford, 1990; Mayer, 1990; www.zwire.com). This study reviews the use of multimedia technologies and is to provide a panorama of the application of multimedia technologies in social sciences education. As such, this page is addresses pedagogical issues and applications. The aim of this page is to highlight the range of innovative use of multimedia technologies in social sciences education with reference to their relative pedagogical value. This study is also hoped to awaken critical enthusiasm for an effective and beneficial implementation of the multimedia technology in the social sciences education. Particular emphasis is put on the history and geography sciences as a social sciences use of multimedia technologies (Brown, 1993; Ferry, 1993; White, 2006). Multimedia Technologies as an Educational Tool Throughout the 1980s and 1990s, the concept of multimedia took on a new meaning, as the capabilities of satellites, computers, audio and video converged to create new media with enormous potential. Combined with the advances in hardware and software, these technologies were able to provide enhanced learning facility and with attention to the specific needs of individual users (Fenrich, 1997; Meyer, 2001; Mayer, 2003). Multimedia is a term frequently heard and discussed among educational technologists today. Now multimedia technologies these called "new media," "hypermedia," "integrated media," or more commonly "multimedia" have been defined in a number of ways. Actually the term “multimedia” covers a lot of territory. "Multimedia", in its broadest sense, means graphics, music, sound effects, voice, video, and animation, in any combination, in the same program or presentation (Blumenfeld, 1991. Fensham,, 1990; www.aare.edu.au). It can be defined as an integration of multiple media elements (audio, video, graphics, text, animation, etc.) into one synergetic and symbiotic whole that results in more benefits for the end user than any one of the media elements can provide individually. Multimedia can be defined generically as any combination of two or more media such as sound, images, text, animation, and video. For educational technology purposes, multimedia refers to computer-based systems that use associative linkages to allow users to navigate and retrieve information stored in a combination of text, sounds, graphics, video, movies, music, lighting and other media as for education (Meyer, 2001; www.wps.prenhall.com; Sandholtz, 1997; Vanbuel, 2006). When the term is used with computer technology, multimedia refers to a variety of applications that combine media and that use CD-ROM, video, audio, DVD, and other media equipment. As it seen multimedia is the combined use of media, such as images, video, audio, CD/DVD-ROMs, the internet and interactive applications such as applets and flash for education and entertainment (Chang, 2004; Finn, 2002). Multimedia hardware requirements include a basic computer system with the standard input devices, central processor, and output devices, CD-ROMs or DVDs, sound boards or cards, speakers, video boards, highspeed central processors, extensive secondary storage or hard disk (Lieshout, 2001; Millar, 2005). Multimedia’s basic technologies include text, maps, graphic images, electronic presentations, animation, videoconferencing, digital audio and video, web learning environment, videoconferencing systems (Lieshout and etc, 2001; Phillips, 1997; Behrens, 1996, 1997; Bijnens 2004, 2005; Cleveland, 1998). As a result this study is used the term ‘multimedia’ quite loosely, referring to anything interactive or with visuals, audio, video. Multimedia combines five basic types of media into the learning environment; text, video, sound, graphics and animation, thus providing a powerful new tool for education (Duke, 1993). These are to demonstrate abstract concepts, to accommodate students with a variety of learning styles, to engage students, to enable active learning, by incorporating multimedia into learning, activities, students can manipulate, create and interact with material rather than just absorb representations created by others (Kearsley, 1998; Person, 2003). Multimedia technologies have a lot of advantages such as; widely available, reusable, multimedia, and decrease pressure on lecturer, better individual student engagement, globality (Repman, 1993; West, 2006). These are fun and interesting, provide a pre question, and make description a narration, no need to include an image or video of the narrator, unless there’s some demonstration. Do not include explanation in both text and narration styles, Give students chance to pause the video/audio and ask questions, Make the multimedia interactive, Provide pre training on key components, concepts in the multimedia to enhance students’ understanding of the multimedia resource, Presenting more materials may result in less understanding (Mayer, Heiser, and Lonn, 2001; Mayer, Dow and Mayer, 2003; Wallace, 2006; www.clickandgovideo.ac.uk; www. buzzle.com). 