8 10 3494 https://omeka.ibu.edu.ba/files/original/cdfcfe1f2a6fac0232d3e50f9c3ec398.pdf 225a75a3eb523e1bae8230db78e98085 PDF Text Text Zero Semantic Extension of the Persian Origin Words in the Contemporary Bosnian Language Đenita Haverić & Amela Šehović University of Sarajevo, Bosnia and Herzegovina Abstract: TheBosnian language lexis is characterised by a number of words of eastern origin, i.e. the words from Turkish, Arabic or Persian have a prominent place. The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovina. Comparation of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. The Persian Origin Words that experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbs; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animals. Keywords: Persian origin words, zero semantic extension, thematic areas 1. Introduction The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovinai. However, in the process of transition from the Persian to Bosnian language these words experienced a number of changes at the phonological, morphological and semantic level. Whith regard to the semantic adaptations it can be noticed that in Persian loan-words after they have been integrated to the Bosnian language, restriction of meaning, expansion of meaning as well as semantic incompability between the model and replicaii. But, comparation of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. This means that after a Persian loan-word has been integrated in the recipient language system, i.e., Bosnian language, its meaning remained unchanged and corresponds with the original language. Following the analysis that we conducted in our language corpus iiiwe classified all words of Persian origin that experienced zero semantic extension into specific thematic areas that contain majority of words. 1 �2. Thematic areas 2.1. Flowers, fruits, vegetables and herbs Thematic area flowers, fruits, vegetables and herbs contains the most units and we will classify it into four subgroups: 1. Flowers: jasmin/ 'jasmine'; jorgovan/ 'lilac';lala/ 'tulip'; nergić/ 'daisy'; nesrin/ 'narcissus'; sumbul (zumbul)/ 'hyacinth'; šeboj/ 'Aegean wallflower'. This groupcontains words that we refer to it as regionally or stilisticaly marked such as: đul/ 'rose'; melekša (menekša)/ 'violet'; menevša/ 'violet'. 2. Fruits: dud/ 'mulberry'; hurma/ 'date'; limun/ 'lemon'; nar/'pomegranate'; narandža (naranča)/ 'orange'. Here we also have regionaly and stilisticaly marked words such as:rezakije (rezaćije)/ 'rasins', rezakija/ 'type of grapes that grows in Herzegovina';šeftelija/ 'peach'. In this group there are some archaic words such as: armut/ 'pear', dževiz (dževiz-nut)/ 'cashew', indžir/ 'anjeer',miva (mivka)/ 'fruit', turundža/ 'orange'. 3. Vegetable: patlidžan/ 'eggplant'; spanać (špinat)/ 'spinach'. 4. Herbs: nohut/ 'chickpea', pamuk/ 'cotton', pirinač /'rice', šimšir/ 'box plant', zendžefil/ 'ginger and archaic names as: benđija/ 'Cannabis sativa', fustuk/ 'pistachio'; selvija (sevlija)/ 'Mediterranean cypress'. 2.2. Dishes, furniture, and different objects Second thematic area characterized by frequency of its units is: dishes, furniture, and different objects, such as: ćilim, halija, zilija (all three words denote carpet); erende/ 'grater', fildžan (findžan)/ 'cup', merdevine/ 'stairs',sepet/ 'basket', testera/ 'hand-saw',kibletnama/ 'Kibla compass'.This group is characterized by presence of some archaic words such as:ajna/ 'mirror'; armagan/ 'present, gift';buhurdanluk (buhurdar)/ 'censer incense or perfume burner'; fagfurija/ 'China porcelain', something made of China porcelain; nalpora/ 'a piece of horse shoes'; nešter/ 'a sharp surgeon and barbers knife'; šemidan (šamidan)/ 'candle holder'; salnama/ 'almanach'; sindžir/ 'chains, hardware'; tabirnama/ 'dream interpretation book';tebriknama/ 'greeting card'; tufek/ 'gun'. Words muhur/ ’seal’, peškeš (pešćeš)/ 'gift',tahta/ 'board' are expressive in spoken language. 2.3. Buildings, rooms and different places The third thematic area is buildings, rooms and different places such as: ambar (hambar)/ 'warehouse'; bazar/ 'Market place'; đerdap/ 'whirlpool'; kafana (kahvana)/ 'coffee-house'. Interestingly this thematic area contains most of archaic words such as: đumrukhana/ 'custom'; hapsana/ 'jail'; kiraethana/ 'reading room'; kutubhana/ 'library'; muvekithana/ 'observatory'; tabakhana (tabhana)/ 'tannery'; tefterhana (defterhana)/ 'accounting office'; telegrafhana/ 'post office'; dembelhana/ 'a place where lazy people gather'; dera/ 'a valley between two hills, brook'; dershana/ 'class room'; kabristan/ 'cemetery' and historisms menzilhana/ 'post station – a place where horses for postman were kept on standby' and serhat/ 'border area'. In addition, there are number of words whose main feature is 2 �expressivity, such as: đulistan/ 'rosary';mezaristan/ 'cemetery'; musafirhana/ 'hostel', zindan/ 'jail, dungeon'; viranija/ 'destroyed house'. 2.4.Apparel, cloth and jewelry The fourth thematic area is: apparel, cloth and jewelry, which we will classify in three subgroups: 1. Apparel:čador/ 'chador', čarapa/ 'sock',šal/ 'scarf' and words that are used in ethnological context and they denote type of a hat and they are:arakčin, ćelepoš, taća. 2. Material and cloths: čadorbez (čador-bez)/ ‘linen’, diba, hara, ibrišim/ 'types of silk'. 3. Jewelry: bazument/ 'amulet', ćehlibar (ćilibar)/ 'amber', dževahir/ 'jewel', menđuša (minđuša)/ 'earing',piroze/ 'turquoise'. 2.5.Colours The fifth thematic area is: colours, such as: al/ 'light-red' and a color azur/ 'sky-blue' is emphasized with its expressivity. Also, we can notice a number of words that denote colors that are archaic such as:jorgovani/ 'the color of lilac'; lal/ 'the color of rubi'; ružičast/ 'pink'; limuni/ 'the color of lemon'; pirozi/ 'the color of turquise'; sijah/ 'black color'; singav/ 'grey color';višnjevi/ 'the color of chery'. 2.6. Metals, minerals and chemical elements The sixth thematic area is: metals, minerals and chemical elements such as: bor/ 'boron'; boraks/ 'borax'; kreč/ 'lime' and nafta/ 'oil'.This thematic group is featured by a number of archaic lexeme such as: ćezap (ćezab)/ 'nitrit acid', ćil/ 'clay'; ćukurt (ćurkut)/ 'sulphur'; đuverčila/ 'potassium nitrate'; pirinč (pirindž)/ 'yellow bronze'; tutija/ 'zinc'. 2.7. Food, drinks and spices The seventh thematic area is food, drinks and spices includes meals: arpaš/ 'barley meal', červiš/ ‘melted meat fat', čorba/ 'soupe, đunlač/ 'a type of sweets made of pastry with cream with almonds and wallnuts', nišesta (nišeste)/ 'cornstarch, recelj (redžel)/ 'jam', then drink boza/ 'boza';spicessirće/ 'vinegard'; šećer/ 'sugar'and tarčin / 'cinnamon'. 2.8. Religious and Sufi expressions The eighth thematic area isreligious and Sufi expressionswhich take very important place in the Bosnian language vocabulary primarily because these expressions are most often irreplaceable, so they are presented today in both spoken and standard language.These are the following lexemaabdesthana/ 'place for taking ablution'; abuzemze (abu-zemze)/'water from 3 �well Zemze close to Kabba in Mekka'; binamaz/ 'a Muslim who doesnt perform salat on regular basis',derviš/ 'dervish'; din/ religion; đunah/ 'sin'; hanikah/ 'tekke' with boarding school for darvish' and mevlevihana/ 'Mevlevi order tekke'. 2.9. Occupations The ninth thematic area occupations can be deviden into two subgroups: 1. Occupations that include the following words: baštovan/ 'gardner'; dadilja/ 'nanny' and historismshaznadar/ 'safe keeper'; muhurdar/ 'stamp keeper';tefterdar (defterdar)/ 'higly positioned finance officer' and it has archaic meaning 'accountant, finance officer'. In addition there are other archaic words such as: kešiš/ 'monk, monarch'; suvarija/cavalier, pejik (peik)/ 'messenger'; tahsildar/ 'tax officer' and lala/ 'courtier, educator'. Word hizmećar/ 'servant'is featured with expressivity. 2. Craftsmen: bazarđan (bazerđan, bazrđan)/ 'trader, seller in a fair'; nalbant (a) (nalbantin)/ 'horse blacksmith'; zerger/ 'jeweller'. All three words are archaic, thus they are not frequent in contemporary Bosnian Language however a word bazarđan/ 'trader'occurs in some well-known Sevdalinka. 2.10. Music instruments The tenth thematic area music instrumentssuch as: naj/ 'nay', saz/ '[saz] string instrument', tambura/ 'tambouritza', zurna/ 'surnay'.Presence of these music instruments in this area whitnesses cultural influence of the East to these areas. 2.11. Animal The eleventh thematic area animals includes the following words: samur/ 'sable'; šakal/ 'jackal'and archaic word čagalj/ 'jackal' and lejlek/ 'stork'. 3. Conclusion Based on the above we may conclude that the Persian Origin Words which experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbe; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animalsiv. Many of the words listed above were introduced to the Bosnian language together with the newly-introduced lifestyle, which is the reason why it was common to borrow the word together with its original, source language meaning. Its meaning is kept as long as such condition exists and then it is lost either after the word is lost or it is kept as a feature of 4 �certain time (Baotić 2007: 11). In addition, we notice that the majority of thematic areas contain a number of expressions that are irreplaceable or are very difficult to replace. Thus, there is no replacement with corresponding lexic-semanic equivalent in Bosnian language. These words are present in everyday use and as stated by Bugarski: „they are the most regular, standard words and in their absence we would hardly discuss the everyday issues. How could we sleep without bed sheets/ 'čaršaf', pillow/ 'jastuk'and comforters/ 'jorgan', or wash our face without soap/ 'sapun' and towels/ 'peškir'? What would we wear if not socks/ 'čarape'and slippers/ 'papuče' or sandals/ 'sandale', maybe boots/ 'čizme' with thick sole/ 'đon'? How would we drink jogurt/ 'jogurt', tea/ 'čaj' withlemon/ 'limun'or coffee/ 'kafa'with spoon/ 'kašika' of sugar/ 'šećer'? Eat scramble eggs/ 'kajgana'or a pie/ 'pita' or rolls/ 'sarma'with rice/ 'pirinač'? Sip brandy/ 'rakija' or smoke tobacco/ 'duhan'? If needed how would we put a button/ 'dugme' in the pocket/ 'džep', and scissors/ 'makaze', hammer/ 'čekić', nails/ 'ekseri'and other alat tools/ 'alat' into a box/ 'kutija' or into a case/ 'sanduk'? How would we joyfully yell/ 'galamiti'in the garden/ 'bašta' or in a boat/ 'čamac'? For us to say that something is soft as cotton/ 'pamuk' or hard as steel/ 'čelik' – or in general express the whole array of basic terms. “(Bugarski, 1996: 204). From the above citation we notice a significant number of oriental origin words, i.e., Arabic, Turkish and Persian origin that are present in our everyday language. It is interesting to note that this paragraph contains mainly words of Persian origin. In addition to words that are irreplaceable here we can notice words that have their corresponding lexical-sematic equivalent in Bosnian language but the Persian origin word such as erende(rende),is in use more often than its local equivalent ribež, ribača/ 'grater'. Also, a word merdevineis used more than word ljestve/ 'ladder', than word baštovan instead of vrtlar/ 'gardner'; testera instead of pila/ 'saw' etc. In addition to these Persian origin words that are widely used today both in spoken and standard language, in the abovementioned thematic areas we can notice a number of archaic words and they belong to a passive lexical level. From the above it is clear that the Persian origin words that experienced zero sematic extension in Bosnian language grately enriched Bosnian vocabulary. Its special value is the fact that they are rarely replacable and they are present in spoken language. On the other hand, archaic words and historicisms whitness a past time, centuries long culture and tradition and its use today gives a note of patina. References: Akopdžanjan, Žana (2010). Reči persijskog porekla u govoru naroda bivše Jugoslavije. Beograd: Društvo srpsko-iranskog prijateljstva. Baotić, Josip (2007). Orijentalizmi u govoru starosjedilaca Bosanske Posavine. Sarajevo: Institut za jezik. Bugarski, Ranko (1996). Uvod u opštu lingvistiku. Beograd: Čigoja. Filipović, Rudof (1986). Teorija jezika u kontaktu. Zagreb: JAZU i Školska knjiga. Škaljić, Abdulah (1979). Turcizmi u srpskohrvatskom jeziku. Sarajevo: Svjetlost. 5 �i Bosnian languagevocabularyis characterised by a number of words of eastern origin, i.e. words from Turkish, Arabic or Persian, havea prominent place.Compared to Turkish and Arabic, lexis of Persian origin is the least present – in Škaljić’s Dictionary of Turcisms there were total 1031 words of Persian origin, out of which 653 basic words and 378 derivatives (Akopdžanjan, 2010: 180). ii In course of our research of the semantic adaptations of Persian words in Bosnian language we used R. Filipovic's methodology(1986). iii This refers to the Dictionary as an Appendix of the book Words of Persian Origin in Bosnian Language by Đenita Haverić and Amela Šehović which is currently in the final stage of its development. iv Surely, in addition to the above there are more thematic groups that we failed to mention in this paper because they contain insignificant number of words. 6 � 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. 3276 Title A name given to the resource Zero Semantic Extension of the Persian Origin Words in the Contemporary Bosnian Language Author Author Haverić, Đenita Šehović, Amela Abstract A summary of the resource. The Bosnian language lexis is characterised by a number of words of eastern origin, i.e. the words from Turkish, Arabic or Persian have a prominent place. The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovina. Comparison of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. The Persian Origin Words that experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbs; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animals. Keywords: Persian origin words, zero semantic extension, thematic areas 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 2016-05-15 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/cdd51e4e9ebf528c7f21fe5877f2bedc.pdf 0ca6b752fea27aba5fcbf2ccaa58e7be PDF Text Text Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model Duygu Gok & Hilal Bozoglan Suleyman Demirel University, Turkey Abstract: A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, groupbased problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education 1. Introduction Although ‘’flipped teaching’’ is an almost new term in education, it is not completely a new teaching method (Berrett, 2012; Kong, 2014; Roach, 2014). Different terms have been used to entitle the same concept in literature: ‘‘just in time teaching’’ (Novak, 2011), ‘‘interactive learning’’ (Crouch, Watkins, Fagen, & Mazur, 2007), ‘‘inverted classroom’’ (Lage, Platt & Treglia, 2000), ‘‘inverted learning’’ (Davis, 2013), ‘‘The Inverted Classroom’’ (Baker, 2011), ‘‘Flipped Classroom’’ (Bergman &Sams, 2012), ‘‘Flipped learning’’ (Flipped Learning Network, 2013). What is flipped classroom? Bishop and Verleger (2013) define flipped classroom as ‘‘a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom.’’ (p.1). However, literatüre on flipped classroom model reveals that actually there is not a certain definition of flipped classroom model. (Ash, 2012; Wang, 2014). In simplest terms, flipped �classroom model includes shifting place of lecture with homework via technological tools andputting students to the core of the learning process with interactive and collaborative teaching techniques (Bergman & Sams, 2012; Hamdan, McKnight, McKnight, & Arfstrom, 2013). A growing body of literature on flipped classroom presents that flipped classroom model has gained acceptance and popularity in the world in nearly every field of science. However, there is limited number of research on the use of flipped classrom model in foreign/second language classrooms. Moreover, there is relatively little research focusing specifically on English as a Foreign Language (EFL) context. For this reason; to shed light on the place of flipped classroom model within EFL context, in this study we aimed to investigate the reflection of preservice English language teachers on flipped classroom model. In this regard, we investigated the following research questions within the context of 12 weeks flipped classroom application. • What are the perceptions of prospective English Language Teachers towards Flipped Classroom Model? • Do preservice English language teachers consider flipped classroom as a beneficial model? • What are preservice English language teachers’ ideas about the flipped classrom model before and after the application? • What are the pros and cons of flipped classroom model according to preservice teachers? 2. Method 2.1 Participants The sample of the study was purposefully selected from freshmen of English Language Teaching (ELT) Department within the context of Advanced Reading course. 30 prospective English language teachers (16 female and 14 male) studying at a state university in Turkey took part in this study. The participants had an average age of 18, and they did not take an online course before. 2.2 Procedure Within the context of Advanced Reading course, a website was specifically designed in parallel with the course book. The framework of the website was developed by an expert on Computer Technologies and an expert on Foreign Language Instruction. The name of website was determined as ‘‘online flipped reading’’. The videos and slides of lecture were mainly selected from Youtube, TeacherTube, Study.com and other educational online platforms related to reading strategies of the week. In the first week of intervention, in order to ensure �students’ adjustment to flipped classroom model, an orientation training was given to the students to clarify implementation and running of the model. Figure 1: The overview of procedure Before the course During the course After the course The teacher assigns the skills and strategies to online platform for each week Students are expected to watch all videos and ppts and read the assigned reading passage Students are expected to omplete the tasks with group work Students are expected to write a short paragraph related to each week’s topic. Students checking their answers The teacher evaluates students' performance on the website and preparedness for the course. 2.3 Data collection process & data analyses The data involved interviews with the students. All students were asked to participate in focused-group interview. 30 students voluntarily accepted to participate in the semistructured interviews. Accordingly, the questions of semi-structured interview were prepared to identify students’ reflections ‘‘flipped classroom model’’. At the beginning of the interviews, the consent letter of participants were taken to record their speech. In this regard, 30 participants voluntarily participated in the interviews. During the interviews, students were asked semi-structured questions in small-size groups, and they were expected to share their ideas related to flipped classroom model. In order to analyze the semi-structured interview, the records of students were transcribed and organized using thematic analysis. In this context, some recurring themes were defined and examined. The students’ responses were analyzed and revisited until the point of saturation. In parallel with Creswell’s (2012) suggestion, “Saturation is the point where you have �identified the major themes and no new information can add to your lists of themes or to the detail for existing themes” (p. 257). In this regard, the researcher firstly coded the transcriptions. While coding, recurring themes were examined and coded based upon literature review. The coded text was reviewed to determine the emerging themes. An expert on this field checked and controlled the themes in terms of reliability and validity. 3. Results and discussion The following themes appeared in the end of the data analysis:  The comparison of online reading texts and print texts  The perceptions of students towards online flipped reading course  The evaluation of Flipped classroom model The comparison of online and print texts Students were taught reading skills and strategies on an online platform with a speciallydesigned website. In order to define their reflections towards online reading texts, they were asked to reveal their perceptions towards online reading and compare online and print texts in terms of advantages and disadvantages. The following keywords and phrases were extracted from students’ repetitive responses. Table 1. Students’ perception towards online reading Online reading (N=30) Frequency (f) Percentage (%) Keeping up with the current technology Practicability Having extra materials Not necessary Total 6 8 10 6 30 20.00 % 26.66 % 33.33 % 20.00% 100.0% As stated in the Table 1. students indicated their attitudes towards online reading with some patterns. 20% of students suggested that online reading helped them to keep pace with the recent technology. They reported that they wanted the courses to meet the needs of the 21st century in terms of technology. ‘‘In 21st century, with the proliferation of technology we are supposed to use technology; therefore, online reading helps us use technology effectively…’’ (part. 17) ‘‘As we are so close to the technological tools, online reading is suitable for me’’ (part. 2) �Beside this, one-third of students ( 33.33 %) noted that they like the visual elements in online reading such as, graphs, pictures. They reported that they have a chance to use extra materials such as online dictionary or supportive links. The majority of the students expressed their ideas with positive adjectives such as; enjoyable, interesting, useful, attractive… ‘‘I can understand the passages with visual opponents and graphs in online reading.’’ (part. 19). The practicability of online reading was another repetitive key word among students’ responses. 8 students highlighted the practicability of online reading. They emphasized that the online reading in language learning context was easier. As seen from their quotations, they believed that online reading was practical for foreign language learning. However, 20 % of the students reported that there was no need to use online reading, and they preferred to use hardcopy books. The students explained their ideas in the following way: ‘‘ While reading online, we can see the results of reading questions immediately on the screen, when we complete the tasks. Moreover, we can see the other pages at the same time which is different from hard copy version of the book’’ (part. 30). ‘‘… whenever I want to read the passage or articles, I can download and read from even my mobile phone’’ (part. 27). ‘‘ It is not necessary to read on an online platform. Print texts are sufficient for the course’’(part. 13). Table.1.2. Online texts vs print texts Online text Adapting the current technology Ubiquitousness Accessibility Underlying the words, sentences Eye and mental fatigue Necessity of Extra materials Technological problems Taking notes on reading texts Being unable to concentrate √ √ √ X √ X √ X √ Print text X X X √ X √ X √ X After online reading treatment, students were asked to compare online texts with print texts. The recurring codes are shown in Table 1.2. Overall, students stated both advantages and disadvantages of online and print texts. While comparing the online and print texts, students were usually in favor of using online texts. After analyzing and revisiting the responses, the last point of saturation is like the following: �Table 1.3. The descriptive statistics of online and print texts Codes (N=30) Traditional reading background of students Ubiquitiousness and accessibility The features of hardcopy Eye and mental fatigue Willing to keep up with technological developments Frequency (f) 14 8 10 9 7 As indicated in Table 1.2.1, nearly half of the students (f=14) mentioned about their traditional reading background while comparing print and online texts. Due to the fact that they were used to have hardcopy of books in their reading courses or in daily life, they were in favour of using print texts. They stated their ideas in the following way: ‘‘So far, we have read print texts. So, I had difficulty in adapting to reading from screen of a computer or a mobile phone.’’(part. 1) ‘‘I think, it is easier to read print texts. I have never read online texts in a course until now.’’ ( part. 29). Moreover, underlying the unknown words or sentences, taking some notes on the page were also emphasized in their responses (f=10). However, they (f=7) supported that adapting the current technology could be ensured by online texts. Here are some quotations from students’ responses: ‘‘ Personally, I like reading hardcopies. I want to have a material in my hand to touch and feel.’’ ( part. 20) ‘‘Reading from online sources is a good alternative in this age of technology, but, I enjoy reading from book with colorful pens. I like underlying and taking some notes on the page of the book. I want to enhance my concentration with these colorful pens.’’(part. 10). ‘‘I do not like online things much. I prefer paper and pen, yet, I must get used to online materials to keep up with the innovations of technology’’ ( part. 4). The students explained that the most prominent drawback of online texts was eye and mental fatigue while reading on the screen. On the other hand, some students also reported that whenever they wanted to read, they had a chance to access the texts even from their mobile phones. Some of the responses were in the flowing way: ‘‘The only disadvantage of online reading is having pain in my eyes after reading on the screen’’(part.22) �‘‘ I prefer reading print texts, but when I could not access the hard copy of the book, I downloaded pdf version and followed from my mobile phone. However, online reading tires my eyes.’’ (part.27). ‘‘ I think the advantages of online reading can be listed summarized in the following way: we can easily access the texts, learn unknown words by means of online dictionary and search different concepts on the internet, however, the only bad side of online materials is the eye and mental fatigue.’’(part.24). 3.1 The perceptions of students towards online flipped reading course After students learned online reading strategies through flipped classroom model, they were asked to share their ideas pertaining to 10 weeks treatment. They were asked: ‘‘Do you believe that 10 weeks lectures with flipped classroom model is beneficial?”. All participants (n=30) agreed that flipped classroom model was an efficient model for teaching reading. All of the students (N=30) expressed their ideas with positive adjectives such as ‘‘enjoyable, interesting, beneficial, very good, helpful, practicability, entertaining, fruitful, extraordinary…’’They argued that flipped classroom helped to improve their reading strategies, they experienced a different model, they gained a good deal of vocabulary knowledge, and they could comprehend the reading texts and answer the questions confidently. Furthermore, the students also added that flipped classroom helped to improve their reading speed, and they enjoyed the reading their lectures at home with videos. Some sample responses are listed below: ‘‘Sure, it was beneficial for me, I improved my reading skills both by learning and by doing.’’ (part.22) ‘‘Yes, because we were taught with traditional methods before. But, with 10 weeks flipped classroom experience, we learned a lot of new vocabulary’(part. 23). ‘‘Definitely yes. Foreign language reading paragraphs were troublesome for me. I could not comprehend the paragraphs and answer the questions. But now, I am able to comprehend the whole text while I am reading at home. Now, I can apply reading strategies easily’’ (part. 1) ‘‘Yes, if we had been taught with traditional lecture based methods and with hardcopy of book, we would have got bored. As computer is an inevitable part of our life, we enjoyed the lessons. Reading strategies and activities are more permanent for me.’’(part. 12). ‘‘Throughout 12 years of my learning experience, the teacher taught the subject and we listened. Sometimes we could not ask when we did not understand. It is still the same even today…. However, during this 10 weeks interesting training process, I was able to comprehend each week’s topic and it was really fruitful and beneficial for me.’’(part. 17). �Students were also asked to compare themselves before treatment and after treatment. They reported their ideas with some similar phrases as seen in Table 2. Table 2. The students’ perceptions: Before and After treatment Before treatment Prejudice towards flipped classroom model The fear of adapting to online platform Not enough knowledge on reading skills and strategies Reading anxiety Problems with reading comprehension After treatment Getting used to flipped classroom model Being able to comprehend easily Improvement in vocabulary knowledge and reading speed. Decreased level of reading anxiety An effective use of reading strategies The majority of students indicated that they did not have enough knowledge on reading skills and strategies before the treatment. Thus, they were afraid of adapting a new model. They argued that although they were biased towards the flipped classroom model at the beginning, they got used to it after treatment. Some students were anxious about their reading skills at the beginning. After the treatment, they overcame their fears and anxiety. Within the context of flipped classroom, they could read the reading passages and answered the related questions with their peers on ‘‘forum’’ part in the website. While they were reading at home, they had chance to find the meaning of unknown words, and they could enhance their vocabulary knowledge. Some statements of students were in the flowing way: ‘‘Before this course, I could not comprehend a text easily, but at home I concentrated on it and day by day, I got used to this style. Also studying with my friends encourages me to participate in the class.’’(part. 24) ‘‘When I asses my knowledge, my vocabulary knowledge has increased and I can answer academic questions easily and immediately.’’(part. 16) ‘‘In fact, I was biased against reading before this course, and when I met flipped classroom model, I was worried about not understanding the passages. However, after this course, I really made a significant progress, and now, I am not afraid of not understanding the passages.’’(part. 2). ‘‘At the beginning of my education, I had trouble with comprehending a foreign language reading text. I was looking up the dictionary when I came across a new word which took too much time and made me feel bored. Now, I do not look up all the words, and I learned to read the passages using strategies. I have plenty of time to comprehend the passage at home.’’(part.7) �3.2 The evaluation of Flipped classroom model Students were asked to evaluate flipped classroom model in terms of pros and cons. Among students’ responses (N=30) some repetitive phrases are presented in Table 3. Table 3. The pros and cons of online flipped reading course Pros Cons Teaching in flexible setting (at home) Different experience Not leading to anxiety Not reading in a limited time Gaining responsibility Lack of classroom teaching Being exposed to too much technology Technological problems As seen in Table 3, students emphasized the general features of flipped classroom model. They reported that teaching at home was an advantage of this model. Moreover, they defined the flipped classroom model as an extraordinary setting. While they presented the pros and cons of online flipped reading together, 10 out of 30 stated that flipped classroom model did not have any cons. Additionally, they described the reading passages as fluent and clear which provided motivation to read with the help of graphical elements. They also explained that they enjoyed the videos and slides. According to the participants, a prominent disadvantage of flipped classroom model was that they were used to listening to the teacher alive and they were used to traditional lecture methods. ‘‘The pros of online flipped reading course can be listed in the following way: we have a chance to get prepared beforehand, we can read the passage in a silent setting, the perception of ‘this is a lesson not homework’ makes me study hard before the course, if I do not get prepared beforehand, I can miss some points, on the other hand, the lesson carried out in online setting is the main disadvantage of this model.’’ (part. 29) ‘‘The cons of this course are the following: it is conducted with technology, so we are which exposed to computers mostly. The pros are the following: I learned to take responsibility for my own learning each week’’ (part. 21). ‘‘The most interesting advantage of this model is that students could not pretend to know the topic, because if s/he did not get prepared for the lesson at home, s/he could not participate in the class activities. On the other side, the technical problems made me nervous. (Part.25) 4. Conclusion Pre-service English teachers’ reflections revealed that they all described flipped classroom with positive adjectives and supported the efficacy of flipped classroom. On the other side, �their past experiences with traditional methods still had an effect on their attitudes towards the flipped classroom model. However, shifting place of lecture time with homework using technological tools attracted pre-service English teachers’ attention and they were in favour of flipped classroom model. Since assigning homework at home do not meet the needs of 21stcentury learners, doing homework at class time under the guidance of teacher is accepted as the most prominent feature of flipped classroom model. Though pre-service teachers in the present study encountered with the flipped classroom model for the first time, they shared positive ideas about flipped classroom model in general. With respect to the cons of this model, technological problems related to internet connection turned out to be the most encountered problem. This study, however, was limited to pre-service English language teachers studying at a state university in Turkey, and to the context of reading course. Additionally, there was no control group in the study. In future studies, these limitations can be overcome and the role of flipped classroom model in teaching other skills can be investigated. As a result of this study, it is reasonable to conclude that though flipped classroom model is a new paradigm for preservice English teachers in Turkey, they accepted the efficacy of flipped classroom. Accordingly, the results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. References: Ash, K. (2012). Educators view "flipped" model with a more critical eye. Education Week, 32(2), 6-7. Baker, J. W. (2000). The" classroom flip": Using web course management tools to become the guide by the side. Bergman, J., & Sams, A. (2012). Flip your classroom. International Society for Technology in Education, 20. Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The chronicle of higher education, 12, 1-14. Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA. Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Sage. Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once. Research-Based Reform of University Physics, 1(1), 40-95. Davis, C. (2013). Flipped or Inverted Learning. Enhancing instruction with visual media: Utilizing video and lecture capture, 241. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled A Review of Flipped Learning. Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. �Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. Network, F. L. (2014). The four pillars of FLIP™. Retrieved from www. Flipped learning. org/ definition. Novak, G. M. (2011). Just‐in‐time teaching. New Directions for Teaching and Learning, 2011(128), 63-73. Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84. Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation & task orientation. Learning Environments Research. 15(2), 171-193. Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 7. Wang, T. (2014). Exploring Engagement In Foreign Language (Doctoral Dissertation, Washington State University). Endnote This study is a part of a master thesis of DuyguGök. It was supported financially with BAP (Scientific Research Project). � 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. 3275 Title A name given to the resource Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model Author Author Gok, Duygu Bozoglan, Hilal Abstract A summary of the resource. A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, group-based problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education 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 2016-05-13 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/0e85ce500dcb22a4ca7f79715e7844ab.pdf e5f5e4524a760b633b6880a1774b673b PDF Text Text Writing the Proper Story: The Importance of Personal Experience and Inadequacy of Fiction in Alice Munro’s Story “The Ottawa Valley” Demir Alihodžić University of Tuzla Bosnia and Herzegovina Abstract The tendency among contemporary women writers to look inside themselves for material for fiction is particularly evident in the work of Alice Munro. Munro’s practice of utilizing personal experience in her stories is central to her work, and is therefore identified as an essential element of her fictional aesthetic. In “The Ottawa Valley,” the parallels between Munro’s experiences with her own terminally-ill mother and those of the narrator whose mother has Parkinson’s Disease, are immediately recognizable. Other stories also contain bits and pieces gathered from Munro’s memories; however, she is adamant that her stories should not be seen as strictly autobiographical. Her refusal to allow her work to be described as autobiographical serves as a protective shell into which the author may retreat, and as a reminder that Munro’s stories operate on many levels of reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. This ambiguity between fiction and reality is evident in stories where Munro and/or the characters seem to be second-guessing themselves. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story.” This paper examines the importance of personal experience and inadequacy of fiction in writing by Alice Munro in general, and particularly in reference to her short story “The Ottawa Valley.” The parallels between the narrator’s experiences in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. Key words: Alice Munro, Postcolonial literature, personal experience, fiction, short story 1. Introduction The tendency among contemporary women writers to look inside themselves for material for fiction is particularly evident in the work of Alice Munro. In an essay entitled “The Colonel’s Hash Resettled,” Munro (1972) states that she writes stories that come from inside and outside (p. 183). However, when she begins to analyze this comment, she determines that it is far from being that simple. She says: “When I get something from outside…I have to see it in my own terms, at once, or it isn’t going to be a story” (p. 183). However, Munro is quick to warn others about viewing her stories as autobiography. She concedes that she does use “bits of what is real” (Munro, 1982, p. 223), but this is done in order to strengthen the truth of the experience that she is attempting to convey. Whether Munro is writing about a real or imagined event, it is her personal experience which shapes the final product. It is impossible for Munro to step outside her life as woman, writer, mother, wife, and daughter and write about something which has little immediate meaning for her. �Munro’s practice of utilizing personal experience in her stories is central to her work, and is therefore identified as an essential element of her fictional aesthetic. In “The Ottawa Valley,” the parallels between Munro’s experiences with her own terminally-ill mother and those of the narrator whose mother has Parkinson’s Disease, are immediately recognizable. Other stories also contain bits and pieces gathered from Munro’s memories; however, she is adamant that her stories should not be seen as strictly autobiographical. Her refusal to allow her work to be described as autobiographical serves as a protective shell into which the author may retreat, and as a reminder that Munro’s stories operate on many levels of reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story” (p. 246). This paper examines the importance of personal experience and inadequacy of fiction in writing by Alice Munro in general, and particularly in reference to her short story “The Ottawa Valley.” The parallels between the narrator’s experiences in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. 2. Turning inward: Features of Alice Munro’s aesthetic and writing style Beverly Rasporich (1990) believes personal experience and, more specifically, her experiences as a woman, to be integral to Munro’s work (p. 14). In an interview cited by Rasporich, Munro discusses the idea of using personal experience, which first came to her when writing “The Peace of Utrecht.” She claims that if she had not arrived at that point when she knew that she needed to call on her own experiences for material for her fiction, she “would not have had enough power to work as a writer” (Rasporich, 1990, p. 14). This practice of using personal experience as material for stories has caused much dissension among critics of Munro’s work. There are those who would argue that Munro’s use of real events and experiences is a negative aspect of her work (Blodgett, 1988, p. 6). These critics seem to feel that making too much of the autobiographical links in her work reduces it to the level of the documentary (Blodgett, 1988, p. 1). Blodgett prefers not to view Munro as a realist, because he finds her “photographic or documentary realism” to be the “negative aspect of art, that against which her writing has struggled in the three and a half decades of her engagement with her craft” (p. 6). In contrast to this position, critics such as Beverly Rasporich (1990) and Michelle Gadpaille (1998) believe that it is her very personal closeness to her work that makes it strong. It is interesting to note a possible gender split in these assessments of Munro’s work. The dichotomy which appears to exist between female and male critics with regard to Munro’s autobiographical tendencies may be at least partially explained by recent trends in feminist criticism toward viewing a woman’s body as the origin of her art, with the result being an intense closeness between the woman and her writing (Gubar, 1981, p. 248). In light of these theories, feminist critics may find accepting autobiography as a positive aspect of writing fiction to be easier than their male counterparts. The setting of Munro’s stories is another important element of her craft, as it provides a connection to her “real life.” The majority of the stories are set in small-town southwestern Ontario. These towns bear a striking resemblance to the Huron County area where Munro was raised and currently resides. This rather ordinary setting provides the backdrop for Munro to explore deeper levels of a seemingly simple existence. She “uses ‘normal’ surroundings-farms, middle-class living rooms, kitchen tables--as the flat paper on which her sensitive pen registers sudden alarms and shuddering shocks to the social bedrock” (Ross, 1994, p. C1). The world of her experience is food for the world created by her imagination. �Another matter which is present consistently in Munro’s work is the tension between fiction and reality. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. This ambiguity between fiction and reality is evident in stories where Munro and/or the characters seem to be second-guessing themselves. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story” (p. 246). The final ingredient in an Alice Munro story is the women. Overwhelmingly, her stories are populated by females; children, adolescents, young wives and mothers, middleaged women, and spinsters dominate these stories. While men are present in the stories, they are usually in the background as someone’s father, brother, lover, or husband. Speaking in reference to her story “A Wilderness Station” (Open Secrets, 1994), Munro explains that the plot centers around two brothers, yet she found herself needing to include a woman. She admits that she “can’t make a story without a woman” (Ross, 1994, p. C1). The reasons for Munro’s inability to write stories without women are not completely clear; however, her habit of drawing on her experiences may be a possible explanation. In addition, Munro’s well-documented preference for the role of observer may also offer insight into this matter, for the world with which we are presented in the stories is seen through women’s eyes. The fact that Munro’s protagonists are mainly female does not mean that the stories appeal strictly to women. The relationships explored in the stories, the themes of love, power, and truth versus reality have universal appeal. Munro’s characters are sincere and believable because they are closely linked to their creator. 3. Elements of personal experience and inadequacy of fiction in “The Ottawa Valley” “The Ottawa Valley,” the last story in the collection Something I’ve Been Meaning To Tell You (1974), marks a turning point in Munro’s career. After writing this piece, she agonized over the possibility of ceasing to write fiction. Her dissatisfaction with the limitations of art made her feel “tormented by the inadequacy and impossibility and feel that maybe this is quite a mistaken way in which to spend one’s life” (Struthers, 1983, p. 28). Not only did she begin to question her ability to represent personal material and real lives, but she also began to doubt her “right to represent them at all” (Struthers, 1983, p. 28). This self-doubt, which is evident from the beginning of her published career with such stories as “The Office” and “The Peace of Utrecht,” becomes increasingly important in Munro’s third volume of stories. In “Material” and “Winter Wind” Munro explores the issue of using personal material for artistic purposes. It is in “The Ottawa Valley,” the story which concludes the collection, that she finally admits her failure to represent real lives accurately. From the outset of the story, it is clear that the narrator is obsessed with her late mother. The recollections of her mother which form the framework of the story occur when the narrator is in her early forties, approximately the same age at which her mother developed Parkinson’s Disease. This connection is important, for the narrator’s identity is closely tied to that of her mother. In the opening paragraph, she states that she frequently thinks of her mother when she looks in the mirror (p. 227). The plot centers around the narrator’s memories of a trip which she took with her sister and mother to the Ottawa Valley during wartime. Returning to her birthplace, it seems as if the mother is attempting to reclaim her past in an effort to form some semblance of identity. Similarly, the narrator’s remembered version of this journey represents her attempt to “mark off” her mother, to “describe, to illuminate, to celebrate, to get rid of her” (p. 246). �By her own admission, “The Ottawa Valley” is the most autobiographical of Munro’s stories (Hancock, 1983, p. 104). It is impossible to ignore the fact that Munro’s own mother suffered from Parkinson’s Disease, and that her illness had a tremendous impact on Munro (Hancock, 1983, p. 104). Magdalene Redekop (1992) even goes so far as to say that the story “could be said to be about referentiality” (p. 106), for there is no doubt that the “I” in “The “Ottawa Valley” is Alice Munro (p. 106). The whole object of the narrator’s journey, according to Blodgett (1988), is to come to terms with the mother in the story and with Munro’s real-life mother (p. 72). The parallels between the narrator’s experiments in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. The narrator’s attempt to reconcile her feelings about her mother is presented through what Blodgett refers to as a series of snapshots (p. 78). Attempting to freeze the memory of her mother in time, the narrator relates bits and pieces of the trip to the Ottawa Valley. The difficulty with these snapshots is that they do not represent the entire picture; they are merely fragments of reality which have been distorted by the trickery inherent in memories. The unreliability of memory is particularly evident in the scene in which Aunt Dodie tells the story of the practical joke which she and the narrator’s mother had played on Allen Durrand, the hired man, many years earlier. Both ladies agree on the details of what had happened up to a certain point. After sewing up the fly on Durrand’s pants, they mixed up two pails full of lemonade, one of which Durrand thirstily consumed. Later, when the lemonade took effect and he needed to relieve himself, he was unable to open his zipper. Aunt Dodie and the narrator’s mother disagree on just what they saw when Durrand finally ripped down his overalls in desperation. According to Dodie, they “had the full view;” however, the narrator’s mother insisted that he had his back to them (p. 236). This amusing anecdote illustrates the subjectivity involved in telling stories of remembered people and events. In her search for identities for both her mother and herself, the narrator wrestles with the inadequacy of fiction. By attempting to mark off her mother through a series of remembered incidents, the narrator succeeds in doing little more than assembling a collage of memories. Realizing that such snapshots are subject to personal interpretation and are often colored by time, she eventually understands the futility of her task. The facts of these remembered incidents are much easier to gather than the emotions associated with them. Without the feelings, the facts have little significance and then their authenticity is called into question. Viewing these images of the past in hindsight, Munro’s pain and possibly even regret blur the line between fantasy and reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. This self-conscious analysis of the method used by the narrator in trying to define her mother seems almost an apology. The narrator feels a need to explain why she has been unable to write a “proper story” (p. 246). The intensely personal nature of her quest for her mother has rendered her unable, and even perhaps unwilling, to end the story without a final attempt to reach her mother. Blodgett (1988) considers the narrator’s inability to tell the proper story to be an abandonment of method for the sake of truth (p. 9). The ultimate truth is that she cannot adequately represent her mother because she [the mother] “…is so much a part of the narrating ‘I’” (p. 9). What the narrator means by the phrase “proper story” is problematic. Is she referring to the accurate version of the story, or is she hoping to provide herself with a suitable story in which her mother fits neatly into place? The latter of these explanations seems the most plausible in view of the narrator’s final comments about needing to “mark her off, to describe, to illumine, to celebrate, to get rid of her” (p. 246). The narrator will never be able to detach herself sufficiently from her mother to write the “proper story” because their identities have become intertwined. The proper story would ostensibly be comprised of an introduction, the �body of the story, a climax, and some form of resolution. The lack of resolution is what troubles both the narrator and Munro. If resolution is impossible, what is the point of writing at all? This admission of failure to write the proper story is extremely significant. Redekop (1992) sees this story as a “courageous confrontation with failure” (p. 114). She feels that “The Ottawa Valley” has special power because “a community of readers is formed by this process and the mutual vulnerability, the risk of exposing subjectivity is crucial to that experience” (Redekop, 1992, p. 104). The pain which Munro clearly feels in attempting to depict her mother and their relationship truthfully, and her inability to do so properly, creates a feeling of empathy for the writer. That the narrator, and by extension Munro, is only human is a gratifying realization which serves to increase the closeness between the reader and the story. In spite of her inability to reach the truth about her mother, Munro continues to use personal material in her stories. She does concede, however, that she will not likely write any more stories about her mother and her childhood (Hancock, 1983, p. 104). The distance which Munro requires to write a “proper story” about her mother is impossible to achieve. 4. Conclusion Clearly, the quest undertaken by the narrator of “The Ottawa Valley” has been about more than defining her mother, it has also been a search for a balance between real life and fiction. W. R. Martin (1987) believes that this balance is indeed achieved. He says of Munro: [W]hat she shows is simply that an artist can fail--through lack of skill or application, or perhaps because she is a daughter and too close to her subject, her mother--but also that the artist sometimes succeeds. If art were always a betrayal, what point would there be in devoting one’s life to writing short stories? (Martin, 1987, p. 91) Fascinated by ordinary life, Munro is certain that she will never run out of material for fiction (Hancock, 1983, p. 82). She finds that “even totally commonplace things like a shopping centre and a supermarket and things like that are just sort of endlessly interesting in their physical reality” (Hancock, 1983, p. 101). Because of the accuracy with which she depicts everyday life, and the fact that she so often draws upon her own experience of growing up in a rural area of Southwestern Ontario, Munro is frequently dubbed a realist. This label is most unfortunate, for it seems to imply a somewhat limited range of imagination, which is certainly not the case with Alice Munro. Instead, Munro’s abilities of keen observation and detailed description should be viewed as skills which are essential to any writer. The result of putting these skills to use is a body of fiction which encourages us to identify with characters, places, and events. References 1. Blodgett, E. D. (1988). Alice Munro. Boston: G.K. Hall and Company. 2. Gadpaille, Michelle. (1998). The Canadian Short Story. Toronto: Oxford University Press. 3. Gubar, Susan. (1981). ‘The Blank Page’ and the Issues of Female Creativity. Critical Inquiry, 8, 243-64. �4. Hancock. Geoff. (1983). An Interview With Alice Munro. Canadian Fiction Magazine, 43, 74-114. 5. Martin, W. R. (1987) Alice Munro: Paradox and Parallel. Edmonton: University of Alberta Press. 6. Munro, Alice. (1972). The Colonel’s Hash Resettled. In John Metcalf (ed.), The Narrative Voice (pp. 181-183), Toronto: McGraw-Hill Ryerson Limited. 7. Munro, Alice. (1982). What is Real?. In John Metcalf (ed.), Making It New (pp. 223-226), Toronto: Methuen. 8. Munro, Alice. (1990). Something I’ve Been Meaning to Tell You. Toronto: Penguin Books. 9. Rasporich, Beverly. (1990). Dance of the Sexes: Art and Gender in the Fiction of Alice Munro. Edmonton, University of Alberta Press. 10. Redekop, Magdalene. (1992). Mothers and Other Clowns: The Stories of Alice Munro. London: Routledge. 11. Ross, Val. (1994, October 1). A Writer Called Alice. The Globe and Mail, p. C1. 12. Struthers, J.R. (1983). The Real Material: An Interview with Alice Munro. In L.K. MacKendrick (ed.), Probable Fictions: Alice Munro’s Narrative Acts. (pp. 5-36), Toronto: ECW. � 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. 3274 Title A name given to the resource Writing the Proper Story: The Importance of Personal Experience and Inadequacy of Fiction in Alice Munro’s Story “The Ottawa Valley” Author Author Alihodžić, Demir Abstract A summary of the resource. The tendency among contemporary women writers to look inside themselves for material for fiction is particularly evident in the work of Alice Munro. Munro’s practice of utilizing personal experience in her stories is central to her work, and is therefore identified as an essential element of her fictional aesthetic. In “The Ottawa Valley,” the parallels between Munro’s experiences with her own terminally-ill mother and those of the narrator whose mother has Parkinson’s Disease, are immediately recognizable. Other stories also contain bits and pieces gathered from Munro’s memories; however, she is adamant that her stories should not be seen as strictly autobiographical. Her refusal to allow her work to be described as autobiographical serves as a protective shell into which the author may retreat, and as a reminder that Munro’s stories operate on many levels of reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. This ambiguity between fiction and reality is evident in stories where Munro and/or the characters seem to be second-guessing themselves. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story.” This paper examines the importance of personal experience and inadequacy of fiction in writing by Alice Munro in general, and particularly in reference to her short story “The Ottawa Valley.” The parallels between the narrator’s experiences in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. Key words: Alice Munro, Postcolonial literature, personal experience, fiction, short story 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 2016-05-12 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/f4d3f4b10ed9f117c0b1d684710db7f6.pdf 5bb9c8af184702531bb464b35bab8668 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. 3273 Title A name given to the resource Slovene as the second/foreign language in Slovene pre-school institutions Author Author Skubic, Darija Jerman, Janez Abstract A summary of the resource. Slovenia has long been a place for immigration; with the accession into the European Union it has become even more interesting for different groups of immigrants from European and non-European countries. According to the Statistical Office of the Republic of Slovenia, 106.486 foreigners (5.16% of overall population in Slovenia) were living in Slovenia at the end of 2015. It is expected that this migration trend in the light of world events continues or even increases. One of the key factors for the successful integration of young generations of migrants in society is education. The survey Index of the policy of integration of migrants (MIPEX, 2015), implemented by the British Council and Migration Policy Group, shows that few education systems in Europe are adapting to the realities of immigration. Sweden, Australia, New Zealand, Norway, Canada, Portugal are the most engaged countries, whereas Slovenia is among the least committed (it ranks 28 among 38 selected countries). Language has a major role in supporting children’s process of identity formation and in helping them understand where they fit in the new environment they are entering. Language is, of course, not the only factor that promotes integration and enables successful education, but the fact remains that immigrant pupils are better achievers in those countries that pay greater attention to second/foreign language learning starting in preschool institutions. In the present paper we discuss the Slovene pre-school teachers’ and pre-school teacher assistants' attitudes towards learning Slovene as the second/foreign language in Slovene pre-school institutions. The research was conducted on a sample of 143 pre-school teachers and pre-school teacher assistants. The results imply that Slovene pre-school teachers and pre-school teacher assistants hold positive attitudes towards learning Slovene as a second/foreign language, they see their role as the promoters of learning Slovene as a second/foreign language to non-Slovene children, but they strongly express the lack of training in language learning strategies of Slovene as a second/foreign language. Keywords: Slovene, second/foreign language, preschool institutions, pre-school teacher and pre-school teacher assistant 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 2016-05-12 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/f25f076f9c51983e81aaea35044f24b3.pdf 9c7c08b8205bdf21027729ef33077f97 PDF Text Text Anthroponyms of the fairy tale Kako je Potjeh tražio istinu by Ivana Brlic-Mazuranic and aspects of their translation in target language texts Biljana Vidiček Croatia Abstract: It is the general opinion that translation of literary works should be transparent and in the spirit of the original. The same applies for translation of personal names as one of particularities of a literary work. In addition to identifying protagonists, personal names play important role in their characterization and represent a literary character to the reader in a multilayer manner and in more direct way than in everyday life. Therefore, we believe that translation of personal names in a literary work should earn specifically important place in order to achieve genuine reception with readers of the translated literary work. The objective of this study is to present the results of comparative analysis of personal names of the characters in the Croatian source text, fairytale Kako je potjehtražioistinu and their versions in other target languages. The corpus includes release of all available translations of the fairytale Kako je Potjehtražioistinu(How Quest Sought the Truth) in English, French, Hungarian, German, Italian, Russian, Czech, Danish, Swedish and Ukrainian language printed during the last hundred years,ie of its publication in the collection of children fairytales Price izdavnine (Tales from long ago) until present. With consideration to translating procedures, various translating strategies applied in translation of personal names of the fairytale’s characters into different languages will be compared and highlighted in this study. Cross-cultural and semantic implications of translation choices will be observed and consequent conclusions will be made on extent of their authenticity. Keywords: Tales, translating personal names, translation procedures, comparative analysis 1. Uvod Kao jedna od kulturnih specifičnosti književnih djela ističu se vlastita imena među kojima ovdje izdvajamo antroponime. S obzirom na činjenicu da se vlastitim imenima kao bitnim označiteljima u književnim djelima, posebno u onima pisanim za djecu vrši svojevrsna identifikacija likova, autorski postupak nadijevanja imena prema istaknutim karakteristikama likova ili njihovom osebujnom ponašanju uobičajena je pojava. No, prilikom prevođenja djela dječje književnosti na ciljni jezik, nameće se pitanje o potrebi prevođenja vlastitih imena. Ovo pitanje predstavlja jednu od najzanimljivijih žarišnih točaka u kojoj se susreću problemi i strategije prijevoda uopće. Kako su ovom problemu pristupili prevoditelji djela Ivane BrlićMažuranić, točnije prve bajke antologijske zbirke Priče iz davninenaslova Kako je Potjeh tražio istinu, razmotrit će se u ovome radu. �2. Antroponimi u bajci Kako je Potjeh tražio istinu Pojedine bajke zbirke Priče iz davnine kao i zbirka u cijelosti prevedene su na mnogestrane jezike, a na neke više puta. Zbirka je prvi put objavljena 1916.g. nakon čega se vrlo brzo počela prevoditi. Prvo je 1924.g. prevedena na engleski jezik, a sljedećih dvadeset godina na desetak drugih stranih jezika. Tijekom sedamdesetih i osamdesetih godina Zbirka se prevodi na niz novih jezika. Danas, možemo reći da se zbirka bajki Priče iz davnine kao i pojedine pripadajuće bajke mogu čitati na sljedećim jezicima: češki, danski, njemački, ruski, slovački, ukrajinski, francuski, talijanski, albanski, kineski, mađarski, esperanto, finski, litavski, poljski, bugarski, latvijski, japanski, španjolski, engleski i švedski jezik. Prevoditeljima ovoga djela posebni izazov predstavljaju izražajna ili sugestivna vlastita imena koja svojim značenjem prenose poruke čitateljima što se očituje u njihovom alegorijskom supstratu. Na korpusu prijevodnih izdanja zbirkePriče iz davnine Ivane Brlić-Mažuranić i zasebnih prijevodnih izdanja bajke Kako je Potjeh tražio istinu1 u ovome će se radu identificirati značenjem obogaćenaimena likova i čudesnih bića iz mitološkog svijeta i usmene narodne književnosti zastupljena u ovoj bajci, te će se komparativnom metodom promatrati njihova prijevodna rješenja u različitim ciljnim jezicima kao i same strategije prevođenja. Strategije prevođenjaantroponima ove bajke bazirat će se na klasifikacijiThea Hermana (1988) odnosno njegove četiri osnovne strategije prevođenja antroponima: kopiranje ili preuzimanje imena (imena su reproducirana u ciljnom tekstu na isti način kao i u izvornom tekstu), transkribiranje imena (imena su reproducirana u ciljnom tekstu na način da su prilagođena na fonološkom, morfološkom, gramatičkom nivou), zamjena imena (imena koja svojim oblikom i/ili sadržajem nisu vezana za zaplet priče/bajke izvornog teksta; mogu biti zamijenjena bilo kojim drugim imenom u ciljnom tekstu), prevođenje imena (imena koja su transparentna ili motivirana svojim značenjem te postoje u standardiziranom jeziku) (Aguilera, 2008 prema Aixela, Franco, 2000: 76).Ove strategije prevođenja vlastitih imena mogu se kombinirati proizvodeći nove metode prijenosa imena iz J1 u J2. Tako se strategijama prijenosa imena iz izvornog teksta u ciljni tekst smatraju još i izostavljanje imena u ciljnom tekstu ili umetanje imena kada ga nema u izvornom tekstu. U konačnici će se usporediti i istaknuti različite strategije primijenjene prilikom prevođenja imena likova ove bajke u različitim kulturama.Time će se zaključiti o odabranim i prevladavajućim načinima i strategijama prevođenja pojedinih prevoditelja. Razmotrit će se međukulturalne i semantičke implikacije prijevodnih rješenja te će se zaključiti o stupnju ostvarene autentičnosti. Šest imena bajke Kako je Potjeh tražio istinu(Vjest, Ljutiša, Marun, Potjeh, Bjesomar i Svarožić)usporedit će se sa svojim prijevodnim inačicama u slijedećim stranim jezicima: engleskom, švedskom, danskom, njemačkom, ruskom, ukrajinskom, češkom, talijanskom, mađarskom i francuskom. 3. Strategija prevođenja �3.1. Engleski jezik 2 Croatian Tales of Long Ago , 1924 Croatian Tales of Long Ago3, 2010 ENGLESKI JEZIK Vjest Potjeh Ljutiša Marun Bjesomar Witting Quest Bluster Careful Rampogusto Nepromijenjeno u odnosu na izdanje iz 1924. Svarožić All.Rosy Za ime starca Vjesta čije je izvorno ime ili značenjem nemotivirano ili je moguće izvedenica pridjeva vješt, engleska prevoditeljica FSC4 1924. odabire ime Witting, pridjevnog oblika u značenju - svjestan, promišljen, oprezan, ne tememljeći svoju prijevodnu inačicu na prenošenju semantičkog „tereta“ (jer se radi o nemotiviranom, tj. konvencionalnom imenu), već na temelju njegovih karakternih osobina prepoznatih u samom tekstu. Značenjem obogaćeno ime Potjeh (izvedeno od glagola potješiti5 - malo utješiti, olakšati kome tugu) prevodi kao Quest (imenica) - traganje, traženje6 u čemu se ne oslanja na značenje koje proizlazi iz imena Potjeh, već na kontekst bajke iz kojeg proizlazi Potjehova uloga „tragača“ za istinom u čemu se znatno odmiče od semantičkog sloja izvorne inačice imena. Za autoričin motiv odabira imena Ljutiša koje je značenjem motivirano ime (netko tko se često ljuti), možemo pokušati pronaći i argument u samom izvornom tekstu: „Ljutišu pak bocka rogom bijes u njedrima, a taj je bijes htio da bude najjači među svima i gospodar svemu svijetu“. Ipak, ovaj opis onoga što je Ljutiša postao nakon što ga je „začarao“ bijes ne odgovara u cijelosti značenju imena Ljutiša. Rekli bismo da se prevoditeljica imenom Bluster (imenica, glagol) – hvalisanje, hvalisati se; prazne prijetnje, prijetiti se7poprilično udaljila od osnovnog značenja imena Ljutiša, ali da je tim imenom (Hvalisavac), drugačijeg značenja i jačeg pejorativnog naboja istovremeno vrlo dobro prenijela sam doživljaj lika opisanog u izvornom tekstu kao nekog tko je želio biti najjači i vladar svega, a na kraju nije mogao ubiti svoga djeda kada mu je to brat Marun predložio. Ime Marun mogli bismo interpretirati kao onaj koji je maran, marljiv tj. radišan. Njega je autorica izvornog teksta opisala (nakon što ga je bijes začarao) kao osobu koja je isključivo težila za bogatstvom i materijalnim dobrom te je svo svoje vrijeme posvetila upravo marljivom radu i stjecanju. To je u konačnici rezultiralo ohološću i pohlepom zbog čega se htio riješiti svoga djeda. Prevoditeljica ime Marun prevodi kao Careful (pridjev) pažljiv, brižljiv, obazriv, smotren. Svakako ćemo zaključiti da je Marun bio pažljiv, obazriv i smotren u kontekstu bogaćenja i nagovaranja svoga brata Ljutišu da likvidira djeda, ali u kontekstu brižnog ponašanja ga ne možemo vidjeti. Za ime Bjesomar Ivana Brlić-Mažuranič nudi objašnjenje uTumaču imenaobjavljenom kao dodatak zbirci Priče iz davnine. U Tumaču za ime Bjesomar stoji: Tako nazivahu stari Slaveni u nekim krajevima vladara zlih i opakih sila. Prevoditeljica se odlučuje za ime Rampogusto i također na kraju knjige daje svoje objašnjenje ovakvog odabira: Analysed, the name might be translated as Cherish-goblin, one who cares for hobgoblin8. U Tumaču imena i za ime Svarožić stoji objašnjenje: Sunčanu svjetlost zamišljali su naši pređi u obliku prekrasna mladića po imenu Svarožića. Uz ovo objašnjenje Ivane Brlić-Mažuranić napomenut ćemo da oblikotvorno Svarožić je ustvari umanjenica imena Svarog. Prevoditeljica ovo ime prevodi kao All Rosy, a prevodi i objašnjenje koje je u Tumaču imena dala Ivana Brlić-Mažuranić za ime Svarožić: The ancient �Slavs pictured the sunshine in the form of a beautiful youth named Svarohc, All-rose. Pretpostavljamo da je prvi motiv ovakvog odabira prevoditeljice bilo nastojanje dadonekle zadržati zvučnu slikuimena ime Svarohc(kako ga je ona transkribirala), drugi motiv leži u njenom viđenju prekrasne mladosti imena All Rosy - Sav Ružičast, Sav Rumen, Sav Crven9 koja uobličuje Sunce. Unatoč činjenici da se prevoditeljica s ovakvim odabirom poprilično udaljila od imena Svarožić, u kontekstu ove bajke ime All Rosy (Sav Rumen) može biti označitelj onog pozitivnog, optimističnog, lijepog i dobrog kao kontrast zlom Bjesomaru tj. Rampogustu. U pretisku iz 2010. stanje ostaje nepromijenjeno. 3.2. Švedski i danski jezik Lavendel och Rosmarin10, 1928. 11 Lavandel og Rosmarin , 1929. ŠVEDSKI JEZIK Vjest Potjeh Ljutiša Justus Tröste Bruse DANSKI JEZIK Starac Vjest Potjeh Ljutiša Justus Trøst Bruse Marun Samle Marun Blide Bjesomar Rampus Svarožić Rosengull Bjesomar Rampogusto Svarožić Prins Rosenguld Kao prijevodnu inačicu imena Vjest, švedska prevoditeljica MWM 1928. odabire ime Justus, baš kao i danski prevoditelj TB 1929. Ime Justus MWM izvodi iz švedske imenice justic, a TB iz danske imenice justits –obje značenja pravda. S obzirom da je već rečeno da ime Vjest nije značenjem motivirano, rekli bismo da je u prijevodnoj inačici Justus sadržan doživljaj i karakter lika starca Vjesta. Za ime Potjeh12 u švedskoj inačici nalazimo ime Tröste, a u danskoj Trøst. Oba imena dolaze od imenice tröst – utjeha, čime su oba prevoditelja ostvarili prikladnije rješenje nego engleska prevoditeljica imenom Quest. Ime Ljutiša oba prevoditelja prevode kao Bruse što dolazi od švedske imenice brus - buka, šum ili brusa – grmljavina ili glagol rikati. Ovakvim su izborom prevoditelji, baš kao i engleska prevoditeljica smatrali prikladnijim rješenjem prikazati Ljutišu kao glasnog, bučnog „snagatora“ nego nekoga tko je sklon ljutnji. Ime Marun švedska prevoditeljica prevodi kao Samle, a danski prevoditelj kao Blide. Ime Samle dolazi od švedskog glagola samla – skupljati, akumulirati, okupljati tj. nj. participa saml - okupljen, sastavljen što ne aludira na samo značenje imena Marun ili riječi od koje je ime izvedeno, ali odgovara opisu lika tog imena (netko tko skuplja i akumulra tj. zgrče). Za odabir danske prevoditeljice imena Blide - nježan,slabteško možemo naći poveznicu i sa samim imenom Marun i s karakterom lika toga imena osim ako prevoditeljica nije aludirala na psihičku karakterizaciju lika. Što se tiče imena Bjesomar, u švedskoj inačici ove bajke prevoditelj se odlučio za ime Rampus koja predstavlja kraću verziju imena Rampogusto (engleski prijevod) za koje je već dano objašnjenje, a i treba uzeti u obzir da ime Rumpus ima konotaciju na riječ rumpus - smetnja, uznemirenje, nemir što je sasvim u skladu s ulogom Bjesomara u ovoj bajci. U danskoj inačici prevoditelji su slijedili englesko izdanje iz 1924. i preuzeli u cijelosti ime Rampogusto. Ime Svarožić u švedskoj inačici glasi Rosengull što je �proizlazi iz imenice ros- pohvala, slava ili glagola rosa- hvaliti, slavit, veličati i pridjeva gul žuto. U danskom izdanju nalazimo za ime Svarožić prijevod Prins Rosenguld, također složenicu koja se sastoji od glagola ros- hvaliti, slavit, veličati, kao i u švedskoj inačici, te pridjeva guld- zlatno. Oba rješenja metaforički možemo objasniti kao slaviti Sunce, što lik Svarožića upravo i predstavlja. Danskoj je inačici prevoditeljica još dodala i naslov Prins – princ. Dodavanje još jedne informacije prijevodnu inačicu čini jasnijom i privlačnijom čitateljskoj publici. Ovakvu prevoditeljsku strategijudodavanja Herman nije opisao, ali jun je opisao Fernandes u svom radu ( Fernandes 53: 2006.). 4. Strategija transkribiranja i strategija fonološke zamjene ili sličnosti 4.1. Ukrajinski i ruski jezik Казки з давнини,13 1971. Ϲказки давняго времени , 1930. 14 UKRAJINSKI JEZIK Vjest Potjeh Ljutiša Вест Потех Лютіша Vjest Вѣщій RUSKI JEZIK Potjeh Ljutiša Потѣхъ Лютишъ Marun Maрун Marun Maрунъ Bjesomar Бісомар Svarožić Сварожич Bjesomar Бѣсомаръ Svarožić Сварожичъ Prevoditelj na ukrajinski jezik VG 1971. s obzirom na Hermanovu podjelu koristi se u prijevodu imenastrategijom transkribiranja. I prevoditelji na ruski jezik prevode istomstrategijom, no to možemo tvrditi samo za imena Potjeh, Marun, Bjesomar i Svarožić. S obzirom da izvorne inačice imena Vjest i Ljutiša nisu fonemski, grafološki analogne prijevodnim inačicama, reći ćemo da su ova dva imena prevedena strategijom fonološke zamjene ili sličnosti. 4.2. Češki jezik Pohádky z dávných dob15, 1928. Pohádky z dávných dob16, 1979. Vjest Věst Věst ČEŠKI JEZIK Potjeh Ljutiša Útěch Lutiša Obrad Hněvoš Marun Marun Marun Bjesomar Běsomar Běsomar Svarožić Svarožic Svarožic Prevoditelji na češki jezik JH 1928. i WI 1979. također prevode strategijom transkribiranja, ali samo imena: Vjest, Marun, Bjesomar dok se za imena Potjeh, Ljutiša i Svarožic i jedani drugi prevoditelj odlučuju za druge strategije: Prvi JH 1928. ime Potjeh prevodi kao Utěch – utjeha iz čega je razvidno da koristi strategiju prevođenja, a imena Ljutiša kao Lutiša i Svarožić kao Svarožic koristi strategiju fonološke zamjene ili sličnosti. Prevoditeljica WI 1970. ime Potjeh strategijom prevođenja ne prevodi doslovno, već mu imenom Obrad- svečanost dodjeljuje metaforičko značenje. Istom strategijom prevodi i ime Ljutiša kao Hněvoš što izvodi od češke imenice hnev – gnjev i zadovoljava tekstualni segment preijevoda. �4.3. Francuski jezik FRANCUSKI JEZIK Comment Potik partit a la recherché de la verite17, 1998. Vjest Viest Potjeh Potik Ljutiša Liouticha Marun Maroun Bjesomar Furimor Svarožić Svarojitch Prevoditelj francuskog izdanja PD 1998. imena Vjest, Ljutiša, Marun i Svarožić prevodi stategijom transkribiranja, ime Potik strategijom fonološke zamjene ilisličnosti, a ime Bjesomar prevodi strategijom prevođenja u Furimor što izvodi iz francuskog pridjeva furiuxbijesan. 5. Strategija kopiranja ili preuzimanja 5.1 Talijanski jezik TALIJANSKI JEZIK Vjest Potjeh Ljutiša Vjest Potjeh Ljutisa Vjest Potjeh Ljutiscia Leggende Croate18, 1957. Racconti e leggende della Croazia19, 1957. Racconti e leggende della Croazia20, 1975. Marun Marun Marun Bjesomar Bjesomar Bjesomar Svarožić Svarozic Svarozic Nepromijenjeno u odnosu na izdanje iz 1957. Prevoditelji talijanskih izdanja imaju jednaka prijevodna rješenja za sva imena osim za ime Ljutiša. Ime Ljutiša. Prevoditelj UU 1957. prevodi kao Ljutisa, a TF iste godine kao Ljutiscia. Kod oba prevoditelja radi se o strategiji fonološke zamijene ili sličnosti. Istom metodom koriste se oba prevoditelja prevodeći ime Svarožić kao Svarožic. Ostala imena: Vjest, Potjeh, Marun i Bjesomar prevode strategijom kopiranja ili preuzimanja. 5.2. Mađarski jezik i njemački jezik MAĐARSKI JEZIK Vjest Potjeh Ljutiša Marun Bjesomar Vjest Potjeh Ljutiša Marun Bjesomar Nepromijenjeno u odnosu na izdanje iz 1965.g. Nepromijenjeno u odnosu na izdanje iz 1965.g. Rég múlt idők meséi , 1965. Rég múlt idők meséi22, 1979. Rég múlt idők meséi23, 1982. 21 24 Geschichten aus Urvaterzeiten , 2012. NJEMAČKI JEZIK Vjest Potjeh Ljutiša Vjest Potjeh Ljutiša Marun Marun Bjesomar Bjesomar Svarožić Svarožić Svarožić Svarožić �Mađarski prevoditelj BI u sva tri izdanja 1965., 1979. i 1982.; i njemački prevoditelj PB 2012. koriste strategiju kopiranja/ preuzimanja. U njihovim prijevodnim inačicama nalazimo imena nepromijenjena u odnosu na izvorni tekst. 6. Zaključak: Govoreći u kontekstu dviju osnovnih i oprečnih prevoditeljskih strategija, strategije odomaćivanja i otuđivanja25 na temelju ove komparativne analize zaključujemo da su imena bajke Kako je Potjeh tražio istinu prevedena većinom strategijom odomaćivanja kojom su prevoditelji nastojali imena likova (značenjem, fonološki i grafološki) što više približi čitateljima iz ciljne kulture i njezinim vrijednostima smatrajući da će mladi čitatelji lakše i uspješnije razumjeti i doživjeti i tekst i likove ako se sadržaji izvornika, koji bi im mogli biti strani, zamijene poznatim im sadržajima ili pismom iz vlastite kulture. Strategijom otuđivanja koristili su se samo mađarski prevoditelj BI u sva tri izdanja i njemački prevoditelj BP (2012). Prednosti ove strategije su dakako u tome što neke bitne značajke originalaostaju očuvane.Upravo to nastojanje da se očuvaju bitne značajke izvornoga teksta zagovornici prevoditeljske strategije otuđivanja okarakterizirat će kao „poštovanje prema izvornome tekstu, prema njegovu autoru, prema dječjoj književnosti i prema djeci općenito“ (Šmidt Pelajić, 2015: 351 prema Stolt, 2006: 82). Ovim radom nismo željeli dati prednost jednoj od ova dva osnovna prevoditeljska smjera, već vidjeti kako i kojim bi se postupcima primjena obje strategije, i odomaćivanja i otuđivanja, mogla unaprijediti i usavršiti. Mišljenja smo da bi prevoditelji koji motivirane i značenjem obogaćene riječi prevode strategijom odomaćivanjatrebali nastojati pronaći što bliži i precizniji semantički ekvivalent izvornog imena kako se ne bi narušila sama funkcionalnost priče odnosno bajke za što je potrebno odlično poznavanje onomastike, etimologije, tvorbe riječi i leksika izvornog i ciljnog jezika. Također, prevoditelji bi morali ograničiti svoju prevoditeljsku slobodu. I sam Schleiermacher već je davno upozorio da u primjeni strategije odomaćivanja, u parafraziranjima i adaptacijama teksta leže opasnosti koje mogu dovesti do neobuzdane prevoditeljske samovolje (Šmidt Pelajić, 2015: 351 prema Schleiermacher, 1963: 66 i Stolt, 2006: 68). Prevoditelji koji strategijom otuđivanja preuzimaju/kopiraju imena, morali bi ili u tumaču na kraju knjige ili u bilješkama prikazati objašnjenja svih motiviranih imena, mitoloških imena kao i onih vezanih za usmenu narodnu književnost. Završit ćemoparafrazirajući Seada Muhamedagića (2003.) koji kaže da se danas mnoga nesnalaženja i nesigurnosti mogu se protumačiti nepostojanjem jasno definiranih jezičnih standarda, a činjenica da kod nas još uvijek nije ustrojen sustav traduktološke izobrazbe otvara prostor najrazličitijim nedoumicama o kojima bi se mogle ispisati na stotine stranica. Bilješke �1Podaci o prijevodnim izdanjima uzeti su iz djela: Ivana Brlić-Mažuranić: Bibliografija, Slavonski Brod 2014. Priredio: Vinko Brešić 2 Croatian Tales of Long Ago. London – New York: George Allen & Unwin LTD. – Frederick A. Stokes Company, 1924. Prevela: Fanny S. Copeland 3 Croatian Tails of Long Ago. Memphis: General books, 2010. reprinted 79 str. 4 Imena svih prevoditelja navode se početnim slovom imena i prezimena, velikim slovima, bez točke. Puno ime nalazi se u bilješci kojom je u tablici pripadajućeg jezika označen naslov i godina izdanja. 5 Hrvatski jezični portal. Hjp.znanje.hr (pristup 9.5. 2016.) 6 A long or arduous search for something (duga i naporna potraga za nečim) prijevod autorice ovog rada B.V. 7 To talk in a loud, aggressive, or indignant way with little effect (govoriti glasno, agresivno ili ogorčeno s vrlo malo efekta)prijevod autorice ovog rada B.V. 8 Hobgoblin - bauk, đavolčić. In mythologgy and fairy tales a mischievous imp or sprite (U mitologiji i bajkama) nestašan vragolan ili duh) - prijevod autorice ovog rada B.V. 9 Opis Svarožićeva zlatna dvora. (Bijeli oblak, a po njemu rumen oblačak. Na rumenom oblačku stakleno brdo, na staklenom brdu zlatan dvor…) 10 Lavendel och Rosmarin: sagor for stora och smaa. Stockholm: Bokforlaget Natur och kultur, 1928. 170 str. Prevodilac: Margit Wohlfart Miholić 11 Lavandel og Rosmarin. Koebenhavn: H. Koppels Forlag, 1929. 135 str. Prevodilac: Thorkil Berfod 12 Vidi bilj. 6 u tekstu. 13Kazki z davnini. Dlja molodšogo škil'nogo viku. Kijev: Vidavnictvo ditjačoj literaturiVeselka, 1971. 127 str. Prevodilac: Vil Grimič 14 Skazki davnjago vremeni. Zagreb: Izdanje autora, 1930. 177 str. Prevodilac: Fedorov, Nikolaj I.; Brlić, Ivo 15 Pohádky z dávných dob. Prag: Vydavatelstvo Družstevní práce, 1928. Prevodilac: Hudec, Jan. 16 Pohádky z dávných dob. Prag: Lidové nakladatelstvi, 1979. 161.str. Prevodilac: Wenigová, Irena 17 Comment Potik partit a la recherché de la verite. Most (Zagreb. 1976) - (1998), ¾; str. 1928. Prevodilac: Pascale Delpech 18 Leggende Croate. (Favole antiche). Firenze: Marzocco, 1957. 143 str. Prevodilac: Urbani, Umberto 19 Racconti e leggende della Croazia di Ivana Brlić Mažuranić. Torino: S.A.I.E., 1957. 183 str. Prevodilac: Trogrančić, Franjo 20 Racconti e leggende della Croazia di Ivana Brlić Mažuranić. Alba: Edizioni Paolione, 1975. 191 str. Prevodilac: Trogrančić, Franjo 21Rég múlt idők meséi. Novi Sad: Forum Könyvkiadó, 1965. 172 str. Prevodilac: Bodrits, Istvan 22 Rég múlt idők meséi. Novi Sad: Forum Könyvkiadó, 1979. (Hazi olvasmany az altalanos iskolai neveles es oktatas 6. osztalya szamara.) 179.str. Prevodilac: Bodrits, Istvan 23 Rég múlt idők meséi. Ujvidek = Novi Sad: Tankonyvkiado Intezet = Zavod za izdavanje udžbenika, 1982. 2. (Hazi olvasmany; 6). 179. str. Prevodilac: Bodrits Istvan 24Geschichten aus Urvaterzeiten: (Auszuge aus dem Buch). Relations (1/2), 2012. str. 45-63. Prevodilac: Perić, Boris. 28 Friedrich Schleiermacher je u svojoj znanstvenoj raspravi Uber die verschieden Methoden des Uebersetzens(O različitim metodama prevođenja) (1963.) načeo jedno od glavnih težišta aktualnih rasprava povezanih s problematikom prevođenja dječje književnosti. U skladu s tim �danas se ističu dvije oprečne strategije prevođenja: strategija otuđivanja i stratrgija odomaćivanja. Primjenom strategije otuđivanja, kojoj je i sam Schleiermacher bio naklonjeniji, čitatelju se razotkrivaju i približavaju njemu možda neobični načini razmišljanja, osjećanja, ali i elementi tuđinske kulture. Isticao je da prijevod treba odražavati „duh jezika“ izvornika. Strategija odomaćivanja najrasprostranjenija je strategija, a njeni zagovornici smatraju da je potrebno književni tekst, pa i imena likova prijevodom približi čitateljima iz ciljne kulture kako bi se olakšao identifikacijski proces mladih čitatelja. Izvori: Brlić-Mažuranić, Ivana. 2004. „Priče iz davnine“ Zagreb: Golden marketing-Tehnička knjiga. Brlić-Mažuranić, Ivana.1924.„Croatian Tales of Long Ago“. London – New York: George Allen & Unwin LTD. – Frederick A. Stokes Company. Prevela: Fanny S. Copeland Brlić-Mažuranić, Ivana. 2010.„Croatian Tails of Long Ago“. Memphis: General books, reprinted 79 str. Brlić-Mažuranić, Ivana. 1928.„Lavendel och Rosmarin“: sagor for stora och smaa. Stockholm: Bokforlaget Natur och kultur, 170 str. Prevodilac: Margit Wohlfart Miholić Brlić-Mažuranić, Ivana1929. „Lavandel og Rosmarin“. Koebenhavn: H. Koppels Forlag, 135 str. Prevodilac: Thorkil Berfod Brlić-Mažuranić, Ivana. 1933.„Aus Urvaterzeiten. Marchen aus kroatischer Urzeit“. Salzburg: Verlag Anton Pustet, 229 str. Prevodilac: Lucerna Camilla. Brlić-Mažuranić, Ivana. 1999.„Aus Urvaterzeiten: Marchen aus kroatischer Urzeit“. Ogulin: Matica hrvatska Ogulin, 182 str. Prevodilac: Luzerna, Camilla. Brlić-Mažuranić, Ivana. 1971.„Kazki z davnini. Dlja molodšogo škil'nogoviku“. Kijev: Vidavnictvo ditjačoj literaturiVeselka, 127 str. Prevodilac: Vil Grimič Brlić-Mažuranić, Ivana1930. „Skazki davnjago vremeni“. Zagreb: Izdanje autora, 177 str. Prevodilac: Fedorov, Nikolaj I.; Brlić, Ivo Brlić-Mažuranić, Ivana. 1928.„Pohádky z dávných dob“. Prag: Vydavatelstvo Družstevní práce, Prevodilac: Hudec, Jan. Brlić-Mažuranić, Ivana. 1979.„Pohádky z dávných dob“. Prag: Lidové nakladatelstvi, 161.str. Prevodilac: Wenigová, Irena Brlić-Mažuranić, Ivana. 1976. – 1998. „Comment Potik partit a la recherché de la verite“. Most, Zagreb. ¾; str. 19-28. Prevodilac: Pascale Delpech Brlić-Mažuranić, Ivana. 1957.„Leggende Croate. (Favole antiche)“. Firenze: Marzocco, 143 str. Prevodilac: Urbani, Umberto Brlić-Mažuranić, Ivana. 1957.„Racconti e leggende della Croazia di Ivana Brlić Mažuranić“. Torino: S.A.I.E., 183 str. Prevodilac: Trogrančić, Franjo Brlić-Mažuranić, Ivana. 1975.„Racconti e leggende della Croazia di Ivana Brlić Mažuranić“. Alba: Edizioni Paolione, 191 str. Prevodilac: Trogrančić, Franjo Brlić-Mažuranić, Ivana. 1965.„Rég múlt idők meséi“. Novi Sad: Forum Könyvkiadó, 172 str. Prevodilac: Bodrits, Istvan Brlić-Mažuranić, Ivana. 1979.„Rég múlt idők meséi“. Novi Sad: Forum Könyvkiadó, (Hazi olvasmany az altalanos iskolai neveles es oktatas 6. osztalya szamara.) 179.str. Prevodilac: Bodrits, Istvan Literatura: �Brešić, Vinko (ur.) 2014. „Ivana Brlić-Mažuranić: Bibliografija“. Slavonski Brod . Aguilera, Elvira Camara, 2008. „The translation of proper names in children's literature. Ef@bulations/ E-f@bulacoes. http://ler.letras.up.pt/uploads/ficheiros/4666.pdf (pristup 1. travanj 2016.) Coillie, Jan Van and Walter P. Verschueren. 2006. „Character Names in Translation“in Children's Literature in Translation.Manchaster, UK; Kinderhood, US: St. Jerome Publishing Fernandes, Lincoln. 2006. „Translation of Name sin Children's Fantasy Literature: Bringing the Young Reader into Play“ in New Voices in Translation Studies 2. https://www.researchgate.net/publication/237246131_Translation_of_Names_in_Ch ildren's_Fantasy_Literature_Bringing_the_Young_Reader_into_Play_i(pristup 25. ožujka 2016.) Muhamedagić, Sead.2003. Prevođenje kultura, Zagrebački prevodilački susret, Zagreb: Društvo hrvatskih književnih prevodilaca, 2005. (Zagreb: Gandalf) Schleiermacher, Friedrich. 1963. „Uber die verschieden Methoden des Uebersetzens“(On the Different Methods of Translating“, translated by: Waltraud Bartscht. https://www.scribd.com/doc/156593573/Friedrich-Schleiermacher-On-the-DifferentMethods-of-Translating (pristup 25. ožujka 2016.) Šmidt Pelajić, Iris. 2015. „Kako likove romana o šegrtu Hlapiću zovu čitatelji njemačkoga govornog područja“ u: zbornik radova: „Šegrt Hlapić“ Od čudnovatog do čudesnog, Zagreb – Slavonski Brod, 2015. str. 349-367. � 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. 3272 Title A name given to the resource Anthroponyms of the fairy tale Kako je Potjeh tražio istinu by Ivana Brlic-Mazuranic and aspects of their translation in target language texts Author Author Vidiček, Biljana Abstract A summary of the resource. It is the general opinion that translation of literary works should be transparent and in the spirit of the original. The same applies for translation of personal names as one of particularities of a literary work. In addition to identifying protagonists, personal names play important role in their characterization and represent a literary character to the reader in a multilayer manner and in more direct way than in everyday life. Therefore, we believe that translation of personal names in a literary work should earn specifically important place in order to achieve genuine reception with readers of the translated literary work. The objective of this study is to present the results of comparative analysis of personal names of the characters in the Croatian source text, fairytale Kako je potjehtražioistinu and their versions in other target languages. The corpus includes release of all available translations of the fairytale Kako je Potjehtražioistinu(How Quest Sought the Truth) in English, French, Hungarian, German, Italian, Russian, Czech, Danish, Swedish and Ukrainian language printed during the last hundred years,ie of its publication in the collection of children fairytales Price izdavnine (Tales from long ago) until present. With consideration to translating procedures, various translating strategies applied in translation of personal names of the fairytale’s characters into different languages will be compared and highlighted in this study. Cross-cultural and semantic implications of translation choices will be observed and consequent conclusions will be made on extent of their authenticity. Keywords: Tales, translating personal names, translation procedures, comparative analysis 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 2016-05-11 Keywords Keywords. Article PeerReviewed PE English 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 https://omeka.ibu.edu.ba/files/original/63a3cb44040d73b3d73fdd27da655ab5.doc 4de62465eab699e866123c81ac0034f9 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. 3270 Title A name given to the resource The importance of being critical – Polish EFL teachers' beliefs and practices Author Author Cierpisz, Agata Abstract A summary of the resource. Sooner or later, countries like Poland will have to welcome immigrants from the Middle East and successfully communicate with the immigrants from different cultural backgrounds. I would like to argue that critical cultural awareness proves to be a cornerstone of the model of Intercultural Communicative Competence (Byram, 1997) and should be considered a prerequisite for developing the rest of the components comprising the model. The main aim of the present research paper is to investigate, analyse and discuss Polish EFL teachers' beliefs on the idea of including critical cultural awareness, a crucial component of intercultural competence, in the EFL lessons, teachers' teaching practices with reference to developing particular elements of intercultural competence in the EFL lessons and the possible discrepancies between their beliefs and practices. A questionnaire administered to 125 Polish EFL teachers and a case study of three practitioners, who were observed, interviewed and confronted in a focus-group discussion, were used to collect the relevant data. The results of my research study suggest that a lot of Polish EFL teachers declare that they consider Byram's intercultural communicative competence model (Byram 1997) relevant to foreign language teaching and learning in the present-day and seem to be willing to implement it in their lessons, yet many of those teachers appear not to prioritize intercultural competence in their teaching practice. This apparent discrepancy between language teachers' beliefs and their practices may stem from teachers' lack of sufficient intercultural training during their professional education. A need for implementing critical cultural awareness into the pre-service teacher trainings was identified. Keywords: intercultural competence, critical cultural awareness, EFL teaching and learning 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 2016-05-02 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/e75938e86f549c6600f6a21b8326780f.pdf d3b22b580186db5250000fd5e833b343 PDF Text Text Cognitive Mechanisms of Word-formation Process: Interrelation of Conceptual and Verbal Structures Shahriyor Safarov & Azamat Akbarov Samarkand State Institute of Foreign Languages, Uzbekistan & International Burch University, Bosnia and Herzegovina Abstract: This article deals with the peculiarities of mechanisms providing formation of semantics of compound words from the perspective of the cognitive approach. More to the point, it is a question of conceptual derivation, where meaning formation of compound words is carried out by the interaction of its component conceptual structures. The author has researched the main means which take part in the processes of conceptual derivation of both structurally motivated and structurally unmotivated compound words. Special attention is given to revealing the propositional structures correlated with the word formation meanings of compound words. Keywords: word-formation, conceptual derivation, cognitive mechanism, perspectivization, compositionality. 1. Introduction: Cognitive View of Knowledge Representation The understanding and knowledge of human cognitive abilities has been formulated as the main task of cognitive linguistics, and performing this task is closely connected with the concept of knowledge representation, with its one or other structures of consciousness reflecting the perceived world in the human mind. As is known, the work of the brain and thinking run through structures of consciousness. This is a kind of revitalization activity, the combination of verbal with non-verbal structures and the objectivization of both (Croft and Cruse 2004; Schwarz 1996). The main difference between cognitive linguistics and traditional linguistics is that the aim of cognitive linguistics is the investigation of new comprehensions of consciousness and language interconnection. Therefore, the main goals of the new scientific paradigm (branch) are to get into forms of various structures of knowledge by language understanding and to describe the differences between them and language relations. It is obvious that the linguist cannot and should not assume tasks connected with explaining how the human brain works. This requires the combined efforts of specialists in different sciences. At this stage of cognitive psychology, development of the existence of certain structures of consciousness in the brain has been confirmed and theoretically justified. The range of variation of these structures is very wide; they are diverse in type and complexity and also in the interrelationship of experience with language and figurative units. By the statement of linguists, the main function and role of language in human society is to serve as a means of cognition, which is understood as the process of getting scientific and everyday knowledge �about the world ( see, e.g. Kubryakova 2009: 5). Accordingly, the basis of the cognitive approach to the analysis of linguistic forms is to correlate them with the various forms of knowledge that those forms objectify. The importance of language structures lies precisely in the fact that they implement larger structures of knowledge in tangible and accessible form, putting them in the form of various kinds of linguistic signs that can be closely examined by a number of cognitive perspectives (Clark, 1997: 210). These mental structures are based on either concepts of different types (images, notions, concepts), or on their combinations (pictures, gestalts, charts, scripts, diagrams, propositions, frames, etc.). They are born and actualized in the process of world perception, and they are created in acts of cognition, reflecting and generalizing the human experience and reality, which can be conceptualized in various types of activities related to the world. This view of conceptual processing relies on the concept as something expressed by an expression, and in turn determines the object which serves as the denotatum of the aforementioned expression. (Church, 1985; Raclavsky & Kuchynka, 2011) This is in sharp contrast with the definition of concepts as predicative functions, (Tichy, 1988) which although popular for a while, has been largely superseded due to its inability to differentiate between empirical and non-empirical concepts. Consideration of linguistic and discursive patterns of representation of cognitive processes that take place in the thinking process of linguistic personality and its modeling of the linguistic picture of the world certainly defines the perspective of cognitive linguistics. According to one of the postulates of cognitive linguistics, language is the closest and most appropriate means of understanding the human cognitive sphere. However, the language code, and especially discursive fragment, is not a final and frozen form of verbalization of cognitive structures. W. Chafe was right with his slogan, “Language is the best window to knowledge,” but this slogan is only half true if “there are thoughts which are difficult to express in words” (Chafe 1987:109). I think it would be more accurate to talk about the stochastic (probabilistic) nature of the representation of mental formations, which themselves represent stochastic structures. After all, understanding the events taking place in the world, and indeed the world of concepts where a person lives, is largely conventional. At the same time, the language always remains as the main code system that embodies all the results and mechanisms of human cognition, regardless of stochastic character and, at times, the seeming limitations of this representative potential. And this is probably because, "Under normal conditions human thought is formulated beforehand on the basis of linguistic categories or even may be clothed in linguistic forms" (Berestnev 2008: 63). Everything that has been formed conceptually in the human mind can be expressed by the language and fixed in it. Conceptual tightness is an important condition of semanticization and verbalization of acquired knowledge. Epistemologically, conceptual categories can be traced to the very roots of modern day science and philosophy. In the philosophy of Ancient Greece, under the influence of Platonic dialogues, the view of concepts as forms external to the human mind that can be perceived mainly on a linguistic level has been influential for a considerable period of time. However, with the introduction of the Aristotelian infinite regress (Mure, 2016), the idea of isolated conceptual forms is soon abandoned for an internalized view of conceptual clusters. Field Code Changed �Ironically, we find this notion of prior epistemological categories in Aristotle’s Posterior Analytics. With the seminal work of Kant in the late 18th century, the delineation between a priori and a posteriori knowledge sharply divides scientific currents. In terms of a cognitive view of knowledge, we are obliged to classify all formation of conceptual categories as an a posteriori process, reliant on the experiential interaction of an individual with the world around them. This experience, as it is represented in modern day cognitive linguistics, forms the basis of prototypical and stereotypical categories which become one of the more essential tools in navigating meaning-making and interpretation. Thus, even if human thought is formulated on the basis of linguistic categories, those categories are a product of all prior thought formulation that has been salient in terms of frequency and repetitiveness. These linguistic categories have been subject to quite a lot of research beginning with Rosch in the 1970s. (Geeraertes, 2008) Furthermore, the research has been expanded to encompass the sociolinguistic aspects of the phenomena, primarily in the work of Putnam (1975)who returns to a Platonic view of meaning as existing outside of the individual who interprets it. In terms of the formation of conceptual categories, we follow the structural view of concepts as derived from the nature of the data at our disposal, which are then listed and categorized based on semantic constraints and inference rules. This view of categorization has been purported by a large number of researchers in the past decades. (Smith and Smith, 1977; Kent, 1983; Eick, 1984; Maciaszek, 1986) Conceptualization is a complex process that requires actualization of not only linguistic knowledge, but also the entire volume of encyclopedic knowledge of cognitive personality. In addition, human cognitive activity takes place in the context of a particular situation and cultural environment, and this will lead to the emergence of a certain kind of “national color” in the cognitive structures (Safarov 2006: 62-74). Really, conceptualization represents the many-folded mental activity of a person. It has a dynamic nature and it should be understood “as subsuming (1) both novel and established conceptions; (2) not just ‘intellectual’ notions, but sensory, motor, and emotive experience as well; (3) apprehension of the physical, linguistic, social, and cultural context; and (4) conceptions that develop and unfold through processing time (rather than being simultaneously manifested” (Langacker 2008: 31). Interaction of these categories ensures dynamicity of conceptualization, which consists of various mental operations around knowledge structures. These operations are regulated and governed by certain laws. In turn, the regularities of passing process and systemic relations of the most important operations under the knowledge structures in the mental space of linguistic personality are represented in the main derivational mechanisms taking place in the system of language. 2. Conceptual and Verbal Derivation It is necessary to note that the term "derivation" has different interpretations in linguistic literature. In most cases, the authors give narrow definitions to derivation as the process of adding affixes to the stem. In addition to derivation, according to their point of view, compounding and conversion represent three main types of word formation (Cambridge Grammar 2002 :1613; Crystal 2008: 138). In a broad sense, derivation is �understood as the factor of the dynamics of language units, because in the language system exists self-development potential, which promotes the formation of new semantic and linguistic constructs. It can be believed that the key of derivative functioning of the linguistic sign is first of all a dynamic, self-developing, and, most importantly, self-regulating nature of the individual’s mental sphere, in which the knowledge structures, which are formed as a result of certain cognitive processes, undergo modification, augmentation, fragmentation, restructuring, and other changes fixed explicitly or implicitly by the language units. Moreover, derivation by its linguistic nature may have different forms: word-formative, semantic, lexical, syntactic, etc., among which a special place should be given to conceptual derivation, because it is a source of both conceptual and linguistic systems. At the moment, within cognitive linguistics, special attention is being given to the study of derivatives because the word-formation system functions not only as a database, which is necessary for providing needs in selection and fixation of special knowledge structures, but also works "as a generative environment" (Kubryakova 2004:393). Derivative vocabulary allows fixing and verbalizing of knowledge structures, which appear in acts of cognition and world assessment as the result of human conceptual abilities. Internal development of the conceptual system occurs due to ongoing processes in the system, one of which is a conceptual derivation. Conceptual derivation represents a cognitive process, which provides the appearance of a new knowledge structure in the human conceptual system based on existing concepts. It presupposes that after the concepts in the language, which form the person’s conceptual system and which has already been in some way named, appear as backgrounds for their further combination in new mental structures which have new linguistic meanings. Concepts having been born in the process of cognitive activity, after linguistic representation, become an integral part of the conceptual system, creating, in turn, the basis for further development and keeping derivative relations with original structures. Investigation of the process of conceptual derivation involves description of cognitive mechanisms, which provide the construction of knowledge structures, objectified by derived words. It is important to show not only the results of the processes which are carried out on a conceptual level, the processes that give rise to new knowledge structures, on the ground of the original structure or structures, but also the realization of these processes in the dynamics, aided by the description of the mechanisms that lead to the emergence of a new conceptual structure. Among the cognitive mechanisms for the formation of the semantics of derivatives that have been offered are perspectivization, binding, rebuilding, and development. The cognitive mechanism, perspectivization, assumes the bringing up to the foreground of those sections or individual characteristics of the concepts related to derivative words that reflect the information necessary for the formation of the concept which is represented by a derivative word. The cognitive mechanism, binding, provides either agreement of perspectivized characteristics of the concepts correlated with generating units, or provides agreement of rebuilding concepts and concepts which are transmitted by generating words. The work of the cognitive mechanism, rebuilding, allows the recovery of the features missing to create the conceptual structure. In its turn, these features correlate with derivative words, by referring to the cognitive domain to whichreferdomain to which refers specific characteristics of the concepts, represented by generating or derived words. The work of the �cognitive mechanism, development, is understood as the emergence of a concept’s new features or their combinations; in turn, the concept is objectified by a derived word due to inferential and encyclopedic knowledge. It will be shown by the help of the above-mentioned mechanisms how knowledge structures, objectified by compound words, are constructed. Compound words represent concentrated expressions of human thought where semantic relations exist, marked by elements of predicativity, which can be classed to the message. Usually, in the formation of compound words, attention should be focused on generative stems and meanings correlated with them. The knowledge correlated with generatives (e.g. nouns) is proposed to consider as a concept consisting of a number of characteristics that have the following features: centrality, stability/variability, informative significance, and inferential power. Centrality of characteristics is determined by the degree of its importance for this mental structure. Immutability of a future reflects the degree of dependence on it all the internal structures of the concept. For example, a round shape is not the stable, immutable future of the orange, because our idea about oranges changes little, even if we imagine it in a somewhat different form. But a round shape is an unchanged, immutable characteristic of the wheel, and in our mind it can’t be imaged in another form (Sloman, et al. 1998:191). Features that are unique to a particular category of concepts have a high degree of informative significance. For example, the fact that the root system exists in the structure of the concept, "tree," doesn’t have great informative significance. However, even with a low degree of informative significance, it is a stable characteristic of this mental representation, since it is impossible to imagine a tree without a branched root system. Inferential potency of characteristics allows the help of certain features to predict the existence of others in this concept. It is assumed that central and immutable features, which are reflected in the dictionary definitions, constitute the core of the concept, represented by a generative noun. It should be noted that when interpreting the semantics of the derivative word, we are dealing with compositionality, i.e., with semantic compositionality uniting at least two categorical meanings, having different degrees of concreteness. Such derivative meaning develops due to features of combined concepts. The correlation of the concepts involved in the act of derivation is an indicator of the integration rules of concepts, which are, on the one hand, determined by the position of the concept’s feature (strong and weak), and, on the other, stipulate the choice of the model on which develops a compositional meaning. If the feature of the concept refers to the strong position, it contributes to the fact that this feature of the concept is relatively stable in the process of semantic attraction, and in the process of semantic evolution becomes a nuclear component of the conceptual derivation. But, in various cases, it may be either the feature of the concept characterizing one of the concepts that structure the conceptual database of derived compositional sign or the feature of the concept reflecting the fusion of concepts that make up the composite. For example, in the formation process of the French compound word coupe-cigare which means, “a tool for cutting cigar tip before smoking," the feature that reflects the method "from top to bottom" becomes central. The indicated feature "method" correlates with the whole combined sign (composite), i.e., a cigar cutting is made by the tool, the blade of which moves downward; thus, guillotine is the subject, which by the method of action is similar to a cigar cutter. Correlatives of both components are removed from the main member of derivative Field Code Changed �combination by "qualifiers" similar to the device that demonstrate darkened motivation of this composite. Cognitive mechanisms come into play in the formation of both meanings of either structurally motivated or structurally unmotivated compound words. In this way, in the meaning formation of compound nouns such as the English, “flag-captain,” “kneebreeches,” “boatman,”“internet abuse,”“drug-abuse,”“night watch,”“helpline” ; the Uzbek,“murojoatnoma”(appeal), “toshko'mir” (charcoal), “temiryo'l”(railway); the Tadjik, “Muboraknoma”(congratulation latter), “simshub” (pole), “mehmonkhona” (sitting room), etc., are used as cognitive mechanisms for perspectivization, binding, and rebuilding. At that point, the concept, represented by the second generative noun, which is dominant in the creation process of the concept, is transmitted by the compound word, undergoes minor changes. Changes are defined as minor because most central and immutable features of the concept, transmitted by the second noun, are borrowed from the concept which defines the semantics of a compound word. That is why such compound nouns are considered to be structurally motivated. The role of cognitive mechanisms increases in the formation of structurally-unmotivated compound words. Formation of these composite meanings is carried out by actualization of cognitive mechanisms such as perspectivization, rebuilding, development, and conceptual metaphor and metonymy, and all these can be implemented with the help of either reference to generative components and the knowledge correlated with them, or by reference to contextual information. The concept represented by the second component undergoes minor changes. At the same time, this concept functions in many cases to determine the process of creating a concept which refers to a compound word. The changes are the result of accommodation, understood as (after R. Langacker) the adaptation of certain aspects of one component to the other during the formation of a complex structure(Langacker2002: 272273).The concept transmitted by the second component of the composite undergoes a certain transformation, where its features will be agreed with features of the concept, correlated with the first generative component. As a consequence, most central and immutable features of the concept lose perspectivization. The above mentioned concepts will be illustrated by the example of ananalysis of the structurally-unmotivated compound word manflu, in the following context: “Has Jim taken another day off? I bet he is suffering from manflu” [http://www.urban dictionary. com]. Dictionary definitions of the second generative noun, “flu, ”are:“an infection, illness like a bad cold, causing a high temperature, pains and weakness” (OALDCE 1995: 45); “an infectious disease which is like a bad cold but more serious.”(LDELC1992: 494). These interpretations reflect conceptual characteristics such as: "illness"; "features: infectious like a bad cold"; "symptoms: high temperature, pain, weakness." The above mentioned features are defined as the central ones at the initial stage of meaning formation of the compound word “manflu” with the help of the cognitive mechanism of perspectivization. Further, under the influence of these characteristics, steady features of the concept, “man,” such as, "human being," and "adult," "man" is put into perspectivization. These features begin to link to each other. Further meaning formation of the compound noun, “manflu,” takes into consideration contextual information. Field Code Changed �Conceptual information, transmitted by the linguistic expressions, “taken another day off, “and “suffering from,” as well as the consistent characteristics of concepts, refer to the cognitive domain, diseases, standing behind the concept and correlated with the generative noun, “flu.”The changeable feature, "wrong diagnosis," is restored in this domain with the help of the cognitive mechanism, rebuilding. Information, transmitted by linguistic units and the indicated restored feature, refer to the cognitive domain, male, standing behind the concept correlated with the generative noun, “man.” Changeable features such as, "the property of the male character is a tendency to exaggerate seriousness of the disease,” is restored due to the cognitive mechanism, rebuilding, from the cognitive domain, male. In the process of further coordination of changeable features with central features of both concepts, perspectivization and also transformation occur in the concept, correlated with the generating noun, “flu,” due to accommodation. The central characteristics "features— infectious"; "causing symptoms—high temperature, pains, weakness"; and "like a bad cold"; lose perspectivization, but the feature, "illness," is borrowed from the concept, represented by a compound word. Further, the derived concept, on the basis of consistent features, also gets an ironic connotation as a result of the work of the cognitive mechanism, development. Thus, the concept correlating with the compound word, “manflu,” in this context includes the following characteristics: "illness—cold''; “the wrong diagnosis, typical for men"; "perceived as a flu by virtue of exaggerating the seriousness of disease"; and "ironic attitude." This concept defines the semantic structure of the compound word, “manflu” as the ironic connotation, a bad cold, mistakenly self-diagnosed by a man as the flu, whose seriousness is exaggerated. Meaning formation of exocentric structurally-unmotivated compound nouns such as the English, “boozehound,” “buttercup,” “climate canary,” “queer-bashing”; the Uzbek, “tuyaqush,” “mingoyoq,” “sadbarg”; the Tadjik, “sartarosh,” in addition to the abovementioned mechanisms, involves the work of the cognitive mechanisms, conceptual metaphor and conceptual metonymy. The cognitive mechanism, conceptual metaphor, is the finding of the source areas and the target areas of metaphorical transfer. It also demands identification of features in both areas, which allows the establishment of similarities between identified areas and specific arrangement (combination) of features of both areas. The cognitive mechanism of "conceptual metonymy" supposes access to the cognitive domain, in which the metonymic transfer, determination of the concept instrument, the concept aim, and comparison and perspectivization of part to indicate the whole take place. Reference to the context and information transmitted by it, especially in the process of meaning formation of structurally-unmotivated compound words, is important, because information transmitted exactly by the context helps to determine the target area of metaphorical projection and the concept aim of the metonymic model. 3. Conclusion The analysis of the semantic structure of composites showed that the construction of knowledge, objectified by composites, requires consideration of cognitive mechanisms which provide the generation of new conceptual structures based on already existing ones and determine the meaning formation of compound words. It allows us to show not only the �results of the conceptual derivation, i.e. conceptual structure which has arisen as a result of interaction of original conceptual structures or due to the development of the original structure, but also the process of its creation. Therefore, moving from a static description of word-formation processes at the conceptual level to the dynamic requires description. The dynamic aspect of the language is the most promising area of study, as in this section we can identify the models and structures that are the basis in the process of language units’ evolution. Also, we can predict the direction of their future development and answer the question, “Why?" in certain circumstances when one or another direction of semantic evolution has been chosen. In this regard, the study of the semantic formation of a derivative word gains special importance, because such analysis provides some sense of how semantics are formed by its parts. Investigation of the dynamic aspect of word formation allows us to see possible ways of explaining the combinability of units within the derived word, on the one hand, and the combinability of units derived from the words, on the other. Thus, this cognitive approach to language phenomena, and, in particular, to word-formation, lets us represent this well-known language phenomenon in a new light, reflecting the process of language understanding and interpretation of its units in our minds. References: Aristotle, Posterior Analytics. Translated by G. R. G. Mure, The Internet Classics Archive. Available online at http://classics.mit.edu//Aristotle/posterior.html Chafe W.L. Repeated verbalization as evidence for the organization of the knowledge//Preprints of the plenary session papers: XIV International Congress of Linguists. – Berlin, 1987. Clark A. Being There: Putting Brain, Body and World Together Again. – Cambridge, Ma: MIT Press, 1997. – 389 p. Croft W., Cruse A. 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Kent, W. A Simple Guide to Five Normal Forms in Relational Database Theory, Comm. ACM, 2. 1983: 120-125. Maciaszek, L. An enhanced conceptual structure derivation. University of Wollongong, 1986. Сафаров Ш. Когнитив тилшунослик. – Жиззах: Сангзор, 2006.- 91 б. Safarov Sh. Cognitive linguistics. – Djizzakh, 2006.- 91 p. Сафаров Ш. Семантика. – Тошкент: Узбекистон миллий энциклопедияси, 2013.- 344 б. СафаровШ. Semantics. – Tashkent, 2013.- 344 p. Tichy, P. The Foundations of Frege’s Logic. Walter de Gruyter, 1988. Putnam, H. The meaning of meaning. In: Keith Gunderson (ed.) Language, Mind, and Knowledge, Minnesota: Minnesota Press, 1975: 131-193. Raclavsky, J. & Kuchynka, P., Conceptual and Derivation Systems, 2011. Dictionaries: COED – Concise Oxford Dictionary. (ed. By C. Coones and Stevenson). - Oxford: OUP, 2006. LDELC- Longman Dictionary of English Language and Culture. – Barcelona: Longman Group UK LTD.,1992 OALDCE- Oxford Advanced Learner’s Dictionary of Current English (ed. By A.S. Hornby). – Oxford: OUR, 1995. Formatted: English (United States) Formatted: English (United States) Formatted: Russian � 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. 3269 Title A name given to the resource Cognitive Mechanisms of Word-formation Process: Interrelation of Conceptual and Verbal Structures Author Author Safarov, Shahriyor Akbarov, Azamat Abstract A summary of the resource. This article deals with the peculiarities of mechanisms providing formation of semantics of compound words from the perspective of the cognitive approach. More to the point, it is a question of conceptual derivation, where meaning formation of compound words is carried out by the interaction of its component conceptual structures. The author has researched the main means which take part in the processes of conceptual derivation of both structurally motivated and structurally unmotivated compound words. Special attention is given to revealing the propositional structures correlated with the word formation meanings of compound words. Keywords: word-formation, conceptual derivation, cognitive mechanism, perspectivization, compositionality. 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 2016-04-29 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/1bfd5834748dbad4b945b9771dccf398.pdf f5098a9087958411a155ff0b1eb13598 PDF Text Text Netspeak: Linguistic Properties and Aspects of Online Communication in Postponed Time Sanel Hadžiahmetović Jurida & Mirza Džanić & Tanja Pavlović & Alma Jahić & Jasmina Hanić University of Tuzla Bosnia and Herzegovina Abstract: In the context of English as a global language, and Netspeak as a new electronic medium of communication, the present paper examines the linguistic properties and distinctive features of online communication in postponed time, bearing in mind that synchronicity is one of the dimensions upon which electronic communication can be categorised. This corpus-based study, for which data were collected from several Internet sites, places particular focus on the features of English used in asynchronous settings. The analysis, based on the model proposed by David Crystal (2001), portrays a number of highly distinctive features of Netspeak, proving an immense impact of thethis type of commucniation in terms of graphology (emoticons, punctuation) and the lexicon (blending, compounding), these being areas where it is relatively easy to introduce both innovation (nonce formation and other ludic Netspeak extensions) and deviation (abbreviations, acronyms). Keywords: Netspeak, Internet, asynchronus settings, distinctive linguistic features, synchronicity Introduction The paper examines the linguistic characterictics and distinctive features of online communication in postponed time, in the context of English as a global language, and Netspeak as a new electronic medium of communication. Considered to be a relatively largely unexplored area, the brand new medium of communication labelled Netspeak is closely related to the Internet, whose dominant effect in everyday lives, on the other hand, is fast growing. The paper further examines and describes some distinctive features of Netspeak, primarily on the lexical and orthographic levels, highlighting its innovative nature given that, �according to Crystal (2001: 91), the most general features of Netspeak distinctiveness are currently found chiefly in graphology and the lexicon, these being the levels of language where it is relatively easy to introduce both innovation and deviation. The Internet1 has undoubtedly appeared almost from nowhere to take a rather important role in our lives. Computers have undoubtedly changed the way people communicate with one another. An increasing number of people throughout the world heavily rely on the World Wide Web as the primary source of information on various enquiries. Electronic communication, also referred to as computer-mediated communication (CMC) has become a vastly popular means of communication. Online chatting has, in the recent years, become extremely popular. Crystal (2001) argues that Netspeak is a radically new linguistic medium. The nature of the impact which the Internet is making on the English language has not been thoroughly investigated since the emergence of the Internet. It is only in the most recent years that this area has become popular. A starting point in my deliberations is the approach taken by Crystal (2001), who argues that ‘Netspeak’ is actually a radically new linguistic medium. According to Crystal (2001: 24), the fact that the Internet is an electronic, global, and interactive medium is crucial for the kind of language used on the Internet. The term Netspeak serves as an alternative to terms such as Netlish, Weblish, Internet language, cyberspeak, electronic language, computer-mediated communication, etc. Both Netlish and Weblish can be said to have been simply derived from English, ‘electronic discourse’ highlights the interactive nature of Internet dialogues, while ‘computer-mediated communication’ focuses on the medium itself. As a term, Netspeak joins the club of to-be famous ‘-speaks’ such as Newspeak, Oldspeak, Doublespeak, Royalspeak 1 Capitalised 'I' in the word Internet shows the significance of the new medium. �and Blairspeak, while as a name, Netspeak is believed to be functional enough, as long as it is borne in mind that ‘-speak’ here actually involves both writing and speaking, as well as the receptive elements of listening and reading. Figures 1 and 2 below provide an overview of the top ten language in the Internet (as at 30 June 2015), and the total number of Internet users, estimated at some 3.2 billion. Other significant factors include the fact the total number of native English speakers in the world is about 340 million, and that English is spoken as a second language by almost 510 million people around the world (according to Ethnologue, 2015, 18th edition), all of whom make their contributions to the Internet in their own language as well as in English. However, English is said to have the richest technical vocabulary of any language (largely because native and non-native speakers alike use it to communicate technical ideas). Figure 1. Top Ten Languages in the Internet �As it can be observed from the figures provided above, the current language distribution of the languages on the Web is as follows: 1. English 26.0% 2. Chinese 21.5% 3. Spanish 7.5% 4. Arabic 4.8% 5. Portuguese 4.0% 6. Japanese 3.5% 7. Russian 3.2% 8. Malay 2.9% 9. French 2.8% 10.German 2.6% All the rest: 21.2% Top Ten Languages Used in the Web - June 30, 2015 ( Number of Internet Users by Language ) TOP TEN LANGUAGES Internet Users IN THE INTERNET by Language English Chinese Spanish Arabic Portuguese Japanese Russian Malay French German TOP 10 LANGUAGES Rest of the Languages WORLD TOTAL 851,623,892 704,484,396 245,150,733 155,595,439 131,615,190 114,963,827 103,147,691 93,915,747 92,265,199 83,738,911 2,576,501,025 693,989,559 3,270,490,584 Internet Penetration (% Population) 60.9 % 50.4 % 55.5 % 41.5 % 50.0 % 90.6 % 70.5 % 32.7 % 23.9 % 87.8 % 52.4 % 29.6 % 45.0 % Users Growth in Internet (2000 - 2015) Internet Users % of World Total (Participation) 505.0 % 2,080.9 % 1,248.4 % 6,091.9 % 1,637.3 % 144.2 % 3,227.3 % 1,539.0 % 669.0 % 204.3 % 768.2 % 980.6 % 806.0 % Figure 2. Number of Internet Users by Language 26.0 % 21.5 % 7.5 % 4.8 % 4.0 % 3.5 % 3.2 % 2.9 % 2.8 % 2.6 % 78.8 % 21.2 % 100.0 % World Population for this Language (2015 Estimate) 1,398,277,986 1,398,335,970 441,778,696 375,241,253 263,260,385 126,919,659 146,267,288 286,937,168 385,389,434 95,324,471 4,917,732,310 2,342,888,808 7,260,621,118 �In other words, interpreting the data above, there are 851.6 English speaking people using the Internet, this represents 26.0% of all the Internet users in the world. The number of English Speaking Internet Users has grown 505.0 % in the last fifteen years (2000-2015). Crystal (2001: 2f) states that the Internet is an association of computer networks with common standards which enable messages to be sent from any central computer (also known as host) on one network to any host on any other. It was first developed in the 1960s in the USA as an experimental network which quickly grew to include military, federal, regional, university, business, and personal users. Nowadays, the Internet is the world’s largest computer network, with more than 100 million hosts connected by the year 2000. The Internet provides an increasing range of services and enables vast numbers of people to be in touch with each other all over the world through electronic mail (e-mail), discussion groups, chat rooms etc. There is a wide range of services available, starting from following daily news, looking at advertisements of any sort, via electronic shopping, to spending your time in the virtual world, chatting with people on the opposite side of the planet. A new term has been coined to represent the notion of everything available on the Internet – cyberspace, the space that could be best described as all-in-one; the television, the telephone, the telegraph etc. The present study looks at the ways in which the nature of the electronic medium and the global use of the Internet are having an impact on the English language. Crystal argues (2001: 5) that the electronic medium presents us with a channel which at the same time facilitates and constraints the human ability to communicate in ways rather different from any other situations. This paper will give a brief introduction to chatgroups and the language of chatgroups. More specifically, it will focus on some of its major innovative features found in online chatgroup communication in postponed time (asynchronous). �The Study, the Corpus and the Methodology The study is based on Netspeak as a brand new electronic medium of communication. It examines the linguistic properties and distinctive features of online communication in postponed time (the language used in online forums or discussion boards) and highlights particular functionally distinct elements that constitute an online forum thread. Finally, the study describes the distinctive features primarily on the lexical and orthographic levels, highlighting its innovative nature. The data for the study were collected from naturally occuring sources (the Internet). As this study is a part of the author's broader study on Netspeak, data collection for this study was done within a project including fellows from the English Department and a number of senior students majoring in English. The data were collected from the messageboard available on www.escnation.com. The data were relatively easy to collect as they were available in a large number of public venues, not requiring any special permission to be used (free access to various Internet sites). A number of samples were identified, downloaded into personal computer and an analysis of linguistic elements was made. This is deemed particularly important as it allows the researcher to have access to the electronic discourse, and consequently copying the text by marking it with a mouse and then copying. The copied text was then pasted in a Microsoft Word document and saved into own computer (for frequency counts to be made). The corpus included a total of 60 chat samples collected from the online communication in postponed time on the message board, comprising a total of 8,3250 words. �Chatgroups Chatgroups are organised at particular Internet sites in the so-called ‘rooms’ in which computer users with an interest in a particular topic or topics can freely participate thus contributing to ongoing discussions on particular topics. These are continuous discussions, and Crystal divides them into two situations relating to chatgroups, depending on whether the interaction between computer users takes place in real time (synchronous) or in postponed time (asynchronous). Considering that synchronicity is one of the dimensions upon which electronic communication can be categorised (Baron, 2008: 11), the present paper examines the linguistic properties and distinctive feattures of online communication in postponed time, as stated earlier. Furthermore, Freiermuth (2001) adds that the physiological mechanisms of online chatting are identical to those required for keyboard skills; dexterity, speed and precision are assets. Naturally, online chatting is different from writing, as it mandates a keyboard, a monitor, online access and client-server software. He further argues that, to have online chatting one must have all of these as prerequisite – they cannot be substituted for nor eliminated if interaction is to occur. Asynchronous situations: online communication in postponed time The interaction between users is stored in a particular format, and made available to other users on their request. Users can hence catch up with the discussion in the postponed time, adding their comments to any given topic, and are not limited by time. According to Crystal �(2001: 11), one of the popular features of 1980s computer-mediated communication are the bulletin boards, which can nowadays be found in the form of discussion forums of various sorts. Another example is the mailing list, to which users subscribe bearing in mind that all messages sent in to the list will reach everyone subscribed to the list. Here is an example of communication in asynchronous Internet situations (from the messageboard available at www.escnation.com): Figure 3: Chatgroup communication in postponed time How things work in postponed online interaction As it may be observed from this example, a number of chatters are on the same message board, engaging in the same conversation but not at exactly the same time. � The operation mechanism of a group can be summarised as follows:  Group members send (post) their contributions (posts, messages, articles, opinions, comments, etc.)  The system makes all the messages available to all group members  Messages can be saved, archived, as well as catalogued  Groups are managed either by an individual, referred to as the moderator (editor, listowner, host, postmaster, etc.) or a small team.  Messages are circulated at a relatively high speed (not more than 30 or 60 seconds)  Group members post their replies to topics of their own interests  Other group members may then post their replies to the replies produced by some other group members An unlimited number of Internet users, subscribed to a particular Internet site (with the permission to use the messageboard or not), have access to the messageboard. Messageboards on various sites are normally organised in a rather practical way, where messages are sorted out by date, and individual users can freely contribute to any given topic with their own comments. Some distinctive lexical features of Netspeak in online communication in postponed time As has been stated earlier, the term Netspeak is an alternative to many other terms that can be found in use, such as; Netlish, Weblish, Internet language, cyberspeak, electronic discourse, computer-mediated communication etc. Its name suggests speaking, but we must remember that it actually involves writing primarily. �Here is an illustration of how electronically produced language affects spoken language (Crystal, 2001): a. It’s my turn to download now. (i.e. I’ve heard all your gossip, now hear mine) c. She’s multitasking. (said of someone doing two things at once) d. Let’s go offline for a few minutes (i.e. let’s talk in private) f. I’ll ping you later. (i.e. get in touch to see if you’re around) h. He started flaming me for no reason at all. (i.e. shouting at me) i. I got a pile of spam in the post today. (i.e. junk-mail) j. He’s living in hypertext. (i.e. he’s got a lot to hide) It is evident that it is not possible to say how many of these developments will become a permanent feature of the language. Language change can never be predicted, but only recognised once it has happened. Crystal (2001: 22) concludes that a certain notion of Netspeak has begun to evolve which is rapidly becoming a part of popular linguistic consciousness, and evoking strong language attitudes. Hence the importance of determining its main linguistic properties and aspects. Netspeak can, therefore, be considered an eclectic resource,2 but is arguably more than just an aggregate of spoken and written features. While Crystal (2001: 48) finds it “a new species of communication,” Baron (in Crystal, 2001: 48) calls it, metaphorically, “an emerging language centaur – part speech, part writing.” Crystal goes on to further develop the metaphor to include “speech + writing + electronically mediated properties.” In fact, Crystal calls Netspeak a genuine “third medium,” comprising several properties of both speech and writing, combined with the properties electronic texts display. 2 Davis and Brewer (in Crystal, 2001: 47): Writing in the elctronic medium, people adopt conventions or oral and written discourse to their own, individual communicative needs) �According to Crystal (2001: 81), one of the most obvious features of Netspeak is the lexicon that belongs to the internet. The lexicon is encountered whenever someone enters one of the Internet situations. Terms traditionally found in technology and computer science, such as cable, disk, bit, binary, and computer are not part of this lexicon, as they form part of the jargon of science and technology, extending well beyond the Internet. On the other hand, there is a large number of words and phrases that have emerged in the realm of Internetrestricted situations and activities in which all major lexical processes in English take place. Distinctive Features of Netspeak: the Findings and the Results The analysis of the corpus, based on Crystal's model (2001), hihghlighted almost all of the highly distinctive features of Netspeak and asynchronous communication. Only five features were not observed in the corpus: AmE vs. BrE spelling; Prepositional phrases; Participles; Prefixes; Suffixes. On the other hand, a total of 45 distinctive features were observed in the corpus, as follows (all are given here alphabetically, most are simply listed, those in bold are exemplified in the brackets, whilst others are elaborated on separately in the paragraphs and sections to follow): Abbreviation and acronyms, Absence of lengthy quotation, Anaphoric cross-reference between messages, Attributive adjectives, Blends (bottop, netizen, netiquette, cybercide, bugzilla, etc.), Compounds, Conjoining/coordination, Contractions (he’s happy misha…looks like we’ll be stuck with the ukrainian frenchie; we wont, cos i dont really speak it…i understand it), Emotive punctuation (hey!!!!, whadda f...!?!?!), Frequency of it, used to introduce a personal comment, Frequent perverse spellings and typographical errors (outta, seemz, cee ya), General feedback reactions found as opening sentences, Grammatical variation, Identification of message-types generated by the software, Ignorance of �capitalisation (Vasilis7: if i am what?, Raul-espWiGrBF: i said are u here?are u?), Innovation, Linking words by hyphens into higher elements (phrases and clauses), Lowercase letters (do you have a citizens advice bureau there?), Members accommodating other members, thus sharing linguistic character, Messages in capitals are ‘shouting’ (u 2 will I KNOW U WILL… speak to each other in UA ), Nick-initiated lineation (<Superstar> ), Non-standard concord between subject and verb, Non-standard spelling (gamez, yup, nope, phreak, kool, etc.), Omission of a copular verb (i fine), Other ludic Netspeak extensions, Overwhelming use of the pronoun I, Particular format of a chatgroup message body, Personal pronoun references, Presence of nonce-formations, Providing opportunity for equal participation , Punctuation (while Israel was giving votes it sais Urovision in the background!???!!??), Reliance on private verbs (e.g. think, feel, know), Replacement of a word-element by a similar sounding item, Several sources of visual distinctiveness (emoticons, rebus-like abbreviations, colloquial elisions), Short messages, Special fonts and styles, Substitution of one case form with another, The peer-group factor, The use of nicknames (Y_not_Chat, Pompompom, groggy, EuCROVision_Man, PaddyD, etc.), Topics embedded into other topics, Use of nicknames, Use of non-standard formations, jargon and slang, Word class conversion. Neologisms Concerning the emergence of neologisms, a number of patterns have been observed in terms of prefixation, and suffixation, as well as compounding. The following provides an overview of some recently observed trends, broken down by several categories:  Compounds �It is characteristic of Netspeak that in combining two words to make a new compound word, one element is found repeatedly, as in the following examples: o mouse: mouseclick, mousepad, mouseover,  but also phrasal verbs: mouse across, mouse over, o click: click-and-buy, one-click, leftclick, rightclick, double-click o ware: shareware, groupware, freeware, firmware, wetware o web: webcam, webcast, webmail, webmaster, webster, webzine, webliography o net: netlag, netdead, netnews, hypernet, Usenet, Netspeak o bug: bugtracker, bug fix, bug bash, BugNet  Prefixes A special set of items is found in use as prefixes or combining forms:  o cyber-: cyberspace, cyberculture, cyberlawyer, cybersex, cyber rights o hyper-: hypertext, hyperlink, hyperfiction, hyperzine o e-: e-voting, e-list, e-shop, e-security, e-books, e-managers Blends Blends, where part of one word is joined to part of another, are instantiated in examples like: netiquette, netizen, infonet, cybercide, datagram, Infobahn, Internaut, bugzilla Blends are typically found in Netspeak as two words of a phrase with parts of both, ordinarily the first part of the first and the last part of the other. In comparison to clippings and acronyms, blends can be said to start out as simple abbreviations, but given their appearance which is more word-alike, they become new words, like in the following example taken from asynchronous chat: Belgium 15.. (posteby by tonyvision on 2015-04-18 8:37:24 pm) o flop top or average? Who came up with this flop top thing? � Bottop!! [R] – TomofLondon  2015-04-18 8:39:52 pm Innovations Several types of lexical innovations have been observed, too, as follows. The replacement of a word-element by a similar sounding item, as in: o ecruiting: electronic recruiting o etailing: electronic retailing looks like a special type of blending, heavily relying on subtraction. Further, we note productive use of word-class conversion, normally from noun to verb, as in: to mouse, to clipboard, to geek out, to 404 Lexical innovation through unusual spelling Nicknames that are universally accepted (and are the norm, to a certain extent) can be spelled in a wonderful and/or weird way, making them special, which at the same time results in a refreshing of the vocabulary stock. Some examples of nicknames taken from Crystal (2001: 161) include the following: sleepless, shydude, pilot, Dutchguy, irish, cloudkid, oldbear, bfiancee, Pentium, pcman, froggy, tulip, BMW, cheese, Godot, BeaMeup, Elvis, Stalin, sexpot, buttspasm, HITLER, HAMAS, Nicknames from the corpus this study is based on, as collected from www.escnation.com include:  Nicks taken from the corpus this study is based on, as collected from www.esctoday.com: TomTom!, Xplolode EuCROVision_Man, EuroFan, Groggy, �Impreza, Ivan_macedonian, Le-Royaume-Uni, Nikki, Norwegian, Pompompom, Superstar, Lalalala, mijumaru, Y_not_Chat, Yiorgos, MindCrush, Sognu in Rewind, xrate, Furthermore, these nicknames fall into several categories (taken from the corpus):  Empty: Y_not_Chat, bex, frtk  Sonic: Lalalala, Pompompom, TomTom!, Xplolode  Ludic: Impreza, Groggy, ChreesDoubleyou, MindCrush  Typographically playful: Xplolode, PaddyD, Le-Royaume-Uni, EuCROVision_Man, etc. The same respelling tendency frequently produces nonce-formations: grouping words together into a compound (e.g. what a unifreakinversitynerd), or linking a number of words by hyphens (e.g. dead-slow-and-stop computer), which may qualify as a conversion from phrasal bases. These are illustrated in the following asynchronous chat sample:  As serious a question as I’m ever likely to ask – boogwewillallshine – 2015-04-25 6:19:26 pm  MacBos for certain, Turkey most likely, AlbArm maybe, Cyp rather not [R] – Stefan-LST Trip to Athens – 2015-04-25 6:56: 11pm  macedonia and bosnia…[R] Niall@work! – 2015-04-25 6:56:11 pm Abbreviations and Acronyms Netspeak is also quite famous for its variety of abbreviations. Acronyms are quite frequently used. The acronyms found in various Internet situations are no longer restricted to words or �short phrases, argues Crystal (2001: 86), and they can be sentence-length: GTG (got to go), WDYS (What did you say?). Individual words are reduced to several letters: PLS (please), THX (thanks). Hudson (2000: 242) defines acronyming as “a sort of clipping in which a phrase is replaced by a word based upon the first letters of its words.” Bauer (1983: 237) essentially agrees with that definition by saying that: An acronym is a word coined by taking the initial letters of the words in a title or phrase and using them as a new word, for example Strategic Arms Limitation Talks gives SALT. However, it is not necessarily the case that every abbreviation counts as an acronym: to be an acronym the new word must not be pronounced as a series of letters, but as a new word. Bauer (1983: 237) gives the following example here: if Value Added Tax is called /vi: ei ti:/, that is an abbreviation, but if it is called /væt/, it has become an acronym. It may be noted in the following example that the use of abbreviations is accompanied with rather emotive punctuation, as well as emoticons, clearly showing three Netspeak features employed in a very short chat sample alone.  BTW…the parrot won :) [R] – Tin Tin -2015-09-09 11:01:40 pm o LOOOL!!!! And presenter? – Frank – 2015-09-09 11:01: 52 pm The Use of Emoticons The corpus for this study included a total of 421 emoticons, as shown in Table 1 below. Here is an excerpt from a chat sample from the corpus, illustrating the use of emoticons: � Shame she sang it so terribly  [R] – SamB – 20:58:28  OMGWTF? It's the Slovenian flag! [R] – Dagfinn – 20:58:38 o Gotta love it :D [R] – Sild – 21:00:23 o Yes, it is the flag  reflecting on the song title...'Home is Here' or 'this is where home is' [R] – JohnS – 21:03:20  Nooooooooo : (  [R] – sellout – 20:58:46  I knew it that this long dress will end up to a disaster : S [R] – Marios – 20:59:06 Source of Internet data www.escnation.com Number of words Number of emoticons 8,3250 421 (5.1%) Table 1. The Use of Emoticons The Use of Abbreviations In the following examples, it may be noted that the use of abbreviations is accompanied with rather emotive punctuation, as well as emoticons, clearly showing three Netspeak features employed in a very short chat sample alone. Table 2 below shos the total number of abbreviations found in the corpus.  BTW…the parrot won :) [R] – Tin Tin -2015-04-09 11:01:40 pm o LOOOL!!!! And presenter? – Frank – 2015-04-09 11:01: 52 pm Source of Internet data Number of words Number of abbreviations www.escnation.com 8,325 127 (1.5%) �Table 2. The Use of Abbreviations Concluding Remarks The data for this study were collected from naturally occurring sources available from the Internet site chosen as the corpus for this paper. All data examined in this work were obtained from the www.escnation.com message board, and were then further analysed, bearing mind at all times the model used by David Crystal (2001), and starting with most of his suppositions and claims. In addition to my overall conclusion that online communication in postponed time (asynchronous) clearly displays a vast number of distinctive features, here are some of my other major observations and conclusions: Vocabulary: Chatters increase variety through the use of creative and highly innovative language forms; Chatters are limited by their environment; Chatters almost always prefer colloquial to literary language; Chatters freely reduce multi-word sentences and sequences of response utterances to a sequence of initial letters: bbfn (bye bye for now). Grammar: Chatters frequently use comment clauses, introduced with it. Chatters use the pronoun I without much hesitation, while other pronouns are not as frequent. Chatters tend not to use copular verbs, with registered cases of no subject-verb agreement. Spelling: Chatters tend to use less words, and modify spelling as to meet their needs, thus producing non-standard or perverse spellings. Chatters seem to be aware of the information value of consonants as opposed to vowels, judging by such vowel-less items as txt (text), and tmrw (tomorrow). Most chatters comply with the lower-case letters rule; cases of messages in capitals were registered where chatters were either frustrated over something or wished to underline their points. �Punctuation: Chatters tend to use emoticons quite frequently as a way to express their feelings and attitudes. Chatters use emoticons freely and without much hesitation. References Baron, Naomi (2008). Always on: Language in an Online and MobileWorld. Oxford University Press Bauer, Lauri (1983). English Word-formation. Cambridge: Cambridge University Press. Crystal, David (2001). Language and the Internet. Cambridge: Cambridge University Press. Crystal, David (2004). A Glossary of Netspeak and Textspeak. Edinburgh: Edinburgh University Press Crystal, David (1995). The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge University Press Davis, Boyd H., Jeutonne Brewer (1997). Electronic Discourse: Linguistic Individuals in Virtual Space. Albany, NY: State University of New York Press Freiermuth, Mark (2001). Features of Electronic Synchronous Communication: A Comparative Analysis of Online Chat, Spoken ad Written Texts. Unpublished PhD dissertation. Stillwater: Oklahoma State University Gunther, Marc (1998). The Internet is Mr.Case’s neighbourhood. Fortune 137.6: 68-80. Hudson, Grover (2000). Essential Introductory Linguistics. Oxford: Blackwell. The Oxford Dictionary of New Words (1997). Oxford: Oxford University Press. Internet sources: www.escnation.com http://www.internetworldstats.com www.ethnologue.com/statistics � 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. 3268 Title A name given to the resource Netspeak: Linguistic Properties and Aspects of Online Communication in Postponed Time Author Author Hadžiahmetović Jurida, Sanel Džanić, Mirza Pavlović, Tanja Jahić, Alma Hanić, Jasmina Abstract A summary of the resource. In the context of English as a global language, and Netspeak as a new electronic medium of communication, the present paper examines the linguistic properties and distinctive features of online communication in postponed time, bearing in mind that synchronicity is one of the dimensions upon which electronic communication can be categorised. This corpus-based study, for which data were collected from several Internet sites, places particular focus on the features of English used in asynchronous settings. The analysis, based on the model proposed by David Crystal (2001), portrays a number of highly distinctive features of Netspeak, proving an immense impact of thethis type of commucniation in terms of graphology (emoticons, punctuation) and the lexicon (blending, compounding), these being areas where it is relatively easy to introduce both innovation (nonce formation and other ludic Netspeak extensions) and deviation (abbreviations, acronyms). Keywords: Netspeak, Internet, asynchronus settings, distinctive linguistic features, synchronicity 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 2016-04-21 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/842d381a8959b461f978446b8e7f8257.pdf 2c577f743b32b1d9c71ea745a3965566 PDF Text Text On conceptual nature of antonymy: Evidence from corpus-based investigations Nataša Kostić University of Montenegro, Montenegro Abstract: This paper provides an overview of corpus investigations in studying antonymy with an aim to argue in favour of the conceptual approach to antonymy. Antonymy is considered to play an important role in organizing languages’ vocabularies. However, there is no consensus in the literature on the issue of whether antonyms form a set of stored lexical associations (as the structuralists and the Princeton WordNet model propose), or whether the category of antonymy is a context-sensitive, conceptually grounded category (as conceptual models of meaning propose). On the basis of author’s recent investigations of antonymy in Serbian written discourse, this paper argues in favour of the conceptual approach to antonymy. This approach predicts a category with a continuum structure, with prototypical antonym partners as core members, and category members for which a partner is not available in a context-free environment. The theoretical implication of the investigations presented is that antonymy is primarily a conceptual relation, based on general cognitive processes. Keywords: antonymy, cognitive approach, conceptual relation. 1. Introduction The relation of antonymy is considered to play an important role in organizing languages’ vocabularies (Cruse, 1986; Fellbaum, 1998; Lyons, 1977; M.L. Murphy, 2003; Willners, 2001). However, there is no general agreement on the foundation of the relation of antonymy. There is no consensus in the literature on the issue of whether antonyms form a set of stored lexical associations, as the structuralists and the Princeton WordNet model propose (Gross & Miller, 1990), or whether the category of antonymy is a context-sensitive, conceptually grounded category of which the members form a prototype structure of ‘goodness’ of antonymy, as conceptual models of meaning argue (G.L. Murphy, 2002). According to the structuralists, language is an autonomous intralinguistic system of relations between words, organized on the basis of lexical fields (Cruse, 1986). Word meanings are not treated as psychological units and are not substantial but relational, defined in terms of what they are not. For instance, long gets its meaning from its relation to short. Antonymy formed an important part of the structuralist models of meaning (Cruse, 1986; Lyons, 1977), in which relations such as antonymy are primitives and meanings of words are the relations they form with other words in the lexical network. The categorization of antonyms often involves the ascertainment of certain inherent semantic characteristics of pair members, regardless of the contexts in which they might appear. Theoretical research within the structuralist tradition has focused on semantic or logically based classifications of antonyms. There are, for example, semantic opposites that exhaust the scale they refer to (dead/alive, 1 �married/unmarried) that are examples of complementary type and are based on the logical relation of contradiction, and ‘true antonyms’ like hot/cold or long/short that are not mutually exclusive and, unlike the former type, are gradable and based on the logical definition of contrariety. Other categories include converse opposition (parent/child, buy/sell), directional opposition (north/south, come/go), multiple incompatibles (e.g. seasons of the year) and orthogonal opposition like man-woman-girl-boy where each member of the set is in opposition with two other members. Structuralist theoretical work on antonymy helps us perceive the variety within types of semantic oppositions, but it does not try to characterize antonyms from non-antonyms, nor does it really explain the relation of antonymy. The lexical, categorical view of antonymy, as proposed by the Princeton WordNet model (Gross & Miller, 1990), argues that there is the distinction between direct (e.g. dry/wet) and indirect antonyms (e.g. damp/arid, moist/parched, humid/dried-up, etc.) The direct antonyms, which are central to the structure of the adjectival vocabulary, are lexically related, while indirect ones are linked to the direct antonyms by virtue of being members of their conceptual synonym sets. Psycholinguistic indicators that have been used in the literature in support of lexical associations between antonyms include the tendency for antonyms to elicit one another in psycholinguistic tests such as free association (Charles & Miller, 1989; Deese, 1965; Palermo & Jenkins, 1964) and to identify them as opposites at a faster speed (Charles, Reed & Derryberry, 1994; Gross, Fischer & Miller, 1989; Herrmann et al., 1979). The lexical categorical approach considers antonymy to be a lexical relation and words are either lexical antonyms or not. Antonyms are pre-stored and get their meanings from the relation of which they are members. This model is context insensitive and static. In the lexical categorical model different contexts do not affect the antonym, since the antonym of a word is not determined by context and sense, but is lexically driven. Also, they predict a definite boundary between adjectives such as heavy that have antonyms and adjectives such as ponderous that have no antonyms on grounds that are not empirically supported. The main disadvantage of the structuralist approach to meaning is that it is a static system where instances of semantic opposition are classified on the basis of the meaning of individual words, which reflects their semantics but does not say much about the relation itself. In most of the literature on antonymy within the structuralist tradition there is a lack of empirical data, and the theory is not capable to explain lexical flexibility which is evident in how antonymy is used in language. 2. The conceptual approach to antonymy Literature on antonymy provides ample evidence that the WordNet representation of antonymy is an over-simplified means to classify antonyms. Herrmann, Chaffin, Daniel & Wool (1986) argue that canonicity is a scalar rather than absolute phenomenon. In one of their experiments, Herrmann et al. (1986) asked informants to rate word pairs on a scale from one to five. From the results of their experiment it emerges that there is a scale of goodness of antonyms with scores ranging from 5.00 (maximize/minimize) to 1.14 (courageous/diseased, clever/accepting, daring/sick). Herrmann et al. (1986, p. 134-135) define antonymy in terms of four relational elements. The first element concerns the clarity of the dimension on which the pairs of antonyms are based. Their assumption is that the clearer the dimension is the 2 �stronger the antonymic relation (e.g. good/bad as opposed to holy/bad). Secondly, the dimension has to be predominantly denotative rather than predominantly connotative. The third element is concerned with the position of the word meaning on the dimensions. In order to be good antonyms the word pairs should occupy the oppostite sides of the midpoint (e.g. hot/cold) rather than the same side (e.g. cool/cold). Finally, the distance from the midpoint should be of equal magnitude. Similarly, Murphy & Andrew (1993) report on results from a set of experiments on the nature of the lexical relation of antonymy that showed that adjectives are susceptible to conceptual modification. Like Herrmann et al. (1986), they show that opposition is not a clear-cut dichotomy, but a much more complicated and knowledge-intensive phenomenon. In their experiments, antonyms of 14 adjectives from Princeton WordNet were elicited both out of context and in combination with a given noun. They show that the elicited adjectives were not the same across the two conditions, which they take to be evidence of the fact that producing antonyms is not an automatic association but a knowledge-driven process. Given a specific context, antonym couplings are bound to be stronger and more consistent across speakers. The conclusion of their study is that antonyms are not lexical relations between word forms, but they have conceptual basis. In their final discussion, Murphy & Andrew (1993) raise the question of whether there is a place for lexical relations as proposed by Princeton WordNet. Their conclusion is that on the condition that the words happen to be associated, lexical relations may in some cases be pre-stored, but in many other cases they are not. Some lexical relations may be computed from semantic domains where they have never been encountered before, which means that pre-stored lexical links may be an important part of linguistic processing, but they cannot explain the range of lexical relations that can be construed. Murphy (2003) proposes to use the terms antonyms and opposites interchangeably, suggesting that all antonymous pairs share core antonym properties and will be recognized as such by any native speaker. She takes the position that relations among words are not among the types of information about words that can be represented in the mental lexicon and defines her perspective as pragmatic and metalexical. The metalexical approach is based on the following assumptions: (a) Semantic relations are not relevant to linguistic competence; (b) they depend upon the contexts in which they occur; (c) they are predictable by means of a single relational principle (2003, p. 25). Semantic relations between words reflect conceptual knowledge about words, rather than lexical knowledge of words (Murphy, 2000). Taking into consideration the properties of paradigmatic semantic relations that she explores in detail (such as productivity, binarity, variability, prototypicality and canonicity, semi-semanticity, unaccountability, predictability and universality) Murphy argues for an approach that accounts for all of the semantic relations, as well as other lexical and conceptual relations. Antonymy refers specifically to the opposition of words, and opposite applies to any binary relation. Antonymic relation is defined on the basis of a Relation by Contrast-Lexical Contrast (RC-LC) principle, which states that “a lexical contrast set includes only wordconcepts that have all the same contextually relevant properties but one” (Murphy, 2003, p. 170). Although the RC-LC defines antonymy, and all other semantic relations, it is conspicuous that it makes no reference to meaning. This is because the metalexical approach is pragmatic in nature, and takes into account the fact that in natural language use the number 3 �of antonyms of a particular word is greater than in neutral contexts. Murphy (2003, p. 174) exemplifies this by citing several possible opposites for smooth, depending on what smooth is describing (e.g. smooth/rough paper, smooth/bumpy journey, smooth/lumpy cake batter, smooth/grainy, smooth/ridged, smooth/sticky, smooth/difficult, or any other adjective in contexts in which smooth and that other adjective describe things that are in complementary distribution). A theory of lexical semantic relations has to be able to account for this observation. Instead of relying on meaning only, the metalexical approach relies on the salience and relevance of meaning, which means that the context of communicative use of language determines the aspects of similarity and difference in a contrast set (Murphy, 2003, p. 171). Therefore, the particular communicative demands of the context (e.g. collocational preferences, morphological properties, rhyme, connotation, social register, etc.) are deemed to be relevant in judging word pairs as antonymous or not. Murphy also admits that there seems to be a small set of words that are closely liked both semantically and lexically, that are entrenched in memory and perceived as strongly coupled pairings by speakers. These pairs are in the literature referred to as canonical antonyms. The opposed pairs that are acknowledged as antonyms in thesauruses and dictionaries of antonyms (e.g. Room, 1988) are by some authors (Murphy, 2003; Davies, 2013) considered to be a part of the community canon. What is missing in theoretical classifications of antonymy is how antonymous pairs behave in corpora, which record actual language use. Corpus-based approaches to antonymy are able to provide insights into how antonymy is employed in real language use. 3. Antonymy in language use According to the syntagmatic approach, the meaning of a word is defined in terms of the company it keeps in language use, or in terms of the totality of its uses. In this respect, the syntagmatic approach opened up for new trends in linguistics, namely for usage-based approaches to lexical semantics where contextual factors and real language use are prime research objectives for the description of meanings. Starting from the notion of antonymous pattern, “a formulaic structure in which certain grammatical and content words systematically house both members of an antonymous pair” (Kostić, 2011, p. 518), Kostić presented a systematic description of phrasal contexts in which conventionalized antonyms co-occur in the 23 million Untagged electronic corpus of the Serbian language. In this study, fifty canonical antonymous pairs (including adjectives, nouns, verbs, adverbs and prepositions) were pre-chosen, and all the sentences (a total of 4,903) in which these pairs co-occur were analyzed in order to establish the textual function of the antonymous pair and its lexical and syntactic context. Antonyms in Serbian written discourse are in almost one half of all the sentences used to signal inclusiveness, i.e. to indicate the inclusion of the whole semantic dimension which the pair denotes, and the hallmarks of this use of antonyms are coordinating conjunctions (in antonymous patterns such as x i y ‘x and y’, x ili y ‘x or y’, i x i y ‘both x and y’, ni x ni y ‘neither x nor y’, bilo x ili y ‘whether x or y’, x kao i y ‘x, as well as y’), e.g. Ona ne može biti gluplja ili pametnija nego što smo mi i ne može govoriti istinu ili laž više nego što mi možemo ‘She cannot be more or less intelligent than we are and cannot say more truths or lies than we can.’ Another major function of antonyms in Serbian written discourse is to act as lexical triggers of contrast, i.e. 4 �to be attached to another pair of words, phrases or clauses in the same sentence (which are not usually perceived as semantically opposed), with an aim to generate or enhance a larger contrast within the sentence, e.g. Njeni predstavnici su malo pričali, a mnogo radili i gradili ‘Its representatives talked little, but did and built a lot.’ These sentences actually contain two contrasting pairs, and the function of antonyms is to draw the reader’s attention to the second, more important contrast in the sentence (talked versus did and built in the previous example). Antonyms function as lexical triggers of contrast in Serbian corpus less frequently than as signals of inclusiveness, or more precisely in about one-third of all examples. Nevertheless, it is one of the two most important ways that language users employ antonymy in written discourse. None of the other four (minor) textual functions of antonymy identified in Serbian written texts accounts for more than 5% of all examples. These functions are: to mark the parameters of a distinction, e.g. Odvojiti zdrave banke od bolesnih ‘Healthy banks should be separated from the unhealthy ones’; to mark the starting and ending points of a change, e.g. Ovo je proces prelaska sa stare na novu vlast ‘This is the process of transition from old to new government’; to create comparison along the dimension, e.g. Plavokosa Klobukovska više muško nego žensko ‘The blond haired Klobukovska is more male than female’; and to imply mutual exclusivity, e.g. Izručenje će uslediti u kratkom, a ne u dugom roku ‘The extradition is to happen in a short, not long period’ (Kostić, 2011, p. 526–528). Other studies on textual functions of antonyms have demonstrated that these functions are widespread in English (Jones, 2002; Jones & Murphy, 2005; Jones, 2006, 2007; Jones et al., 2007; Murphy & Jones, 2008) and in other languages, although with some distributional differences (Murphy et al., 2009 [on Swedish antonyms], Muehleisen & Isono, 2009 [on Japanese antonyms] and Hsu, 2015 [on Chinese antonyms]). The observation that antonyms can be used in text either to emphasize the semantic oppositeness or to annul its existence can, at first sight, be seen as a paradox. However, the conceptual nature of the antonymic relation and the relational principle Relation by ContrastLexical Contrast can explain why this is possible. If antonymy is by definition the sameness of contextually relevant properties but for one (contextually relevant) difference, then it is convenient to use the antonymic relation to focus on either of these two aspects. Contextual factors play a role in determining what is similar and what is different, but they also play a role in deciding which of these aspects is to be exploited and focused on in language use. If antonymy (in the sense of binary semantic contrast between lexical items) can be conceptually represented as the opposition of poles in a meaning dimension (which is in accordance with the relational principle RC-LC for the derivability of lexical contrast sets), then there are two typical intrasentential uses of this relation: either (1) the aspects of similarity that bind them together are emphasized while the differences are neglected, or (2) the focus is on the dissimilarities that make the members contrastive while the similarities are neglected. The typical realization of the first possibility is the function of inclusiveness, whose primary aim is to annul the differences between antonymous concepts in order to encompass the whole semantic dimension. Less typical realizations of this possibility are the use of antonyms to help create comparisons (in which antonymic concepts can be easily placed along the same dimension according to some comparison criteria) and to mark the starting and ending points of a change (in which the opposing concepts are connected along the same semantic dimension by means of a journey metaphor). The typical realization of the 5 �second possibility is the use of antonyms as lexical triggers of contrast, when the contrastive potential of antonyms (in other words, the opposing poles) is used with an aim to build further contrastive relations in the given context. Less typical realizations would include the use of antonyms that marks parameters of a distinction (in which the difference between the concepts is stressed by emphasizing their oppositeness), and the negation of one member of the pair to imply mutual exclusivity within the context. 3.1 Derivability of antonymic relation in Ancillary Antonymy contexts When antonyms are employed as lexical triggers of contrast, their function is to draw our attention to the more important contrast in the given context, which is why Jones (2002) proposed to label this textual function of antonyms as Ancillary Antonymy. Sentences in which the well established antonymous pair is employed to act as a contrast generating device actually contain two contrasting pairs (e.g. malo/mnogo ‘little/a lot’ (A-pair) and pričali/radili i gradili ‘talked/did and built’ (B-pair) in example Njeni predstavnici su malo pričali, a mnogo radili i gradili ‘Its representatives talked little, but did and built a lot’). Although the members of the pair attached to the antonymous pair may not possess any inherent contrast, it is evident that they are in this context interpreted in the same type of relation as the antonymous pair. Many examples of Ancillary Antonymy sentences testify that there exists a scale between, at one extreme, pairings that are strongly conventionalized as antonyms and, at the other extreme, pairings which may be opposable in some contexts (co-hyponyms and latent co-hyponyms) and pairings for which it is very difficult to think of a context in which they could be used as antonyms, although those contexts undoubtedly exist. Consider the following examples, taken from the Serbian electronic corpus: (1) Sam Milovan Vitezović je za svog junaka rekao da je prezirao smrt, a voleo život, i da su stranice romana nastale pod sirenama prošlogodišnjeg NATO bombardovanja. ‘Milovan Vitezović himself said about his main character that he despised death and loved life, and that the novel was written during NATO bombing last year.’ (2) Nacionalna strategija može da smanji na minimum dileme vezane za problem tretmana otpada, da podstakne dobre pokušaje i obeshrabri loše. ‘National strategy can minimise the dilemmas about the treatment of waste, to incite good and discourage bad efforts.’ (3) Uočivši zbunjenost na licu gosta iz Engleske, ona sramežljivo dodade: “Pa, prodajemo konzerve sa hranom a kupujemo udžbenike i školski pribor”. ‘Having noticed that the guest from England was confused, she added shyly: Well, we sell canned food and buy textbooks and school materials.’ The two contrast pairs in (1) život/smrt ‘life/death’, voleo/prezirao ‘love/despise’ are almost identical in the strength of contrast relation, the only difference being the fact that the A pair 6 �is the canonical antonymous pair, while the B pair does not (yet) have that status in the mental lexicon. In cases like these it cannot be argued that antonyms create contrast relationship between members of another, related pair. However, the contrast relation that holds between antonyms is conventionalized and entrenched in our mental lexicon so that we can still label this function as Ancillary Antonymy, albeit in the sense of reciprocally ancillatory. In (2) ancillary function of antonyms is more obvious. Antonyms are used in order to draw out a latent contrast between a pair of co-hyponyms, i.e. a pair of concepts that share the same super-ordinate concept (or even latent co-hyponyms, words or phrases that acquire the status of co-hyponyms in the appropriate context). These pairs often have a potential for contrast, but they are usually interpreted as non-contrastive. However, in the appropriate context (created by the use of canonical antonymous pair and antonymous patterns coupled with syntactic parallelism), words or phrases such as, for example, podstakne ‘incite’ and obeshrabri ‘discourage’, can be interpreted as contextually similar but for one relevant difference, which makes them members of a binary contrast set. Example (3) illustrates extreme cases of Ancillary Antonymy, in which the presence of conventionalized antonyms is of utmost importance for the creation of contrast relation. The related pair holds no contrast potential and it is their proximity to the antonymous pair which endows these concepts with contrastive power. In other words, the canonical antonymous pair is effectively creating comparison between a pair of phrases with a very low innate contrastive value. In these examples our attention is drawn to pairs of phrases that are completely unrelated and without any contrastive potential, but which the writer sets up in contrast relation to convey certain messages and achieve certain effects. This contrast relation is established by the use of an established antonymous pair, parallel structures, and antonymous pattern. In example (3) antonymous pair of verbs (kupiti/prodati ‘buy/sell’), within the antonymous pattern (x a y ‘x and y’), makes adequate framework in which the corresponding objects in the form of noun phrases (konzerve sa hranom ‘canned food’ and udžbenike i školski pribor ‘textbooks and school materials’) can only be understood as semantically opposed for the purposes of this specific context. In Ancillary Antonymy contexts, contextual dependency of contrast pairs can either be zero (in the case of recognized antonymous pairs), or total, in the case of antonym constructs. An antonym construct is a new antonym pairing generated in Ancillary Antonymy context (Kostić, 2015a, p. 153). This context consists of an established antonymous pair, the antonymous pattern and/or structural parallelism. Lexical environment that enables the second contrastive relation in Ancillary Antonymy examples is the presence of the established antomymous pair, whose semantic and pragmatic features make it available to creators and interpreters of ancillary contrasts in text. When used in this way, conventionalized antonyms can either strengthen the relation generated according to the principle RC-LC (for pairs of co-hyponyms) or provide the dimension of comparison for the features of semantic incompatibility and contrast, if no such dimension for the pair exists (for semantically unrelated pairs). Antonym constructs can be of diverse nature, such as cohyponyms of various super-ordinate concepts or totally unrelated pairs of words, phrases or clauses. In fact, there is no limit as to what might constitute such a pair, as long as the relational principle RC-LC can be applied. It means that all of the above examples of binary semantic contrast belong to the same type of relation, and that the relation of antonymy is 7 �predictable and derivable in the appropriate context. However, the degree of antonymity obviously varies. The more canonical antonyms are linked both semantically and lexically, are more entrenched in memory, and reinforced through linguistic experience. The less canonical, and some of the non-canonical members of antonym couplings created in discourse, are inherently contrastive if they fall into complementary distribution within the same meaning dimension. Other non-canonical pairs are antonyms only because of their semantic incompatibility when they are used in binary contrast in order to be opposites. 3.2 Derivability of antonymic relation in phrasal contexts of antonym cooccurrence Since they typically house the well-established antonymous pairs in the sentence, phrasal contexts of antonym co-occurrence in written discourse can be assumed to generate contrast relation in context, even when antonyms are not present. In order to investigate this, Kostić (2015b) examined the creation of the textual antonymous profile of a given word by means of some of those antonymous patterns. The performance of three common antonymous patterns (x ili y ‘x or y’, i x i y ‘both x and y’ and između x i y ‘between x and y’) was investigated in the Serbian electronic corpus of 123 million words by placing a seed word in the X and in the Y positions, and extracting all concordances which feature that word string from the corpus. These three patterns have been chosen because the textual functions they are typical of are among the most reliable in terms of lexical signaling. The output generated by all three patterns, using as test items the adjectives dobar ‘good’, loš ‘bad’, prirodan ‘natural’ and the noun uspeh ‘success’, strongly suggests that the chosen patterns are abundant. Subsequent analysis of contrastive pairs established in those contexts gave evidence to the claim that it is possible to create the textual profile of antonyms using these lexico-syntactic constructions. The range of contrast pairs found with antonymous patterns surpasses the limited number of well-established antonyms commonly discussed in the theoretical approaches on antonymy. In particular, the pattern-based method can find not only canonical antonyms like dobar/loš ‘good/bad’, uspeh/neuspeh ‘success/failure’, but also less conventional pairs like prirodan/veštački ‘natural/artificial’, uspeh/pad ‘success/fall’, nontypical domain-specific contrast pair like prirodan/društveni ‘natural/social’ (sciences), prirodan/sintetički ‘natural/synthetic’ (materials) and highly context-dependent pairs like prirodan/dodatno unet ‘natural/supplemental’ (hormones in the human body) or uspeh/mir ‘success/peace’ (an analogue of being popular versus living a peaceful life). Although such pairs are used in the corpus in a way similar to the canonical pairs, non-typical contextdependent contrast pairs have been neglected in theoretical classifications. These results provide evidence that antonymy includes a much wider range of pairs than has previously been recognized. One reason why the antonym of a word can vary according to context is the fact that words are polysemous, and different senses of a single word may require different antonyms; such is the case for a number of antonyms of prirodan ‘natural’ retrieved in this research (e.g. ‘natural/artificial’, ‘natural/man-made’, ‘natural/synthetic’, ‘natural/social’, etc.). Murphy and Andrew (1993) gave experimental evidence that people recognize different antonyms for adjectives according to the nouns that the adjectives modify. For example, the antonym of the sense of ‘fresh’ in fresh fish is different from that in fresh bread or fresh shirt. 8 �For many of these, we might say that the antonym is associated with a particular sense of the given adjective, in which case semantic considerations are as important as pragmatic ones; the role of the context is to point out which sense is relevant. However, not only does the relation of contrast vary by word sense (as is noted in the literature), but it can also vary by context, regardless of sense variation. In contrast to, say, uspeh ‘success’, language users can put a very unrelated noun, like mir ‘peace’, if ‘success’ and ‘peace’ are in complementary distribution in some context (e.g. Ako već moram da biram između uspeha i mira, biram mir ‘If I have to choose between being successful and having peace, I choose peace’), thus occupying the same type of linguistic context in which we find other cases of binary semantic contrast. The only difference here is that the contrast between ‘success’ and ‘peace’ is dependent upon contextual knowledge in a way that the opposition between ‘success’ and ‘failure’ is not. 4. Conclusion Results of corpus-based investigations provide support for treating antonymy as a conceptual relation and as a linguistic category which exhibits prototypicality effects. There is a select group of antonyms which are particularly strongly associated in memory, but the conceptual structures are the cause of antonym couplings, not an effect. This approach predicts a category with a continuum structure with a small number of core members associated with particularly salient dimensions, and a range of non-conventionalized antonym pairings which belong to the same type of relation as the conventionalized ones. The relational principle Relation by Contrast-Lexical Contrast (RC-LC), as proposed within the conceptual approach to antonymy (Murphy, 2003), is able to explain why we can recognize that words are semantically related, although we may never have experienced them as related before. It can account for the derivability of contrast relation between any form-meaning pairing construed as opposites in discourse. As noted before, the degree of contrast may vary, and range from conventionalized pairs strongly entrenched in memory and mental lexicon to strongly contextually motivated pairings. An important difference between the canonical pairing and all others is that the latter are dependent on contextual knowledge whereas canonical pairs are not. The creation of textual antonymous profiles by means of antonymous patterns enlarges our understanding of this relation and has implications as to which pairs can be treated as antonyms. Corpus-based investigations of antonymous patterns may find a larger number of contrastive pairs that include not only already known pairs, but also novel instances of binary semantic contrast, that are usually not studied or discussed by theoretical linguists, as well as those that are contrastive only in certain contexts and domains. 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London: Routledge. Willners, C. (2001). Antonyms in context. A corpus-based semantic analysis of Swedish descriptive adjective. Working Papers, Department of Linguistics, Lund University. 40. 11 � 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. 3267 Title A name given to the resource On conceptual nature of antonymy: Evidence from corpus-based investigations Author Author Kostić, Nataša Abstract A summary of the resource. This paper provides an overview of corpus investigations in studying antonymy with an aim to argue in favour of the conceptual approach to antonymy. Antonymy is considered to play an important role in organizing languages’ vocabularies. However, there is no consensus in the literature on the issue of whether antonyms form a set of stored lexical associations (as the structuralists and the Princeton WordNet model propose), or whether the category of antonymy is a context-sensitive, conceptually grounded category (as conceptual models of meaning propose). On the basis of author’s recent investigations of antonymy in Serbian written discourse, this paper argues in favour of the conceptual approach to antonymy. This approach predicts a category with a continuum structure, with prototypical antonym partners as core members, and category members for which a partner is not available in a context-free environment. The theoretical implication of the investigations presented is that antonymy is primarily a conceptual relation, based on general cognitive processes. Keywords: antonymy, cognitive approach, conceptual relation. 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 2016-04-17 Keywords Keywords. Article PeerReviewed PE English