91 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2868 Title A name given to the resource LANGUAGE AND IDENTITY IN FOREIGN LANGUAGE CLASSES Author Author Karkili, Ferhat Abstract A summary of the resource. The current sociolinguistic study focuses on Language identity in foreign language classes. This research primarily focused on practical study for the constructs of language, culture, and identity in foreign language classes. In addition, this research also provided theoretical contributions for identity while embracing the existing body of knowledge. With a growing number of cosmopolitan cultures sending students into new locations, the need for knowledge about how individuals and students effectively combine and connect to their host country is paramount. Have you ever considered what number of diverse languages, religions, cultures there are on the planet? Make that inquiry or maybe goggle it; however we are certain the response won't really can't be observed that effortlessly. The relationship between language, identity and social distinction is a significant sympathy toward numerous sociolinguists and analysts. As it is well-known, language, identity and cultural variation are nearly joined and influence one another. Individuals who talk more than one foreign language, or who basically talk a foreign language realize that itis not simply enough to know that specific language. At the point when getting a foreign language it is exceptionally vital to think about the province where that specific language is talked, and afterward to learn something about the society displayed in that nation. Since there are various diverse languages and they all fit in with a certain group where certain outflows are not quite the same as in alternate groups. Consider British and American English, for some individuals they are one language having distinctive articulation, for some they are totally diverse dialects, and maybe for some these two speak to something completely different. What is identity and how it identified with the language we talk, are a few perspectives that are managed throughout this paper. This study suggests a need to draw stronger theoretical connections between the constructs of language and identity. On the individual level of study, language and identity form and reform constantly to emerge as new individual. However, as this study has suggested, the entity may greatly influence the group’s fundamental ideas of culture and identity. Key words: Language, culture, foreign language teaching language, identity. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Thesis NonPeerReviewed L Education (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3430 Title A name given to the resource LANGUAGE VARIATION: A RELATIONSHIP BETWEEN LANGUAGE AND IDENTITY Author Author Karkili, Ferhat Akbarov, Azamat Abstract A summary of the resource. Have you ever considered how many different languages, religions, cultures there are in the world? Ask yourself that question or perhaps goggle it, but we are sure the answer won’t actually can’t be found that easily. The relationship between language, identity and cultural difference is a major concern for many sociolinguists and researchers. As it is well-known, language, identity and cultural variation are closely connected and affect each other. People who speak more than one foreign language, or who simply speak a foreign language know that it is not just enough to know that particular language. When acquiring a foreign language it is very important to know about the county where that particular language is spoken, and then to learn something about the culture presented in that country. Since there are numerous different languages and they all belong to a certain group where certain expressions are different than in the other groups. Consider British and American English, for some people they are one language having different pronunciation, for some they are completely different languages, and perhaps for some these two represent something totally different. There are certain moves, words, expressions that are different among them! Not just among them consider Turkish and Azerbaijani Language there are a lot of things that can be easily said in Turkish and not in Azerbaijani Language or vice versa the same thing is with every other language that people face with. What is identity and how it related to the language we speak, are some aspects that are dealt with through out this paper. Keywords: language culture, language position, identity, language variation, dialect. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3499 Title A name given to the resource ATTRIBUTE IN FRENCH AND MACEDONIAN LANGUAGE Author Author Kasaposka-Chadlovska, Milena Abstract A summary of the resource. ABSTRACT In French grammar, the attribute has a primary sentence function, the exclusion of which makes the sentence ungrammatical. In the Macedonian language, the attribute presents a second-degree sentence member which is not necessary for the correct functioning of the sentence, although it deprives the sentence of the richness of its content. Taking into consideration the presumption that what is called an attribute in French, in most cases corresponds to the nominal element of a nominal predicate with copula in Macedonian, the aim of this paper is to conduct a detailed comparison through an analysis of examples of subject attribute and object attribute in order to detect the remaining equivalent structures of the French attribute in the Macedonian language. K e y w or d s : French, Macedonian, attribute, equivalents, nominal predicate with copula Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3500 Title A name given to the resource MULTILINGVISM IN THE PRIZREN AREA Author Author Kaćka, Muljaim Abstract A summary of the resource. The topic of this work is multilingualism in Prizren region. Prizren is the second largest city in Kosovo and largest cultural centar of Kosovo. The city it self has around 100 000 residents but its surrounding is very large. Ethnical and linguistical picture is dominantly Albanian, but, Prizren is different concerning that matter. In Prizren there are many people and many nations and multiple languages are spoken (Albanian, Serbian – Croatian, Turkish, Roman, etc).All of this showes the fact that Prizren is a multinational and multilinguistical place. In our work we have showed that. It is clearly shown that a large number of young people from mentioned area know and learn other official languages, which is a characteristic of area like this one is. We have shown and described types of biligualism that are found in a mentioned area as well as a prevalence of bilingualists. Key words: Multilingvism, Bilingvism, Prizren, Prizren area, language. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3387 Title A name given to the resource PERCEPTION DISCREPANCIES IN EDIFYING CONNOTATIONS Author Author Kesić, Dalibor Muhić, Emir Heldić, Edina Abstract A summary of the resource. Perception is not always a readily available contemplation outcome. Perception is always an interpretation too. Thinking is not based on edification foundations alone. It is also wrought with different purposes, conceptualizations and anticipations. An individual can never be absolutely certain that another person watching an object or an action with them at the same time interprets it with the same ultimate discernment. What we can surmise is that, under certain conditions, common perception facilitates human interaction. In order for members of a community to communicate and be able to act conjointly towards a common goal there need to be structurally identical elements in what they observe, feel and perceive. Thinking always objectivizes perception anew and makes it possible for different inferences to be interpreted as perception discrepancies. Individual perception, on the other hand, always strives to reroute thinking into a subjective mould and construe it as an emotion, or an upfront taken attitude which shapes the edifying algorithms and the premises beneath it. Before venturing to shed a definitive clue onto such contradictory connotations, one should ponder first whether there is an absolutely objective perception at all, one that soars above all subjective relations and yet involves people of different backgrounds, timelines, and locations. That, however, should be no obstacle to contemplating levels of perception discrepancy and the impact it has on the clarity of meaning. There are cases where an individual can be more objective than the whole community they belong to, and can perceive meanings more correctly than a vast majority of their fellow countrymen. Key words: perception, discrepancy, meaning, inference, edification Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3538 Title A name given to the resource BUILDING ENGLISH Author Author Kešetović, Selma Abstract A summary of the resource. This paper is a sociolinguistic and sociopsychological analysis relating to the attitudes of Civil Engineering Students in Tuzla towards the English Language. The empirical research will be conducted in the form of a survey. It involves 40 students from the Department of Civil Engineering at the University of Tuzla. The survey will be carried in February 2014. The aim of this paper is to determine the types and features of attitudes towards English regarding their age, gender and level of education. A standard computer program SPSS will be used in the statistical data processing of responses. It is expected that the results of the survey will support the initial hypothesis that attitudes towards English are positive, that respondents will recognise English its global status and, the most important, that respondents perceive English as the language of business. Keywords: Language Attitudes, Globalisation, Gender, Business English, Age, Gender Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3414 Title A name given to the resource APPLYING COMMUNICATIVE APPROACH TO IMPROVE YOUNG LEARNERS’ CLASSROOM AND SOCIAL INTERACTION: THE USAGE OF PREPOSITIONS* Author Author Koken, Elif Akbarov, Azamat Abstract A summary of the resource. This paper aimed to explore in the light of author’s experience how communicative approach improves young learner’s classroom participation, social interaction,understanding and use of prepositions. Communicative approach focuses on authentic and meaningful exchange of new information through communication. By using authentic material students find the connection to their own language. Students should be able to use the language appropriately in a given social context. The researcher focused on activities to improve students’ knowledge of prepositions through communicative method. Similarly, everyday the researcher observed the performance of students. The researcher gave students different kinds of activities such as games, role-play etc. to improve their knowledge of prepositions. The experiment conducted by the researcher with the experimental group of 5th class. Keywords: Communicative approach, young learners, communication, activities, prepositions Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3506 Title A name given to the resource STUDENT-PROFESSOR RELATIONSHIP - FACT OF FICTION? Author Author Kostadinović, Milan Abstract A summary of the resource. As I already mentioned, this review explores the topic of teacher and student rapport or interpersonal relations. Rapport is the “ability to maintain harmonious relationships based on affinity for others” (Faranda and Clarke, 2004). Affinity or affinity seeking is defined as “the active social-communicative process by which individuals attempt to get others to like and to feel positive toward them” (Bell and Daly, 1984). The question is: Why is rapport important in the classroom? Allegedly, rapport is the interpersonal side of teaching. Basically, it is what makes the teacher more than just a lecturer. Rapport means knowing your students and their learning styles and using your relationship with them to teach at a more personal level. Teachers who have good rapport with their students are skilled in “ways that encourage involvement, commitment, and interest” (Ramsden, 2003). Ultimately, like children, students need to think that you care before they care what you think. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3552 Title A name given to the resource SPANISH SPORTS DISCOURSE: INTERDISCURSIVITY AND CULTURAL CODES Author Author Kotenko, Valentyna Abstract A summary of the resource. The notion of “sports discourse” is an umbrella term used for the range of genres, united by the same functioning area, common agents and goals. It is manifested via the complex of media articles, books, reviews, Internet blogs, synchronous commentaries of the competitions, interviews, TV programmes, music, and movie industry works that are unified by the common topic – sporting events – and produce sports discourse representing sportsmen, coaches, fans and journalists. However, in this article I want to focus on its written presentation: newspaper articles and books. Sports discourse doesn’t function in an isolated way. Considering the fact that discourse inherently is a semantic and pragmatic phenomenon, it is necessary to highlight that it is a multifaceted notion which exists in a dialogical communication with other discourses. Interdiscourse relations are understood as the interaction between several discourses that marks a particular space and tends to generate new meanings. This paper aims to single out the main types of these discursive formations that mark the dialogue between the Spanish sports discourse and other kinds of discourses. To a greater extent we are talking about sports discourse VS artistic discourse, briefly mentioning some aspects of its relation to medical and culinary institutionalized discourses. Among the most productive agents of interdiscourse actualization I primarily distinguish lexical level that leads us to understanding global hidden codes. These markers also enable us to extract some typically Spanish cultural codes: bullfighting, tradition of flamenco guitar, and even national cuisine. This lexis layer creates a particular stylistic image of any text dedicated to sport regardless of its genre. This aspect proves one of the main features of discourse highlighted by the majority of scholars – social nature of discourse that brightly reflects life of a particular society. The culture is not a child of work, but a child of sports1. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3533 Title A name given to the resource ENGLESKI POMORSKI JEZIK KAO FAKTOR SIGURNOSTI PLOVIDBE Author Author Kovačević Pejaković, Sanela Abstract A summary of the resource. Pomorski engleski jezik je specifičan registar i, prema tome, zahtijeva poseban tretman. Ovaj rad podrazumijeva osvrt na važnu ulogu engleskog jezika u okviru sigurnosti plovidbe. Složen, a u isto vrijeme i jednostavan, pomorski registar predstavlja lingvistički fenomen koji zahtijeva multidisciplinarni pristup. U tom registru dominiraju dvije suprotne tendencije: ekonomičnost i kreativnost. Ekonomičnost pomorskog jezika ogleda se u uslovu da mora biti koncizan i nedvosmislen, to jest precizan da bi služio svrsi. Kreativnost, sa druge strane, stvara nove riječi, nova značenja i nove kombinacije postojećih jezičkih elemenata. Postoji određen broj podregistara, kao što su podregistar GMDSS-a (Global Maritime Distress and Safety System subregister); palubni (deck department subregister); podregistar navigacionog mosta (navigational bridge subregister) ; i mašinski podregistar (engine department subregister). Seaspeak je vitalni instrument za komunikaciju na brodu. Važnost engleskog jezika je oduvjek isticana, a posebno standardizovane pomorske fraze koje se koriste u komunikaciji na relaciji brod – brod i brod – obala. Na osnovu analize registra engleskog pomorskog jezika možemo zaključiti da je on „ograničeni jezik“ (restricted language) i da posjeduje određene specifičnosti na fonološkom, morfološkom, leksičkom nivou i sintaksičkom nivou. Te osobenosti su najuočljivije na leksičkom nivou, koji obuhvata stručnu terminologiju. Pored toga, leksika je, kao otvoreni sistem, najviše izložena vanlingvističkim uticajima. Složenost engleskog pomorskog jezika otežava njegovo učenje, odnosno usvajanje. Prvo se moraju savladati stručni termini na maternjem jeziku da bi se išlo dalje sa učenjem engleskog pomorskog registra. Ključne reči: linguistički, kreativnost, ograničeni jezik, leksikologija , pomorski termini, GMDSS, pragmatika, pomorska komunikacija, posebna svrha, brod, plovidba, kormilo, samarica, VHF-oprema, analiza potreba. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English