94 �Advantages and Benefits of Using Multimedia Technologies in Social Sciences Education The pedagogical strength of multimedia is that it uses the natural information processing abilities that we already possess as humans. Our eyes and ears, in conjunction with our brain, form a formidable system for transforming meaningless sense data into information. The old saying that "a picture is worth a thousand words" often understates the case especially with regard to moving images, as our eyes are highly adapted by evolution to detecting and interpreting movement. For example, a photograph of Ganges in Varanasi, apart from being aesthetically pleasing, can contain a wealth of information relating to the culture, religion, geography, geology, climate, history, and economics of the area. Similarly, a recording of a politician's speech can allow us to discern significant semantic features not obvious in a written transcript (Sherin, 2002). For the student, one advantage of multimedia courseware over the text-based variety is that the application looks better. If the courseware includes only a few images at least it gives relief from screens of text and stimulates the eye, even if the images have little pedagogical value (Yadav, 2006). More often than not, the inclusion of non- textual media into courseware adds pedagogical value to the application. For example, a piece of courseware describing a dig at an archeological site would be more valuable to the student, if it included images of the site, such as enhanced aerial images showing features like old field boundaries, or diagrams illustrating where the digging and scanning took place. In this respect, using the text only, even in a creative way, has obvious limitations as compared to the use of both text and pictures (Jonassen, 1995; Kameyama, 2001; www.athensacademy.org). Benefits to learners; work at own pace and control their learning path, learn from an infinitely patient tutor, actively pursue learning and receive, feedback. Provide students with opportunities to represent and express their prior knowledge. Allow students to function as designers, using tools for analyzing the world, accessing and interpreting information, organizing their personal knowledge, and representing what they know to others (Smith, 1993). Multimedia applications engage students and provide valuable learning opportunities. Empower students to Produce and design rather than absorbing representations created by others. Produce personally meaningful learning opportunities (www.tech4learning.com). Benefits to teachers; allows for creative work, saves time for more challenging topics, replaces ineffective learning activities, increases student contact time for discussion (Moursund, 1999). Educational benefits of multimedia tools; giving students an opportunity to produce documents of their own provides several educational advantages. Students that experience the technical steps needed to produce effective multimedia documents become better consumers of multimedia documents produced by others. Students indicate they learn the material included in their presentation at a much greater depth than in traditional writing projects. There is another aspect to developing multimedia documents that empowers students. Students quickly recognize that their electronic documents can be easily shared. Because of this, students place a greater value on producing a product that is of high standard (Ambrose, -1991; Kinnear, 2002). Applications and Case Studies Based Multimedia for Effective Social Sciences Education Human knowledge and the study of the world and everything in it have developed over thousands of years. More recently, over only the last two centuries or so, accompanying the rise of industrialization and imperialism in the world, new methods, claims, assumptions, theories, and practices of knowledge production have emerged through the rise of specialized fields, usually referred to as disciplines. These disciplines can be further grouped together under broad umbrella categories: Math and Sciences, Engineering, Business, and Social Sciences, etc. The Social Sciences can be said to be the study of human systems. There are various disciplines within this broad classification, all of which have developed their unique approaches over time, though with significant overlap (www.instruction.greenriver.edu). History, geography, anthropology, political science, psychology, sociology are main social sciences disciplines or Social science Sub-branches. Two sub-disciplines of social sciences (history and geography) are selected for the effective use of multimedia in social sciences education as a case study. History and geography described briefly below and their a few subjects are explained using multimedia as a key study. As mentioned earlier, multimedia learning integrates five types of media to provide flexibility in expressing the creativity of a student and in exchanging ideas. Out of all of the elements, text has the most impact on the quality of the multimedia interaction. Generally, text provides the important information. Text acts as the keystone tying all of the other media elements together. It is well written text that makes a multimedia communication wonderful. Sound is used to provide emphasis or highlight a transition from one page to another. Sound synchronized to screen display, enables teachers to present lots of information at once. A great advantage is that the sound file can be stopped and started very easily. The representation of information by using the visualization capabilities of video can be immediate and powerful. While this is not in doubt, it is the ability to choose how we view, and interact, with the content of digital video that provides new and exciting possibilities for the use of digital video in education (Young, 2002). Animation is used to show changes in state 95 �over time, or to present information slowly to students so they have time to assimilate it in smaller chunks. Animations, when combined with user input, enable students to view different versions of change over time depending on different variables. Animations are primarily used to demonstrate an idea or illustrate a concept. Graphics provide the most creative possibilities for a learning session. Some of the prototype multimedia lessons are also given below as features of multimedia examples from two science branch. History is the continuous, systematic narrative and research of past events as relating to the human species; as well as the study of all events in time, in relation to humanity. It is classified History as a Social science. History can be seen as the sum total of many things taken together and the spectrum of events occurring in action following in order leading from the past to the present and into the future (http://en.wikipedia.org). Historians are to interpretation of the past, how it affects our views of the present, understanding trends or the lack thereof in the past. The subject in the history lesson was selected Canakkale wars into Turkey in the 20 century. To deeply understand it, the teacher thought that remembering the names of famous historical people, events and their activities was not sufficient and that it was important to provide multimodal information through images and moving ships, pictures, including sound and speech. For the student, graphics, animations, a replica of war equipments were prepared. Famous ships and geographical locations in Gelibolu (Gallipoli) were illustrated and presented (Figure 1-6). These videos consist of high degree of reality and visualization. Figure 1: April 25th 1915 04.00, Sector Seddülbahir. Figure 2: April 27th 1915 Turks and Anglo-French troops’ position. 96 �Figure 3: August 6th -10th 1915 Anafartalar Battles. Figure 4: August 6th -10th 1915 Anafartalar Battles (Last Day). 97 �Figure 5: February 1915, Limni, Allied Preparations for Gallipoli Landing. Figure 6: March 1915, Turkish Preparations for Coastal Defense. Geography as a discipline can be split broadly into two main sub fields: human geography and physical geography. The former focuses largely on the built environment and how space is created, viewed and managed by humans as well as the influence humans have on the space they occupy. Human geography focuses on fields as diverse as cultural geography, transportation, health, military operations, and cities. The latter examines the natural environment and how the climate, vegetation, soil, water and landforms are produced and interact. Geographers attempt to understand the earth in terms of physical and spatial relationships. The first geographers focused on the science of mapmaking and finding ways to precisely project the surface of the earth. In this sense, geography bridges some gaps between the natural sciences and social sciences. Modern geography is an allencompassing discipline that seeks to understand how the world has changed in terms of human settlement and natural patterns. Practitioners of geography use many technologies and methods to collect data such as remote sensing, geographic information systems, aerial photography, statistics, and global positioning systems (GPS) 98 �(www.hudtech.net). Geography lessons use many map, animation and video, etc... as a social sciences. One of them is enlargement European Union map according to years by years. Other animation examples are Pangea, earthquakes, faille, the Himalayas forming, chine earthquakes and, river morphology; tectonics is selected for video sample (Figure 7-19). Animations represent medium for simulation, can visualize abstract relations, to explain concepts and procedures that requires movement that cannot be filmed, movements in the universe or within a body, figurative movements such as ideas, economic tendencies can be clarified through moving graphs. Videos represent high degree of reality and visualization can show practices that take place over a long distance or period. Video and animation can be viewed on demand. The student himself has control over the material and can work on his own pace, by navigating through the subject matter. In multimedia information that is being presented both visual and in audio, is better understood and remembered. It is easier to learn through different channels. However, these channels cannot appear separate from each other. It is better to present video and text on the same subject together on the page than to put them in different folders. However, make sure you always think of the material’s relevance in order not to overload the senses. The advance of digital television and the key word interactivity as the prerequisite for good educational practice came together in the demand for totally integrated use of videos in education. From the mid nineties, the web reinforced further the ideas of accessibility