96 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. 952 Title A name given to the resource English for Medicine or Medicine in English? Transdisciplinarity in Teaching English for Medical Purposes Author Author Faure, Pascaline Abstract A summary of the resource. Although to be able to read and speak English is paramount to future doctors, French medical students have very little time to devote to the learning of English. Therefore, at Pierre and Marie Curie School of medicine, we have opted for an integrated approach whose benefits have been demonstrated by research (Grabe & Stoller, 1997; Wolf, 2003; Hellekjaer & Wilkinson, 2003) and which takes the form of lectures on medical specialities in English but which has also been successfully adapted to the teaching of grammar via biomedical metaphors that serve to explain the functioning of various grammatical tools. Yet, opting for a transdisciplinary approach demands that the language teacher be knowledgeable in both the language and the subject whereas language teacher education in France remains very general and rarely integrates LSP (Language for Specific Purposes), let alone a course in the subject. In addition, designing content-based classes raises issues relative to the part dedicated respectively to the language and the content, and to the structuring of both. This article investigates the extent to which transdisciplinarity can be used as a didactic tool in ESP (English for Specific Purposes) classes, its efficacy in terms of motivation and language acquisition, and its impact on teacher education. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 951 Title A name given to the resource An Analysis of the Azeri Translation of English Collocation of That-Complement Author Author Farrokh, Parisa Abstract A summary of the resource. This article deals with collocation in general and then concentrates on grammatical collocations based on Benson et alʹs category of grammatical collocations. The emphasis is on a study conducted to find out the Azeri translation of collocation of That-complement. The importance of collocation in the learning of a foreign language and the problems that English learners face with in using collocations have been underscored by researchers. However, there have been few studies to take all types of collocations, particularly, the grammatical type, into consideration. Therefore the translation and production of these collocations may cause some problems for English learners . According to Benson et al., collocation could be sorted systematically into two major groups--lexical collocations and grammatical collocations. A lexical collocation could be made up of nouns, adjectives, verbs, or adverbs. On the other hand, a grammatical collocation was made up of a dominant word, such as a noun, an adjective, or a verb, and a preposition or grammatical structure like an infinitive or a clause. Based on Benson et alʹs category of grammatical collocations, there are four collocations for That-complement : noun+ that-clause, adjective+ that-clause, transitive verb +that-noun clause and subject it+ verb+ that-clause. Based on the analysis of English translated materials into Azeri, it has been found that (1) English collocation noun+ that-clause mainly translated as complex sentences in Azeri with the percentage of 70%.Moreover 18% translated as simple sentences involving verbal combinations and 12% translated as simple sentences lacking verbal combinations.(2) Regarding English collocation of adjective+ that-clause, it can be said that they are translated as complex sentences in Azeri with the percentage of 86%,and also some sentences translated as simple sentences involving verbal combinations with the percentage of 10% .The percentage of sentences translated a simple sentences without verbal combinations is 4%.(3) The results of this research shows that collocation of transitive verb +that-noun clause basically translated as complex sentences with the percentage of 90% and 10% translated as simple sentences involving verbal combinations.(4) Based on the findings of this research, it has been cleared that in Azeri , the dummy subject "it"is nottranslated at all. Since in English , extraposition construction consists copular verbs , in Azeri translation of these sentences instead of copular verbs , there are some expressions called "modal words", functioning like verb phrases, are used according to the meaning of copular verbs. In addition, extraposition constructions followed by that-clause , translated as complex sentences in Azeri , with the percentage of 75%. It should be said that the percentage of the sentences which have been translated as simple sentences without verbal combinations is 15% while the percentage of sentences translated as simple sentences involving verbal combinations is 10%. Moreover, it can be said , generally, in Azeri language, collocation noun+that-clause translated as noun +verb+ that-clause, collocation adjective+ that-clause translated as adjective +verb+ that-clause ,collocation transitive verb +that-noun clause translated as transitive verb +that-noun clause and subject it+ verb+ that-clause translated as (object)+modal words +that clause. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 957 Title A name given to the resource Autonomous English Activities of Prospective EFL Teachers Author Author Ersin, Pınar C. Camlibel Acar, Zeynep Abstract A summary of the resource. This study aims to explore whether and how Turkish prospective teachers of English as a foreign language (EFL) engage in English activities outside their undergraduate courses to improve their English language abilities and their reasons for doing so. The research questions include the following: (a) Do the participants engage in out-of-class English activities? (b) If yes, what is the nature of these activities (e.g., the frequency level, the activity type and the reasons)? (c) If no, what are the reasons behind this choice? (d) What is the relationship between their independent English activities and factors such as their personal and educational backgrounds, and year of study? The study was conducted at the Faculty of Education, in the Department of English Language Teacher Training of a state university in İstanbul, Turkey. Data were collected from 326 Turkish EFL prospective teachers enrolled in all four years of the undergraduate program (90 freshmen, 99 sophomores, 67 juniors, and 70 seniors). A survey consisting of closed-ended and open-ended items was administered to the participants at the end of spring 2011 semester. The survey aimed at obtaining the teacher candidates’ autonomous English use and practice behaviours aside from the departmental requirements. In order to analyze the data, both quantitative and qualitative methods were employed. Qualitative data gathered from the open-ended items of the survey were grouped under categories and coded. To give an account of the type and frequency of the participants' out-of-class English use and practice, frequency counts of all responses were conducted by using descriptive statistics. In addition, t-tests were run to compare the answers of the teacher trainees at different years of study. The findings of the survey will be presented and implications of the results for teacher education programs will be discussed and recommendations will be proposed. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/89c1fd9b514c27bc48700bb4db9baa01.pdf 864e290cb4374dcf39540acf5cb40a11 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. 1387 Title A name given to the resource Costs and Benefits of the EU Enlargement: The Impact on the EU and SEE Countries Author Author Elif, Nuroglu Haris, Kurtagić Abstract A summary of the resource. The south-eastern enlargement of the European Union will be the sixth enlargement since the establishment of the European Community in 1957. This research uses the gravity model to analyze the factors that have an influence on trade flows between the EU and South-east European Countries. The Gravity model explains patterns of trade with GDP, geographical distance and several dummy variables. Using the data from 2010, the gravity model analyzes trade flows between 23 countries from both the EU and South-eastern European Countries. Taking into consideration the costs of enlargement, this paper examines the possible effects of enlargement on trade flows, and its impact on the development of SEEC’s. Moreover, it offers a solution for the South-east European Countries which is the possibility to create the Balkan Union. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Article PeerReviewed H Social Sciences (General),HB Economic Theory,HG Finance 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. 902 Title A name given to the resource The Effects of Concept Mapping Strategy Instruction on Reading Strategy Utilization of EFL University Students Author Author Ebrahimi, Maryam Moini, M. Raouf Abstract A summary of the resource. The purpose of the present study was to investigate the effect of instruction of concept mapping (CM) strategy as one of the metacognitive strategies on reading strategy utilization of Iranian EFL university students. Another purpose of the study was determining L2 learners’ attitudes towards use of CM strategy in reading tasks. A pretest-treatment-posttest design and CALLA model for the CM strategy instruction were used. A questionnaire consisting of 30 items (Global Strategies (13 items), Supportive Strategies (9 items), and Problem Solving Strategies (8 items) was used to find out the possible change in participants’ reading strategies utilization. The result of Paired Samples Statistics and t-test showed that after CM instruction participants’ applications of global strategies significantly increased, while the application of other strategies did not change. Moreover, the data obtained from CM questionnaire revealed that participants had significantly positive attitudes towards use of CM in reading tasks. Implications and pedagogical applications for EFL and ESL are discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 963 Title A name given to the resource Reflexions about the Metalinguistic Use of Turcisms in Contemporary Slovene Author Author Dapit, Roberto Abstract A summary of the resource. The aim of the paper is to point out the semantic aspects of some selected turcisms used in the linguistic system of contemporary Slovene. From a lessical corpus of loanwords of turkish origin, as classified in the two etymological dictionaries of the Slovene language (ESSJ, SES), the author has identified some items that have developed a semantic value, which is relevant also in an anthropological discourse about the perception of alterity. By observing the process of acquisition of the selected loanwords, we realize that they entered in the Slovene vocabulary relatively late and mostly through the Serbo-Croatian. Their semantic evolution towards a pejorative meaning, which can be shared, in fact, also by other Balkan languages as Bosnian, Croatian or Serbian, allows to outline a discussion on a metalinguistic level. The most significant case from the point of view of the diversity perception is the item čefur 'immigrant from the former Yugoslav republics', that have been in recent time morphologically tranformed in the Slovene linguistic space. This word carries the highest semantic strength by conveying the definition of the other, moreover it appears in literary works and other typologies of written language with relatively frequent occurrences, if compared with other items. The examination of this phenomenon from several perspectives will be first an attempt to analyse the question on a metalinguistic level and, at the same time, an exploration of the stereotyps which are conceived as definition of the other in Slovenia today. They essentially represent a result of the interaction with the Balkan linguistic and cultural world in the last century. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 961 Title A name given to the resource English Teachers and Deaf Students inside the Educational Inclusion in Brazil Author Author Cristina de Carvalho Brito, Rejane Abstract A summary of the resource. This study investigates the representations that the English teachers from Minas Gerais state (Brazil) public schools have about deaf students’ educational inclusion into regular schools. The research objective is the teacher-subject’s discourse, considering that such a subject is constituted in/by language and historically and socially built. We focus on teachers’ representations about their teaching practice, the English language, about deaf and hearing students, and also the Brazilian sign language and its interpreters. The results indicates that considering such representations, the way the teachers deal with their practice and with the other people involved in the teaching-learning process can be better understood. This research located in the Applied Linguistics field is based on concepts of Discourse Analysis. The corpus was built through audio-recorded interviews and class observation. After transcribing the interviews, the corpus was linguistically and discursively analyzed, identifying the identity shifts, contradictions on discourse, discourse regularities as well as the representations presented by the teachers about their practice. Through interpretation gestures, a chain of representations have been achieved, to perceive how teachers develop their teaching deaf and hearing students in the classroom. Based on the interviewed teachers’ discourse, the results indicate that the Inclusive Education is seen as an impossible reality. Moreover, those teachers do not see themselves as the idealized teacher who is pictured on political and pedagogical discourses. As a conclusion, the study points that teachers predominantly take two enunciative positions, ranging from that of inhibition to a creative one. In the first position they are inhibited when they face deaf and hearing students in the same classroom. In the second position, though, they are creative in the same situation. The contradiction on different enunciative positions indicates two discursive formation in the teachers discourse which were defined as inhibi(ac)tion and crea(c)tion. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 772 Title A name given to the resource Instructive proposals for the most effective teaching of the article in Greek (definite – indefinite – no article) based on the results of the use of a learner corpus Author Author Chatzitheodorou, Antigoni Abstract A summary of the resource. The analysis proposed, although based on the Theory of Error Analysis (Corder 1960’s), tends to establish a different way of approaching language errors (Theodoropoulou & Papanastasiou: 2001, Theophanopoulou – Kontou: 2001, Christidis: 1987, Brown: 1981) in second language acquisition, by maintaining the positive sides that the theory introduced to literature (Norrish: 1983 & Krashen: 1981). I shall argue about how useful making mistakes can be for the formation of the interlanguage of students and I focus on the acquisition of the article (definite – indefinite – no article) in Greek. The aim of my study is to explore whether the relevant errors on the subject during the acquisition of a language like Greek, which has article, depend on the mother tongue of the student. This is the reason why, in 2008, I conducted a learner corpus with data provided by the Modern Greek Language Teaching Center of the National and Kapodistrian University of Athens, where students of different nationalities (England, Russia, Turkey etc.) study Greek. The learner Corpus consists of 100 compositions with a word limit of 250 words. From these, 38 have stated that they have completed the A2 level, 28 the B2, 19 the C1 and 15 didn’t write the level they had completed. The data was analysed by the use of the Computer Programme “Simiotis.exe”. My conclusion was that similar errors can be observed in the output of students, which are native speakers of languages with and languages without article. After having completed a contrastive analysis of the article in English and in Greek in order to show that language transfer is not enough to explain the errors considering the article and by analysing the data, I shall propose an effective way of teaching the phenomenon, so that some errors can either be expected by the tutor or even prevented. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 979 Title A name given to the resource Teaching other subjects through English Author Author Causevic, Sandra Abstract A summary of the resource. Many children are now relatively proficient in general English by the time they reach secondary school and need something more than simple revision of what they have already learnt. Teaching other subjects through English provides a better preparation for professional life than teaching English as a subject empty of content. There are many motivational advantages in teaching English for a well-defined purpose which is considered to be relevant by the students. Content and Language Integrated Learning (CLIL) has attracted great attention in recent years, especially in Europe. In this paper we are going to show what the advantages of CLIL are and how efficient and useful teaching other subjects through English can be. We are also going to present some of the ways in which we can correlate other subjects and English. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 959 Title A name given to the resource Analyzing the Educational Objectives in Primary School English Curriculum as to Affective Domain Taxonomy Author Author Can Cap , Rabia Arı, Asım Abstract A summary of the resource. One of the various purposes of the educational activities in schools is to develop and provide affective features of students. However, it is observed that affective domain is often neglected in the educational system practices (Reece and Walker, 1997) and weight is given on cognitive domain behaviors and sometimes on pyschomotor domain behaviors. Affective domain involves the dimensions such as “interests, attitudes, appreciations, values and emotional sets or biases” (Krathwohl, 1964). These dimensions are product of the experiences the individual realizes whole of his/her life. Therefore, affective domain behaviors may not be developed only within the school system. School must undertake to function effectively in respect of providing the affective domain behaviors. Reflecting affective features to class environment will also positively change and develop the learning climate in the class (Gömleksiz, 2003). Situations like student interaction, individual behaviors, cultural structure and social climate of the class are related with affective domain rather than the cognitive. All these enable students to work cooperatively with the teacher and other students and to participate efficiently to the learning process (Cooper ve McIntyre, 1998). Values in the cultural environment where individual takes place can also determine the success in the learning environment. So educational objectives from affective domain are a vital component in the development of English curriculum for primary students. Our purpose here is to relate research on affective dimensions to foreign language instruction. We will discuss Krathwohl’s Taxonomy of Educational Objectives on the Affective Domain and try to detemine to what extent English Curriculum for Primary Schools in Turkey involve these. We will also state the importance and benefits of affective domain in teaching English. Research data will be collected and analyzed by using document analysis method. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics