90 10 3494 https://omeka.ibu.edu.ba/files/original/80004ba3594ce156252c2581280ac551.pdf f23b22c3ec36d58456ef16acacbe0663 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Ethnocentrism and Xenophofia in Bosnia and Herzegovina Implication on Cross-cultural Education AZRA BRANKOVIC International University Sarajevo, Sarajevo, Bosnia and Herzegovina azrabrankovic@yahoo.com VELID DRAGANOVIC International University Sarajevo, Sarajevo, Bosnia and Herzegovina draganovic@hotmail.com Abstract: World is full of people, group, nations, who think, feel and act differently. However, all these people in global world have to cooperate in order to solve global warming, poverty, terrorism, swaine or avian flu, AIDS, pollution, extintion of animals, economic problems. In global economy customers, partners, suppliers, workers come from different location. People, groups and nations must have awareness of cultural differences and have ability to work with people from diverse background. Bosnia and Herzegovina is a place where many cultures encountered. The country population has a distinct ethnic and confessional composition consisting of Bosniak (44%), Serb (31%), and Croat (17%) and other ethnisities (8%), of Muslim (40%), Orthodox (31%), Roman Catolic (15%) and other religions (14%). People are closed in their ethnic and confesional groups, as a result of the war and nourish fear, anger and hate. It has strong and negative implication on education. The aim of this paper is to research ethnocentrism, xenophofia and social trust in Bosnia and Herzegovina and its implication on education. Secondary research will be done based on UN, OSCE and media reports. Primary research will be done using as a target group students from International University Sarajevo. Inductive method of expert system will be applied to analyze the questionnaire. Recommendations for overcoming this situation will be made in the end of paper. Key words: globalization, ethnocentrism, xenophobia, cross-cultural education, Bosnia and Herzegovina 1. INTRODUCTION Bosnia and Herzegovina is a place where many cultures encountered. The country population has a distinct ethnic and confessional composition consisting of Bosniak (44%), Serb (31%), and Croat (17%) and other ethnisities (8%), of Muslim (40%), Orthodox (31%), Roman Catolic (15%) and other religions (14%). People are closed in their ethnic and confesional groups, as a result of the war and nourish fear, anger and hate. It has strong and negative implication on education. The aim of this paper is to research ethnocentrism, xenophofia and social trust in Bosnia and Herzegovina in the era of globalization and its implication on education. Secondary research will be done based on UN, OSCE and media reports. Primary research will be done using as a target group students from International University Sarajevo. Inductive method of expert system has been applied to analyze the questionnaire. Recommendations for overcoming this situation will be made in the end of paper. 2. GLOBAL WORLD World is full of people, group, nations, who think, feel and act differently. However, all these people in global world have to cooperate in order to solve global warming, poverty, terrorism, swaine or avian flu, AIDS, pollution, extintion of animals, economic problems. In global economy customers, partners, suppliers, workers come from different location. Companies search for the best people all around the world and the people search for the best jobs all around the world. People, groups and nations must have awareness of cultural differences and have ability to work with people from diverse cultural background. Letter I in IBM means international, but it could easily means intercultural, as IBM had 325 000 employees that speak 165 languages and sells to the clients in 175 countries all around the world. Ford sells its cars to 130 countries. Out of ten biggest American 203 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo export markets, just two (Great Britain and Canada) speaks English. In the era of globalization, education is the most important asset. People understand that competition is very strong in global world. 33 millions professional people live today in the developing countries. Number of graduate students increases at the rate 5.5% annually in these countries. One million students graduate in China every year. India has one of the best educational systems in the world and the best experts from the field of engineering, informational technologies, medicine. People from various cultures are connected and communicate today via Face-book, My Space, and Twitter. 500 million people log on Face-book. If this web site were granted terra firma, it would be the world‘s third largest country by population, two-thirds bigger than the US. Face-book is global, 70% of users are not Americans. People share on Face-book more than 25 billion information and put one billion photos every month. Twitter had 175 millions of registered users in September 2010. LinkedIn, professional network, published that it reached number of 100 millions of users. It gets a new member every second. 3. SHORT HISTORY OF BOSNIA AND HERZEGOVINA Bosnia and Herzegovina is a place where many cultures encountered, coexisted peacefully for centuries benefitting from each other. People inhabited Bosnia and Herzegovina in the Palaeolithic, hundred thousand years ago. During neolith, people in Bosnia established permanent settlements. The first tribes in Bosnia and Herzegovina were Illyrians. Celts from Northern Italy attacked Bosnia from the north in 370 century BC. They stayed only in the north of Bosnia, but their influence spread all over Bosnia as they have been technologically advanced and Illyrians took over and adopted new technologies. Greeks established their colonies at the Adriatic coast and islands in the 4th century BC, but they spread their influence also on Bosnia and Herzegovina through trade. Greeks were advanced and Illyrians learned from Greeks making coins, building cities, producing arms, tools, jewellery, dishes. Conflict between the Illyrians and Romans started in 3 rd century BC, but Rome would not complete its annexation of the region till 9th year AD. Illyrians were defeated at last, after 3centuries of battles and stayed 5 centuries in Roman Empire sharing the same destiny as many nation of Europe, Asia and Africa. In the Roman period, settlers from all over the huge Roman Empire settled among the Illyrians or just travelled to Bosnia for various reasons. Young people from Bosnia were obliged to serve in Roman army, sometimes for 30 years and returned after that. So, population of Bosnia in the Roman period was very heterogeneous. It came from Orient, Greece, Egypt, Trakia, Iran and many other countries. It is noted that 40 different religions co-existed at that time and people in Bosnia worshiped 52 different gods. Following the crises of the Roman Empire between end of 3rd and beginning of 4 th century AD, barbaric tribes started with attacks. Region was conquered by the Goths, Alans, Huns, Byzantine Empire and finally by the Avars and Slavs, who crossed the river Sava in the year 602 nd AD. We do not know a lot about life of Slavs upon their arrival and political situation in Bosnia during the Early Middle Ages. It was around this time that the Bosnia was Christianized and was probably one of the last areas to go through this process. Bosnia emerged as an independent state in the 12th century under the rule of local bans. During the rule of Kulin ban (1180-1204), one of the most important rulers of Bosnia and Herzegovina, country started to develop economically and culturally. Official church in Bosnia was Bosnian Church and official religion was bogumilism, considered heretical by the Roman Catholic Church and Byzantine church. This religion survived till Ottoman Empire arrived at Bosnia. In the 14 th century, during the bans and kings from Kotromanic dynasty, Bosnia reached the top of political and territorial power and king Tvrtko I Kotromanic was the greatest ruler at Balkans. Bosnia acquired with territorial expenditure also catholic and orthodox believers, so three religions have existed in Bosnia. First encounter with Ottomans happened in 1386th in Neretva valley and then again in 1388th. Ottomans lost these battles, but their activities and influence in Bosnia have been increasing since that time till the final fall of Bosnia in 1463th. The Ottoman conquest of Bosnia marked a new era in the country's history and introduced drastic changes in the political and cultural landscape of the region. According to historical sources almost all Bosnian bogumils accepted Islam, but also a lot of people from catholic or orthodox religion. However, people were not forced to accept Islam. The Bosnian Franciscans (and the Catholic population as a whole) as well as the Orthodox community in Bosnia was free to exercise their religions. Ottomans ruled in Bosnia and Herzegovina almost 500 years but with the decline of Ottoman Empire were forced by Great Power to cede administration of the country to Austria-Hungary through the treaty of Berlin in 1878. During that period from 1878 till 1918, what was Austrian Hungarian occupation of Bosnia, people from other countries started to immigrate to Bosnia and Herzegovina and change cultural structure. Immigrants reached the number of 114 591 in the year 1910. They mainly came from Croatia, Serbia, Montenegro, Slovenia, Germany, Poland, Hungary, Italy and Czechoslovakia. Following World War I, Bosnia was incorporated into the South Slav kingdom of Serbs, Croats and Slovenes (soon renamed Yugoslavia). Bosnia and Herzegovina was prosperous part of Socialistic 204 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Yugoslavia from the end of World War II till the breakup of Yugoslavia in 1992 and the war that devastated the country. Discussions between Croat and Serb presidents included "...the partition of Bosnia and Herzegovina between Serbia and Croatia." were held as early as March 1991 known as Karadordevo agreement. Following the declaration of independence of Republic of Bosnia and Herzegovina, the Serbs from Bosnia and Herzegovina with support from Serbia, attacked different parts of the country. The Serbs wanted all lands where Serbs had a majority, eastern and western Bosnia. The Croats and their leader also aimed at securing parts of Bosnia and Herzegovina as Croatian. The objectives of nationalists from Croatia were shared by Croat nationalists in Bosnia and Herzegovina. The Bosnian branch of the ruling party in the Republic of Croatia, the Croatian Democratic Union, proclaimed the existence of the Croatian Republic of Herzeg-Bosnia, as a separate "political, cultural, economic and territorial whole", on the territory of Bosnia and Herzegovina on November 18, 1991. Serb Democratic Party members established the Serbian Republic of Bosnia and Herzegovina on January 9, 1992. War in Bosnia and Herzegovina is known for brutal ethnic cleansing, genocide, mass rape and concentration camps. The most recent research places the number of killed people in Bosnia and Herzegovina at around 100,000–110,000, (some sources cited over 300 000), and the number displaced at over 2.2 million, making it the most devastating conflict in Europe since the end of World War II. Today 117,000 are still refugees or internally displaced persons. In August 2010, 10.402 persons were still missing from the conflicts in Bosnia and Herzegovina. 4. ETHNOCENTRISM AND XENOPHOFIA Ethnocentrism is tendency to judge all other group according to the standards, behaviours and customs of one‘s one group. When making such comparison, people too often decide that their own group is superior. Racism assumes that one group is superior over other and often use it to justify violence for the purpose of maintaining that superiority. These theories have been responsible, among other things, for the holocaust organized by Nazi during the World War II. Totalitarian ideologies like apartheid often impose definition which group is better and which were inferior. Xenophobia is fear of strangers and foreigners. What is different is dangerous. In the United States there been periodically scientific discussion on whether certain ethnic groups, in particular blacks, could be genetically les intelligent than whites. However, Americans reported recently that black segregation in US drops to lowest in century. Europe seems to have reached a stage in its development in which countries have joined a supranational union. 5. SOCIAL TRUST IN BOSNIA AND HERZEGOVINA 5.1. Trust index Social trust can be measured by trust index, created by The World Values Survey. It is an ongoing academic project by social scientists to assess the state of socio-cultural, moral, religious, and political values of different cultures around the world. In order to build the map of a Trust Index for each country, calculations are based on the following formula: Trust index = 100 + (% Most people can be trusted) - (% Can´t be too careful) In this way, index over 100 corresponds to countries where a majority of people trust others, while an index under 100 corresponds to countries where a majority of people think one can never be too careful when dealing with others. Countries that have high trust index are Norway, Sweden, Denmark, Finland, Switzerland, New Zealand, Australia, Netherlands, and Canada. These countries generally trust people. Bosnia has trust index of 32.4. This index is very low and shows that people in Bosnia and Herzegovina do not trust each other. This index puts Bosnia and Herzegovina at 91st place out of 171 countries. 5.2. UNDP research on social trust Oxford research International on behalf of the UNDP, with support of Netherlands Government has carried out comprehensive research on social and political situation of Bosnia and Herzegovina, addresses 205 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo general well being, trust, social capital, politics, corruption, etc. One of finding of this research is that people in Bosnia and Herzegovina do not trust each other. In fact, with only around one in 14 respondents (7.2%) saying that you can trust other people, there appears to be breakdown in social trust. Research finds that social trust is ‗virtually non-existent‘ in Bosnia and Herzegovina, while the social fabric in the country is characterized by an ‗absolute weakness of social bonds of trust, reciprocity, and solidarity: international comparisons, including countries as Iraq put Bosnia and Herzegovina to the last position. Also, people in Bosnia do not expect much fairness from their fellow citizens. Next UNDP research, carried out later on did not found any improvement on social trust in Bosnia and Herzegovina. Findings of this research are presented in table below: Table – People‘s trust in Bosnia and Herzegovina Percent trusting all or most of each group Family Close friends Neighbours Own ethnicity Other ethnicity General level of trust 11.0 11.0 10.9 10.2 People with a different way of life 8.7 8.8 9.0 1.7 Total BiH FBiH RS BrĦko (118) Bosniak Croat Serb Of local ethnic majority Of local ethnic minority Of ethnically balanced community Men Women Urban Rural Under 30 30 to 65 Over 60 82.7 83.4 81.0 92.4 61.1 59.3 63.2 69.5 33.5 33.6 33.0 45.8 21.3 21.3 21.0 32.2 81.6 83.5 83.4 83.2 58.5 56.6 64.6 63.0 33.1 34.9 33.6 35.3 20.9 20.7 22.3 22.1 10.8 12.3 10.2 10.5 9.1 7.7 8.8 8.8 7.4 11.2 12.2 10.5 77.0 44.4 25.9 22.2 16.7 12.0 9.2 85.0 60.1 24.7 13.7 11.0 6.1 2.7 81.4 84.0 81.0 84.0 88.1 81.7 80.9 61.7 60.4 57.1 64.1 71.9 58.8 56.3 34.1 33.0 26.1 39.1 25.5 30.3 45.7 18.8 23.7 16.9 24.7 19.0 18.3 28.3 9.9 12.0 10.4 11.4 10.4 9.0 15.0 7.9 9.6 8.3 9.1 9.6 7.3 10.6 8.7 11.0 9.6 10.1 8.9 9.8 10.6 9.9 8.5 12.2 5.1 The report also found that the highest levels of trust are reserved for family and friends, from whom people derive considerable support. Trust levels are lower vis-à-vis neighbours, and are much lower for ‗outsiders‘–nonfamily members and non-neighbours, including those of one‘s own ethnicity. Rather than describing a society suffering from ethnic polarization, these suggest that Bosnia and Herzegovina is characterized by very low levels of trust towards ‗strangers‘. In this respect, there were almost no differences across gender, age, and ethnic groups, or across the two entities. 206 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 5.3. Research at International University Sarajevo Students at International University Sarajevo who took the course Business Communication in spring semester 2010 answered the questionnaire regarding 5 dimensions of national culture in June 2010. Class consisted of 44 students, half from Turkey and the other half from Bosnia and Herzegovina. Inductive method of expert system has been applied to analyze the questionnaire and give answer on differences regarding national cultures between Turkey and Bosnia and possible convergence. Results show that the most dominant cultural characteristics of Turkish students are related to the quality of future work and private life. However, the most dominant cultural characteristic of Bosnian students was related to the fear. The most dominant question was:‖Would you work for the manager of other nationality?‖ Bosnian students answered negative. It might be surprising as target group were young people, educated, from rather wealthy families, and someone would expect more tolerance and openness. However, this primary research just confirmed above mentioned UNDP research that did not find any differences in social trust across age group. 6. IMPLICATION ON EDUCATION IN BOSNIA AND HERZEGOVINA There is no cross cultural education in Bosnia. There are three different education systems in Bosnia and Herzegovina. Every ethnic group in Bosnia and Herzegovina has its own educational plan, program and curricula. This is result of Dayton agreement which gave responsibility over education to entities and cantons. So, some students learn that their country is Bosnia and Herzegovina, other that it is Serbia and third that it is Croatia. First students follow Bosnia‘s curricula, second Serbia‘s curricula and third Croat‘s curricula. The biggest problem is teaching ethnically sensitive courses such as history, geography, religious history, and languages, so called national group of courses. Croat textbooks are in large part taken from Republic of Croatia and all examples in such textbooks are connected with people, language, literature and cultural heritage of Croatia. The Serb curriculum textbooks magnified their belonging to Serbia. Such textbooks cite only names, towns, rivers and poets from Serbia or Republica Srpska. The Bosnian textbooks are the only one that encourages sense of belonging to Bosnia and Herzegovina and use the both Latin and Cyrillic alphabets, but they also describe material from one nation‘s perspective. Ethnic-based curricula are deeply rooted, as they have been freely functioning since the early 1990s. Education in Bosnia and Herzegovina is highly politicized, a reflection of the country‘s lingering struggles with ethnic division. Schools have become a battlefield in the fight for ethnic dominance, resulting in a system of ethnically ―clean‖ schools where children learn from ethnically specific curricula and textbooks, and have little interaction with their peers from other ethnic groups. Primary school in Capljina, small town in Herzegovina, is a perfect example of a post-war Bosnian phenomenon called ―Two Schools under One Roof‖. The system is mainly found in the Federation of Bosnia and Herzegovina, the region with a predominantly Bosniak (Bosnian Muslim) and Croat population. Under this concept, Bosniak and Croat students and teachers use the same school facilities but have no contact with one another, and follow divergent, ethnic-based curricula. In many such schools, Bosnian and Bosnian Croat children, as well as their teachers, have no mutual contact. Students often arrive at school via different entrances, they take separate breaks, and the teachers have separate common rooms. However, since establishment of these schools, there have been many reports of conflict between students of different nationalities. In the Federation there are currently 57 schools which operate in this way. In the Bosnian Serb-dominated entity of Republika Srpska, Bosnian and Croat returnees similarly attend their own ethnic schools. This situation is highly supported by political parties in power. Education Minister of the Federation‘s Middle Bosnia canton (where the largest number of ―Two Schools Under One Roof‖ exist) told local media that authorities were not going to suspend the project because she saw no problem with it and ―because it helps in reducing education expenses.‖ But she also said something more illustrative of the larger problem. ―The ‗Two Schools under One Roof‘ project will not be suspended because you can‘t mix apples and pears. Apples with apples and pears with pears,‖ Minister explained. 207 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The segregated system affects not only students, but teachers as well, as they continue to be appointed based upon ethnic criteria. For instance, there is an unwritten rule that a Croat teacher cannot teach geography or history subjects in Republika Srpska, while a Serb cannot teach those subjects in the Federation. Research done by OSCE, Mission to Bosnia and Herzegovina shows that for many parents it is more important that their children attend the schools that offer curricula they want for the children than the quality of education and nearness of the school. So, it is not a rare case that parents decide that their children should go to schools which are much further than their designated schools in order to learn by their national curricula and to be among students of same ethnicity as their own. Parents explain this decision with fear that "their children will lose their national identity if thought on accordance with other ethnicities‘ curricula. Bosnian parents specifically point to history classes in the Republica Srpska as particularity unacceptable. Several studies and analyses have been conducted on textbooks on national subjects from three ethnic curricula. Studies concluded that existing textbooks on these subjects are filled with nationalist and intolerant language regarding the other ethnic groups, particularly when talking about the recent war and are in many cases fascist in nature. Examined textbooks represent in fact an extension of wartime nationalist rhetoric, filled with hatred and intolerance. The analysis of the ‗National Group of Subjects‘ contents in textbooks done by Open Society Fund Bosnia and Herzegovina concludes that that textbooks on national group of subjects and on religious education, are predominantly dealing with only one nation and that they are not in favor of multicultural society. This encourages segregation of students as well as of society as a whole. Also, these textbooks point out that its own people are threatened by other peoples living in Bosnia and Herzegovina. It is underlined as a lesson taught in the past which should be a guideline for relations between peoples in the future. In their research Open Society Fund Bosnia and Herzegovina also found that textbooks contain parts which interpret differences in Bosnia and Herzegovina primarily as a problem, and rarely as potential or wealth. This content in curricula encourages the attitude that living in multicultural society is complicated because different groups have different values, expectations and tradition which are not complementary. This supports attitudes of governing ideologies that it is impossible to live together in this area. In Bosnia and Herzegovina, there are 13 separate education laws. The two entities have their own laws, the Federation‘s 10 cantons have theirs, and the self-governing District of Brcko has its own. The international community, created an education bill intended for state-wide implementation, which it then forced the Bosnian Parliament to pass. However, the relevant authorities have never implemented the law. Bosnia and Herzegovina has also ratified several international conventions that guarantee high quality education to all children in multicultural environment, free from political, religious, cultural and other prejudice, but current educational system in Bosnia and Herzegovina does not respect or implement it. 7. CONCLUSIONS Bosnia and Herzegovina has always been a place where many cultures encountered, coexisted peacefully for centuries, benefitting from each other. Bosnia and Herzegovina is ethnocentric and xenophobic place where people are closed in their ethnic and confesional groups, as a result of the war nourishing fear, anger and hate towar others. Education in Bosnia and Herzegovina, even fifteen years after the end of the war, remains the least reformed sectors in Bosnian society. Students and teachers at all levels continue to experience ethnic and religious segregation, intolerance, and division. Educational systems in Bosnia and Herzegovina do not create positive attitude toward the country. 208 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Educational system in Bosnia and Herzegovina does not promote respect for other cultures and for cultural differences, but consider other cultures different and dangerous. Educational system in Bosnia and Herzegovina does not promote multicultural learning, but learning and promoting just culture of only one nation. Education system in Bosnia and Herzegovina created generation of young, intolerant, ethnically isolated, and ethnically overfed students. Education in Bosnia and Herzegovina does not build but destroys country. The quality of education itself in Bosnia and Herzegovina falls well below European standards. 8. RECOMMENDATIONS Bosnia and Herzegovina has to abolish segregated educational system and create modern system based on European standards. Bosnia and Herzegovina has to create unified curricula and textbooks on a state level, which would prepare students for the work and life in Europe and global world teaching them cultural tolerance, openness to other culture and cultural diversity. 209 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 9. References Azra Brankovic, Savo Stupar, ―Cultural Differences between Turkey and Bosnia: Does convergence exist?‖, International Symposium, Balkans and Islam: Encounter-Transformation-Discontinuity-Continuity Cannakale, Turkey, 3-5 November, 2010. Balkan insight, Bosnia: No End to 'Two Schools Under One Roof', 18 Feb 2010, available at http://www.balkaninsight.com/en/article/bosnia-no-end-to-two-schools-under-one-roof European Commission, Joint Report on Social Inclusion. Commission of the European Communities, 2004, p.10. Available at http://www.socialinclusion.ie/JointSocialInclusion Report2004.html. Geert Hofstede, Gert Jan Hofstede, Michael Minkov, Cultures and Organizations, 3 rd edition, 2010, McGraw Hill Companies, USA, Group of authors, Bosnia and Herzegovina from the old times till the end of 2 nd world war, Press center of BH Army, 1994, Sarajevo, Bosnia and Herzegovina Open society fund Bosnia and Herzegovina and Promente, Education in Bosnia and Herzegovina: What do we teach out children, Sarajevo 2007, available on http://www.promente.org/userfiles/What%20do%20we%20teach%20our%20children.swf OSCE Mission in Bosnia and Herzegovina 2007, reports on education available on http://www.oscebih.org/Documents.aspx?id=146&lang=EN UNDP and Oxford Research International, The Silent Majority Speaks: Snapshots of Today and Visions of the Future in BiH, Sarajevo, 2007. Available at http://www.undp.ba/index. aspx?PID=7&RID=413. UNDP, National Human Development Report: Social Inclusion, Sarajevo, 2007. Available at http://www.undp.ba/index.aspx?PID=36&RID=63. UNDP, Assessing Social Exclusion in Bosnia and Herzegovina, Sarajevo, 2010, available at http://www.undp.ba/index.aspx?PID=3&RID=56 World value survey, available on www.worldvaluessurvey.org 210 � 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. 32 Title A name given to the resource Ethnocentrism and Xenophofia in Bosnia and Herzegovina Implication on Cross-cultural Education Author Author BRANKOVIC, AZRA DRAGANOVIC, VELID Abstract A summary of the resource. World is full of people, group, nations, who think, feel and act differently. However, all these people in global world have to cooperate in order to solve global warming, poverty, terrorism, swaine or avian flu, AIDS, pollution, extintion of animals, economic problems. In global economy customers, partners, suppliers, workers come from different location. People, groups and nations must have awareness of cultural differences and have ability to work with people from diverse background. Bosnia and Herzegovina is a place where many cultures encountered. The country population has a distinct ethnic and confessional composition consisting of Bosniak (44%), Serb (31%), and Croat (17%) and other ethnisities (8%), of Muslim (40%), Orthodox (31%), Roman Catolic (15%) and other religions (14%). People are closed in their ethnic and confesional groups, as a result of the war and nourish fear, anger and hate. It has strong and negative implication on education. The aim of this paper is to research ethnocentrism, xenophofia and social trust in Bosnia and Herzegovina and its implication on education. Secondary research will be done based on UN, OSCE and media reports. Primary research will be done using as a target group students from International University Sarajevo. Inductive method of expert system will be applied to analyze the questionnaire. Recommendations for overcoming this situation will be made in the end of paper. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/bc2cf2253d2935b45bab5bf4d2bc6474.pdf bf5c3a6b4e3a24fd2fd0706bda4ff38b PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo BoĢnaklara Türkçe Öğretiminde Nasreddin Hoca Fikralarının Yeri Ve Önemi Zülfikar BAYRAKTAR Gediz Üniversitesi Fen Edebiyat Fakùltesi Tùrk Dili ve Edebiyatı Bôlùmù zulfikar.bayraktar@gediz.edu.tr Yusuf Ziya SÜMBÜLLÜ Sùleyman ġah University, Turkey Adnan Menderes Üniversitesi Fen Edebiyat Fakùltesi Tùrk Dili ve Edebiyatı Bôlùmù yzsumbullu@yahoo.com Özet: Yerelden evrensele uzanan yolda, tùm insanlığa mal olmuĢ mizah karakterimiz Nasreddin Hoca, bugùn sadece Anadolu‘da değil, tùm dùnyada tanınır ve fıkraları dilden dile anlatılır olmuĢtur. Biz, bu bildirimizde, Bosna Hersek‘te fıkraları anlatılan ve BoĢnak halkının sıkıntılarına, dertlerine ve sevinçlerine ortak olan Nasreddin Hoca fıkra tipini ele alarak, bu tipin BoĢnak kùltùrù içindeki yerini ve ônemini incelemeye çalıĢacağız. Bununla beraber, hem Tùrk, hem de BoĢnak halk kùltùrùnde hala canlılığını koruyan Nasreddin Hoca fıkralarının BoĢnaklara Tùrkçe ôğretiminde nasıl yararlı olabileceği ve bu fıkraların iki kùltùr arasında nasıl bir kôprù vazifesi gôrdùğù bildirimizin ana konusunu oluĢturacaktır. Anahtar Kelimeler: Nasreddin Hoca, Bosna Hersek, Eğitim, Dil, Kùltùr The Place and the Importance of Anecdotes of Nasreddin Hodja in the Teaching of Turkish Language to Bosnians Abstract: Nasreddin Hodja is another name for humour used not only in the most secluded places but in the biggest centres of the world as well. At present, anecdotes and jokes of Nasreddin Hodja are talled and re-talled not only in Anadolia but in every part of the world. In this work, we tried to present Nasreddin Hodja as somebody who left an important mark on Bosnian culture. Considering that fact, we will present the role and place of Nasreddin Hodja inside of that culture. However the anecdotes of Nasreddin Hodja are beeing alive in both folk cultures, in Turkish and Bosnian, it is going to be a bridge between the two cultures when it comes to teaching of the Turskish language to Bosnians. This methode is going to be a main part of our discussion. Key Words: Nasreddin Hodja, Bosnia and Herzegovina, Education, Language, Culture. Nasreddin Hoca, bugùn birçok coğrafyada tanınan ve fıkraları dilden dile anlatılan bir fıkra tipidir (Bayraktar: 2010; 72). Nasreddin Hoca fıkra tipine bağlı olarak anlatılan fıkraların sayısının bugùn için bile ne kadar olduğunu tahmin etmek hiç de kolay değildir (Bayraktar: 2007; 354). Nasreddin Hoca Anadolu‘da dùnyaya gelmiĢ, zaman içinde yerelden evrensele uzanan yolda tùm dùnyaya mal olmuĢ bir mizah kahramanıdır (Tùrkmen: 1984; 141). Nasreddin Hoca‘nın fıkraları Osmanlı Devletinin Bosna Hersek‘te hùkùm sùrmesiyle beraber bu sahada da yayılmıĢ, Anadolulu olan Nasreddin Hoca zamanla BoĢnakların da mizah kahramanı olarak varlığını bugùnlere değin sùrdùre gelmiĢtir (MuftıĤ:1998; 721). BoĢnak halkı arasında Nasreddin Hoca, Nasrudin Hodža adıyla bilinir (BajraktareviĤ: 1998; 707). Hocanın fıkraları Bosna Hersek‘te zevkle anlatılıp dinlenir. Fıkraların birçoğu Anadolu sahasındaki fıkralarla benzerlik gôstermektedir (TucakoviĤ: 2009; 4). Bunun yanında bu fıkralar BoĢnakların da yeni ekledikleri fıkralarla zenginleĢmiĢ ve bugùn Bosna‘da zengin bir Nasreddin Hoca kùlliyatı oluĢmuĢtur (IsakoviĤ: 1984; 9). BoĢnak halkının ince zekâsının pırıltıları olan bu fıkralar geleneksel kùltùrùn aktarımı açısından bùyùk ônem taĢımaktadır. BoĢnak halkının hayata bakıĢını ve hayat karĢısındaki duruĢunu bu fıkralardan okumak mùmkùndùr (Bayraktar, Solak: 2010; 2). 1384 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Bosna Hersek sahası Nasreddin Hoca fıkraların bùyùk kısmı Anadolu sahası Nasreddin Hoca fıkralarıyla paralellik gôstermektedir. Bunun temel nedenlerinden biri, Bosna Hersek‘in bir zamanlar Osmanlı toprağı olmasıdır. Bu dônemde gerek matbu gerekse elyazması eserlerle iki toplum arasında kùltùrel etkileĢimler ùst dùzeyde olmuĢtur. Bunun yanında fıkralar, coğrafyanın ve kùltùrùn de etkisiyle az da olsa değiĢikliklere uğramıĢlardır. Bazen fıkralardaki yer isimleri değiĢmiĢ bazen de var olan fıkraların bir benzeri ortaya çıkmıĢtır (Bayraktar, Solak: 2010; 2). Bu durum gayet normaldir. Bu halk kùltùrùndeki folklorizasyonun bir sonucudur (Tùrkmen: 1999; 17). BoĢnak halkı Nasreddin Hoca‘yı benimsemiĢ ve ona BoĢnak millî kahramanı diyecek kadar sahip çıkmıĢtır (MuftıĤ:1998; 723). Konuyu bu bağlamda değerlendirdiğimizde, Nasreddin Hoca fıkralarının Bosna Hersek‘te yayılması ve bu fıkraların gùncellenerek gùnùmùze kadar gelmesi farklı iki kùltùrùn birbirini anlayıp karĢılıklı iletiĢim kurmasında bir kôprù vazifesi gôrmùĢtùr. Nasreddin Hoca Tùrk ve BoĢnak halkı arasında bir kùltùr elçisi olmuĢ ve bu iki farklı kùltùre mensup insanlar Nasreddin Hoca‘nın tebessùmùnde hayat bulmuĢlardır. Nasreddin Hoca iki toplumda gùldùren, dùĢùndùren, eğiten, sevdiren, yol gôsteren bilge olmuĢtur. Nasreddin Hoca fıkralarının BoĢnaklar ve Tùrkler arasında yaygın olmasının iki toplum arasındaki kùltùrel iliĢkiler açısından ônemli olduğunu daha ônce vurgulamıĢtık. Bu kùltùrel iliĢkiler arasında en ônemli paya sahip alanlardan biri de eğitim ve ôzellikle de dil eğitimidir. Bizler bu dùĢùnceden hareketle bildirimizde, BoĢnaklara Tùrkçe ôğretimi sùrecinde Nasreddin Hoca fıkralarından yararlanılmasının yeri ve ônemi ùzerinde duracağız. Yabancı dil ôğretimi sùrecinde kùltùrùn ônemi tartıĢılmaz bir yere sahiptir. Öyle ki, bizler dili kùltùrùn taĢıyıcısı olması yônùyle ôğrenir ve ôğretiriz. Kùltùr olmadan dilin aktarabileceği hiçbir değer olmaz. Dil kùltùrle vardır ve kùltùr unsurlarıyla hayatiyetini devam ettirir. Bir kùltùrde unutulan ya da değiĢen unsurların karĢılığı olan dil malzemesi de zamanla unutulur ve kaybolur. Yabancı dil ôğreniminde dili ôğrenen kiĢi ôğrendiği dilin kùltùrùne yabancı kalamaz. Dili ôğrenebilmesi için kùltùr unsurlarını da iyi algılamalıdır (Barın: 2008; 61). Mesele bu bakıĢ açısıyla değerlendirildiğinde, Tùrkçeyi yabancı dil olarak ôğrenen ôğrencilerin Tùrk kùltùrùne kayıtsız kalması dùĢùnùlemez. Özellikle de bir zamanlar beraber yaĢamıĢ ve birçok ortak değeri paylaĢmıĢ iki milletin bu anlamda karĢılıklı olarak bir değerler bùtùnù etrafında toplanması gayet normaldir. Bu değerler bùtùnù içerisinde Tùrk ve BoĢnak kùltùrùnùn en ônemli kùltùr dinamiklerinden biri de Nasreddin Hoca‘dır. Nasreddin Hoca fıkralarının her iki kùltùrde de geçmiĢte var olması ve gùnùmùze kadar çeĢitlenerek ulaĢması bu fıkra tipinin iki farklı toplumda da ihtiyaçlara cevap verdiğinin bir anlamda gôstergesidir. Yine, Nasreddin Hoca fıkralarının iki toplumda da yaygın olması BoĢnaklara Tùrkçe ôğretiminde bu fıkraların kullanılması noktasında kolaylık sağlayacaktır. Yabancı dil ôğretiminde karĢılaĢılan en ônemli sorunlardan biri ôğrenilen dilin kùltùrùne karĢı bir ôn yargı içinde olunmasıdır. Bu problemin birçok nedeni olabilir. Bunun yanında ôğrenilen dilin ôğretilmesi aĢamasında kullanılan dil malzemesinin, dili ôğrenen ôğrencinin dùzeyine, kùltùrùne ve gùdùsùne uygun olup olmadığı da bir diğer ônemli meseledir. Yabancı dil ôğretiminde sınıf ortamında ôğrencileri motive ederek dersi devamlı olarak zevkli hale getirmek kolay değildir. Motivasyonu en ùst noktada tutabilmek için zaman zaman birçok teknik kullanılır. Bu teknikler içinde mizahın ve dramanın ônemli bir yeri vardır. Mizah ve drama ile ôğrencinin dikkati derse çekilir, zaman zaman da ôğrencinin rahat bir nefes alarak dinlendirilmesi sağlanmıĢ olunur. Gerek Nasreddin Hoca fıkralarının ôzellikleri, gerekse bu fıkraların her iki toplumda da var olması BoĢnaklara Tùrkçeyi ôğretmede bir fırsat aracı olarak gôrùlmelidir. Bu fıkraların her iki toplumda var olması, fıkraların kısa ve ôz oluĢu, fıkraların konuĢma, dinleme, yazma ve anlama becerilerine katkı sağlaması, yeni kelimelerin ôğrenilerek okuma hızının arttırılması, bilinmeyen kelimelerin fıkra içinde daha rahat anlaĢılabilmesi, dil bilgisi kurallarının basite indirgenmiĢ bir metin içinde ôğrenilmesi, ahlaki normların ve değerlerin ôğretilerek istenilen davranıĢların pekiĢtirilip istenilmeyen davranıĢların mizah yoluyla eleĢtirilmesi Nasreddin Hoca fıkralarını bir dil ôğretim malzemesi olarak kullanmada cazip hale getirmektedir. Nasreddin Hoca sempatik ve pozitif bir fıkra tipidir. O fıkralarında, Ģunu yap, ya da bunu yapma, demek yerine dinleyicisini dùĢùnmeye sevk eder. Fıkralarındaki iki farklı çatıĢmadan doğan doğrunun anlaĢılması için dinleyicisini zorlamaz. Bu bağlamda Hoca‘nın fıkraları hiç sıkılmadan dinlenir ve anlatılır. Dil bir yônùyle bir milletin tarihinde meydana gelen maddi ve manevi değerlerin anlatım aracıdır. Millet bu değerler etrafında kenetlenir ve hayatiyetini devam ettirir. BoĢnak ve Tùrk halkı Nasreddin Hoca etrafında birçok kùltùrel değer oluĢturmuĢ ve bunu nesilden nesile aktara gelmiĢlerdir. BoĢnak bir ôğrenci Tùrkçe dersinde Nasreddin Hoca‘nın ağzından duyduğu bir fıkrayı her zaman sempati ve ilgiyle dinleyecektir. Çùnkù Nasreddin Hoca ona gôre BoĢnak‘tır ve kendi kùltùrùnùn bir parçasıdır. Kendi kùltùrùnùn bir parçası olan Nasreddin Hoca ile beraber Tùrkçe ôğrenmek her zaman motive edici olacaktır. Yabancı olmadığı bir kùltùrù benimsemesi ve bôylelikle bu dili kolayca ôğrenmesi mùmkùn olacaktır. Sonuç olarak Ģunları sôyleyebiliriz: Nasreddin Hoca fıkralarının hemen hemen bùtùnùnde sadece BoĢnak halkının değil, bùtùn dùnya insanların ortak sorunları genel ôzellikleriyle ele alınır. Nasreddin Hoca‘nın tùm dùnyada kabul gôrmesinin en ônemli nedenlerinden biri de budur. Tùm insanlık, sorunlarının ustaca çôzùmùnù 1385 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo bu fıkralarda bulur. Bu fıkralarda neredeyse ele alınmayan bir tip, ùzerinde durulmayan sosyal bir mesele yok gibidir (Bayraktar, Solak: 2010; 2). Nasreddin Hoca fıkraları BoĢnak halkı tarafından sahiplenilerek gùnùmùze kadar gelmiĢtir. Kùltùr ve ôzellikle de geleneksel sôzlù kùltùre sahip çıkma bakımından bu durum son derece ônemlidir. Bir diğer ônemli unsur ise fıkraların gùncellenerek geleceğe taĢınmasıdır. Geleneksel kùltùrùn canlı kalabilmesi, benimsenmesi onun gùncellenmesi ile mùmkùndùr (Ekici: 2009; 280). Konuya bu açıdan baktığımızda, Nasreddin Hoca BoĢnak halk geleneğinde kendini gùncellemiĢ ve çağ ùstù bir kimlik kazanmıĢtır. Nasreddin Hoca fıkralarındaki gùlme sadece sıradan bir refleks değildir. Bu bilinçli bir gùlmedir. Gùlen kiĢi bu yolla kendini ve karĢısındakini belli bir hoĢgôrù atmosferi içinde yargılar ve bu durumu yine hoĢgôrù ile çôzùme bağlar. Bu durum, BoĢnak halkının kendisiyle barıĢık olduğunu, komplekslerinden arındığını, kendi eksikliklerinin farkına varıp buna gùlebildiğini gôstermektedir. KiĢinin eksikliklerini fark etmesi, buna gùlebilmesi ve bununla ilgili çôzùm ùretmeye çalıĢması sağlıklı bir zihnin sonucudur (Kırman: 2005; 318). Kùltùrler arası ortak değerlerin dil ôğretimine katkısı tartıĢmasız bùyùktùr. Bu açıdan bakıldığında Nasreddin Hoca fıkraları BoĢnaklara Tùrkçe ôğretiminde bùyùk bir katkı sağlayacak zengin bir kaynak niteliği taĢımaktadır. Bosna Hersek sôzlù ve yazılı halk kùltùrùnde yaygın olarak bilinen, anlatılan ve zevkle dinlenen Nasreddin Hoca fıkralarının sayısını bugùn için tespit etmeye çalıĢmak kolay değildir. Bu fıkraların sayısı her geçen gùn gelenek içerisinde daha da zenginleĢerek artmaktadır. Bizler sabrınızı daha fazla zorlamadan bundan sonraki sôzù BoĢnak ve Tùrk milletinin mizah kahramanı Nasreddin Hoca'ya bırakıyoruz: Koga je više Ono pitali Nasrudin-hodņu : '' Vjere ti, hodņa, znań li ti koga je vińe na svijetu, muńka ili ņenska? '' '' Vińe ņena '', odgovori Nasrudin-hodņa. '' Ama kako Ĥe to biti ? Otkuda ti znadeń, nisi ih valjda brojio? '' '' E '', veli hodņa, ja raĦunam ņenama i one ljude koji sluńaju ņene. (IsakoviĤ: 1984; 182) Kim Daha Çok Nasreddin Hoca'ya sormuĢlar: —Allah için hocam, sen biliyor musun, dùnyada kim daha fazla? Kadınlar mı, erkekler mi? Nasreddin Hoca cevap vermiĢ: —Kadınlar daha çok! —Ama bu nasıl olur? Saydın mı Hocam? —Eee demiĢ Hoca, ben, kadınları dinleyen erkekleri de sayıyorum. ĥuĤe se sutra Jedne noĤi poħe Nasrudin da krade i tako doħe duĤanu koji je bio zakatanĦen. Izvadi turpiju, poĦne turpijati. Uto naiħu straņari i zapitaju Nasrudina: ―Ńta to, hodņa, radiń?‖ A on im odgovori: ―Gudim.‖ I opet zapitaju straņari: ―A zańto ti se gusle ne Ħuju?‖ A hodņa im na to: ―ĥuĤe se sutra.‖ (IsakoviĤ: 1984; 143) 1386 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Yarın Duyulur Bir gece Nasreddin Hoca hırsızlığa çıkar. Kilitli bir dùkkânın ônùne gelir, tôrpùyù eline alır ve kilidi tôrpùlemeye baĢlar. Tam o sırada bekçi gelir. —Ne yapıyorsun Hoca? Hoca cevap verir: —Tôrpùlùyorum. Bekçi yine sorar: —Ama tôrpùnùn sesi çıkmıyor! Hoca da cevap verir: —Yarın sesi çıkar. Neka znaju vrijednost posuħene stvari Ko je god bilo ńta zatraņio od hodņe, on je obiĦavao dati mu to tek sutradan. Upitaju hodņu zańto tako Ħini a on im odgovori: ―Neka znaju vrijednost posuħene stvari!‖ (IsakoviĤ: 1984; 186) Ödünç Aldığın Emanetin Değerini Bileceksin Nasreddin Hoca‘dan kim ne istese hoca bir gùn sonra veriyormuĢ. Buna ĢaĢıran kôy halkı sormuĢlar: —Sen neden bôyle yapıyorsun Hocam? Hoca da cevap vermiĢ: —Aldıkların emanetin değerini bilsinler diye. Nasrudin Hodţa i ljekar Nasrudin-hodņa slomio se niz basamake, te se grdno udario u krsti i u obje ruke, pa odmah pońalje po heĤima, a kad heĤim doħe i reĦe mu da Ĥe ga izvidati, upita ga hodņa: ―Kaņi ti meni najprije jesi li se kada lomio niz basamake?‖ A ljekar kaņe da nije nikada, i ne dao Bog. Onda mu hodņa reĦe: ―Jok, jok! Ti me ne moņeń izvidati kad nisi padao, nego ili se hajde slomi oklen sam ja pao, ili naħi drugog heĤima, koji je padao niz basamake kao i ja.‖ (IsakoviĤ: 1984; 166) Nasreddin Hoca ve Doktor Nasreddin Hoca bir gùn merdivenden dùĢerek iki kolunu ve ayağını kırmıĢ. Bunun ùzerine hemen hocanın evine bir doktor çağrılır. Doktor çabucak geldi ve hocaya, onu bir an ônce iyileĢtireceğini sôyledi. Bunun ùzerine hoca hemen sordu: —Sen hiç benim gibi merdivenlerden dùĢùp bir yerini kırdın mı? Doktor: —Yok, kırmadım, Allah korusun! Bunun ùzerine hoca da cevap verdi: —Yok yok sen beni iyileĢtiremezsin. Ya git benim gibi bir yerden dùĢ; ya da benim gibi bir yerden dùĢen doktor bul! 1387 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References BajraktareviĤ, Fehim; ―Nasredın Hodņın Problem‖, BońnjaĤka Knjıņevnost u Knjıņevnoj Krıtıcı, Sarajevo: 1998, s. 707–720. Barın, Erol; ―Yabancılara Türkçe Öğretiminde Nasrettin Hoca Fıkralarının Yeri‖ Tùrk Yurdu, Ankara: 2008, S 255, s. 61–63. Bayraktar, Zùlfikar; ―Nasreddin Hoca Fıkralarında Ġdeolojik YaklaĢımlar Sonucu Meydana Gelen DeğiĢimler‖, Uluslararası Tùrk Dùnyası Kùltùr Kurultayı Bildirileri, ÇeĢme–Ġzmir: 2006, C I, TĠKA Yayınları, Ankara: 2007, s. 353–358. Bayraktar, Zùlfikar; Edina Solak; ―Bosna Hersek‘te Nasreddin Hoca Fıkraları‖, KIBATEK 27. Uluslararası Edebiyat ġôleni, 5–6 Aralık, Ġzmir: 2010, s. 1–9 (YayınlanmamıĢ Bildiri). Bayraktar, Zùlfikar; Mizah Teorileri ve Mizah Teorilerine Gôre Nasreddin Hoca Fıkralarının Tahlili, Ege Üniversitesi, Sosyal Bilimler Enstitùsù, Tùrk Dùnyası AraĢtırmaları, Tùrk Halk Bilimi Ana Bilim Dalı, Ġzmir: 2010. (BasılmamıĢ Doktora Tezi) Ekici, Metin; ―Gùlme Teorileri ve Nasreddin Hoca Fıkraları‖, 21. Yùzyılı Nasreddin Hoca Ġle Anlamak, [Uluslararası Sempozyum, 8–9 Mayıs, AkĢehir: 2008], Atatùrk Kùltùr Merkezi Yayınları, Ankara: 2009, s. 271– 280. IsakoviĤ, Alija; Nasrudin Hodņa, , Svjetlost, Sarajevo: 1984. Kırman, Ümral Deveci; ―Nasreddin Hoca Fıkralarında Eksikliğe Dayalı Gùlmeceyi Yaratan KarĢıtlıklar‖, I. Uluslararası AkĢehir Nasreddin Hoca Sempozyumu Bilgi ġôleni, 6–7 Temmuz, 2005–AkĢehir, s. 318–335. MuftıĤ, Edib; ―Nasrudin Hodņa ı Bońnjacı‖, BońnjaĤka Knjıņevnost u Knjıņevnoj Krıtıcı, Sarajevo: 1998, s. 721–729. TucakoviĤ, Ekrem; Pripovijesti o Nasrudin-Hodņi, Tugra, Sarajevo: 2009. Tùrkmen, Fikret; ―Nasreddin Hoca Fıkralarının Yayılma Sahaları‖, Tùrk Dili ve Edebiyatı AraĢtırmaları Dergisi, S 3, Ġzmir: 1984, s. 141–152. Tùrkmen, Fikret; Letâif-i Nasreddin Hoca (Burhaniye Tercùmesi)-Ġnceleme, ġerh, Kùltùr Bakanlığı Millî Folklor AraĢtırmaları Dairesi Yayınları, Ankara 1989. [Ġlaveli Ġkinci Baskı: ―Nasreddin Hoca Latifelerinin ġerhi (Burhaniye Tercùmesi) Transkripsiyon, Ġnceleme, Metin‖, - Akademi Kitabevi, Ġzmir 1999.] 1388 � 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. 691 Title A name given to the resource BoĢnaklara Türkçe Öğretiminde Nasreddin Hoca Fikralarının Yeri Ve Önemi Author Author BAYRAKTAR, Zülfikar SÜMBÜLLÜ, Yusuf Ziya Abstract A summary of the resource. Yerelden evrensele uzanan yolda, tùm insanlığa mal olmuĢ mizah karakterimiz Nasreddin Hoca, bugùn sadece Anadolu‘da değil, tùm dùnyada tanınır ve fıkraları dilden dile anlatılır olmuĢtur. Biz, bu bildirimizde, Bosna Hersek‘te fıkraları anlatılan ve BoĢnak halkının sıkıntılarına, dertlerine ve sevinçlerine ortak olan Nasreddin Hoca fıkra tipini ele alarak, bu tipin BoĢnak kùltùrù içindeki yerini ve ônemini incelemeye çalıĢacağız. Bununla beraber, hem Tùrk, hem de BoĢnak halk kùltùrùnde hala canlılığını koruyan Nasreddin Hoca fıkralarının BoĢnaklara Tùrkçe ôğretiminde nasıl yararlı olabileceği ve bu fıkraların iki kùltùr arasında nasıl bir kôprù vazifesi gôrdùğù bildirimizin ana konusunu oluĢturacaktır. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/6fc63bca8b37d915c0aba8023415f04f.pdf 0582826fd8aa72ad26a355546ee250c7 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Literary Antecedents of the Absurd Dr Fatemeh Azizmohammadi , Faculty Member of Islamic Azad, University ,Arak Branch ,Iran meena_mina_mina@yahoo.com Dr Jillah Mashhadi Faculty Member of Islamic Azad , University , Arak Branch , Iran Abstract As is well-known the concept of the Absurd is an off-shoot of Existentialism which was born in the 19th century and reached almost global acceptability in the early 20 th century thanks to the works of Kafka, Camus, Sartre and the Absurd playwrights like Beckett and Pinter. This paper tries to show that the Absurd had literary manifestations in earlier literatures also. This does not aim to be an exhaustive survey of ―the tradition of the Absurd‖ as in Martin Esslin‘s The Theatre of the Absurd. A unique feature of this paper is the linkage which it establishes between the Absurd and the Persian poet Omar Khayyam. Literary Antecedents of the Absurd Though Existentialism as a philosophical school emerged in the 19 th century, the ideas it propagated were not totally unknown. They had manifested themselves in the literature of earlier periods. For instance in Sophocles‘ Oedipus Rex, Oedipus, once the mystery surrounding his birth stands fully revealed, blinds himself, crying out that he cursed the day when he was born. More relevantly, Hamlet in his celebrated soliloquy raises the overwhelming question: To be or not to be, and discusses the problem of suicide. He asks why man, when he suffers the ―slings and arrows of an outrageous fortune‖ does not end his troubles by ending his life. For who would bear the whips and scorns of time, The oppressor‘s wrong, the proud man‘s contumely, The pangs of dispriz‘d love, the law‘s delay, The insolence of office and the spurns That patient merit of the unworthy takes, When he himself might his quietus make With a bare bodkin? 1 Whereas Camus finds his answer in joie de vivre, Hamlet finds it within the Christian framework. The line of suicide is based on the assumption that there is an after-life and that it will be better than earthly existence. But unfortunately, there is no warrant for such an assumption. Hamlet continues his meditation on suicide Who would fardels bear, To grunt and sweat under a weary life But that the dread of something after death, The undiscovered country, from whose bourn No traveller returns, puzzles the will And makes us rather bear those ills we have Than fly to others that we know not of? Thus conscience does make cowards of us all. 2 In short, Hamlet‘s answer is that though life is full of trials and tribulations, it is at least a known devil; but there is no knowing about life after death. Who knows it may be worse than this life! It is an unknown devil. And if the choice is between two devils, the known devil is always better than the unknown one. Similarly in the earlier speech-what a noble piece of work is man — Hamlet reduces this angelic creature, this paragon of all animals to ―quintessence of dust‖. Later on, almost at the end in the famous Grave-digger‘s scene, Hamlet meditates further on the nothingness of man. Holding the court-jester Yorick‘s skull in his hand, he 460 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo wonders on the fate of such movers and shakers of the world as Alexander, the Great and Julius Caesar. He suggests very frighteningly that after the decomposition of their bodies, their dust must have got mixed up with other dust, which may have been picked up by some farmer or someone else. As a result, for all we know, Alexander is now guarding the cottage-wall of a farmer and Julius Caesar may be a stopper of some beer-barrel! Beneath the almost clinical dispassionateness with which the Existentialists describe La conditione humaine one can discern an implicit note of discontent with things as they are. Certainly there is no joy, no exultation in the description. And this under-lying discontent may be linked up with, to borrow the famous phrase of Mario Praz, the Romantic Agony. In other words, the existentialist angst can be seen as a prolongation, a continuation in our times of the Romantic Agony. This agony is the result of the perception of two basic facts of our existence: 1) the fact of change (mutability) and 2) the fact of death (mortality). These twin spectresѢ mutability and mortality — have always haunted the human imagination, but with especial virulence since the Romantic Age. In the 18th century, the Age of Enlightenment, as it is known, the dominant world-view was a mechanistic one which looked at the universe as a pre-fabricated, perfect machine. Newton described the world as a great watch and God as the Great Watchmaker. The world was the perfect creation of a perfect God. Any imperfections or inconsistencies were interpreted as man‘s inability to understand ways of God or were covered up by taking recourse to the Original Sin in the case of a deist or to the corruptions of civilization in the case of a sentimentalist. It was inevitable that such a metaphysic should collapse by its own internal contradictions and so it did in the late18th century. Now questions which were earlier silenced ruthlessly began to be raised. Human existence had far too may discordant facts. It was asked, for instance, if God made the world, and that God is perfect, how does one account for the myriad unpleasant aspects like poverty, disease, pain, death transience of beauty and joy, ugliness and so on? Perhaps it is better to look at the problem this way: if God made the world, he must have been either in a hurry — for he made it in six days, as the Bible tells you — or he must be a bad engineer. Look at the world he has made. as Keats says memorably in ―Ode to a Nightingale‖ Here, where men sit and hear each other groan; Where palsy shakes a few, sad, last grey hairs, Where youth grows pale, and spectre-thin, and dies; Where but to think is to be full of sorrow And laden-eyed despairs, Where Beauty cannot keep her lustrous eyes Or new love pine at them beyond tomorrow, 3 This is Romantic Agony in a nut-shell, for you. According to Keats, it is better to be a stone, that has ―happy insensitivity‖ about there things. That is why he would like to fly away ―into the forests dim‖ with the Nightingale and forget the ―weariness, the fever and the fret‖ of life which the bird is blissfully unaware of. In a world, where ―but to think is to be full of sorrow‖, sensitivity is a curse. Wordsworth also says at one place that ―consciousness is a disease of the matter‖. Similarly Shelley in ―A Hymn to Intellectual Beauty‖ complains as to why we do not have a rainbow every day If these Romantic poets raise questions of an aesthetic nature, later poets like Hopkins and Hardy ask ethical questions. For instance, in his celebrated sonnet, ―Thou Art, indeed, Just My Lord‖, Hopkins asks his God, ―Why do sinners‘ ways prosper?‖ Paraphrased into our world, Hopkins‘s question makes God answer as to why in his world, a Jesus is crucified, but malefactors like drunkards, criminals rule the roost? In The Wreck of the Deutschland, beneath the acceptance, there is a seething anger against the ―justness‖ of the Lord in the death by water of five Franciscan nuns who had set sail on that ship in the service of the same Lord. At the end of his novel, The Mayor of Casterbridge, Hardy reiterating the melancholy of Romantics, says that the lesson Elizabeth-Jane learnt was that ―happiness is but an occasional episode in the general drama of pain.‘ Similarly in Tess, he comes out for more indignantly against the traditional notion of divine omnipresence, omniscience and omnipotence. When Tess is raped in the primeval forest called the Chase by Alex d‘urberville, Hardy asks uncomfortable questions. But, might some say, where was Tess‘s guardian angel? Where was the providence of her simple faith? Perhaps like that other god of whom the ironical Tishbite spoke, he was talking, or he was pursuing, or he was in a journey, or he was sleeping and not to be awaked.4 Hardy‘s poem ―To an unborn Pauper child‖ comes closer to Paul Tillich‘s existential insight into the mystery of the unconsulted human birth. In this poem after cataloguing the ―terrestrial chart‖ of woes and travails, he asks the unborn child, ―wilt thou take life thus‖? Though the answer is bound to be in the negative, the child has no choice. Hardy knows his words of warning will not reach the child and even if they could, 461 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Hardy most despairingly says ―thou wilt thy ignorant entry make‖. And so foolishly optimistic, so hypocritical are we that though not to be born is the best way-out, we congratulate the child on its birth, wish him all the best though, we know even nothing good is likely to come by. Perhaps the closest parallel to the existentialist vision comes from an altogether different corner — the 11th century Persian poet Omar Khayyam, whose Rubaiyat was translated by Edward Fitzgerald in the 19th century. It would be both unfair and incorrect to regard Khayyam as the exponent of unbridled alcoholism as he is made out to be by the mass media. He was a deeply serious poet concerned with the nature of our existence and offered his strategy of dealing with it through his symbolic verse. The transience of both the power and the glory in the face eternal Time is one of the themes that he strikes earliest in the Rubaiyat, as the following verse shows — Think, in this batter‘d Caravansarai Whose Doorways are alternate Night and Day How Sultan after Sultan with his Pomp Abode his Hour or two, and went his way.5 In the very next stanza, while bringing out the nothingness of man he reaches Shakespearean heights. Hamlet-like, he cruelly brings out human impotence against the fact of death. They say the Lion and the Lizard keep The Courts where Jamshy‘d gloried and drank deep And Behram, that great Hunter— the Wild Ass Stamps o‘er his Head, and he lies fast asleep.6 In verses 29 and 30, Khayyam raises basic overwhelming questions answers to which are badly required and are sadly not available. Into this universe and Why not knowing Nor Whence, like water willy-nilly flowing And out of it, as wind along the Waste, I know not Whither, willy-nilly blowing What, without asking, hither hurried Whence? And, without asking, Whither hurried hence! Oh, many a cup of this forbidden Wine Must down the memory of that insolence! 7 From where have I come? Why am I here? Where do I go after death? Who made skies, the stars? What is beyond them? These might look like questions asked by a child as it lies with its parent on the terrace on a summer night, looking at the star-lit sky. But not only the hapless parent but even the Nobel-Prize laureate physicists like Sir Penrose or Stephen Hawking can answer these questions. And it goes without knowing whence, why we have come here and wither we go from here, no meaningful way of living our life can be found. This, in short, is Khayyam‘s, existentialists‘ and Kafka‘s position in life. No body knows the answers and there is no point in seeking guidance anywhere or making appeals to Heavens. As Khayyam says, And that inverted Bowl they call the sky Where under crawling coop‘d we live and die Lift not your hands to It for help — for It Rolls impotently on as Thou or I.8 Under the circumstances, all that one can do is to regard the world as a caravanserai where one is to stay for a while and go away God knows where. Wisdom, therefore, lies in not breaking one‘s head about the whats and whys of existence through religion or philosophy, but in making merry while one‘s stay here lasts. Yesterday This Day‘s Madness did prepare; Tomorrow‘s Silence, Triumph or Despair Drink! For you know not whence you came, nor why Drink! For you know not why you go nor where.9 ―Eat, drink and be merry, for tomorrow we die‖. This is Khayyam‘s strategy of living in a condition of total agnosis which need not be understood literally. Do what pleases you, for that is all you can do. Thus just 462 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo as Camus‘ Absurd Man rejoices in joie de vivre, Khayyam goes in for merriment under the cloud of unknowing. Whether in Camus or Khayyam, this kind of hedonism has a touch of desperation about it, where human laughter and tears at the absurdity of life get inextricably mixed up. Notes and References William Shakespeare, Hamlet III,i 70-6 ed. by Sir E. K. Chambers ( London: Blackie and Sons, 1948 ) 7980. Ibid. John Keats, Poetical Works ed. by H.W.Garrod (London: Oxford University Press 1959 ) 207 . Thomas Hardy, Tess of The D‘Urbervilles ( London: Macmillan and Co. Ltd. 1954 ) 93 Omar Khayyam, Rubaiyat trans. By Edward Fitzgerald (Mumbai: Jaico Publishing House, 1948) 32 . Ibid. 34. Ibid. 160. Ibid. 171. Ibid. 463 � 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. 69 Title A name given to the resource Literary Antecedents of the Absurd Author Author Azizmohammadi, Fatemeh Mashhadi, Jillah Abstract A summary of the resource. As is well-known the concept of the Absurd is an off-shoot of Existentialism which was born in the 19th century and reached almost global acceptability in the early 20th century thanks to the works of Kafka, Camus, Sartre and the Absurd playwrights like Beckett and Pinter. This paper tries to show that the Absurd had literary manifestations in earlier literatures also. This does not aim to be an exhaustive survey of ―the tradition of the Absurd‖ as in Martin Esslin‘s The Theatre of the Absurd. A unique feature of this paper is the linkage which it establishes between the Absurd and the Persian poet Omar Khayyam. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/f57b84bb217f04ac03db30bca0d95b21.pdf 60d87a286beacff3fdcad17f2b51abc6 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Eliot's Rose Garden: A Sufi Interpretation Fatemeh Azizmohamadi Faculty member of Azad University, Arak Branch. meena_mina_mina@yahoo.com Shahram Afrougheh Faculty member of Azad University, Boroujerd Branch. sh_afrougheh@yahoo.com Abstract: Eliot's theosophical poetry supports the idea that God's willingness to relate to the world gives his creatures the possibility of personal knowledge of him, although this can be acquired only through difficult and serenuous spiritual exercises. The variety of poetic works, which Eliot produced such as Four Quartets and Hollow man, are a blend of philosophical and mystical ideas which attempt to explore the inner meaning of faith and represent a creative and influential stream that both draws upon and contributes to Sufism. Key Terms: Sufism, Eliot, Rose – Garden, Schimmel Introduction One of the recurring symbols in the later poetry of T. S. Eliot is that of the rose. Appearing in the Hollow Man (1925) for the first time, it acquires newer and deeper connotation in the succeeding poems till it assumes its full significance in Four Quartets (1943). Most discussions of the rose in Eliot's poetry relate the symbol either to Dante or to the medieval Christian tradition. Leonard Unger (1966:69-70) notes that for Eliot the rose garden symbolizes an early sexual awakening comparable to that described by Eliot in his discussion of Dante's Vita Nuova. Eric Thompson (1963:99) too traces the rose garden to Dante's earthly paradise. Barbara Seward (1960:156) in her detailed account of the symbolic rose considers Eliot's rose not "wholly modern" and traces its origin to the Middle Ages and the Catholic symbol of spiritual love incarnated in Christ. "Combining the romanticism of a yearning, nostalgic, insatiable age with the absolute authoritarian standards of medieval times," Seward (Ibid: 156) notes that "Eliot has created a symbol suited to religious present needs." A large body of scholarly and critical writing on Eliot is available today, yet it is to be noted that no critic has alluded to the Sufi tradition in the discussion of the rose and the rose garden in Eliot's poetry. Even those critics who have dealt with the oriental influence on Eliot limit themselves either to the Hindu or to the Buddhist traditions. In both the cases there is enough evidence to show that Eliot was influenced by these traditions. No such evidence, as yet, is available to show that Eliot ever came under the influence of the Sufis or their poetry. Nonetheless, it is possible to draw certain parallels between Eliot's imagery and the Sufi imagery for the simple reason that certain archetypal images and symbols with mystical connotations transcend the barriers of language and tradition and find expression in poetry written at different periods and places. The mystics, in whichever language they express themselves, have always been fascinated by "the symbol" since it enables them to express certain complex and inexpressible ideas which the ordinary words fail to do. Though essentially a poet, Eliot at times uses the language of the mystics in order to express moments of mystical experience. Sufism and Eliot The rose and the rose-garden which dominate Eliot's later poetry can be abundantly found in Persian and Turkish mystic poetry. Sānāi, the first major mystic poet of Persia, preaches the Sufi doctrine through the symbol of the rose and the bird (Arberry 1966:8): The nightingale hath no repose For joy that ruby blooms the rose; 455 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Long time it is that philomel Hath loved like me the rosy dell. Tis sure no wonder if I sing Both night and day my fair sweeting: Let me be slave to that bird's tongue Who late the rose's praise hath sung! O Saki, when the days commence Of ruby roses, abstinence By none is charged; then pour me wine Like yonder rose incarnadine. A host of notable mystic poets following Sānāi have employed the rose symbol in their poems to relate the mystic experience. Sádi, a thirteenth century classical poet from Persia, entitled one of his principal works as Gulistan or The Rose Garden which is "recognized by the most eminent Sufis as concealing the whole range of the deepest sufi knowledge" (Shah 1968:90). In her book The Mystical Dimensions of Islam Annemarie Schimmel recounts an interesting story to explain the Sufi's love for the rose. According to a tradition when the Prophet saw a rose, he kissed it and pressed it to his eyes and said, "the red rose is part of God's glory" (Schimmel 1975: 222). Schimmel thinks that the "Prophet's love of roses may have induced the poets to call him the 'nightingale of the Eternal Garden' for he discloses to the faithful some of the mysteries of God, the Everlasting Rose" (Ibid: 22). Abu 'Ali Qalandar, the 14th century mystic poet, says (Ibid: 217): "Welcome, O Nightingale of the Ancient Garden! / Speak to us about the Lovely Rose." For Eliot too the rose symbolizes the mystery of God manifest in created forms. Similar to Sufi poetry, his poetry also relates the rose, the bird and the garden with one another. "Burnt Norton," the first poem of Four Quartets is central to the understanding of Eliot's rose garden. According to Unger (1966: 79), "Burnt Norton" displays on its surface "the spiritual quest, the constant endeavor to interpret the experience and relive it." The poem, he observes, "is a discourse on the ultimate significance" of the experience in the rose-garden (Ibid). In the poem, there are at least three rose gardens — the rose garden of the past which the poet regrets of having not entered but might have entered; the actual rose-garden of "Burnt Norton;" and most important of all, the mystical rose garden of the Timeless moment which contains the past, the present and the future symbolizing "those moments that show more than any others, the meeting of the Eternal and the temporal" (Weitz 1969: 146). It stands "as a symbol of those temporal experiences which reveal most poignantly the immanent character of the ultimately real' (Ibid). The ecstasy experienced in the timeless moments in the rose garden is similar to the Wajd experienced by the Sufis. Wajd literally means "finding" i.e., finding God and attaining quitted and peace. The Sufi, overwhelmed by the happiness of having found Him, becomes enraptured in ecstatic bliss. This ecstatic experience is often a consequence of having attained Fanā. Nicholson (1976: 14) explains Fanā as "the passing away of consciousness in mystical union." During this momentary period of intoxication "all the attributes of the self are negated" (Ibid: 20). In Fanā, there is a complete annihilation of the self and the obliteration of the self in God. However, Sufis like Ibn-al-Fartd, a 13th Century Sufi from Arabia have suggested that the highest mystical experience is not negative but positive. Nicholson, quoting profusely from Taiyyatu-i-Kubra, elaborates Ibn-alFarid's concept of fanā. Ibnl-Farid distinguishes between three modes of experiences/ normal abnormal, and super normal corresponding to "sobriety" (Sahw), "intoxication" (Sukr) and the "sobriety of union" (Sahau-iJam). In the first stage of his journey the Sufi is aware of the distinction between his individual self and God; in the second stage these distinctions vanish; and in the third stage he is aware of himself as being one with the Creator from whom he as a created one is distinct. Hence during the momentary intoxication of Fanā all the attributes of self are negated and in the sobriety of union they are resolved (ibidem:19). In Sufi thought fanā is a correlative of Baqa which means "persistence" or "subsistence in God" (Schimmel 1975: 143). While the Persian Sufi Bayazid of Bistam taught the negative doctrine of Fanā, Abu Syed Ali Kharraz propagated the view that "the ultimate goal is not death to self (Fanā) but life in God (Baqa)" (Nicholson 1976: 14). Some parallels to this thought could be traced in "Burnt Norton." "Burnt Norton" opens with a striking comment on the co-existence of time past, present and future (Eliot 1936: 213): "Time present and time past / Are both present in time future, / And time future contained in time past." In these lines Eliot "collapses the division of time giving us the eternal presence of all time" (Williamson 1966:211). Past, present and future possibility all point to an end which is always with us, the Eternal or timeless moment. Muslim thinkers and mystics have always been pre-occupied with the problem of Time. Hujwri‾ (1988: 367) in The Kashf al Mahajub or "The Revelation of the Hidden," the oldest Persian treatise on Sufism, says "Waqt (Time) is that where a man 456 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo becomes independent of the past and the future, as for example, when an influence from God descends into his soul and makes his heart collected, he has no memory of the past and no thought of that whatever is not yet come." Hujwri‾ (ibidem:369) further states "time cuts the root of the future and the past and obliterates cares of yesteryears and tomorrows from the heart." Iqbal (1984:75) explains the Sufi poet Iraqi's concept of divine time as that "which is absolutely free from the qualities of passage, and consequently does not admit of divisibility, sequence and change. It is above eternity; it has neither beginning nor end." For the Sufis, the experience of Waqt or time is "the moment at which they break through created time and reach the Eternal Now in God" (Schimmel 1975: 220). Iqbal, in his interpretation of the mystical symbols, understands time as a reference to the moment at which the "infidel's girdle" namely "serial time is torn, and the mystic establishes a direct contact with God" (Ibid). The "still point of the turning world" which Eliot mentions in the second movement of the "Burnt Norton" is comparable to the moment when the Sufi establishes a direct contact with God. However, in order to gain Tajalli or the moment of illumination, it is necessary to open the door to the rosegarden. Eliot (1936: 213) regrets that he did not open the door in the past: Footfalls echo in the memory Down the passage which we did not take Towards the door we never opened Into the rose-garden. Hujwrī relates the story of a man in Basra who once went to his garden and found the beautiful wife of the gardener there. After dismissing the gardener on some pretext he ordered the woman to shut the gates. She replied "I have shut them all except one which I cannot shut." On being asked which gate it was she answered "the gate that is between us and God." On receiving this answer the man repented and begged to be forgiven (Hujwrī 1982: 13). Sa'di of Shiraz in one of his poems, perhaps refers to the same door when he says "the unfortunate one is he who averts his head from this door. For he will not find another door" (Shah 1968: 91). As mentioned earlier, Seward (1960) considers Eliot's rose-garden as a symbol of natural ecstasy of divine grace, of Christ and the eternal God in the four poems of the Quartet. We have already observed how in the Sufi tradition, the mystical experience or the moment of illumination or Fanā is ecstatic. For the Sufis, the rose also stands for divine grace and the manifestation of God. Many writers have seen the rose-garden symbol as Christ incarnate. The Christian doctrine of Incarnation finds echos in Mansur-al-Hallaj, the Persian mystic who declared "An-al-Haqq" or "I am Truth" or I am God." Considering this to be blasphemy, Hallaj was executed in Baghdad in 922. Hallaje's was an attempt in Islam to explain the meaning of mystical union in terms of the Christian doctrine of the two natures of God "Ahuf" and "Asut," the divine and the human. While describing the union of the two Hallaj, according to Nicholson, employs the term "Hulul" which in the Muslim mind was associated with the Christian doctrine of Incarnation. In one of his poems Hallaj declares (Nicholson 1976: 30): I am He whom I love, and He whom I love is I We are two spirits dwelling in one body If thou seest me, thou seest Him, If thou seest Him, thou seest us both. The rose-garden of Eliot has very often been considered to represent Paradise. For the Sufi, everywhere and everything in Paradise is nothing but Allah since "everything is lost in Him." The Paradise of the Sufi is "the vision of the divine beloved" and "those who are deprived of this vision experience Hell in every place" (Schimmel 1975: 332). Throughout Four Quartets roses are associated with love. A large number of Sufi Poets have also sung of the experience of love in the imagery of roses and nightingales. For instance in Ghazzali's Aphorisms on Love or Sawamh the Rose very often symbolizes the beloved. About Ghazzali and Sawarii/i, Schimmel (Ibid: 295) writes: "In those short paragraphs, interspersed with verses, we recognize him as the master of chaste love, who puts between himself and the beautiful beloved a rose, contemplating now the rose, now the beloved." A study of the Sufi poets reveals that love is a major theme of their poetry. Divine love is celebrated so often in their poetry that they have come to be considered as masters of mystical love. Love is described by Ruzbihan Baqli, one of the foremost Sufi poets of Shiraz, in these words: "Look well, for the heart is the market place of His Love, and 457 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo there the rose of Adam on the branch of Love is from the color of manifestation (Tajjali) of His Rose" (Ibid:298). Critics like Unger are of the opinion that the ecstatic experience in the rose-garden in Eliot is implicitly sexual. Ibn Arabf, the 12th century Sufi, wrote love poetry to express the embodiment of divine love in a human ideal. His poetry, though essentially religious and mystical in nature, has sexual and erotic overtones. Under the influence of Arab, many later Sufi poets have used erotic symbolism in allegorical terms in their poems. Conclusion Eliot's mystical poetry concentrates on gaining knowledge of God through study of His manifestation, and a theosophical tradition that approaches God through his impact on creation. Eliot claims that, although veridical, his Sufi experiences cannot be adequately described in language, because ordinary communication is based on sense experience and conceptual differentiation: mystical poetry is thus characterized by metaphor and simile. For him it is not controversial here whether all Sufi experiences are basically the same, and whether the apparent diversity among them is the result of interpretations influenced by different cultural traditions. Finally, it can be stated that despite the lack of any evidence of Sufi influence on Eliot, it is possible to draw parallels between his poetry and Sufi poetry. The parallels between the two show that Eliot's poetry can lend itself to different interpretations, thereby indicating its universal dimensions. 458 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Arberry, A. J. 1966. Muslim Saints and Mystics. London: Routledge and Kegan Paul. Bergonzi, Bernard 1969. Editor T. S. Eliot: Four Quarters. London: Macmillan Press. Eliot,T. S. 1936. Collected Poems. New York: Harcourt Brace and Company . Hujwri-, Ali Bin Uthaan. 1982. The Kashaf al Mahajub. Translated by A. R. Nicholson. New Delhi. Taj Company. Iqbal, Sir Mohammed. 1984. The Reconstruction of Religious Thought In Islam. New Delhi: Kitab Bhavan. Nicholson, A. R. 1976. The Idea of Personality in Sufism. Delhi: ldaah-I-Adabiya-t. Delhi. Schimmel, Annemarie. 1975. Mystical Dimensions of Islam. Chapel Hill: The University of North Carolina Press. Seward, Barbara. 1960. The Symbolic Rose. New York: Columbia University Press. Shah,Idries. 1979. The Way of the Sufi. Harmondsworth: Penguin Books. Thompson, Eric .1963. T. S. Eliot: The Metaphysical Perspective. Carbondale: Southern Illinois University Press. Unger, Leonard. 1966. T. S. Eliot: Moments and Patterns. Minnesota Press. Williamson, George. 1966. A Reader's Guide to T. S. Eliot. New York: Noonday Press. Weitz, Morris. 1969. T. S. Eliot Time as a Mode of Salvation. In Bergonzi: 146-180 . 459 � 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. 68 Title A name given to the resource Eliot's Rose Garden: A Sufi Interpretation Author Author Azizmohammadi, Fatemeh Afrougheh, Shahram Abstract A summary of the resource. Eliot's theosophical poetry supports the idea that God's willingness to relate to the world gives his creatures the possibility of personal knowledge of him, although this can be acquired only through difficult and serenuous spiritual exercises. The variety of poetic works, which Eliot produced such as Four Quartets and Hollow man, are a blend of philosophical and mystical ideas which attempt to explore the inner meaning of faith and represent a creative and influential stream that both draws upon and contributes to Sufism. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/db58f3a66df15a6952545a54d6425d71.pdf 0b636000f7ecddeff7434042ec85764b PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo POSITIVE IMPACT OF CORRECTIVE FEEDBACK IN SLA Ülkü Ayhan English Department, Faculty of Education International Burch University Bosnia and Herzegovina ulkuayhan@hotmail.com Muhammed Arikan English Department, Faculty of Education International Burch University Bosnia and Herzegovina muhammedarikan1988@hotmail.com Azamat Akbarov English Department, Faculty of Education International Burch University Bosnia and Herzegovina aakbarov@ibu.edu.ba ABSTRACT: This paper is aimed to discuss corrective feedback in oral reading skills. It mainly focuses on the role of transitions and conjunctions in texts and questions the conditions of efficacy of corrective feedback for the development of reading skill among 4 language skills. It discusses what corrective feedback is, what kind of types there are, and which type should be preferred mostly for the best result. Swain (1985), Pica (1988) and Pica, Holliday, Lewis and Morgenhaler (1989) provided that corrective feedback techniques lead to modified output and self-repair are more likely to improve learners' ability to monitor their output and lead to IL development. As it is a very dynamic subject, there are a lot of claims by the leading linguists such as Gass, Long, Krashen, Schachter, Varonis, Ellis and Schmidt. By dealing with their significant approaches to it in the light of various empirical and theoretical researches, its impact and issues related to it will be examined. Keywords: Corrective feedback, input, error, acquisition, feedback LITERATURE REVIEW There are various ways to correct errors it may be directly or after the utterance of the learner. In this paper corrective feedback and related implications are focused in Second Language Acquisition (SLA). There are different definitions in Second Language Acquisition (SLA) by linguists. They are mostly interrelated to each other with the sub concepts. Feed back given to learner can be positive or negative. If the given feedback indicates that utterance is correct it is called positive feedback. It is the signal of correctness of the response. While pedagogically, positive feedback is seen as both external and internal support to learner and affect him/her to go on learning, in Second Language Acquisition (SLA), positive feedback has not been seen as objective that it may show correctly whether the learner is correct or not. On the other hand, negative feedback directly shows the extent of the learners‘ correctness linguistically. On that field, the linguists and language educators have been very active, but, they have been in controversies whether or not to correct an error, what errors to correct, how to correct them and when to correct them. (Ellis, R). In Sla literature, mostly negative feedback and negative evidence or corrective feedback is used interchangeably. Lightbown &Spada (1999) defines corrective feedback (CF) or any indication of incorrectness in learners‖ use of the target language, after language learners utterance, corrective feedback given may be explicitly or implicitly. For example; L: ―He go to school everyday‖. T:‖ No, you should say goes, not go. or implicitly, 1379 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo T: ―Yes, he goes to school everyday‖ . Rod Ellis (2009) views corrective feedback as one type of negative feedback. According to him, it is for any form of response a learner‘s utterance including a linguistic error. The response can consist of any indication that error has been committed, provision of the correct target form or metalinguistic information or any combination of them. For decades, the role of corrective feedback in SLA has been argued a lot. Nativist believing that language acquisition is possible by Universal Grammar (UG) (Chomsky, 1975, p.29). the system of principles of conditions and rules that are elements of properties in all human languages. Their assertion is that the formation and restructuring of Second language grammar is possible via this innate human linguistic mechanism which works together with positive evidence. (Cook, 1991;Schwartz, 1993). Moreover, Schwartz points out that negative feedback has impact on solely on affecting performance, it doesn‘t lead any change in language competence, and therefore its effect is minimal. Francis (2007) attributes to some naturalistic approaches such as Krashen. Krashen (1998) has a tendency to see equal first language (L1) and second language (L2) acquisition processes. He is in favor of viewing them at the same side, more or less, through the same basic mechanisms. For the desired linguistic competence, sufficient positive evidence for first language (L1) is enough also for Second language (L2). But, input factors and social learning circumstances is effective to active acquisition process. At first, Krashen examined feedback as useless moreover harmful (Krashen,1994:Truscott;1996). He said: ―I did not want anxious students, so, I provided very little feedback‖. But this approach was different from Chomsky‖s rejective manner of corrective feedback but, as complementary or as a bridge towards corrective feedback. He recognized the significance to language learning of comprehensible input which is defined as input in the target language that is understandable in a particular context of use, but slightly more advanced that the learners‘ current level of ability. He believed that enough exposure immediately brings about progress, but, only if emotional barrier was sufficiently low (Affective Filter).He suggested that if second language learners were exposed to right kind of input, right attitude, target language will emerge naturally. Input‘s role is the activation of inner capacity or inner structure of language acquisition according to Krashen. In his input hypothesis attributed above, it is central to all acquisition, as he refers to some implications: 1. ―Speaking is a result of acquisition and not its cause. Speech cannot be taught directly but emerges on its own as a result of building competence via comprehensible input. 