and interactivity, but added a new element, integration. This refers to interlinking with other web materials including communication and collaborative tools. This trend, in which several types of media in education are combined is called “Multimedia or hypermedia Learning”. The streamed video is then part of a whole package of educational material, like for instance printed documents, websites, PowerPoint presentations etc. There are plenty of possibilities of elaborating a simple video by means of other tools and methods. Figure 7: Enlargement European Union map Figure 9: Land slide 99 Figure 8: Inside during to earthquake �Figure 10: Convergent Plates, Subdiction Zone Figure 11: Faille and Earthquake Figure 12: Inside the Earth 100 �Figure 13: Pangea Figure 14: Tectonic Figure 15: Convergent Plate Zone and explain of Chine Earthquake 101 �Figure 16: Meandering river and ox-bow lake Figure 17: Fluvial processes and its relief Figure 18: Earth Systems and Processes Figure 19: Plates 102 �Feedback Score 80 students have been given the new style of lectures in which “multimedia technologies” are mainly used. First of all, students were asked what they are thinking about the new style of lectures. As Figure 20 shows, quarter of the students find no change about the progress speed of the lectures, whereas 75% of them feel it increasing. Figure 21 shows that almost 15 percent of the students think there is no change in terms of intelligibility, while the rest of them are divided into both sides. The change in the amount of contents of the lectures that the students must learn is shown in Figure 22. Where 20% of the students think there is no difference, while the rest of them think it increased than those who think it decreased. Figure 23 shows how easy the students feel to ask teachers questions. 90% of them feel difference, but those who feel uneasiness exceed the opposite. Figure 24 shows that almost 90% of the students think there is good and enough in term of Pedagogy, while the rest of them is not enough. According to Figure 25, approximately 90% of the students think their attitudes to course have changed. This result might mean that the students much learn because of the implementation of multimedia equipments. As a result feedback is positive and appropriate to the intended student population. Feedback does not threaten or reward incorrect responses. Feedback is relevant to student responses, Feedback is corrective when appropriate, and Feedback remedies and explains when appropriate. Feedback employs a variety of responses. Feedback remains on the screen for the appropriate amount of time; branching is used effectively to remediate. 60 80 50 60 40 30 No change No difference Much faster 40 20 20 10 0 Easy to understand 0 Figure 20: What do you think about the progress speed? 70 Figure 21: What do you think about the lectures using the devices? 80 60 60 50 40 No difference 30 Much more 20 40 0 0 Figure 22: Do you think the contents of the lectures increased? Figure 23: Do you think it’s easy to ask teachers questions? 80 80 60 60 Not enough Good 40 20 20 0 0 Figure 24: What do you think about the pedagogy? 103 Easier 20 10 40 Harder Figure 25: Do you think yours changed? Not at all Changed �Results and Discussion Besides being a powerful tool for making presentations, multimedia offers unique advantages in the field of education. Traditional learning: verbal message as the primary means of explaining ideas to learners; Lectures, printed lessons and text. Multimedia: the presentation of material using both words and pictures. For instance, text alone simply does not allow students to get a “feel” of any of plays. The key to providing this experience is having simultaneous graphic, video and audio, rather than in a sequential manner. The appeal of multimedia learning is best illustrated by the popularity of the video games currently available in the market. These are multimedia programs combining text, audio, video, and animated graphics in an easy to use fashion. It is here that the power of multimedia can be unleashed to provide long term benefit to all. Multimedia enables learning through exploration, discovery, and experience. Technology does not necessarily drive education. That role belongs to the learning needs of students. With multimedia, the process of learning can become more goals oriented, more participatory, and flexible in time and space, unaffected by distances and tailored to individual learning styles, and increase collaboration between teachers and students. Multimedia enables learning to become fun and friendly, without fear of inadequacies or failure. As we known human brain has dual channel and they separate information, processing channels for visual and verbal materials. These channels have limited capacity. For active processing: learning requires substantial cognitive processing in the verbal and visual channel. Multimedia is to make; maximize the usage of both channels, balance the processing load of both channels, use one channel to share the burden of the other, prime related concepts and knowledge to structure learning, As a result learning through experience, learning by doing, learning while enjoying learning when you need to know at using Multimedia systems (Young, 2006). Also multimedia include Pedagogical assessment; constructivism: inquiry-based, problem-based, project-based; creation of meaning using prior knowledge and experience; socratic method with levels of probing questions, systematic observation, hypotheses testing, and problem-solving, real-world situations, public venues, cooperative learning, community of learners. As a result pedagogic approach is superior and pedagogy is innovative. Questions are appropriate to the content and effectively measure student mastery of the content. Approach is appropriate for the intended student population. 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Yadav, V., (2006), Using Multimedia in Education, New Delhi, Pragun. Young, C., Asensio, M., (2002), “Looking through Three .I’s: the Pedagogic Use of Streaming Video”, in: Banks, S., Goodyear , P., Hodgson, V., McConnell, D., (eds), “Networked Learning”, Conference Proceedings, pp. 628-635, Sheff ield. Young, C.P.L., Meldgaard, H., (2006) “Top ten uses of video in education”, eStream Conference, Patras, Greece. www.aare.edu.au. www.iste.org. www.zwire.com. www.buzzle.com. www.clickandgovideo.ac.uk. www.wps.prenhall.com. www.athensacademy.org. 106 � 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. 658 Title A name given to the resource Using Multimedia Technologies as a Current Trends on Social Sciences Education Author Author Ekinci, Deniz Karakoç, Ercan Hut, Davut Avcı, Halil Ersin Abstract A summary of the resource. Last decade’s mere technology that includes only writing, speaking skills and static graphics were used but this technique is simple and inadequate for social sciences and its education. However, multimedia technologies include high, advanced and sophisticated technology. Such technologies are used a lot of field in social sciences education. These are showing up in every walk of education and every aspect of community; architecture, business, education as social sciences. Now multimedia technologies which are including video, audio, animation, interactive map, graphic, table, and GIS, RS technologies are used for social sciences education. These new techniques, which are based commonly on computer, provide good education and better learning. Proponents of multimedia and modern techniques show that they can change the way we understand, think, learn, and work; they have heralded it brings the end of printed books and static graphics. Advocates of modern methodology and tools, both in their research and educational applications, see them better than mere technology. Modern and last systems are garnering to increase attention in cartography, history and geography, although there is a paucity of literature on the prospects of multimedia as a research or educational method in history, and geography. They are used a lot of sample area which occurs our study subject. Some of them allow us to view, understand, question, interpret, and visualize data in many ways that reveal relationships, patterns, and trends in the form of maps, globes, reports, and charts. They help people answer questions and solve problems by looking at people’s data in a way that is quickly understood and easily shared. This presentation describes an educational application of multimedia and modern tools for geography and history education as social sciences based on the assumption that multimedia and high and advanced technology are better than mere skill. As a result, the aim of this study is presenting some multimedia technology based on examples and applications in social sciences. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/c96f8a44f1597193073aa2d37d663b19.docx c973c8ce8be8e21dbe8ff7eea1e712b5 https://omeka.ibu.edu.ba/files/original/061e8e7ea826c32891b67f8f17e21f3c.pdf c2a62e6afd463f94e4e7faff28e1babf PDF Text Text Using Physical Games in Teaching Vocabulary to Adult Learners of English Mustafa Yavuz Konca & Kübra Şik Atatürk University, Erzincan University/ Turkey Key words: physical games, vocabulary teaching, adult learners, teaching English, feelings ABSTRACT Language teaching is not teaching only the grammar, vocabulary, or pronunciation. A real language teaching includes all parts of the target language. However, in many cases either grammar teaching or vocabulary teaching is emphasized. A thorough review indicates that vocabulary teaching has an important place in language teaching. Learners may express themselves without sound knowledge of grammar but this is not the case considering lack of vocabulary. Research has shown that educational games can have positive impact on student learning and motivation regarding the traditional ways of teaching vocabulary. Games seem more effective in terms of teaching vocabulary. The present paper is based on the study investigating the effectiveness of vocabulary games in teaching vocabulary to adult learners of English. The main purpose is to try to answer the question “How do the physical games affect the process of teaching vocabulary to adult learners of English?” It can be concluded that vocabulary games are heavily effective in vocabulary teaching. � 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. 1834 Title A name given to the resource Using Physical Games in Teaching Vocabulary to Adult Learners of English Author Author KONCA, Mustafa Yavuz SIK, Kübra Abstract A summary of the resource. Key words: physical games, vocabulary teaching, adult learners, teaching English, feelings ABSTRACT Language teaching is not teaching only the grammar, vocabulary, or pronunciation. A real language teaching includes all parts of the target language. However, in many cases either grammar teaching or vocabulary teaching is emphasized. A thorough review indicates that vocabulary teaching has an important place in language teaching. Learners may express themselves without sound knowledge of grammar but this is not the case considering lack of vocabulary. Research has shown that educational games can have positive impact on student learning and motivation regarding the traditional ways of teaching vocabulary. Games seem more effective in terms of teaching vocabulary. The present paper is based on the study investigating the effectiveness of vocabulary games in teaching vocabulary to adult learners of English. The main purpose is to try to answer the question “How do the physical games affect the process of teaching vocabulary to adult learners of English?” It can be concluded that vocabulary games are heavily effective in vocabulary teaching. 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. 983 Title A name given to the resource Using Stereotypes and Prejudices as a Way to Promote the Intercultural Competence in Teaching Spanish as a Second or Foreign Language Author Author Stosic, Sanja Abstract A summary of the resource. Often when we are speaking a foreign language, we focus on its national identity which tends to be embodied in various stereotypes and widespreadclichés. Given the increased cultural heterogeneity of modern society, the cultural diversity awareness has become a key factor in the language teaching profession. Despite the fact that the process of stereotyping impliesthe preconceivedbeliefs, generalizations and often inaccurate judgment towards other people, teachers can use learner’s stereotypical knowledge as a way to promote the acquisition of intercultural competencein classroom practice.Bearing in mind that Spain has always been a multicultural society, as well as thesizeof theSpanish-speaking area, in this paper we will try to show how the most common cultural biases can be used asan effective tool to developthe affective and the cognitive component of language learning experience and ensure the learner’s ability to interact appropriately.In so doing, our starting point will assume that stereotypes and prejudices are ideal as a means of intercultural communicative language teaching approach in two ways. First, they provide dynamic learning opportunities that encourage the cultural criticality method and explicit discussions which lead to integration of the target culture with the learner’s source culture, and secondly, they engender the teacher’s reflective approach to his own culture teaching practice and beliefs. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3408 Title A name given to the resource USING STORY-BASED DRAMA AND RELATED CREATIVE ACTIVITIES TO TEACH ENGLISH TO KINDERGARTEN PUPILS Author Author Üstünel, Eda Pektaş, Havva Sümeyra Abstract A summary of the resource. In the learning process for all human beings, play takes a place as universal, innate, and a lifelong social behaviour of having crucial importance (Pramling & Carlsson, 2008). Creative drama is an efficient way to hearten students “experience” rather than discuss in classroom context, where the teacher and students become players. Story making is not always merely an individualized activity; to create imaginative accounts of everyday and fantasy scenarios, young children also have fun co-constructing stories and make use of each other’s experiences and knowledge (Faulkner et al., 2004). The main purpose of the study is to investigate whether learning skills of kindergarten pupils in English language lessons could be improved through story-based drama activities. The other purpose is to investigate the effect of story-based drama activities on the permanence of the language items learnt in English language course. For these purposes, the following questions are raised: 1. How do stories and drama activities foster creativity in kindergarten class? 2. What are the effective strategies for promoting creativity in teaching English to young learners? This study is a qualitative research. Interviews, audio recordings and video recordings are used in the present study. The participants are kindergarten pupils at the age of 5-6, who are enrolled a kindergarten in Isparta, Turkey. All of the participants are non-native speakers of English. The participants are selected through convenient sampling (Cohen, Manion & Morrison, 2007). Semi-structured interviews, which are in Turkish, are carried out with the kindergarten teacher. Video recordings of the lessons held by the researcher (Author 2) are also used as data collection instruments. This study suggests some changes in the way to teach English in Turkish kindergartens and the role of teachers in the teaching process. Keywords: story-based drama, creativity, teaching English to young learners, English as a foreign language, teaching English in Turkey. 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