2. If input is understood, the necessary grammar is automatically provided. Teacher‘s main role is to ensure that learners receive right order with right quantity. In contrast to Krashen, Swain points out that the occurrence if language learning is something more than just an input, it occurs through interaction. So, such a broad subject, language acquisition should need to be faced from a broader aspect. In contrast to Krashen, Swain points out that the occurrence of language learning is something more than input, it occurs through the interaction. So, language acquisition should need to be focused such a broad subject, language acquisition from a broader perspective. Not only comprehension of input, but also other aspects of interaction plays active role. For instance; Lightbown & Spada (1990), Lyster &Ranta (1997), Doughty &Williams (1998) and others argued how interaction provides opportunities for both message of input and also focus on form as well. Some researchers, for example, Aljaafreh &Lantolf (1994) and Nassaj and Swain (2000) have examined which type of feedback will be most helpful to learners in interactions. According to Van Lier, interaction is more than a source of comprehensible input or input as feedback. Interaction also provides learners to use the target language (Swain, M.) which is called output. ―The meaning of output has shifted from the 80‖s till now from output being understood as a noun, a thing, a product to being output as a verb, an action, a process.(Swain, M. The Output Hypothesis: its History and its future). As Swain argued elsewhere (1995), ―output pushes learners to process more deeply with more mental effort than input. It stimulates learners to move from the semantic, strategic processing in comprehension to the complete grammatical processing needed for accurate production. It plays a significant role in language development. For example; one role of input is to promote ―noticing‖. Ellis examines noticing as the basis for the acquisition of linguistic form (1994). Schmidt in his noticing hypothesis (1990, 1995, 2001) points out the significance of noticing for learning. He states that attention or notice to input is crucial for L2 process. According to Kim, J.H., those subscribing to the noticing hypothesis (Ellis, R. 1991; Gass &Varonis, 1994); Schmidt 1990,1995, 2001) and the supporters of output hypothesis (Harley, 1988; Swain 1985; Swain & Lapkin, 1995; Izumi & Lapkin 1995) strongly attribute crucial importance to corrective feedback . In the light of empirical researches in immersion classes, its absence is seen as effective on the deficiencies in learner performance. They recognize the value of corrective feedback and its facilitative role in drawing learner attention to form. In noticing hypothesis, corrective feedback has a stimulus function and it helps the learner notice the gap between IL and the target form. 1380 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Similarly, Long supports the corrective feedback and asserts the interactions including implicit corrective feedback is facilitative in second language (L2) development in his updated version of Interaction Hypothesis (1996) in Kim,J.H.) At that point, Vygotsky‖s sociocultural perspective of learning can be seen in a strict relationship with the interaction hypothesis (Menti, M.,1972). Because, Vygotsky (1972) examines the occurance of learning through interaction and scaffolding in his ZPD. Scaffolding provides assistance the teacher or other learner, while dealing with the in a communicative task that is impossible without a teacher‘s assistance. He points out that secong language (L2) learners‘ progress to higher levels of linguistic knowledge in interactions with speakers of second language (L2). The basic differences between Vygotsky‖s sociocultural theory and interaction hypothesis: Firstly, according to Vygotsky, language acquisition occurs in the interactions of learner and interlocutors, while, interaction hypothesis focuses on the modification and negotiation for meaning. Secondly, Vygotsky attributes greater importance to conservations with learning occurring through social interaction, on the other hand, interaction hypothesis emphasize on the individual cognitive processes in the mind of the learner. Milani, N. (2009) says that there is variety of correction. The teacher may directly or indirectly can correct errors. Rod Ellis suggests a taxonomy of corrective feedback strategies: Implicit Explicit Input-Providing Recasts Explicit correction Output-prompting Repetition Metalinguistic Explanation Elicitation Paralinguistic Signal 1. Recast: The corrector incorporates the content words of immediately preceding incorrect utterance and changes, and corrects the utterance in some way(e.g. Morphological, syntactic, lexical)(Braidi, 2002) Example: L: I went there two times T: You have been. You have been there twice as a group? 2. Repetition: Corrector repeats the incorrect utterance and provides the correct answer. It is used often by teachers with metalinguistic feedback. ―Why was it wrong? We don‘t use ―more‖ with fast. It is faster.‖ S: The dog is more fast. T: More fast or faster? The dog is faster. 2. Clarification Request: The corrector indicates that He/She has not understood what the learner said. L: What do you spend with your wife? T: What? 3. Explicit Correction: The corrector indicates that an error has been committed, indentifies the error and provides the correction. L: On May. T: Not on May, In May. We say ―it will start in May‖. 4. Elicitation: The corrector repeats part of the learner utterance but not erroneous part and uses rising intonation to signal the learner should complete it. L1: My teacher always come late to the class. T: Say that again. L1: My teacher always come late to class. T: My teacher always...? L1:Comes? Comes late to class. 5. Paralinguistic Signal: The corrector uses a gesture or facial expression to indicate that the learner has made an error. L: Yesterday, I go cinema. T: Gestures with right forefinger over shoulder to indicate past. Tatatwy(2002) states that the effectiveness of different types of feedback is determined whether or not it results in uptake and whether or not it results in successful repair. Slimoni (1997) defines uptake as ―what the learners report that they have learnt from a particular lesson. In addition, Lyster & Ranta (1997) defines it as ― a student‘s utterance immediately follows the teacher‘s feedback(p. 49) Tatatwy points out that in order to meet Ll development, for corrective feedback, certain conditions should be met. 1. Teachers need to be systematic and consistent in their provision of feedback. 2. Corrective feedback should be clear enough. 3. The techniques employed should allow for time and opportunity for self and peer repair and modified 1381 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo output. 4. Feedback should be fine tuned in the sense that there should be as close a match as possible between teacher‘s intent. The targeted error, learners‘ perception of the given feedback. 5. Feedback provided should focus on one error at a time, over a period of time. i.e. the feedback should be intensive and consistent in intent. 6. The learners‖ developmental readiness to process the feedback provided should be taken into consideration. Conclusion This paper aims to show the positive effects of corrective feedback and related implications. As we all know language acquisition is one of the most complicated topics in the field and what makes it difficult is not because its hard to study but because every human being is a different world in him or herself. And it is hard to find something that you can give as an universal rule or method to this case. But so far as we have seen from the current studies done show that there are positive results of corrective feedback. These results indicate that corrective feedback more important that thought and shows us that more research on corrective feedback is needed to be done. 1382 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Lightbown, P.M & Spada, N.(1999). How languages are learned- Oxford, UK: Oxford University Press.(CF tanimi) Elli, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, volume 1, pp. 3-18 http:/respositories.cdlib.org/ucclt/l12/vol1/iss1/art2/ (CF tanimi) Chomsky N.(1975). Reflections on Language. Newyork: Pantheon Schwartz B. (1993). On explicit and implicit data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition 15, 147- 163 Cook, V.(1991). Second Language Learning And Second Language Teaching. London: Edward Arnold. Swain, M., The Output Hypothesis and Beyond: Mediating acquistion throught collaborative dialogue. Francis, N., (2007) Corrective Feedback in l2 Assesment: Negative Evidence and Interaction Practice, Selected paper from the 16th International Sysmposium an English Teaching (2007) Swain, M. The output Hypothesis: Its history and its future Schmidt, R., (1995), Consciouness and Foreign Language Learning.Applied Linguistics, 11, 129-158 Schmidt, R. (1995), Consciouness and Foreign Language Learning: A tutorial on the role of attention and awareness in learning. In R, Schmidt (Ed.) AttentĤon and Awareness in foreign language learning (pp.-63) Honolulu: Universtiz of Hawai Press Schmidt, R.(2001), Attention. In P. Robinson (Ed.) Cogniniton and second language acquisiston (pp.3-32) Cambridge University Press. Kim.J.H., Issues of corretive feedback in SLA, Teachers College, Columbia University Working papers in TESOL & Applied Linguistics, Vol.4 no.2 Long, M.H (1996), The role of Linguistic environment in SLA. In W. Ritchie & T. Bhatia (Eds) Handbook of Second Language Acquisiston, (pp.413-468) San Diago : academic Press. Menti, M.M., Factors affecting Efl teachers` Choice for different types of corrective feedback, LINGUAABMM,APIRS VYGOTSKI, L. Thought and Language. Cambridge, Massachusetts Institute of Technology 1972 Milani, N. (2009), An analysis Of CF in Speaking Classroom At English Department Of Muhammediyah University OF Surakarta Ellis, R., Corrective Feedback In Theory, Research And Pratice, University Of Auckland Slimani, A.(1992). Evaluation Of Classroom Interaction. In C. Anderson &A. Bretta (Eds.), Evaluating Second Language Education (pp. 197-221). Cambridge, UK: Cambridge Unversity Press. Lyster. R., & Ranta,. L.(1997). Corrective Feedback And Learner Uptake. Studies in Second Language Acquisiston19,37-66. 1383 � 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. 690 Title A name given to the resource POSITIVE IMPACT OF CORRECTIVE FEEDBACK IN SLA Author Author Ayhan, Ülkü Arikan, Muhammed Akbarov, Azamat Abstract A summary of the resource. This paper is aimed to discuss corrective feedback in oral reading skills. It mainly focuses on the role of transitions and conjunctions in texts and questions the conditions of efficacy of corrective feedback for the development of reading skill among 4 language skills. It discusses what corrective feedback is, what kind of types there are, and which type should be preferred mostly for the best result. Swain (1985), Pica (1988) and Pica, Holliday, Lewis and Morgenhaler (1989) provided that corrective feedback techniques lead to modified output and self-repair are more likely to improve learners' ability to monitor their output and lead to IL development. As it is a very dynamic subject, there are a lot of claims by the leading linguists such as Gass, Long, Krashen, Schachter, Varonis, Ellis and Schmidt. By dealing with their significant approaches to it in the light of various empirical and theoretical researches, its impact and issues related to it will be examined. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/cc23771ce7e0b9fc961853d0647e8745.pdf 392d09d6e6e729d4b05c7ee7cc97fdb5 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Turkish EFL Learners‘ Beliefs about Learning Second Foreign Languages Ufuk AtaĢ Department of Foreign Language Education, Faculty of Education Middle East Technical University, Turkey atas@metu.edu.tr Abstract: This paper reports on a study that investigated beliefs about second foreign language learning of Turkish EFL learners, compared their beliefs about learning German, Italian and French as a second foreign language and explored within-group variation in these learners‘ beliefs. The primary purpose of this study is to identify Turkish learners‘ beliefs about compulsory second foreign language courses in French, Italian and German at an English-medium university in Turkey. Another aim of the study is to identify the underlying reasons the students have for choosing and not choosing a particular second foreign language course among available options as well as to see whether beliefs varied according to the semester of the students. The results indicated that the participants had different beliefs about second foreign languages and that their beliefs are stable over time. Key Words: learner beliefs, belief about language learning, second foreign language learning Introduction Language teachers and researchers currently consider the role of the learner as an important part of the language learning process; learning styles, strategies, attitudes and motivations are some of the factors that learners have in shaping this process. One of the more recently investigated learner variables in the field is learner beliefs about language learning, which refer to opinions that learners hold about various aspects of language learning (Horwitz, 1987). As most language educators argue, these beliefs affect students‘ success in learning the target language and direct their learning strategies in that way. It has been noted that successful learners develop insightful beliefs about language learning processes, their own abilities and the use of effective learning strategies which have enhanced their performance in language learning. On the other hand, students can also have misconceptions, uninformed or negative beliefs about language learning, resulting in their reliance on less effective strategies and negative attitude towards learning and autonomy (Victori & Lockhart, 1995), classroom anxiety and poor performance. For instance, a student who believes that learning a second language primarily involves learning new vocabulary will predominantly focus on mastering new vocabulary, while adults who believe in the supremacy of younger learners probably begin language learning with some negative expectations of their own achievement (Bernat, 2004). Beliefs are defined as psychologically held understandings, premises or propositions about the world that are held to be true (Richardson, 1996). Beliefs about language learning consist of ―general assumptions that students hold about themselves as learners, about factors influencing language learning and about the nature of language teaching‖ (Victori & Lockhart, 1995:224). The first attempts to systematically investigate these beliefs started with Horwitz‘s pioneering studies (1985; 1987; 1988) and from then on, many studies have been conducted with different learners in local contexts such as Malaysian (Wong, 2010); Turkish (Altan, 2006; Ariogul et al., 2009); Japanese (Sakui & Gaies, 1999); Vietnamese (Bernat, 2004); Lebanese (Diab, 2006) and many other native and non-native English contexts. These studies have noted that successful learners develop insightful beliefs about language learning processes, their own abilities and the use of effective learning strategies which have enhanced their performance in language learning. According to Horwitz (1987), learners‘ beliefs or notions about language learning can influence both their experiences and actions as language learners but Horwitz (1987) also asserts that studying learner beliefs about language learning is important not only because such beliefs may influence students‘ expectations for and commitment to their language learning, but also because such beliefs may be more susceptible to change than cognitive style variables or affective variables such as attitudes and motivation. Thus, knowledge of students‘ beliefs about language learning may provide language educators with a better understanding of their students‘ ―expectation of, commitment to, success in and satisfaction with their language classes‖ (Horwitz, 1988, p.283). As a result of this teachers can make more informed choices about teaching (Bernat & Gvozdenko, 2005) and adopt ―a 1212 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo more sensitive approach to the organization of learning opportunities‖ (Cotterall, 1999, p.494) in their lessons. According to Stevick (1980), what goes on inside learners, which includes learners‘ beliefs, seems to have a strong impact on learners‘ learning process. Beliefs about language learning have become an interesting subject among researchers in the field of second language acquisition and second language learning due to the assumptions that success depends on materials, techniques, linguistic analyses and what goes on inside and between the people in the classroom (Stevick, 1980). Beliefs are central construct in every discipline which deals with human behavior and learning. In the psychological literature, there is a rich body of theoretical and empirical work on beliefs. Different theoretical orientations and concerns have produced somewhat different, but nonetheless clearly related, views of the nature of beliefs (Dole & Sinatra, 1994 as cited in Sakui & Gaies, 1999). Although there are numerous studies in the field, the term beliefs about language learning were not clearly defined by researchers in the previous studies. In most studies, the term is used as a known construct without providing further explanation while some of the studies define the term beliefs by itself. According to Vibulphol (2004), even Horwitz, one of the pioneer researchers of the studies on beliefs about language learning, did not give an operational definition of beliefs about language learning in her articles (Horwitz, 1985, 1987, 1988). She only refers to beliefs using the terms like preconceptions (1985), preconceived ideas (1987) and preconceived notions (1988) without giving specific descriptions about the construct. She used the statement ―opinion‖ to refer to beliefs to introduce the Beliefs about Language Learning Inventory, namely BALLI, which has been used widely for researchers studying beliefs about language learning. Horwitz (1985) and Wenden (1986) were the first ones to study beliefs about language learning. In more than 25 years, the scope of research on learner‘s beliefs has grown and several studies have been conducted. Most of these studies were based on the normative approach. Halliday (1994) used the term normative to refer to studies on culture that sees students‘ culture as explanation for their behaviors in class. The normative approach includes studies that have used Likert-scale questionnaires to investigate beliefs about language learning. The most widely used questionnaire is the Beliefs about Language Learning Inventory (BALLI) developed by Horwitz (1985). In the field of student beliefs about language learning, most studies in the literature investigate student beliefs about English or other languages either as a second or foreign language. One of many studies in the literature dealing with the issue is of Bernat‘s (2004) study who investigated learner beliefs about language learning. In the study, there were 20 adult Vietnamese ESL learners who were given the BALLI. Their responses to the questionnaire are analyzed in order to identify learner beliefs about second language learning for the purpose of informing syllabus design and teacher practice as well as to discover if links existed between students‘ motivation for language learning and their beliefs. 12 of the participants were males and 8 were females aged between 24 and 59. The data was analyzed using the frequency of each item and the results indicated that no links were established between motivation and beliefs about language learning in this study. Altan (2006) investigated the beliefs about language learning with a total of 248 foreign language-major university students at five universities. BALLI was given to students of English, German, French, Arabic and Japanese who were all going to be the teachers of the language they were learning. The study is a replication of the study Horwitz (1988) conducted with American students. The results of the questionnaire were evaluated again under the five language areas of the BALLI and indicated that students hold a wide range of beliefs with varying degrees of validity. Another study by Ariogul et al. (2009) addresses the differences and similarities among English, German and French language groups‘ beliefs about language learning using a questionnaire. There were a total number of 343 participants; 143 students of English, 138 students of German and 62 students of French. All the participants were freshmen students enrolled in the intensive language school of a university in Turkey with a minimum workload of twenty hours of week of foreign language training. Their degree programs ranged from nursing to German language teaching. In their research, they used the BALLI, as well as a demographic questionnaire to answer the research question: Do English, German and French language learners in Turkey differ in their beliefs about foreign language learning? Descriptive statistics, including mean, standard deviation and frequency, were calculated. One-way analysis of variance (ANOVA) statistical analysis was used to understand the differences between the three language groups‘ scores on BALLI. The results revealed that there have been significant differences in beliefs among the language groups in four categories; foreign language aptitude, the nature of language learning, learning and communication strategies and motivation and expectations. The primary purpose of this study, therefore, is to identify Turkish learners‘ beliefs about compulsory second foreign language courses in French, Italian and German at an English-medium 1213 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo university in Turkey. Identification of these beliefs and the reflection on their potential impact on language learning and teaching in general might inform teachers about their future syllabus design in the course as well as making teachers teaching a compulsory second language course gain insight about learners‘ thoughts. In spite of the growing number of studies investigating beliefs about language learning of different groups of EFL/ESL learners from various cultural backgrounds since Horwitz‘s pioneering study in 1985, not much importance has been given to the investigation of students‘ beliefs about a second foreign language. This study is significant in the sense that it investigates the beliefs about learning a second foreign language. In the light of the aims discussed above, the following questions will be answered for the study to reach its aims. 1. What are METU FLE (Middle East Technical University, Dept. of Foreign Language Education) students‘ beliefs about learning a second foreign language? a. What reasons do METU FLE students have for choosing their second foreign language among the alternatives? b. What reasons do METU FLE students have for not choosing the other second foreign languages available at the department? c. Is there a difference between the students‘ beliefs about German, French and Italian as their second foreign language? d. Do students‘ beliefs about a second foreign language change as they make progress in learning the language? Method of the Study Quantitative research, defined as a formal, objective, systematic process in which numerical data are utilized to obtain information about the world (Burns & Grove cited in Cormack, 1991, p.140), is used in this study. Survey research is one of the most important areas of measurement in applied social research. The broad area of survey research encompasses any measurement procedures that involve asking questions of respondents. One of the most common survey techniques is using questionnaires of various kinds. They are certainly the most often employed data collection devices for researchers doing a quantitative study. As Dôrnyei (2003) states, the popularity of questionnaires is due to the fact that they are easy to construct, extremely versatile and uniquely capable of gathering a large amount of information quickly in a form that is readily processable. By making use of questionnaires, we can gather three types of data about the respondent: factual (such as age, gender, ethnicity, level of education, occupation etc.), behavioral (such as people‘s actions, life-styles, habits etc.) and attitudinal (such as attitudes, opinions, beliefs, interests and values). A main advantage of questionnaires is that while evaluating student attitudes/beliefs about a particular issue, one can collect a huge amount of information in a relatively short time. Therefore, quantitative survey research forms the basic research methodology for this study. Sampling For the sample of the study, all students in all the sections of the entire second foreign language courses (FLE 177 and FLE 277) at the department of Foreign Language Education, METU in Ankara, Turkey were selected. 133 students participated in the study. Among these 133 students, 64 of them were learners of German; 42 of them were learners of Italian and 27 of them were learners of French. There were 32 males and 101 females. Data Analysis Processes As part of the quantitative survey research methodology, a questionnaire was developed and administered in order to obtain the relevant data for the study. In order to analyze the survey results, a quantitative process was used. The data concerning the participants‘ demographic information and beliefs about second foreign language learning were coded and entered into the PASW 18 statistical analysis program. Descriptive statistics, that is, frequency of items, mean scores and standard deviation scores were calculated to answer the research questions. In order to analyze the association between the beliefs of the participants about German, French and Italian and to find out if these beliefs change as they make progress in learning the language, one-way analysis of variance (ANOVA) was calculated. If there was a statistically significant difference between the variables, Post Hoc Scheffe Test values were considered to further analyze the differences. Findings and Discussion In this part of the paper, the findings of the statistical analyses of the data collected from the questionnaire will be reported. The results are presented according to the order of the research questions. 1214 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Participants‘ Beliefs about SFL in General The first research question, what are METU FLE students‘ beliefs about learning a second foreign language, was answered by item frequencies, that is, according to the frequency of the answers the students gave to the related items in the questionnaire. The items 4, 6, 9, 14 and 18 were composed of statements related to the learners‘ beliefs about SFL. The items referred to both the nature of language learning in general and to the local situation of the learners. More than half of the participants (91 out of 132; %68.4) agreed that the instructor teaches the language well. However, 26 participants (%19.5) stated that they were not sure whether the language they are trying to learn is taught well by the instructor. Item 6, stating that, it is important to learn a SFL from a native speaker of the language, received agreement from the participants. 107 of the participants (%80.5) marked either agree or strongly agree to the item which show that they believe a SFL is learned better from a native speaker. Another general belief the participants had about SFL was the statement that it is easier for someone who already knows a foreign language to learn a SFL. Out of 133 participants, 113 (%84.9) marked either agree or strongly agree. Since the participants have English as a foreign language (or other languages), they believe that English has an important role in their learning German, Italian or French as a second foreign language. General beliefs about learning a SFL in the local situation, which is related to the SFL courses they are taking at the department, were also investigated by two items, 14 and 18. The participants mostly disagreed to the statements if I had a chance, I would change the language I am studying now and I would drop the course if I had the chance. Item 14 received disagreement from 85 participants (%63.9) and Item 18 received disagreement from 104 participants (%78.2). This shows that the students are generally satisfied with their current choice of SFL. On the other hand, according to the results of the questionnaire, 26 participants (%29.5) were not satisfied with their current SFL and 22 participants (%16.5) were not sure. Participants‘ Reasons for Choosing and Not Choosing Their Current SFL Items 3, 5, 7, 8, 11, 15, 16, 17, 19, 20, 22, 23, 24 aimed to answer the research question (1a); What reasons do METU FLE students have for choosing their second foreign language among the alternatives and (1b) What reasons do METU FLE students have for not choosing their second foreign language among the alternatives again from both a general and local perspective. The reasons for choosing and not choosing the SFL were themed under four categories; 1) difficulty of the language, 2) general attitudes towards learning a SFL, 3) its being compulsory in the department and 4) the influence of the instructor teaching the course. Almost all of the participants, 131 of them (%98.5), stated that it is important to learn a SFL (Item 7) and 109 of the participants (%82) stated that they will have many opportunities to use the language if they speak very well (Item 19). It might be inferred that these are some of the reasons why the students chose their current SFL. This argument is verified by their answers to Items 3, 11 and 23. Most of the participants (97 of 133; %72.9) disagreed with the belief that their choice of the SFL depended on the course‘s being a part of the curriculum (Item 3). Similarly, more than half of them (77 out of 133; %57.9) marked either disagree or strongly disagree with the idea that they chose the SFL since it was compulsory in the department (Item 11). A similar statement in the questionnaire (Item 23) received disagreement from 105 of the participants (%78.9) which stated that their choice of the SFL depended on the fact that they had no other choice. Regarding the difficulty of the SFL and their choice of the SFL, the three items (1, 12 and 15), the three of which stated that the language they were learning was either easier or more difficult, were analyzed. The results revealed that there is not a clear cut variance among the five statements. It might be inferred from these findings that difficulty of the SFL did not play a major role in the participants‘ choice of the SFL. Difference between the Participants‘ Beliefs about German, French and Italian In order to answer the research question (1c) is there a difference between the students‘ beliefs about German, French and Italian as their second language, one-way analysis of variance (ANOVA) was calculated. Significance levels were set at P < 0.05. Items 1, 4, 12, 14, 15, 22 and 23 were found to be statistically significant between groups with different p values. According to the ANOVA results, there is a statistically significant difference among the beliefs of German, Italian and French learners about the difficulty of second foreign languages (Item 1, p=0.000). The results of the Post-Hoc Scheffe show that this difference is directed from German to Italian and French which might mean that participants had a tendency to state that German was easier than Italian and French. Item 4, which stated that the language I am trying to learn 1215 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo is not taught well by the instructor, was also statistically significant between the groups (Item 4, p=0.000). Item 15, I have chosen this SFL because it is easier than others, was found to be statistically significant between the groups (Item 15, p=0.000). It verifies the fact that German learners agreed with the fact that German is easier than other SFLs than learners of Italian and French. The results also showed that German learners thought they chose the language they are currently learning because of the instructor when compared to learners of French and Italian (Item 22, p=0.003). Difference between the Current Semesters of the Participants In order to answer the research question (1d), Do students‘ beliefs about a second foreign language change as they make progress in learning the language, one-way analysis of variance (ANOVA) was calculated. Significance levels were set at p < 0.05. The results reveal that there is no change in the belief of the participants as they make progress in learning the language. There is no statistically significant difference in any of the 24 items in terms of their semesters. A surprising result is that the students do not think that they have progress in learning the SFL so far (Item 10, p=0.459). They also believe that they have not learned the SFL (Item 21, p=0.420). Conclusions and Recommendations This study aimed at uncovering the beliefs EFL learners have about a second foreign language at a university in Turkey. The primary purpose of this study was to investigate participants‘ beliefs about three second foreign languages (German, Italian and French) in general and to explore the reasons why they chose one over the others. Although these languages are compulsory in the curriculum of English Language Teaching, the participants‘ major area, different reasons that influence choosing one language were identified thus, this study investigated the learners‘ beliefs about a second foreign language. In the literature, there are many studies conducted by various researchers in various contexts (Altan, 2006; Ariogul et al., 2009; Bernat, 2004; Diab, 2006; Peacock, 2001 and Wong, 2010). This study differed from the others in two ways; firstly, BALLI is not used as a data collection tool. In most of the studies in the literature, BALLI was utilized to assess learners‘ beliefs about language learning. Secondly, this study is different from other since it focused on second foreign languages. Due to the fact that BALLI items were not written specifically for second foreign language learning, a questionnaire was developed by the researcher and by the help of some scholars in the field. The first research question of this study was a general one, what are METU FLE students‘ beliefs about learning a second foreign language, and the answer to the question was tried to be found by evaluating the responses the students gave to the items in the questionnaire. Items 4, 6, 9, 14 and 18 were analyzed and the results showed that the students had positive beliefs about learning a second foreign language in general agreeing that it is important for someone who already speaks a foreign language to learn a SFL. Participants‘ knowledge of English as a foreign language seemed to help them learn a second foreign language better. Since METU is an English-medium university and the department they are studying at is English Language Teaching department, most of them are advanced learners of English who study courses like the English language, English literature, methodology, educational sciences and linguistics in order to learn how to teach English to, primarily, students in the primary and secondary levels in Turkey. Also, almost all of the participants believe that it is important to know a second foreign language. They believe that learning a SFL will enable them to have many opportunities later on after they graduate. The second and third research questions were what reasons they had for choosing and not choosing the second foreign languages offered in the department (German, Italian and French). Results from the quantitative data showed that difficulty of language learning, general attitude towards the language and interest in the language, influence of the friends and necessity of knowing a SFL were among the reasons that directed the students to choose the language. Another research question of the study, difference between the students‘ beliefs about German, French and Italian as their second foreign languages, was answered with one-way analysis of variance (ANOVA) to see if there was any difference between the groups. The results showed that German was considered to be easier than Italian and French. This might be inferred from the fact that the frequency of those who agreed with the statement ―the language I am learning is easier than others in the department‖ was higher in the German group. This might also stem from the fact that learners of German as a SFL comprised almost half of the whole population (%48.1). When the difference was analyzed according to the semester of the students, interestingly, there was no statistically significant difference in any of the items among the three groups. It can be inferred that the belief of the learners do not change as they make progress in learning the language. This was a surprising finding for the researcher since beliefs were expected to vary with the students 1216 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo who were in the first semester and those who were in their third semester. Wong (2010) investigated Malaysian pre-service teachers‘ beliefs about learning English and the stability of these beliefs over time. The results revealed that with the exception of slight change to two items on language learning difficulty and six items on nature of language learning, most of their beliefs were stable over time. Since Wong‘s study was different in that the same questionnaire was administered to the same students 14 months after the first administration, it might reveal that beliefs are stable and not easily change over time with progress in learning the language. The primary aim of this study was to investigate learners‘ beliefs about learning a second foreign language. Although the collected data provided some insights about various aspects of these beliefs, due to lack of time, only 133 participants were involved in this study. A further research might be conducted that investigates these beliefs from a wider perspective, with more participants and different contexts. Since the primary aim of this study was to look at the issue from a local setting, data was collected from only one university. The results presented here cannot be generalized and in order to have a general perspective of Turkish learners‘ beliefs about language learning, a comprehensive longitudinal study should be conducted. Also, the effect of gender has been ignored in this study since it was not the primary goal and due to the fact that there were not equal number of males and females in the study. According to Tercanlioglu (2004), gender is still a key variable that may directly influence or even determine attitudes, motivation and behaviors. Therefore it is reasonable to suppose that they might have different beliefs about what learning is and how it occurs. A further study might include gender as a variable. To conclude, exploring the beliefs of learners can lead to more effective language learning behaviors. If teachers are not aware of the beliefs of the learners, their efforts in applying some teaching methods to get maximum benefit might be in vain. Therefore, knowledge of learner beliefs will be important in increasing teachers‘ understanding of how the students approach the language and a result, will help the teachers to apply more effective strategies during the teaching of second foreign languages. 1217 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Altan, M. Z. (2006). Beliefs about language learning of foreign language-major university students. Australian Journal of Teacher Education, 31(2), 45-52. Ariogul, et al. (2009). Foreign language learners‘ beliefs about language learning: A study on Turkish university students. Procedia Social and Behavioral Sciences, 1, 1500-1506. Bernat, E. & Gvozdenko, M. (2005). Beliefs about language learning: Current knowledge , pedagogical implications and new research directions. TESLJ-EJ, 9(1). Bernat, E. (2004). Investigating Vietnamese ESL learners‘ beliefs about language learning. English Australia Journal, 21(2), 40-55. Cormack, D. F. (1991) The research process in nursing. (2nd. Ed.) Blackwell Scientific Publications. Victoria: Australia. Cotterall, S. (1999). Key variables in language learning: What do learners believe about them? System, 27, 493-513. Diab, R. L. (2006). University students‘ beliefs about learning English and French in Lebanon. System, 34, 80-96. Dôrnyei, Z. (2003). Questionnaires in second language research: construction, administration and processing. New Jersey: Lawrence Erlbaum Associates. Halliday, A. (1994). Appropriate methodology and social context. Cambridge: CUP. Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals. 18, 333-340. Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & R. Rubin (Eds.), Learner strategies in language learning. (pp. 119-129). London: Prentice Hall International. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal. 72 (3), 283-294. House Publishers, Inc. Peacock, M. (2001). Pre-service ESL teachers‘ beliefs about second language learning: a longitudinal study. System, 29, 177-195. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of research on teacher education. New York: Macmillan. Sakui, K. & Gaies, S. J. (1999). Investigating Japanese learners‘ beliefs about language learning. System. 27, 473-492. Stevick, E. W. (1980). Teaching languages: A way and ways. Rowley, MA: Newbury Tercanlioglu, L. (2004). Pre-service EFL teachers‘ beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology, 5, 3(1), 145-162. Vibulphol, J. (2004). Beliefs about language learning and teaching approaches of pre-service EFL teachers in Thailand. Unpublished Doctorate Dissertation. Oklahama University. Victori, M. & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-34. Wenden, A. L. 1986. Helping language learners think about learning. ELT Journal 40/1: 3-12 Wong, M. S. (2010). Beliefs about language learning: A study of Malaysian pre-service teachers. RELC Journal, 41(2), 123-136. 1218 � 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. 669 Title A name given to the resource Turkish EFL Learners‘ Beliefs about Learning Second Foreign Languages Author Author Ataş, Ufuk Abstract A summary of the resource. This paper reports on a study that investigated beliefs about second foreign language learning of Turkish EFL learners, compared their beliefs about learning German, Italian and French as a second foreign language and explored within-group variation in these learners‘ beliefs. The primary purpose of this study is to identify Turkish learners‘ beliefs about compulsory second foreign language courses in French, Italian and German at an English-medium university in Turkey. Another aim of the study is to identify the underlying reasons the students have for choosing and not choosing a particular second foreign language course among available options as well as to see whether beliefs varied according to the semester of the students. The results indicated that the participants had different beliefs about second foreign languages and that their beliefs are stable over time. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/74963e889532946976b66af29b76bbf9.pdf eef4c755009c9e4e4373ff3ff667879e PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The founding myth of the Schola Salerni: the importance of contact among languages and the activity of translation for interreligious and intercultural dialogue and the development of knowledge. Davide Astori Department of Classical and Medieval Philology Parma University, Italy davide.astori@unipr.it davide.astori@gmail.com Abstract: According to the legend, the Schola salernitana was born by the casual meeting of four physicians, symbolic characters, whose dynamics and values aim to underline the confluence (in the civitas Hippocratica, cosmopolitan Mediterranean port, ‗open‘ and ‗syncretic‘ as its nascent School) of different medical, and cultural more in general, traditions: disembodied from their legendary traits, the four figures show how peculiar, in that intercultural and interreligious dialogue (among the Jewish, Arabic, Greek and Latin ones), is the role of languages and the importance of the work of translation, in its first, and primary, etymological meaning of tra(ns)-ducere, ‗transport from coast to coast‘. The proposed contribution intends to frame the founding myth of the Schola Salerni in the wider cultural background which was its host, contributor and supporter, highlighting the modern, meaningful value of its everlasting message also for the contemporary world, which is risking to lose sight of the main way of meeting, contact, exchange, dialogue for welfare and peace. The exemplum of the Schola medica Salernitana, a litmus test of a wider cultural and linguitic debate (from the quite medieval research of the ‗language of God‘ to the experiments of Frederick II), is emblematic of the absolute necessity of comparison in the construction of civilization and knowledge, comparison primarily passing through communication, and then, ultimately, on the linguistic field and activity of translation: the figure and work of Constantine Africanus are perhaps, in the specific case, the most significant examples. Key Words: traductology, intercultural education, cultural studies, languages and cultures in contact, multilingualism Introduction The legend of the foundation of the Schola Salerni has it that48: Quidam magister fuit qui primitus legit medicinam in Civitate Salerni. Nomen ejus vocabatur magister Helinus et habuit quendam Sotium qui vocabatur Sarach, qui legebat phisicam prudens hebreus lingua hebrea unde magister Helinus cum Jone moratus fuit in castello lufoni. Unde lufonus vocatur cum dicitur apud Gramaticos funus Iovis, quia magister Helinus et Iuppiter cum magistro Sarach ubic defunti fuerunt unde illi tre magistri, sive Magister Pontus, magister Salernus et magister Primus ex ipso magistro Helino commemplati fuerunt in ipsa Civitate Salerni in loco qui nunc dicitur porta nova et prius illa porta dicebatur porta Helina, quia ibi moratus fuit magister Helinus et tres ipsi magistri invenerunt predictam istoriam, quae inferius hunc narratur. The story, later modified, is to be found in De antiquitate Scholae Salernitanae: Origo Scholae Salernitanae ex Cronico Civitatis reperto apud Cassinenses asserit quod cum adesset in civitate celeberrimus medicinae professor nominatus magister Salernus, qui medicinam Latinis de litera latina docebat in loco dicto bonae diei, et peregrinarent per orbem experiendi causa Rabinus Elinus haebreus, et Magister Adala Saracenus, tracti a fama magistri Salerni in hanc civitatem successive se contulerunt, et tam ob loci amoenitatem quam ob doctrinale commercium, et diversarum nationum affluentiam, pedes hic sistere deliberarunt, adeoque Helinus medicinam haebrais de litera haebraica at Adala Saracenis de litera Saracenica publice legere coeperunt. Cumque temporis progressa e Graecia advenisset magister Pontus quaedam 48 From the Cronica di Elino, quoted by De Renzi (1857: xxvi). This passage, like the following ones, is quoted verbatim. 342 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Hippocraticis conscripta secum ferens, eaque communicaverit dictis tribus magistris, in eorum societate fuit receptus, et Hippocratica medicina, vivente adhuc Hippocrate, coli coepit, unde Civitas denominata fuit Hippocratica, ut hinc orta fuerit primae medicinae universitas eaque in Italia post centum fere annos a quo tempore Pythagoras Samnius Cotrone Philosophiam docebat, nempe circa annum ab Urbe condita 350, ante Christi Domini nativitatem annis 100 circiter.49 Also in Dell’origine di Longobardi e di Normandi. Di Matteo Geronimo Maza Patricio Salernitano 1608: Ma più d‘ogni altra cosa ha fiorito, e fiorisce in essa Città la filosofia et medicina, et hoggi più che mai ne tiene il grido, essendosi il suo antiquissimo Collegio, quale per la sua antichità non si sa il tempo della sua fondatione, pur si uede una Historia antichissima uersata assai in Salerno, et in altre Città d‘Italia, et specialmente in Siena, della quale appresso a compimento si parlerà, et tra le molte cose dice, che il Primo che leggesse Medicina in la Città di Salerno, fu Maestro Helino Hebreo, del quale si scriue, che insieme con Gioue habitato hauesse, et in Gefone dopo moresse, onde Giuffone altro non risuona in lingua latina che Jovis funus, per le cenere di Giove che iui furono sepolte con l‘ossa del sopradetto Helino. Doppo costui lesse filosofia naturale il Maestro Dottor Sarra di Natione Hebrea in la lingua sua natia, et questo insieme con Helino predetto facevano stanza nel Borgo di Salerno, in quel luogo stesso, doue si disse per un tempo dal nome di costui Porta Helimana; ma dopo allargatosi l‘accinto della Città si lasciò quel nome, et fu detto Portanoua. Laciorno scritto tra le molte cose quel che segue. Maestro Helino, et Maestro Pontio Greco, et Maestro Salerno mediante il fauor di colui, che a gli uomini diede il senso furono i primi, che a gli Hebrei, et a Saraceni leggessero medicina in lingua Arabica. Ma poiché i predetti Dottori hebbero i libri, che si tovarono in Arpaio gran tempo dopo la sua desolatione, ne andarono a Salerno, et tradussero quelli in lingua greca, et latina […]50 Mutatis nominibus, the story appears again in the abridged version by Piscitello (2002): Il medioevo fu tempo di pellegrini. Uno di questi - tale Antonio, discendente dalla nobile famiglia romana dei Flavi - fu sorpreso una notte da un violento temporale: trovato riparo sotto un arco dell‘acquedotto romano nei pressi della città di Salerno vi incontrò un tale Areteo, proveniente da Alessandria, e gli tese amichevolmente la mano. Areteo si avvide di una ferita nel braccio di Antonio e voleva trattarla con un empiastro di melissa. Il ferito si oppose: preferiva coprirla con carne di gallo nero. Presto la discussione si allargò ad altri due uomini, sopraggiunti nel frattempo: Isacco, un ebreo proveniente da Betania, e Abdul, un arabo di Aleppo. Isacco proponeva, in luogo della melissa di Areteo e della carne di gallo di Antonio, issopo e nepitella, mentre Abdul avrebbe preferito della ruta. La discussione fece sí che i quattro si riconoscessero come medici: e poiché nessuno di loro aveva una meta definita, decisero di fermarsi e di mettere in comune le loro conoscenze a beneficio dei malati e di farne parte a chi volesse apprenderle: era nata la Scuola medica di Salerno. Findings and discussion The cultural humus This ―insulsa favoletta‖ (―silly tale‖), unfairly discarded by De Renzi (1857: xxxi), can be read through the sources, the dynamics and the importance of its symbol-characters, in order to emphasize the converging, in Salerno, of different medical traditions and of their cultures, summed up in the following diagram (the value of number 4 is only hinted at since, in this case, it can be reinterpreted as an accent on the totality of knowledge convergence, from the four corners of the orbis terrarum: Adela (‘Abdullah) 49 50 As quoted by De Renzi (1857: xxix). As quoted by De Renzi (1857: xxx-xxxii). 343 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Abdul (from Aleppo) Helinus (Eliseo) Isacco Alexandria) Pontus Areteo (from Salernus Antonio (Romano, of the Flavians) The variant richness testifies the existence of a humus, of a wider cultural background where the symbolic reflection on which the ―istoria‖ (‗history‘) is based can be inserted. ―Discussion among three medical doctors‖, Bagdad 1224. Some unavoidable analogies have become necessary, almost a fil rouge still present today. From the Dialogus inter Philosophum, Judaeum et Christianum by Pietro Abelardo51, who, with these words, introduced the comparison (between disputatio and altercatio) among different religions, which are cultures, visions of the world: Aspiciebam in visu noctis et ecce: viri tres diverso tramite venientes coram me astiterunt, quos ego statim iuxta visionis modum, cuius sint professionis vel cur ad me venerint, interrogo. ―Homines‖, inquiunt, ―sumus diversis fidei sectis innitentes. Unius quippe Dei cultores esse nos omnes pariter profitemur diversa tamen fide et vita ipsi famulantes. Unus quippe nostrum gentilis ex his, quos philosophos appellant, naturali lege contentus est. Alii vero duo Scripturas habent, quorum alter Iudaeus, alter dicitur Christianus. Diu autem de diversis fidei nostrae sectis invicem conferentes atque contendentes tuo tandem iudicio cessimus‖. to Nathan der Weise by Gotthold Ephraim Lessing, who condensed Daja‘s disillusioned hope at Nathan‘s smile about her dreams in the tragic stanza (I, 1, 151-153): Laßt lächelnd wenigstens ihr einen Wahn, In dem sich Jud‘ und Christ und Muselmann Vereinigen; - so einen süßen Wahn! The famous Ringparabel (the source of his Nathan, acknowledged by Lessing himself)52 was told by Boccaccio in this way: 51 One of the many examples belonging to the same genre, such as Disputatio judei et cristiani by Gilberto Crispino or De Pace Fidei by Nicola Cusano, or the Llibre del gentil e dels tres savis by Ramon Llull (Raymond Lully). 52 In the third short story of the first day (cat III, scene 7, ll. 1911-2054), to the Saladin who asked him ―quale delle tre leggi tu reputi la verace, o la giudaica o la saracina o la cristiana‖ (―Which of the three great religions is the truly authentic one? 344 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Un grande uomo e ricco fu già, il quale, intra l‘altre gioie più care che nel suo tesoro avesse, era uno anello bellissimo e prezioso; al quale per lo suo valore e per la sua bellezza volendo fare onore e in perpetuo lasciarlo né suoi discendenti, ordinò che colui de‘ suoi figliuoli appo il quale, sí come lasciatogli da lui, fosse questo anello trovato, che colui s‘intendesse essere il suo erede e dovesse da tutti gli altri essere come maggiore onorato e reverito. E colui al quale da costui fu lasciato il simigliante ordinò né suoi discendenti e cosí fece come fatto avea il suo predecessore; e in brieve andò questo anello di mano in mano a molti successori; e ultimamente pervenne alle mani ad uno, il quale avea tre figliuoli belli e virtuosi e molto al padre loro obedienti, per la qual cosa tutti e tre parimente gli amava. E i giovani, li quali la consuetudine dello anello sapevano, sí come vaghi d‘essere ciascuno il più onorato tra‘ suoi ciascuno per sé, come meglio sapeva, pregava il padre, il quale era già vecchio, che, quando a morte venisse, a lui quello anello lasciasse. Il valente uomo, che parimente tutti gli amava, né sapeva esso medesimo eleggere a qual più tosto lasciar lo dovesse, pensò, avendolo a ciascun promesso, di volergli tutti e tre sodisfare; e segretamente ad uno buono maestro ne fece fare due altri, li quali sí furono simiglianti al primiero, che esso medesimo che fatti gli avea fare appena conosceva qual si fosse il vero. E venendo a morte, segretamente diede il suo a ciascun de‘ figliuoli. Li quali, dopo la morte del padre, volendo ciascuno la eredità e l‘onore occupare, e l‘uno negandolo all‘altro, in testimonianza di dover ciò ragionevolmente fare ciascuno produsse fuori il suo anello. E trovatisi gli anelli sí simili l‘uno all‘altro che qual di costoro fosse il vero non si sapeva conoscere, si rimase la quistione, qual fosse il vero erede del padre, in pendente, e ancor pende. E cosí vi dico, signor mio, delle tre leggi alli tre popoli date da Dio padre, delle quali la quistion proponeste: ciascuno la sua eredità, la sua vera legge e i suoi comandamenti dirittamente si crede avere e fare; ma chi se l‘abbia, come degli anelli, ancora ne pende la quistione. Like in a karstic river, this Weltanschauung, in its sensitivity, has saturated and permeated the whole Europe since the Enlightenment, showing, among the many possible reflections, that scientia, knowledge, derives from dialogue (―mettere in comune‖, ―put together‖, as brilliantly underlined by Piscitello), which is respect and appreciation of diversity, whose peculiarities (different points of views of the same Reality) give rise to a preliminary complementarity, ancillary to that reductio ad unum that moves towards the process and leads to one shareable and shared truth. Languages and translations Let‘s get back to the founding myth of the Schola Salerni, setting it in its linguistic point of view. Mazza, (quoted by De Renzi, 1857: 121) underlining the use of many languages due to the variegated listeners, summed up: HELINUS primum Salerni Medicinam Hebraicis de litera Hebraica legit. Magister PONTUS graecus de litera graeca Graecis. ADELA Saracenus Saracenis de litera Saracenica. Magister SALERNUS Latinis Medicinam de litera latina legit. Now, the diagram can be re-written in the following way: Arabic Adela (‘Abdullah) - Abdul (from Aleppo) Hebrew Helinus (Eliseo) Isacco Alexandria) Greek Pontus - Areteo (from Latin Salernus - Antonio (Romano, of the Flavians) Judaism, Christianity, or Islam?‖), Melchisedec the Jew, ―il quale veramente era savio uomo‖ (―who was really a man of wisdom‖), in order to get out of that predicament and face the ―quistione‖ (―question‖), replied with what was, according to his words, a ―novelletta‖ (―short story‖). 345 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Hence the importance and the meaning of tra(ns)-duzione (―translation‖) that characterized the Schola Salerni, in primis, since its beginning. To translate means to mingle, to let people know each other, to impregnate thoughts making them create cross-breeds: it is the strength of the races that have mixed and won biologically in their most powerful ability to adapt. To translate means to pass through and criss-cross different ways of seeing things, hoping for sharing, for a germ of dialogue. The following passage, taken from the founding myth in the Cronica di Elino is particularly meaningful: isti tres magistri sive magister Primus, magister Pontus, et magister Salernus, mediante gratia illius qui dedit et tribuit memoriam et sensum eis. Ipsi fuerunt primi qui legerunt medicinam hebreis atque Saracenis de litera Saracenica et qui invenerunt praedictam istam istoriam quatenus ipsorum magistrorum, qui fuit Magis. Pontus qui legit graecis medicinam, omnes isti magistri traslaverunt libros medicinales qui inventi fuerunt in civitate Arpae quae destructa fuit, predictos libros translaverunt in civitate Salerni and tra(n)slaverunt underlines, as a whole and polysemously, ‗to transport‘ and ‗to translate‘. Knowledge occurs primarily in communication, in that ‗communicating‘ which is so pregnant in its etymologic value. We can‘t help thinking of the Tower of Babel myth: if taking the Universal language away from Mankind resulted in tragedy and destruction, restoring communication leads to the re-establishment of the primary perfection. The value of contact, of pouring off, of osmosis, in all its richness and diversity appreciation, translation, in short, (both linguistic and cultural), become a sublime medicamentum: in the endless exchange, even under a merely linguistic point of view, life is perpetuated and its quality improved. Costantinus Africanus Hippocratic medical doctor who studied Chaldean, Arab, Persian, Indian and the Ethiop science and contributed with his translations from Greek (Aphorismata and Prognostica by Hippocrates and some works by Galen), from Hebrew (Liber dietorum, Liber urinarium and Liber febrium by Isacco Giudeo) and from Arabic (Kitāb-al-malikī – Liber Regalis by ‗Alī ibn ‗Abbās and Viaticum peregrinorum – Zād al-Musāfir by Ibn alJazzār, Liber divisionum and Liber experimentorum by al-Razi) Costantinus Africanus is an emblematic figure: the ‗ifrīqiyy who, as an ante litteram popularizer, contributed to spread Ars Medica from the East to the West, till his death, in 1087, in Monte Cassino. Let‘s re-write the diagram according to his translations: Arabic ‗Alī ibn ‗Abbās – etc. etc. Hebrew Isacco from Toledo Greek Hippocrates Galen Latin The West Schola Salerni 346 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Salerno, civitas Hippocratica, new Andalusia53, meeting place of different cultures, on the Mediterranean seashore, was to host and support a school, as ‗open‘ and ‗syncretic‘ as the town itself, a harbour and a great trade area in the middle of mare nostrum. In a definite socio-cultural unity in Eurasia, that was to lay the foundations of its nature on the concepts of emigration and trade, the new Europe secundo millennio ineunte was reborn in contacts, pollinations, trade, mingling and interpenetrations. People from all over Europe used to go there, as underlined by Matteo Geronimo Maza: Non erano dimorati appena due anni in Salerno questi ualenti Dottori che ebbero concorso grande di Ualent‘huomini, et gran filosofi, Ui ferno uenire da 150 maestri semplicisti, et furonui portati dalle parti di Fenicia, et di Arabia più di cento sorte di spetie, et all‘hora giudicarno delle cinque maniere di mirabolani, et delle tra sorte et maniere di sarali ciò è bianco rosso et cedrigno. Questa radice è da pochissimi conosciuta, unirno tutti i libri composti da Hippocrate, et altri dotti, et ui ferno un collegio. It was among the members of that ‗college‘ (in the etymological sense of cum + lego ‗gather together‘), and only at that juncture that the possibility of a sound discussion with the Other emerged. The―Devil‘s bridge‖ and its pointed arch. Frederick II It was not by chance that Frederick II, with the Constitution of Melfi in 1231, ratified the auctoritas of the Schola, the Frederick whose ―mentalità indagatrice e sperimentale‖ (‗inquiring and experimental mentality‘)54 along with his proverbial curiositas, led him to that meaningful experimentation (superstitio, in the anti Hohenstaufen propaganda perspective of the time55) into the linguistic path that was taking shape, as Salimbene said: Secunda eius superstitio fuit quia voluit experiri cuiusmodi linguam et loquelam haberent pueri, cum adolevissent, si cum nemine loqueretur. Et ideo precepit bauli et nutrici bus ut lac infanti bus darent, un mammas sugerent, et balnearent et mundificarent eos, sed nullo modo blandirentur eis nec loquerentur. Volebat enim conoscere utrum Hebream linguam haberent, que prima fuerat, an Grecam vel Latinam vel Arabicam aut certe linguam parentum suorum ex quibus nati fuissent. Sed laborabat incassum, quia pueri sive infantes moriebantur omnes. Non enim vivere possent sine aplausu et gestu et letitia faciei et blanditiis baiularum et nutricum suarum Without entering into the question of the primeval language research, it is interesting to point out that even in this passage the sensitivity being inquired about is emerging. To the ones that in the past were considered the three sacred languages56, among which Hebrew was chosen as God‘s language57, Frederick added Arabic, 53 Where the religiuos tolerance and the linguistic-cultural synergy of the Arab period were proverbial, to such an extent that Maimonide, among the greatest Hebrew philosophers, knew the name in its double form: ‫רבי משה בן‬ ‫( מיימון‬Rabbi Moshe ben Maymon, from whose vocal acronym comes the name Rambam) and ‫موسى به میمون به عبد‬ ‫( هللا القرطبي اإلسرائیلي‬Mūsā ibn Maymūn ibn ʿAbd Allāh al-Qurtubī al-Isrāʾīlī), pace the many modern misunderstandings. 54 Definition given by De Stefano (1990: 89). 55 Salimbene is the best example: about that ―Federicus <qui> fuit homo pestifer et maledictus, scismaticus, hereticus et epycurus, currumpens universam terram, quia in civitatibus Italie semen divisioni et discordie seminavit‖ (Scalia 1998: 45), Salimbene denounced superstitiones et curiositates et maledictiones et incredulitates et perversitates et abusiones. 56 Isidoro is a good example, when he said (Etymologiae, libro IX, 1, 3): Tres sunt autem linguae sacrae: Hebreaea, Graeca, Latina, quae toto orbe maxime excellunt. His enim tribus linguis super crucem Domini a Pilato fuit causa eius scripta. 347 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo thus re-establishing that kind of ―linguistic τετρακτύς‖ illustrated supra: it must be stressed that such a choice, made by Frederick, was not taken on a religious basis, but on secular considerations connected with the growing importance of Arabic in a cultural, scientific, trade and, more in general, ‗circulation‘s environment‘. Onomastics A short note, of onomastic character, as a conclusion: from Arechi II, who chose Salerno as his residence in the second half of the VIII century, till the last magister who witnessed the dissolution of the institution, on 29th November 1811, decreed by Joachim Murat, the selfsame list of the names of the medical doctors would be enough to testify the variety of the origin of the different people who founded the school and to emphasize the importance, never to be ignored, of meetings, dialogues and discussions among the diversities which were the basis of the richness and the novelty of the Salerno experience. A simple parade, even without any unrealistic aim at completeness, impossible to quote here because of evident lack of space, would prove to be results that speak for themselves. Conclusions If we take for granted the universal and eternal principle that ―truth is symphonic‖, the complex and rich linguistic-cultural dialogue that the Schola Salerni has been able to epitomize is its sublime exemplum: talking to the heart and the conscience of Mankind, it offers itself to contemporaneity as an ever present occasion of reflection, an emblematic beacon, a happy event in History, too often fragmented and dumb, unable to deal with itself, to grow and improve. Acknowledging meeting and dialogue as the ultimate purpose, the Salerno School still keeps its message of modernity, offering itself as a possible model, in a whirling globalization climate, where diversities might sooner or later crash against each other: the present magistri must create a dialogue basis on common, neutral grounds, in a neo-humanistic perspective that gathers together the basics of the different visions on man and on the world in order to support a constructive cooperation and a true integration within a healthy and real evolution. All this passes also, not to say primarily, through communication and, in the ultimate analysis, through language(s). * 57 Cfr. at least Augustin., De civ. Dei, xvi, xi, 2: Et ideo credenda est ipsa [scil. lingua Hebraea] fuisse prima illa communis.. I am thankful to Corinna Galeazzi for helping me out with the english version of the text. As always, all mistakes that undoubtedly crept in are all my own. * 348 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Scalia, G. (1998), ed. critica a cura di. Salimbene De Adam, Cronica, Brepols, Turhout 1998. De Renzi, S. (1857). Storia documentata della Scuola medica di Salerno, Stabilimento tipografico di Gaetano Nobile, Napoli 1857. De Stefano, A. (1990). La cultura alla corte di Federico II Imperatore, Edizioni all‘insegna del Veltro, Parma 1990. Piscitello, F. (2002). ―Storia della medicina. La scuola medica di Salerno‖, Eos a. 1, n. 1 (2002) [electronic version: http://www.eosrivista.com/503.asp?ID_Rivista=6 349 � 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. 51 Title A name given to the resource The founding myth of the Schola Salerni: the importance of contact among languages and the activity of translation for interreligious and intercultural dialogue and the development of knowledge. Author Author Astori, Davide Abstract A summary of the resource. According to the legend, the Schola salernitana was born by the casual meeting of four physicians, symbolic characters, whose dynamics and values aim to underline the confluence (in the civitas Hippocratica, cosmopolitan Mediterranean port, ‗open‘ and ‗syncretic‘ as its nascent School) of different medical, and cultural more in general, traditions: disembodied from their legendary traits, the four figures show how peculiar, in that intercultural and interreligious dialogue (among the Jewish, Arabic, Greek and Latin ones), is the role of languages and the importance of the work of translation, in its first, and primary, etymological meaning of tra(ns)-ducere, ‗transport from coast to coast‘. The proposed contribution intends to frame the founding myth of the Schola Salerni in the wider cultural background which was its host, contributor and supporter, highlighting the modern, meaningful value of its everlasting message also for the contemporary world, which is risking to lose sight of the main way of meeting, contact, exchange, dialogue for welfare and peace. The exemplum of the Schola medica Salernitana, a litmus test of a wider cultural and linguitic debate (from the quite medieval research of the ‗language of God‘ to the experiments of Frederick II), is emblematic of the absolute necessity of comparison in the construction of civilization and knowledge, comparison primarily passing through communication, and then, ultimately, on the linguistic field and activity of translation: the figure and work of Constantine Africanus are perhaps, in the specific case, the most significant examples. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/82850200b6c92ae55c79d4ce11eef5d6.pdf f620ab661c739d3f03fd7398876048ae PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Role of Using Current Issues of Interest on Vocabulary Learning Majid Asgari Department of Humanities Islamic Azad University, Hidaj-Branch, Hidaj, Iran Email: asgarimaj@gmail.com Abstract: This study attempted to investigate the effect of the teacher‘s using currents issues of interest in the society in English classes on the students‘ achievement of the vocabulary in reading comprehension. It was hypothesized that using awareness of current issues of interest has a positive influence on the students‘ achievement of the vocabulary in English class at the university. The research was conducted at Islamic Azad University in Hidaj with participants--male and female-- who were majoring at courses other than English. The research method which was employed was an experimental pretest post-test control group design, and t-test was used to analyze the data. After analyzing the data, it was proved that when teachers contribute current issues of interest in the society to the class materials in teaching reading passages, their students learn vocabulary better. Key Words: Current issues of interest, vocabulary learning Introduction Teachers often teach only the materials which are in the textbooks while according to the findings of some research, they will have better achievements if they use authentic materials in their classes. Also, some research findings show that students become more interested to learn when their teachers integrate materials outside of class to class materials. Some studies claim that if teachers have good information about the issues of interest in the society, and use them in their teaching by referring to those issues as authentic materials they will help the students learn their lessons more successfully. According to research findings, teachers' using awareness of current issues of interest in the society in teaching helps them as it is an issue of common interest for both teachers and learners. Using such awareness in teaching usually leads to learner's interaction and increases their concentration and motivation to learn. Studies support that it helps teachers to have dynamic classes as the learners are being reminded and informed of the issues—regarding the life affairs and the society in which they live or with which they are in immediate contact. The learners see that keeping concentrative helps stay in a state of alertness, which in turn, helps the process of learning. To encounter new and different discussions in any session often leads to keep and increase class dynamism. Generally, most of the studies on this area of language teaching suggest that teachers' using awareness of current issues of interest in the society in language teaching classes has important role in language teaching and requires a close attention. The topic of this research-- teacher's using awareness of current issues of interest in the society-- has been usually studied and discussed under the term 'authenticity' and 'motivation' in language teaching. It has also been somehow related to the issues of 'relevance' and 'interest.' These topics directly and indirectly are related to the desire and determination of learners to learn. Research findings mostly state that language learners have better performance in their learning when they are interested to the topic or process of learning. Learners are in fact encouraged to use all their potential in language learning when the materials are authentic, interesting, and relevant. They become motivated to do their best when they are attentive and have a good concentration in their learning. Most researchers argue that the language aspects like interest, relevance and authenticity has a motivating effect on learners. According to most of the results of studies carried out on this area of language teaching, teachers are suggested to keep their learners motivated and the materials interesting so that learners are highly determined to learn. Stern (1991) citing from Gardner contends that an integrative motivation is needed for successful language learning. Making learners face authentic and interesting materials can probably help them experience their learning meaningfully and communicatively. There are different arguments over the definition of the term and the ways of using authenticity in language teaching. The term authentic materials may mean different things for different people; for some, materials generated by native speakers (Rogers & Medley, 1988). Genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy are just some of the words that are used when we talk about authenticity. Frankly there is a lot of confusion connected to the idea of "authenticity" (Tatsuki, 2006). Nunan (1999) defines authentic materials as spoken or written language data that has been produced in the course of genuine communication, and not specifically written for the purposes of language teaching. Pcolinska(2009) states that authenticity is clearly a relative matter and different aspects of it can be present in different degrees. Bax (2003) contends that Authenticity 774 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo has been a major feature in syllabus design, task-based approaches, materials development and the main focus of the Communicative Language Teaching (CLT) in the past. Gebhard (1996) sees authentic materials as a way to contextualize language learning. He continues when lessons are centered on comprehending a menu or a TV weather report, students tend to focus more on content and meaning rather than the language itself and this offers the students a valuable source of language input. In addition to improving students' English language skills; using authentic language would expand their real-world knowledge about their chosen field of study (Knox, 2007). According to Brinton (1991), authentic materials and media can reinforce for students the direct relationship between the language classroom and the outside world. Current issues of interest are also related to 'motivation' in language learning. Longman dictionary of language and applied linguistics define motivation as the factors that determine a person's desire to do something. It also argues that in second language and foreign language learning, learning may be affected by different types of motivation. Two types of motivation are sometimes distinguished: a) Instrumental motivation: Wanting to learn a language because it will be useful for certain "instrumental goals" such as getting a job, reading a foreign newspaper, passing an examination. b) Integrative motivation: wanting to learn a language in order to communicate with people of another culture who speak it. Brown (1987) discusses that motivation is an inner drive or stimulus which can, like self-esteem, be global, situational, or task oriented. Learning a foreign language clearly requires some of all three levels of motivation. The independent variable in this study is vocabulary learning. In the past, vocabulary teaching and learning were often given little significance in second or foreign language programs. Recently a good interest has been put on the role of vocabulary in language learning and teaching process. Vocabulary learning was usually limited itself and received only incidental attention in textbooks and language programs. More attention was given to the aspects of teaching like grammar, reading and speaking and less importance was given to vocabulary teaching or learning. But the research on this aspect of language revealed its significant place in language learning process. Now it is obvious that without good vocabulary knowledge level, and good strategies for vocabulary learning, learners will have little success in their language learning performance and then may be discouraged from using language learning opportunities around them like watching movies, reading newspapers and going into websites. Richards Renandya (2002) believes that Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. In recent years, research on vocabulary has done a lot to make clear what levels of vocabulary learners need to perform successfully in different language aspects. There are different discussions on the using of appropriate approaches and strategies to learn and teach vocabulary. Hunt and Beglar discuss three approaches to vocabulary teaching and learning: incidental learning where learning vocabulary is a product of doing other things such as reading or listening, explicit instruction, and independent strategy development. Nation discusses a systematic rather than and incidental approach to the teaching of vocabulary and argues that such a focus is an essential part of a language course. He points out the limitations of incidental learning and the fact that second language learners are often unable to benefit from incidental vocabulary acquisition through reading because of limitations in their vocabulary knowledge. Learning vocabulary through different approaches requires teachers to plan different activities and exercises, and subsequently demands learners to use different strategies. The amount of attention placed on vocabulary teaching programs depend on the learners' and the educational goal of the teaching program. Generally, there is no doubt that as learners' vocabulary expands in size and depth a high amount of success occurs in all aspects of language, such as reading, listening, speaking and etc. Therefore, This highlights the importance of trying to improve strategies of vocabulary learning. Method of Study The study is designed in quantitative research approach where the research method, an experimental pre-test post-test control group design, is used to examine the research question. The proposed thesis is examined experimentally by giving pre-test and post-test and comparing the means of two groups of the students. The design has been used because the effect of the independent variable on the dependent variable has to be experimented. Sampling 40 students were recruited for this study. They were students of one class at IAU-Hidaj (Islamic Azad university-Hidaj Branch) in Iran. All of the students were taking the course of 'General English.' They were both male and female. The subjects' age ranged from 20-28. The subjects were majoring in such fields as ' mechanical engineering,' ' computer sciences,' and ' electrical engineering.' The subjects were randomly divided into two groups: each with 20 students. In fact, one of the groups was used as the experimental group (G1) and the other one as the control group (G2). 775 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Data Analysis Process The data have been gathered though two tests (pre-test and post-test). The performance of the subjects of the two groups has been compared through analyzing their scores in the post-test which is the achievement test. A t-test has been used to verify the significance of the difference between the means of the scores of two groups (G1, the experimental group, and G2, the control group) in the post-test. Findings and Discussion Pre-test In order to see whether there is any difference between the two groups regarding their basic English knowledge, the 'Nelson Test,' (050 D) which is used to determine the examinees' English proficiency level was administered. The test results showed that the two groups had nearly the same level of initial English knowledge; that is, the subjects in the two groups appeared to be at the same level of general English. This is clearly shown in the following tables 1 and 2 which demonstrate statistics and graphic representations of the results for the proficiency test (pre-test) for both groups of G1 and G2. It has to be clarified that the score scale is 0-50, that is, the perfect score is 50. N refers to the number of the students in a group, SD is the Standard Deviation of the scores and Sum is the total of the scores for all of the students in a group. Table 1. Descriptive Statistics and Graphic Representation for the Proficiency Test (Pre-test) G1 N Mean Mode SD Variance Minimum Maximum Sum 20 37.75 38 2.0487 4.197 34 42 755 Frequency Bar Graph for Proficie ncy Te s t (Pre -te s t) G1 6 5 4 3 2 1 0 Series1 32 33 34 35 36 37 38 39 40 41 42 Score s Table 2. Descriptive Statistics and Graphic Representation for the Proficiency Test (Pre-test) G2 N Mean Mode SD Variance Minimum Maximum Sum 20 37.35 38 2.183 4.765 32 42 753 776 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Frequency Bar Graph for Proficie ncy Te s t (Pre -te s t) G2 6 5 4 3 2 1 0 Series1 32 33 34 35 36 37 38 39 40 41 42 Score s As it is evidenced in the tables above, the two groups of subjects have scored very similar results. The mean for both groups is nearly the same: 37.75 for G1 and 37.65 for G2. The Standard Deviation (SD) for the scores of the groups of subjects is also very close: 2.048 for G1 and 2.183 for G2. Other measures also show high similarity between scores of the subjects in the two groups. While the scores could range from 0—50, the highest score for G1 is 42; the lowest is 34 so the Range is 8. For G2 the highest score is 42; the lowest is 32 so the Range is 10. The total of scores for G1 is 755 and for G2, it is 753. Administering the Pre-test and evaluating the related data here was an attempt to find out if the subjects in the two groups were similar or the same with regard to their basic English knowledge before presenting the treatment. After analyzing the results of the Proficiency test (Pre-test), it was concluded that there were not any major differences between the two groups concerning their background English knowledge. Treatment (Teaching the Materials) The subjects who had been randomly divided into two groups of G1 (experimental group) and G2 (control group) were separated and placed into different classes. They were taught in two different one-hour sessions. Each group was taught for one hour; G1 (experimental group was taught from 8 a.m. to 9 a.m. and G2 (control group) was taught from 9: 15 a.m. to 10:15 a.m. The materials that were taught included a passage entitled ‗Culture Shock‘ from the book ‗Select Reading‘ by Linda Lee and Erik Gunderson. This book was intermediate level and provided learners of English with high-interest reading passages from authentic sources that contained reading comprehension activities, reading skills development, vocabulary building and grammatical analysis and practice. The same passage (Culture Shock) was taught for both groups and the teacher was the same. The only difference was that for G1 (experimental group) the teacher attempted to relate certain words and points in the passage to ―current issues of interest in the students‘ society.‖ These issues included popular state TV programs that the subjects often watched, and the news and reports from newspapers, and interesting issues of the university and city where the study took place. In other words, some interesting happenings of TV, newspapers, the university or city had already been studied and selected to be contributed to new words in the passage in G1 class. Most of the students in G1 class could easily remember the mentioned points or characters that were being referred from state TV programs, newspapers, and students‘ university or city. This was probably because people of this country (Iran) usually watch TV and follow news from newspapers or other sources. Perhaps one more reason to this interest is the fact that they are more careful about the current happenings in their country since they are usually expecting some changes to occur. It needs to be pointed out that in teaching the passage in G1 class, certain words of the passage had already been determined as the words to which interesting issues were related. Actually, the new words of the passage were the same for both G1 and G2 students. On the other hand, for the students of G2, the passage was taught without any attempt of contributing any materials from outside of the class; that is, the passage and its words were taught by definition of the words that had already been determined as new words of the passage or by providing explanations and examples from the passage itself, not from out of the class. Post-test The teaching was one session for each group; a one-hour session was held for G1 and another one-hour session for G2. Immediately after teaching, all subjects, students of G1 and G2 took an achievement test (post-test) to determine any difference in students‘ success in achieving the objectives of the course. The achievement test had been individually (course) developed on the reading passage (Culture Shock) taught during one-hour session. The achievement test was the same for both groups and began and finished equally regarding testing time. The results of the achievement test for both groups were collected and organized. Then, these results were analyzed and compared to show any probable differences. The following tables 3 and 4 show the statistics and graphic representations of the results for the achievement test for both groups. 777 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Table 3. Descriptive Statistics and Graphic Representation for the Achievement Test (Post-test) G1 N Mean Mode SD Variance Minimum Maximum Sum 20 13.6 14 3.1689 10.042 7 19 272 Bar Graph for Achievem ent Test (Post-test) G1 Frequency 5 4 3 Series1 2 1 0 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Scores Table 4. Descriptive Statistics and Graphic Representation for the Achievement Test (Post-test) G2 N Mean Mode SD Variance Minimum Maximum Sum 20 11.55 13 3.2032 10.4 6 18 231 Bar Graph for Achievem ent Test (Post-test) G2 Frequency 5 4 3 Series1 2 1 0 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Scores The tables above evidently show that the two groups of subjects have scored different results. The means for the two groups are different: 13.6 for G1 and 11.55 for G2. The Standard Deviations (SD) for the scores of the groups of subjects are also a little different: 3.1689 for G1 and 3.2032 for G2. Other measures also show difference between scores of the subjects in the two groups. While the scores could range from 0—20, the highest score for G1 is 19; the lowest is 7 so the Range is 12. For G2 the highest score is 18; the lowest is 6 so the Range is 12. The total of scores for G1 is 272 and for G2, it is 231. Administering the achievement test (Post-test) and evaluating the related data here was an attempt to find out if the subjects in the two groups were different with regard to their level of achievement of the materials of the passage after treatment. After analyzing the results of the achievement test (Post-test), it could be shown that there were differences between the two groups concerning the students‘ achievement in vocabulary learning. 778 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo T-test A t-test was also used to show whether or not the difference between the means of the scores of two groups (G1, the experimental group, and G2, the control group) in the achievement test (Post-test) was significant enough. The purpose of t-test was also to assess the hypothesis which assumed that ―teacher‘s using awareness of current issues of interest in the society in teaching new vocabulary has a positive effect on students‘ leaning vocabulary in English classes at university.‖ In t-table, it was observed that when the ‗level of significance for two-tailed test‘ was 0.05, with the ‗df‘ of 38, the critical value would be 2.021. As it is shown in the table below the t-observed value is 2.07. Fortunately, the t-value is enough above t-critical that we are quite safe in rejecting the null hypothesis, ―teacher‘s using awareness of current issues of interest in the society in teaching new vocabulary has no effect on students‘ leaning vocabulary in English classroom at university,‖ and approving the positive hypothesis. Our two groups have scored differently on the achievement test (Post-test). The difference is statistically significant. This is a support for our claim that using awareness of current issues of interest in the society by the teacher in English class can help students learn vocabulary of the passages better. Table 5. t-observed and t-critical for scores means of the two groups ( G1 and G2) in the Achievement Test t-critical two-tailed df t-observed 2.021 0.05 38 2.07 Discussion The results of this study demonstrate that learners do differently depending on teacher‘s using awareness of issues of interest in the society. The analyzed data provides evidence that this difference is significant enough. Actually the findings of the study approve that when teachers use current important matters of their society in their teaching in class, the consequence is the learners can learn the new words better and have better accomplishments in their learning. This clearly supports the idea that teachers should attempt to study more about this issue and put more values for it in their career. They are suggested to study and determine some issues which look to be interested by students because of any possible importance. Then, they can contribute those interesting issues to the materials of their class, which will end in promoting better learning by students. Undoubtedly, this work will encourage students to attend the class happily and with high motivation. It is really useful for teachers to know that by keeping their students happy and attentive, as one of their main tasks, teaching and learning in class can be easily and efficiently performed. The major reason to this improvement in learning is the fact that teachers by relating the points of the passage being taught in class to issues of interest out of the class help their students to build up stronger schematic relationships in their mind. This, in turn, leads to easy increase of the vocabulary knowledge for students. As the results showed students‘ performance became better in learning vocabulary because of teacher‘s continually contribution of interesting issues of the society to the materials in the reading passage. This implied that learning becomes promoted when students‘ lessons are mixed with issues of their life. Generally, issues of interest in a society are a common point for both teachers and students. A lot of research findings claim that learning process can take place much better if the materials of lessons are presented with information that is shared by the teacher and students so that the learning becomes meaningful for learners. Omaggio (2003) contends that learning and practicing language in meaningful contexts is more appealing to both students and teachers than learning isolated bits of language. When teachers bring examples, explanations or etc. from TV programs, newspapers, the students‘ city or university, they provide learning environment that is easily comprehensible by learners, and facilitates their learning. According to different language teaching experts, one way to facilitate learning for learners is by keeping them attentive and encouraged in class which is one of the vital responsibilities of teachers. Chastain (1986) discusses that those teachers who strive to keep students interested, occupied, and reasonably content are the most affective. There is no doubt that addressing and reminding issues of the society where students live in the middle of their lesson easily assists them to keep attentive in their learning. The fact that according to the results of this study teacher‘s using awareness of current issues of interest helps students learn vocabulary better highlights the need for teachers to try to keep updated with issues of interest in the society. In fact, teachers have to be informed about the interesting or important issues that are happening currently in the society. For example, they are suggested to watch popular TV programs, read significant news of newspapers and try to know about important and interesting things that are taking place in their city or university where the teaching goes on. Otherwise, teachers can hardly find things that are interesting and common for both themselves (teachers) and students. Therefore, teachers are required to have pre-planning about choosing issues of interest to be 779 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo used in classes, and this will create a demand in teacher education for teachers to be taught in this regard. Also, special care should be taken on the development of language teaching books and syllabuses. Let‘s say, for example, in any unit of the language teaching book, special sections should be predicted for teacher‘s using current issues of interest in class, and subsequently certain time should be allotted for performing those sections. Conclusion and Recommendations Authenticity, Motivation, Relevance and Interest are the topics where integrating issues of interest is discussed to be helpful for students, facilitating their language learning. This research investigated a special aspect, related to those topics. The focus was on using current issues of interest on vocabulary learning in reading comprehension. The findings and results showed that contributing current issues of interest in the society to the class materials in teaching reading passages, significantly improves students vocabulary learning. In fact, the findings revealed that integrating some very important events of students' society that are currently significant, like those that are on TV or newspapers, creates interest and motivation in students to learn and be attentive in class. Then, such interest leads to easily domain of class materials, including the vocabulary in lessons, as well. As the most previous studies on using issues of interest have shown, the results of the present study showed a significant role of it on students' vocabulary learning. So, it can be concluded that to have better and improved vocabulary learning, teachers and also students should take some points into consideration. The found positive effect of using current issues of interest suggests teachers to try to increase the integration of currently interesting issues to class materials. Actually, the more a teacher blends newly important materials with lessons the more encouraged the students become to learn. For example, it will be helpful to watch the mostly-viewed programs of the television or the popular movies; to read important news of the newspapers or web-sites which are often seen by many people. Teachers are strongly suggested to try to be informed that what programs are currently followed as favorite ones and/or what issues are considered as important ones by their students. Teachers are especially suggested to explain about the significance of this integrating life materials with class materials to the students so that they are convinced and keep informed of the current issues of interest. Thus, both teachers and students will experience more success in their language teaching and learning if they are aware of current interesting topics of the society they live in References Bax, S. (2003). The end of CLT: a context approach to language teaching. ELT Journal, 57(3), 278–287. Brinton, D.M. (1991). The use of media in language teaching. In M, Celce-Murcia (ed.), teaching English as second or foreign language, Boston: Heinle and Heinle Publishers. Brown, H. D. (2001). ‗Teaching by principles: An interactive approach to language pedagogy, (second edition), Longman. Carter, R. & Nunan, D. (2001). Teaching English to speakers of other languages, Cambridge University Press. Chastain, K. (1988). Developing second language skills: Theory and practice, Orlando, FL: Harcourt Brace Jovanovich. Gail, K. (2009). Authentic task-based materials: Bringing the real world into the classroom. Retrieved on Oct 23, 2009 from www.jrc.sophia.ac.jp/kiyou/ki21/gaio.pdf Ghebhard, J.G. (1996). Teaching English as a foreign language: A teacher self-development and methodology guide, Ann Arbor: The University of Michigan Press. Hunt, A. & Beglar, D. (1998). Current research and practice in teaching vocabulary. The Language Teacher, 22(1), 7-11. 780 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Knox, J. (2007). Foreign eyes on Thailand: An ESP project for EFL learners. Planning and teaching creatively within a required curriculum, TESOL Inc. Nunan, D. (1999). Second language teaching and learning, Boston: Heinle and Heinle Publishers. Pcolinska, A. (2009). Authenticity of communication in the language classroom. Humanizing Language Teaching. Year 11, (1). Omaggio, H. A. (2003). Teaching language in context, Boston: Heinle and Heinle Publishers. Richards, J. C., Platt, J. & Platt, H. (1992). Longman dictionary of language teaching and applied linguistics, The United Kingdom: Longman Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice, The United Kingdom :Cambridge University Press. Rogers, C. & Medley, F. J. (1988). Language with a purpose: Using authentic materials in the foreign language classroom. Foreign Language Annals, 21, 467–478. Shomoossi, N. & Ketabi, S. (2007). A Critical look at the concept of authenticity. Electronic Journal of Foreign Language Teaching, 4 (1). 149-155. Retrieved October 25, 2009 from http://www.e-flt.nus.edu.sg/main.htm Stern, H. H. (1983), Fundamental Concepts of Language Teaching, Oxford University Press. Tatsuki, D. (2006). What is authenticity? The Language Teacher, 16(5), 17–21. Retrieved October 1, 2006, from http://jalt.org/pansig/2006/HTML/Tatsuki.htm Taylor, D. (1994). Inauthentic authenticity or authentic inauthenticity? TESL-EJ, 1(2), 1–12. Retrieved October 1, 2006, from http://www-writing.berkeley.edu/TESL-EJ/ej02/a.1.html Ur, P. (1996). A course in language teaching: Practice and theory, Cambridge University Press. 781 � 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. 114 Title A name given to the resource The Role of Using Current Issues of Interest on Vocabulary Learning Author Author Asgari, Majid Abstract A summary of the resource. This study attempted to investigate the effect of the teacher‘s using currents issues of interest in the society in English classes on the students‘ achievement of the vocabulary in reading comprehension. It was hypothesized that using awareness of current issues of interest has a positive influence on the students‘ achievement of the vocabulary in English class at the university. The research was conducted at Islamic Azad University in Hidaj with participants--male and female-- who were majoring at courses other than English. The research method which was employed was an experimental pretest post-test control group design, and t-test was used to analyze the data. After analyzing the data, it was proved that when teachers contribute current issues of interest in the society to the class materials in teaching reading passages, their students learn vocabulary better. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/3758e359e701a2a8ea0338a279153b73.pdf b24a60ba0c3b6639d6779b2ba4c88257 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Troublesome Subjunctive: An Examination of the Frequent Mistakes Made in Tense Conjugation Đurħica AnišiĤ Senior Lecturer of English Language, Faculty of Political Science, University of Zagreb, Croatia djurdjica.anisic@zg.t-com.hr Maša Brala English teacher University College of International Relations and Diplomacy, Croatia masa.brala@gmail.com Abstract: Why do some English grammar issues pose problems to otherwise fully competent and fluent students in Croatia? From our experience, reported speech and conditional sentences rank high on the list of such issues. The aim of this paper is to explore some problems Croatian students have with the concept of the subjunctive and its application in conditional sentences. The key problems for Croatian students in forming conditional sentences derive from their inherent desire to translate Croatian to English directly, which does not address the changing tense of the verb in the conditional clause. For example, the sentence, ―If I were rich, I would travel the world‖ would translate into Croatian, ―If I am rich, I would travel the world.‖ In general, the concept of using a verb in the past tense to express a present or future desire is simply alien to native Slavic language speakers. Examples of common errors in the translation of conditional sentences type 2 and 3 from Croatian to English and vice versa are presented in the paper followed by some suggestions of how to help students master the concept of the subjunctive and successfully apply it in conditional sentences. Key words: English grammar, conditional sentences, subjunctive, Croatian to English Introduction Prior to analyzing on the concepts of the subjunctive and its application in conditional tenses, it is imperative to elaborate on our experiences with first-year university students at the Faculty of Political Science, Journalism Department and at the University College of International Relations and Diplomacy, respectively. At the beginning of each academic year, foreign language instructors conduct a diagnostic test to assess the language skills of the incoming students. Most of our students have graduated from grammar schools, i.e. schools that prepare students for higher education. The mean length of studying English is eight to twelve years. As a result, the majority of students have language skills that vary from B2 to C2 levels of the Common European Framework of Reference for Languages (CEFR)66. In addition, the respective institutions review the diagnostic exams to identify how the language skills of incoming students have improved over time, especially when compared to generations matriculating more than ten or fifteen years ago, which can be attributed to the current generation‘s heavy exposure to Englishlanguage television, movies, music and, most of all, the internet. These circumstances have made our teaching profession much more enjoyable and even easier, largely because today‘s students are competent, competitive, and eager to participate in the acquisition of language. Most, if not all, understand that English is extremely important to their future professional endeavors, not only because their mother tongue is relatively unknown outside the region, but as well due to the fact that English has become the Lingua Franca of the modern age. The topic of our paper, however, has not been chosen randomly. Rather, we have detected that an unexpectedly high percentage of otherwise language competent students continue to experience problems with conditional sentences (as well as indirect speech). Thus, we consider the topic worthy of further scientific research and 66 Council of Europe, Directorate of Education, Education and Languages, http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp 372 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo welcome others to contribute similar inquiries in hopes that the use of the subjunctive in conditional sentences may be better understood for future generations of students. Method of the Study In order to establish the number of students who failed to translate conditional sentences correctly (Croatian to English), we have used descriptive statistics. Conditional sentences were only one segment of the grammar exam that we used to test students' skills of the most demanding grammar issues (conditional sentences, indirect speech, and passive/active voice). The test time was not limited and students were encouraged to ask for help with words they could not remember under the pressure of testing (however, the demands for help in vocabulary were not recorded, most likely because vocabulary was intentionally made basic not to interfere with our primary interest in analyzing. grammar skills). Spelling and preposition mistakes were marked as mistakes; however, they were not sanctioned. The test comprised of six conditional sentences, three sentences with the condition in the present, (but the condition cannot be fulfilled) and three sentences with condition in the past (obviously not a subject of fulfillment). Conditional sentences with realistic condition (condition can be fulfilled) were not in the test because, in our experience, students do not have significant problems with the concept of translating the condition that can be fulfilled. This can be attributed to the fact that similar structures appear in both Croatian and English. Following are the six conditional sentences that students were asked to translate from Croatian to English: Condition in the present: Ustajala bih ranije da sam na tvom mjestu. Vińe bih vjeņbala da imam vremena. Stigao bi na autobus da krene na vrijeme. Condition in the past: Bila bi poloņila ispit da je vińe uĦila. Marko bi bio kupio novi automobil da je dobio zgoditak na lutriji. Bila bih joj pomogla da je zatraņila pomoĤ. In one test group (G1), conditional sentences were grouped one after the other in the order given above. In the other test group (G2), conditional sentences randomly appeared among other grammar structures (indirect speech and active/passive voice). The reason for creating two distinctive groups was to check whether the grouping of similar structures improves overall performance. Based on our experience of correcting and grading exams, our primary assumption was that students encounter problems with the protasis clause. On the contrary, we expected the apodosis clause to be less of a problem. In order to discern which elements pose most problems, we divided each conditional sentence into two parts, the apodosis clause and the protasis clause, and marked correct or incorrect for each. The results of the test, however, proved our initial expectations were incorrect. . Findings and Discussion Each group comprised of 34 tests, which made for a total of 408 conditional sentences to be translated. We considered that more than four hundred sentences was a large enough population to gain an insight into not only the patterns, but also the types of mistakes students routinely make. By dividing sentences into elements, we ended up with 1,632 elements for analysis according to the type of mistakes. The primary difference between the groups is that G1 had conditional sentences grouped while G2 had conditional sentences intermingled with other parts of speech. For the purpose of analysis, we divided each conditional sentence into two parts, entitled A (for apodosis) and P (for protasis), in order to ascertain a clearer understanding of what primarily (at least in terms of statistics and percentages) is the root of the problem. For the purpose of measuring grammar performance, we ignored other mistakes, including spelling, incorrect use of prepositions, etc. The tables below depict the performance of the two groups, G1 and G2. G1 373 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Conditional sentences total Condition in the present (type 2) Condition in the past (type 3) Apodosis total Protasis total 204 102 Correct sentences 99 54 Incorrect sentences 105 48 Percentage sentences 51.5 47.0 102 45 57 55.9 204 204 141 128 63 76 30.9 37.3 of incorrect G2 Correct sentences Conditional sentences total Condition in the present (type 2) Condition in the past (type 3) Apodosis total Protasis total 204 109 Incorrect sentences 95 Percentage of incorrect sentences 46.6 102 59 43 42.2 102 50 52 50.1 204 204 157 135 47 69 23.0 33.9 Correct sentences Percentage of incorrect sentences 49.0 G1 + G2 Conditional sentences total Condition in the present (type 2) Condition in the past (type 3) Apodosis total Protasis total 408 208 Incorrect sentences 200 204 113 91 44.6 204 95 109 53.4 408 408 263 298 110 145 26.9 35.5 As can be seen from the tables, there is a difference of 5.9 % in the performance of groups G1 and G2 in favor of group G2, where conditional sentences were randomly placed among other grammar structures. This suggests that the grouping of the same grammar structures does not add to student performance. In other words, students do not see the same grammar pattern grouped as a facilitator. Quite the opposite, it seems that the grouping of the same structures only adds to the multiplication of errors. Nearly half of the sentences were incorrect. We looked further into the types of mistakes in both apodosis and protasis and divided all of the mistakes into two categories: the first category (C1) 67 refers to the incorrect use of a grammatical unit, e.g. would had instead of would have, would have eat instead of would have eaten, etc. The second category of mistakes (C2)68 refers to the incompatibility of the concept in Language One (L1 = Croatian) with the grammatical structure that expresses it in Language Two (L2 = English). Our initial consideration of this topic was that the problems for most native Croatian speakers with the conditional is their inherent desire to translate Croatian to English directly, which does not address the changing tense of the verb in the conditional 67 Some examples of C1 mistakes are: would had helped, would had pass, would had passed, would made, would have buy, would have help, would practiced, would have catched, would have had helped, had went, etc. 68 Some examples of C2 mistakes are: He would catch the bus if he goes on time, I would have helped her if she asked for help, I would practice more if I have time, I would have practiced more if I had time, I would have practiced more if I have time, etc. 374 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo clause. Hence, we expected more protasis clauses to be incorrect rather than apodosis clauses because the concept of using a verb in the past tense (i.e. present subjunctive) to express impossibility of fulfilling a condition in the present seems to be unnatural to native Croatian speakers. Below is the table that shows the types of mistakes, according to the above explained categories. G1 Type 2 Type 3 apodosis protasis apodosis protasis Total Correct 102 102 102 102 76 65 65 63 Total Correct 102 102 102 102 81 75 76 60 Total Correct 204 204 204 204 157 140 141 123 74.5% 63.7% 63.7% 34.0% Type of mistake C1 26 25.4% 18 17.6% 7 6.8% 34 33.3% C2 0 19 30 5 0% 18.6% 29.5% 4.9% 79.4% 73.5% 74.5% 58.9% Type of mistake C1 4 3.9% 20 19.6% 4 3.9% 25 24.5% C2 17 7 22 17 16.7% 6.9% 21.6% 16.6% 77.0% 68.6% 69.1% 60.3% Type of mistake C1 30 14.7% 38 18.6% 6 2.9% 59 28.9% C2 17 26 57 22 8.3% 12.8% 27% 10.8% G2 Type 2 Type 3 apodosis protasis apodosis protasis G1+G2 Type 2 Type 3 apodosis protasis apodosis protasis The analysis of the correct use of the apodosis in conditional sentences Type 2 and Type 3 reveals that 23% apodosis in Type 2 were incorrect, compared to 29.9% incorrect apodosis clauses in Type 3. The analysis of the correct use of the protasis in conditional sentences Type 2 and Type 3 shows that 31.4% protasis clauses in Type 2 were incorrect, compared to 39.7% incorrect protasis clauses in Type 3. Below is a summary table of incorrect apodosis and protasis according to the type of mistakes. Type 2 Type 3 apodosis protasis total mistakes apodosis protasis apodosis protasis Types of mistakes in percentages C1 C2 14.7% 8.3% 2.9% 27% 18.6% 12.8% 28.9% 10.8% Types of mistakes in percentages C1 C2 33.3% 21.1% 31.8% 37.8% 65.1% 58.9% C1+C2 23% 29.9% 31.4% 39.7% C1+C2 54.4% 69.6% As can be seen from the above table, and to our surprise, a higher percentage of mistakes in apodosis and protasis clauses belong to the incorrect formation of grammatical structure (C1 = 65.1%) than to inappropriate grammatical structure (C2 = 58.9%). Yet when the general mistakes are compared in apodosis and protasis clauses, the difference is 27.3%, i.e. 27.3% more protasis clauses were incorrect. The difference is significant enough to seek further explanation. 375 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Conclusions and Recommendations When we decided to research the causes for the numerous mistakes that Croatian students commit with conditional sentences, we began from the simple premise that there is no subjunctive in the Croatian standard language, i.e. that the concept of hypothetical discourse in Croatian is expressed by the construction with the relative conditional adverb ―da‖ and the present indicative for the hypothesis in the present (―Da sam bogata,...‖), and the past tense indicative for the hypothesis in the past in the protasis clause (―Da sam bila bogata,...‖). We believe that our research proved this hypothesis because out of all the mistakes, 71.2% were recorded in the protasis clauses. In other words, the problem of speakers of Croatian lies in the fact that they do not bind hypothetical discourse in Croatian with structures that express it in English. This is why speakers of Croatian mirror the present tense indicative into the English protasis clause where they should use present subjunctive. Another way to look at this type of mistake is to understand that speakers of Croatian see the present indicative in a Croatian sentence as a time reference, ignoring the implied content of hypothetical discourse. In the course of their study of English, students come across the concept of subjunctive in the English language, but since this category is expressed in a different way in Croatian, students seem to ignore the concept. The numerous mistakes within the category C1 and the incorrect formation of grammatical structures were the biggest surprise for us. The total number of this type of mistakes is 6.2% higher than the number of mistakes in the application of the correct grammatical structure. What is the reason for this? We believe that such a high number of mistakes in the formation of grammatical structure lie in the fact that conditional sentences use grammatical structures that have at least two or three forming elements, which make native Croatian speakers more prone to committing mistakes. It is instructive to assess some of the mistakes that students made, for example in the structures with two elements ... if he had win, ... He would caught the bus, ... I would got up earlier, ... She would passed the exam if; or in the structures with three elements ... I would had helped her if..., ... she would had pass the exam, ... Marko would be bought a new car..., ... I would been helped her if ..., Marko would have buy a new car if ..., etc. This Rashomon type interpretation of the formation of complex grammatical structures is, in our opinion, easy to solve. The solution is in exercising particular structures that cause problems, both in oral and written form. In our experience, students master the area after consistent exercise and repetition over a relatively short period of time. The next, and more demanding task, is to explain and make students understand the concept of hypothetical discourse. We have observed that providing explanations in connection with grammar issues in Croatian gives much better results because students rarely have the knowledge of specialized grammar vocabulary, which makes it difficult for them to follow explanations in English. We make them understand that different languages use a variety of conditional constructions and verb forms to form conditional sentences discussing hypothetical situations and their consequences. The instruction about the present subjunctive as not connected to past time reference in conjunction with translation exercises quite soon brings positive results. We begin translation exercises with English conditional clauses that are translated to Croatian and, after that, vice versa. After a period of pause, we do the same exercises again and, most often this is enough to help students understand and master the concept of conditional sentences in both languages. 376 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 56 Title A name given to the resource The Troublesome Subjunctive: An Examination of the Frequent Mistakes Made in Tense Conjugation Author Author Anišić, Đurđica Brala, Maša Abstract A summary of the resource. Why do some English grammar issues pose problems to otherwise fully competent and fluent students in Croatia? From our experience, reported speech and conditional sentences rank high on the list of such issues. The aim of this paper is to explore some problems Croatian students have with the concept of the subjunctive and its application in conditional sentences. The key problems for Croatian students in forming conditional sentences derive from their inherent desire to translate Croatian to English directly, which does not address the changing tense of the verb in the conditional clause. For example, the sentence, ―If I were rich, I would travel the world‖ would translate into Croatian, ―If I am rich, I would travel the world.‖ In general, the concept of using a verb in the past tense to express a present or future desire is simply alien to native Slavic language speakers. Examples of common errors in the translation of conditional sentences type 2 and 3 from Croatian to English and vice versa are presented in the paper followed by some suggestions of how to help students master the concept of the subjunctive and successfully apply it in conditional sentences. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/6117bbae4e53e8465b2bbf893ba47bc6.pdf 1c61e4f6395d48b9a56a8f761b131ca1 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Jezik SMS poruka - novi zajedniĦki jezik Maria Teresa Albano Odsjek za Italijanski jezik i knjiņevnost Filozofski Fakultet NikńiĤ, Crna Gora t_albano@hotmail.com Abstract: SMS poruke su postale jedan od najdominantnijih sredstava komunikacije u Ħitavom svijetu. Za lingviste predstavljaju poseban jeziĦki ―varijetet― sa specifiĦnim pravilnostima u razliĦitim vidovima jeziĦke upotrebe. Kroz kratki istorijat o nastanku SMS poruka, u nańem radu pokuńaĤemo da tumaĦimo specifiĦnost jezika SMS tekstualnih poruka, analizirajuĤi, prije svega, skraĤenice koje se u italijanskom jeziku najĦeńĤe koriste prilikom njihovog pisanja, kao i uticaj koji SMS poruke imaju na sam jezik. SMS jezik nije novi jezik, ali je sigurno jezik s daleko vińe moguĤnosti i promjena od onog kojeg uĦimo u ńkoli i kao takav, razvijajuĤi kreativnost, dozvoljava nam da se igramo jezikom i rijeĦima, pa Ħak i izmińljamo nove rijeĦi. KljuĦne rijeĦi: skraĤenice, akronim, sms - poruke, emotikoni. Uvod U posljednjih nekoliko decenija svijet je prolazio kroz proces razvoja raznih tehnologija, koji je i dalje u toku i koji je izazvao i nastavlja da izaziva sve veĤe promjene na svim nivoima. Od radija, preko televizije i kompjutera, sve do Interneta, naĦin na koji komuniciramo, i dakle na koji priĦamo, uznemiren je mnogim novim sredstvama komunikacije koja su nam omoguĤila da se probiju mnoge barijere vezane za vrijeme i prostor. Mobilni telefon je, na primjer, izazvao prevrat u nańem svakodnevnom ņivotu prenosom velikog dijela ljudske interakcije u neki drugi prostor i omoguĤio da se komunicira u svako doba i na bilo kojem mjestu. SMS je sastavni dio nas i nańeg svakodnevnog ņivota i postao je ―prirodni ― model razmjene podataka. SkraĤenicom SMS (Short Message Service) se definińe usluga koja omoguĤava da se pońalje kratka poruka sa jednog mobilnog telefona na mali ekran drugog. SMS poruke prvi put su se pojavile poĦetkom devedesetih, ali samo kod nekoliko operatora u svijetu. Prvi SMS poslat je 3. decembra 1992. godine, preko Vodafone mreņe u Velikoj Britaniji i glasio je ―Happy Christmas‖ (http://nonciclopedia.wikia.com/wiki/SMS, 13.04.2011. h. 19.24). Dok je na poĦetku to bila izrazito komplikovana usluga i veĤina ljudi ih uopńte nije koristila, zbog naĦina na koji su se razvijale, SMS poruke su postale pravi druńtveni fenomen koji je neizostavni dio moderne komunikacije, u skladu s unapreħenjem tehnologiije. Upotreba SMS poruka je sada postavljena kao novi oblik komunikacije i, kao takva, podstiĦe razvoj specifiĦnih jezika i novih odnosa izmeħu ljudi i duboko utiĦe na tradicionalni jezik, obogaĤujuĤi ga novim izrazima. U pitanju je ponovo izmińljen jezik, proizvod kreativnosti mladih ljudi koji komuniciraju putem telefona i Ħije porijeklo odraņava dinamizam vremena u kojem ņivimo. SMS predstavlja alternativni vid komunikacije a njegova glavna karakteristika je telegrafski stil koji upuĤuje na ograniĦeni i ńifrovani kod koji, izgleda da svakodnevno nameĤe svoj identitet, posebno u svijetu mladih. Uostalom, same karakteristike telefona zahtijevaju od korisnika da promijeni jezik: saņetost i neposrednost, kao i potrebu da se brzo privuĦe paņnju sagovornika, Ħine nemoguĤim upotrebu jezika kakav smo uĦili u ńkoli. SMS poruke se priliĦno razlikuju u sadrņaju, ali s obzirom na njihovu neformalnu upotrebu mogu izraziti zahtjeve, saopńtenje kratkih liĦnih vijesti koje sadrņi najvińe jednostavne informacije vezane za odreħeni kontekst, kao i ispoljavanje emocija i naravno odgovore na tuħe poruke. Najvaņnija karakteristika SMS-a je moņda lakoĤa kojom se upotrebljava ova vrsta pisanja, bez ikakve paņnje na najosnovnija gramatiĦka i sintaktiĦka pravila, koristeĤi jezik na pola puta izmeħu govornog i pisanog. U pitanju je drugaĦiji i nezavisni oblik jezika, koji polako zauzima svoje konvencije razvijajuĤi posebne karakteristike, razliĦite od drugih i najobiĦnijih oblika komunikacije. Tom procesu stvaranja novog jezika, doprinose i druga digitalna sredstva kao ńto su e-mail poruke, social network, blogovi, video igre, itd. koje sve ujedinjuje vrlo jednostavan, koncizan i efikasan jezik. ĥuveni italijanski lingvista, profesor Valerio Giacalone, jezik SMS-a smatra ―jezikom za mlade, koji pored toga ńto je gramatiĦki pogreńan, ne predviħa druga pravila, osim brzine pisanja‖ (http://www.zanichellibenvenuti.it, 13.04.2011, h.18.05). Glavni cilj ovog rada je da opińemo aspekte novog jezika kratkih tekstualnih poruka, Ħija je najvaņnija karakteristika upotreba mjeńovitog komunikativnog koda, hibridnog stila izmeħu pisanog i govornog jezika. Konkretno, 805 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo analizirali smo jeziĦke komponente tekstualnih poruka u odnosu na savremeni prototip upotrijebljen kako u pismenoj tako i u usmenoj formi. Posebnu paņnju smo posvetili jeziĦkim promjenama koje sve vińe karakterińu italijanski jezik SMS-a. Osnovni uzorak za realizaciju ovog rada predstavlja korpus poruka prikupljenih u periodu od januara do juna 2010. godine, a korisnici su uglavnom prijatelji i poznanici razliĦitog uzrasta. Pošto je standardnim SMS porukama mogude poslati poruke ograničene dužine, ono što zapravo karakteriše SMS jezik je njegova sažetost. Novi jezik se ističe kratkodom, kovanjem novih riječi, čestom upotrebom žargona i skradenica, ponavljanjem istih glasova za isticanjem emocionalnih stanja, izostavljanjem interpunkcijskih znakova. Ljudi razvijaju kreativnost prilikom pisanja, otkrivaju nove naĦine kako se izraziti i uspijevaju da sa ńto manje rijeĦi kaņu ono ńto je bitno. Osnovna karakteristika jezika SMS-a jeste odstupanje od normi i modela pisanih tekstova pa i izmjeńanost segmenata tekstova u kojima vlada govorna jeziĦka struktura a isto tako i pravila pisanog jezika. Glavne karakteristike jezika SMS-a Jezik koji se pojavljuje u SMS-porukama je rezultat ogromnog uticaja ńirenja i korińĤenja novih tehnologija na italijanskom jeziku i predstavlja neke posebne osobine. Jezik SMS-a, u stvari, Ħesto koristi privremeni hibridni oblik koji je posebno sklon niskom nivou u izboru rijeĦi, ponekad koristeĤi svakodnevne izraze Ħak i vulgarne koji svjedoĦe o velikom uticaju govora u pisanju. Iako je komunikacija putem SMS-poruka privremena, svakako ima svoja pravila, odreħeni kod i Ħak sopstveni rijeĦnik i raspolaņe odreħenim rijeĦima ili znakovima koji Ĥe na efikasan i razumljiv naĦin izraziti sadrņaj same poruke. Jezik preslikava druńtveno ponańanje, rijeĦi gube morfolońku vrijednost i postaju niz slova koja formiraju novo znaĦenje. Jezik SMS-poruka je, dakle, novi vid komunikacije, sklon pojednostavljenju i simulaciji govora, kako u pogledu jeziĦke funkcije, tako i u pogledu komunikativne svrhe. Razmjena SMS-poruka, koja podrazumjeva prije svega zanemarivanje pisanja, naroĦito pravopisa i interpunkcije, ponavlja brzi ritam dijaloga posebno meħu mladima. Jedna od karakteristiĦnih odlika ovog jezika je neformalnost pa u velikoj mjeri koristi podkodove i markirane oblike u odnosu na standard; oblik je promjenljiv, ali je i dalje pod snaņnim uticajem broja slova na raspolaganju za poruku. U nańoj analizi, utvrdili smo sljedeĤe karakteristike koje se mogu naĤi u italijanskom jeziku SMS-a: 1. Izbjegavanje znakova interpunkcije. Osim taĦke i tri taĦke koje zadovoljavaju potrebu telegrafskog stila i reprodukuju duge pauze tipiĦne u usmenom izraņavanju, najĦesĤi upotrebljeni znak interpunkcije je znak uzvika, ponekad u kombinaciji sa znakom pitanja da bi se naglasio vid dijalońke i emfatiĦne razmjene. Npr: Ciao come stai quando ci vediamo stasera!? 2. Prisustvo ortografksih i gramatiĦkih grešaka odnosno ukidanje akcenta i apostrofa. Npr.: Sono u po stanca > Sono un po‘ stanca. Npr.: Compri tu il pane? Lai gia comprato? >Lo hai già comprato? 3. Ukidanje razmaka izmeħu rijeĦi, odnosno stalno smjenjivanje velikih i malih slova. Npr.: CIAOcara!ANDIAMOaPRENDEREunGELATO! Npr.: MiDispMaNnPssVenir > Mi dispiace ma non posso venire; 4. Upotreba slovnih skradenica, odnosno akronima. Zbog ograničenog broja znakova i prostora, vrlo često, kako bi se u svega par slova izjavila jasna i tačno određena misao za koju bi inače trebalo znatno više pisanja, “sijeku” se riječi eliminacijom vokala ili konsonanata: Npr.: Sai k tvb? > Sai che ti voglio bene Npr.: cmq >comunque; 806 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Npr.: nn > non; Npr.: Cvd > come volevasi dimostrare Npr.: Tvtb > ti voglio tanto bene Npr.: Tat > ti amo tanto Npr.: Dmn ser ape? > Domani sera, aperitivo? Npr.: Grz del msg cia > Grazie del messaggio, ciao Npr.: Cm mai nn esci stas? > Come mai non esci stasera? Npr.: Kmm xke h bsgn d drt 1 csa > Chiamami perché ho bisogno di dirti una cosa Ono ńto je zanimljivo je da osim upotrebe slova k i dvostruke upotrebe slova n, Ħesto se koristi slovo x koji ima dvostruku ulogu jer moņe da zamjenjuje kako predlog per, tako i duplo s: Npr.: Cmq. la prox sett sn tt x te > Comunque la prossima settimana sono tutto per te Npr.: xche nn mi h tel? > Perché non mi hai telefonato? Npr.: sxo > spero 5. Uklanjanje Ħlana i predloga ili upotreba samo poĦetnih slova nekih rijeĦi. Npr.: C.A> Cara amica Npr.: T.M > Tesoro mio 6. Upotreba glagola koji Ħine razgovor aktuelnim: Ħesto se koriste oblici glagola prezenta i gramatiĦke strukture "―stare + gerund‖ ili ―stare per + infinitiv‖. Npr.: Sto leggendo in biblio> sto leggendo in biblioteca; Npr.: al 3 vado in fac > alle tre vado in facoltà; 7. Upotreba brojeva i znakova koji zamjenjuju Ħitav skup slova. Npr.: Se c6 c ved il 6 7mbre > Se ci sei ci vediamo il sei settembre Npr.: 8bre >Ottobre; Npr.: 3NO > treno Npr.: 6 3menda > sei tremenda Npr.: hai r8 > hai rotto Npr.: 80 vgl d vdrt > ho tanta voglia di vederti Npr.: st + o – bn > sto pi÷ o meno bene 8. Upotreba skraĤenica odnosno pozajmljenica iz nekih drugih jezika kao što su engleski, španski ili francuski ili mješavina italijanskog sa skraĤenicama drugog jezika. Npr.: kiss, kiss > baci Npr.: 4u > for you 807 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Npr.: 4se > forse Npr.: plz > please Npr.: OMG= Oh My God! Npr.: bjur > buongiorno Npr.: hola> salve U posljednjem sluĦaju, pońto se slovo 'H' u ńpanskom obiĦno ne izgovara, SMS jezik ga izostavlja pa se vrlo Ħesto moņe naĤi rijeĦ Ola. 9. Pribjegavanje skupu grafiĦkih obmana. Za prenos u malom prostoru mnogih informacija kao i emocija, korisnik SMS poruka ima ograniĦeni izbor. Za izraņavanje nijansi koje su u govornom jeziku povjerene prozodiji ili mimici SMS-poruke koriste grafiĦke moguĤnosti da bi zamjenile i simulirale karakteristiĦne osobine usmene komunikacije.U tom pogledu Ħesta je upotreba velikog broja znakova, takozvanih ―emotikona‖ (emotion icon, emotivne ikone), koji najĦeńĤe predstavljaju izraze lica, kao ńto je osmjeh :-) :-( , strah : -0 , itd. Da smo postali zavisni o elektronskoj abecedi i simbolima pokazuje i korińĤenje znaka „ludog a‖ odnosno @ koje ponekad zamjenjuje predlog at odnosno a, a ponekad oznaĦava popularan smijeńak u tekstu. Npr.: Dmn sn @ RM > Domani sono a Roma Npr.: nn sono @ casa > Non sono a casa Sve vińe se koristi i znak & umjesto slova e, koji se moņe ―zakaĦiti‖ na prethodnu ili sljedeĤu rijeĦ ńtedeĤi dva razmaka. Npr.: scrivi&riposati > scrivi e riposati 10. Upotreba onomatopeja. Najpopularnije onomatopeje u tekstovima SMS-poruka su izvuĤene sa jezika stripova pa nalazimo sigh, gulp, sob, gasp, ah ah, itd. u cilju imitacije neverbalnog govora. Sintaksa SintaksiĦki izbori jezika SMS-a u velikoj mjeri zavise od svrhe poruke: u takozvanim informativnim SMS-ovima preovladava sintetiĦki stil, poput telegrama, sa kratkim reĦenicama i ograniĦenom interpunkcijom, dok u sadrņaju emocionalnih SMS - poruka preovlaħuje ponavljanja i redundancija. U skladu sa karakteristikama savremenog govora, radije, umjesto hipotakse, odnosno upotrebe podreħene reĦenice, SMS-poruke upotrijebljavaju parataksu, odnosno naporedne reĦenice. Kao ńto smo veĤ rekli, jezik SMS-a preferira upotrebu indikativa prezenta na uńtrb konjunktiva i kondicionala odnosno potencijala. Sve ĦeńĤi su i pragmatiĦni veznici ili tekstualni elementi koji ukazuju na odnos izmeħu dijelova teksta, sliĦnih veznicima upotrijebljenim u pisanoj formi (allora, dunque, comunque, quindi). U tekstovima SMS- poruka rijetko postoji objańnjenje prostornog konteksta iz kojeg se odvija komunikacija. Ali, uprkos tome, Ħesto se pojavljuju implicitni odnosno deiktiĦki izrazi koji se odnose na odreħeni prostorni kontekst (qui, là ). Isto se moņe reĤi i za pokazatelje vremena koji se pojavljuju u porukama (oggi, domani, stasera, adesso i sliĦno). Sve to je definitivno povezano sa Ħinjenicom da oni koji razmjenuju SMS-ove posjeduju zajedniĦke informacije u odnosu na kontekst Npr.: ke tempo fa lass÷? Qua ieri sole. Leksika Sa leksiĦke strane rijeĦnik je jako ograniĦen. Upotreba nekoliko stereotipnih oblika i prekomjerno prihvatanje anglo – ameriĦkih rijeĦi zajedno sa italijanskim proizvode Ħesto bizarne hibride. Npr.: LUV U > Love you 808 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo U SMS porukama mogu se naĤi takoħe ņargonski termini Npr.: Raga, ci vdm Lune>, Ragazzi, ci vediamo lunedí i hiperboliĦni izrazi tipiĦni za leksiku mladih, kao ńto je mitico (tipiĦan izraz crtanog filma Simpson), grande ili sveprisutni glagol beccarsi, odnosno „incontrarsi/vedersi. Npr.: Ci becchiamo stasera > Ci incontriamo stasera. Svaka SMS-poruka pońtuje neku odreħenu ńemu tako da obiĦno poĦinje sa odreħenom formulom koja je, s obzirom na neformalnosti komunikacije, uglavnom pozdrav Ciao ili rijeĦi ekvivalentne vrijednosti, kao ehilà, ehi koja Ĥe privuĤi paņnju primaoca. Rijetko se spominje ime primaoca nakon pozdrava veĤ se Ħesto zamjenjuje nadimcima ili hipokoristicima, (caro, bello, piccola). Kao zakljuĦak se rijetko koristi potpis, odnosno ime pońiljaoca, veĤ opet pozdravne formule kao ci sentiamo, ci vediamo, a dopo, a domani ili najĦeńĤe kiss, smack, baci, itd. ZakljuĦak Fenomen ńirenja globalne komunikacije koja „putuje― preko kompjutera i mobilnih telefona sa svim sofisticiranim tehnikama, zahtjeva paņljivo praĤenje uticaja koji moņe da ima na nań pisani i govorni jezik a i na komunikaciju u ńirem smislu. Rad je imao namjeru da istakne da li se i u kojoj mjeri u jeziku SMS-a koji spada u domen pisanog jezika javljaju elementi karakteristiĦni za govorni jezik. VeĤi dio ovog rada je posveĤen gramatiĦkim, morfo-sintaksiĦkim i semantiĦkim karakteristikama jezika SMS-a, imajuĤi u vidu Ħinjenicu da je SMS danas praktiĦni naĦin komunikacije jer imamo sve manje vremena, pa teņimo k tome da komunikacija bude brņa. SMS-poruke nisu vińe prvilegija mlaħe generacije koja je u poĦetku bila gotovo njihov iskljuĦivi korisnik, veĤ je to zaista univerzalni jezik koji ne poznaje geografske granice ni jeziĦke barijere i zapravo postaje najbolji pokazatelj mahnitosti vremena u kojem ņivimo. Efikasnost na uńtrb formalnosti - pravilo je moderne komunikacije koje veĤini ljudi odgovara. Razumijevanje mobilnog rjeĦnika danas je gotovo nuņna potreba, jer osim ńto nam ńtedi vrijeme, nekako je opńteprihvaĤeno da jezik SMS-a svi razumiju. Novi jezik telefona karakterińe ukidanje interpunkcije, predloga, rijeĦi kao i prisustvo skraĤenica i znakova. U stvari je, sintetiĦki karakter i telegrafski jezik SMS-a na neki naĦin samo povrńinski efekat, jer rijetko se eliminińu kljuĦne rijeĦi ili sama struktura informacije, veĤ samo posljednja slova ( ch > k, non > nn, comunque > cmq, qualcuno >qno). Bez obzira na ponavljanje odreħenih elemenata koji su uńli u opńtu upotrebu (x, ke, ki ... itd.), taj poseban jezik je u stalnom razvoju s originalnim primjerima kao ńto su jednostavne skraĤenice (cmq, lune, lez, h, fig ) ili rijeĦi vezane za ―fonetsku‖ transkripciju (orekkie , KE , KI , Kase , koja se odnosi i na dijalekat, vekio,) kao i simboli (x, c, c6, &, h), kombinacija simbola ( xke k ) ili hibridne forme (3no, recuxare). Zanimljivo je primijetiti takoħe jaku tendenciju kontaminacije koja se ogleda u upotrebi oblika standarnog jezika sa dijalekatskim oblicima, skraĤenicama, ņargonom, rijeĦima stranog porijekla. References Bazzanella C. (a cura di), Sul dialogo. Contesti e forme di interazione verbale, Milano, Guerini Studio, 2002, pp. 9-34. Bazzanella C., I segnali discorsivi, in Renzi – Salvi – Cardinaletti (a cura di), Tipi di frase, deissi, formazione delle parole, Bologna, il Mulino, 2001, vol. III, pp. 225-257. Berruto G., Le varietà del repertorio, in A.A.Sobrero (ed.), Introduzione all‘Italiano contemporaneo. La variazione e gli usi, Bari, Laterza, 1993, pg.12. Berretta M., Il parlato italiano contemporaneo, in L. Serianni/P.Trifone (edd.), Storia della lingua italiana, vol.2:Scritto e parlato, Torino, Einaudi, 1994. Bocci V., Ragazzi nella rete: chi sono, e come comunicano: tutti alle prese con tv, videogiochi, internet, e-mail, telefonini, chat, sms e mms, Leumann (TO), Elledici, 2007, pp. 3-26. Canobbio S., Dalla ―lingua dei giovani‖ alla ―comunicazione giovanile‖: appunti per un aggiornamento, in F. Fusco – C. Marcato, Forme della comunicazione giovanile, Roma, ―il Calamo‖, 2005, pp. 33-50. Cortellazzo M. A., «6 proprio 3mendo»: dalla lettera ai messaggini in codice. Oralità, concisione, assenza di sintassi: Le caratteristiche di una scrittura «allegra», in «Il Corriere della Sera», Milano, 19/08/2000, p. 29. 809 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Cosenza G., I messaggi SMS, in C. Bazzanella (a cura di), Sul dialogo. Contesti e forme di interazione verbale, Milano, 2002, pp. 193-207. De MautoT., Gli sms hanno cambiato il nostro modo di comunicare?, in M. Costanzo (a cura di), Scrivimi subito: per dire tutto, dirlo bene e dirlo subito, Milano, Mondadori, 2004, pp. 15-21. M.A.K. Halliday, Lingua parlata e lingua scritta, Firenze, La Nuova Italia, 1992, pg.166- 167. Pistolesi E., Il parlato spedito. L‘italiano di chat, e-mail e SMS, Padova, Esedra, 2004, pp. 187-245. Radtke E., Varietà giovanili, in A.A.Sobrero (ed.), Introduzione all‘Italiano contemporaneo. La variazione e gli usi, Bari, Laterza, 1993TAVANI L. - SALA S. ( a cura di), Un progetto @gile: ascoltare i giovani via sms, Roma, Aracne, 2005, pp. 199-205. Sitografija http://www.gianluigizarantonello.it http://www.openstarts.units.it http://nonciclopedia.wikia.com/wiki/SMS http://www.zanichellibenvenuti.it 810 � 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. 118 Title A name given to the resource Jezik SMS poruka - novi zajedniĦki jezik Author Author Albano, Maria Teresa Abstract A summary of the resource. SMS poruke su postale jedan od najdominantnijih sredstava komunikacije u Ħitavom svijetu. Za lingviste predstavljaju poseban jeziĦki ―varijetet― sa specifiĦnim pravilnostima u razliĦitim vidovima jeziĦke upotrebe. Kroz kratki istorijat o nastanku SMS poruka, u nańem radu pokuńaĤemo da tumaĦimo specifiĦnost jezika SMS - tekstualnih poruka, analizirajuĤi, prije svega, skraĤenice koje se u italijanskom jeziku najĦeńĤe koriste prilikom njihovog pisanja, kao i uticaj koji SMS poruke imaju na sam jezik. SMS jezik nije novi jezik, ali je sigurno jezik s daleko vińe moguĤnosti i promjena od onog kojeg uĦimo u ńkoli i kao takav, razvijajuĤi kreativnost, dozvoljava nam da se igramo jezikom i rijeĦima, pa Ħak i izmińljamo nove rijeĦi. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics