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1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
―Coopertive Learning in ELT: A Literature Review‖
Deniz MADEN
Department of English Language Education
Suleyman Demirel University, Turkey
denizmaden@sdu.edu.tr
Abstract: Cooperative learning has received increased attention in recent years due to the
movement through learner centred learning. This paper provides an overview of the use of
cooperative learning (CL) and effects of it in second language instruction. After three brief
definitions of CL, key areas are discussed in the paper. The first part of the article provides
the theory of language and learning in CL while the second part introduces the objectives,
syllabus, types of learning and teaching activities and the roles of teacher, learners and
instructional materials in CL. The article concludes cooperative learning makes maximum use
of cooperative activitites involving pairs and small groups of learners in the classroom.
Moreover, it establishes a democratic form of teaching. It enhances both the individual and
the community. Each student can share his/her ideas and learn to listen and respect each other.
Furthermore, Cooperative learning influences collabarative spirit among students by
minimizing competition leading to conflicts in today‘s world.
Keywords: Cooperative learning, English language teaching, group work, learner centred
learning
1. Introduction
―Two heads learn better than one‖
Roger T. & David W. Johnson
The cooperative learning method focuses on the integrated use of cooperative learning. It can be used in any
lesson cooperatively, in any subject area, grade level or educational setting. Back to its history, it has its primary
roots in social interdependence theory. Theoretically, it originates from the work of a few. One of whom is Kurt
Koffka, one of the founders of the Gestalt School of Psychology. The other is, Kurt Lewin who is the founder of
modern day social psychology. The third is, Morton Deutsch, one of Lewin's students, who formulated social
interdependence theory in which cooperative, competitive and individualistic efforts are defined. (Johnson&
Johnson, 2002).
There are some explicit definitions of cooperative learning:
1. The instructional use of small groups so that students work together to maximize their own and each
other‘s learning (Johnson & Johnson, 1993).
2. Principles and techniques for helping students work together more effectively (Jacobs, Power& Loh,
2002).
3. Group learning activity organized so that learning is dependent on the socially structured exchange of
information between learners in groups and in which each learner is held accountable for his or her own
learning and is motivated to increase the learning of others. (Olsen& Kagan, 1992).
The point is that, cooperative learning requires more than just asking students to work together in groups.
Instead, cooperation is discussing material with other learners, helping other learners, or sharing materials with
other learners. (Putting students into groups to learn is not the same thing as structuring cooperation among
them).
―Cooperative Learning‖ has not been specially developed for foreign language teaching, but can be used
with advantage in all subjects. The reason why the method is relevant for language teachers is that, it is a good
way of conducting interactive and communicative language teaching.
In language teaching its goals are:
―To provide opportunities for naturalistic second language acquisition through the use of interactive
pair and group activities.
To provide teachers with a methodology to enable them to achieve this goal.
To enable focused attention to particular lexical items, language structures, and communicative
functions through the use of interactive tasks.
To provide opportunities for learners to develop successful learning and communication strategies
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
To enhance learner motivation and reduce learner stress and to create a positive affective classroom
climate.
CLL is thus, an approach that crosses both mainstream education and second and foreign language
teaching.‖ (Richards &Rogers, 2008).
Using the Richards and Rogers‘ model for conceptualizing approaches and methods described in
―Approaches and Methods in Language Teaching‖, 2008, Cambridge University Press, ―Cooperative Language
Learning‖ is analyzed at the level of approach and design.
2. Approach
2.1 Theory of Language
Cooperative language learning is founded on some basic premises about the cooperative nature of the language
and language learning.
Premise 1: Communication is considered to be the primary purpose of the language. (Weeks, 1979).
Premise 2: Human beings spend a large part of their lives engaging in conversation and for most of
them conversation is among their most significant and engrossing activities.(Richards and Schmidt,
1983).
Premise 3: Conversation operates according to certain agreed-upon set of cooperative rules or
―maxims‖ (Grice, 1975).
Premise 4: One learns how these cooperative maxims are realized in one‘s native language through
casual, everyday conversational interaction. (Richards &Rodgers, 2008).
Premise 5: One learns how the maxims are realized in a second language through participation in
cooperatively structured interactional activities. (Richards &Rodgers, 2008).
Practices that attempt to conduct second language learning according to these premises are called
―Cooperative Language Learning‖.
2.2. Theory of Learning
Cooperative language learning underlines three main concepts in language learning;
developing communicative competence in language by conversing in socially or pedagogically structured
situations, improving learners‘ critical thinking skills, and setting classrooms that foster cooperation rather than
competition in learning.
3. Design
3.1. Objectives: CLL is an approach designed to promote cooperation rather than competition, to develop
critical thinking skills, and to develop communicative competence through socially structured interaction
activities, these can be regarded as the overall objectives of cooperative language learning.
3.2. The Syllabus: CLL does not assume any particular form of language syllabus. What defines CLL is the
systematic and carefully planned use of group-based procedures in teaching as an alternative to teacher centred
teaching.
3.3. Types of learning and teaching activities: Johnson describes three types of cooperative learning
groups.( Johnson& Johnson 2002).
3.3.1 Formal Cooperative Learning Groups
These groups may last from one class period to several weeks. Any course requirement or assignment
may be reformulated to be cooperative by the teacher. To set up formal cooperative learning groups, a teacher
should decide on the objectives for the lesson, size of groups, the method of assigning students to groups, the
roles students will be assigned, the materials needed to conduct the lesson and the way the room will be
arranged. Also, the teacher clearly defines the assignment, teaches the required concepts and strategies, specifies
the positive interdependence and individual accountability, gives the criteria for success and explains the
targeted social skills students are to engage in and, monitor students‘learning and gives them effective feedbacks.
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
3.3.2 Informal Cooperative Learning Groups
Informal cooperative learning groups are temporary, ad hoc groups that continue for only one
discussion or one class period. They may be used at any time, but are especially useful during a lecture or direct
teaching. Breaking up lectures with short cooperative processing times will give less lecture time, but it
promotes interactive learning in classes. Students actively involve in processing what they are learning. It also
provides time for the teacher to move around and monitor the students‘ progresses.
3.3.3 Cooperative Base Groups
Cooperative base groups are long-term, heterogeneous groups with stable membership. The underlying
responsibility of members is to provide each other with the support, encouragement and assistance they need to
succeeed academically. Base groups last for at least a semester or year and preferably for several years.
The success of the CL is dependent on the five basic elements according to Olsen and Kagan(1992):
Positive Interdependence
Positive interdependence is the heart of cooperative learning. It is the perception that you are linked
with others so that you cannot suceed unless they do. (vice versa) In order to strengthen positive
interdependence, the following methods could be applied (Johnson &Johnson, 2002).
(a) give rewards (if all members of your group score 85 percent correct or better on the test, each will receive
extra bonus points)
(b) divided resources (giving each group member a part of the total information required to complete an
assignment)
(c) complementary roles such as, reader, checker, encourager, elaborator may also be used.
In addition, positive interdependence may be created through a joint identity (identity interdependence),
asking group members to imagine they are in a specific set of circumstances, such as being shipwrecked on a
desert island.
A series of research studies was carried out to clarify the impact of positive interdependence on
achievement and other outcomes, and it is inferred that positive interdepence is required to produce higher
achievement.(Johnson &Johnson, 2002).
Individual Accountability
Individual accountability is the one of the most motivating factor in cooperative learning, because
everyone likes to feel that they know something that others can use.
Practical ways to structure individual accountability are : (Johnson &Johnson, 2002)
(a) giving an individual test to each student
(b) having each student explain what they have learned to a classmate
(c) observing each group and collecting data on participation
(d) randomly selecting one student's product to represent the entire group
Social Skills
Putting socially unskilled students in a group and asking them to cooperate will not be successful.
Students should be taught the interpersonal and small group skills that is neccessary for cooperation, and also
they should be motivated to use these skills in learning environment.
Group Processing
Effective cooperation is provided if the followings are taken into consideration:
(a) determine what member actions were helpful and unhelpful to achieving goals and maintaining
effective working relationships and
(b) make decisions about what actions to continue or change. When difficulties in working with each
other arise, students engage in group processing to identify, define and solve the problems they are having
working together. ( Johnson & Johnson, 2002).
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
Structuring and Structures
It refers to ways of organizing student interactions and different ways student are to interact.
In order to use cooperative learning effectively, teachers must recognize the nature of positive
interdependence, individual accountability, promotive interaction, social skills and group processing and develop
skills in structuring them.
Numerous descriptions exist of activity types that can be used with CLL. Coelho (1992 b: 132)
describes three major types of cooperative learning tasks and their learning focus, each of which has many
variations. (Richards &Rodgers, 2008).
Cooperative Learning Tasks
―Team practice from common input-skills development and mastery of facts:
All students work on the same material.
The task is to make sure that everyone in the group knows the answer to a question and can explain
how the answer was obtained.
This technique is good for review and for practice tests; The group takes the practice test together, but
each student will eventually do an assignment or take a test individually.
This technique is effective in situations where the composition of the groups is unstable. Students can
form new groups every day.‖
Jigsaw: differentiated but predetermined imput- evaluation and synthesis of facts and opinions:
Each group member receives a different piece of the information.
Students regroup in topic groups (expert groups) composed of people with the same piece to master the
material and prepare to teach it.
Students synthesize the information through discussion.
Each student produces an assignment of part of a group project.
This method of organization may require team-building activities for both home groups and topic
groups, long term group involvement, and rehearsal of presentation methods.
This method is very useful in the multilevel class, allowing for both homogeneous and heterogeneous
grouping in terms of English proficiency.‖
Coopertive projects: topics/resources selected by students- discovery learning:
Topics may be different for each group.
Students identify subtopics for each member.
Steering commitee may coordinate the work of the class as a whole.
Students research the information using resources such as library reference, interviews, visual media,
and internet.
Students synthesize their information for a group presentation, each group member plays a role in
presentation.
Each group presents to the whole class.‖
3.5. Learner Roles
The primary role of the learner is as a member of a group who must work collaboratively on tasks with
other group members.
Learners are also directors of their own learning.
(They are taught to plan, monitor, and evaluate their own learning). (Richards & Rodgers, 2008).
3.6. Teacher Roles
The teacher not only teach the language, they teach cooperation as well. (Freeman, 2003). She/he has to
create a highly structured and well-organized learning environment in the classroom, setting goals, planning
and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups
and roles, selecting materials and time. The teacher serves as a faciliator.
3.7. The role of instructional materials
Materials play an important part in creating opportunities for students to work cooperatively. The same
materials can be used as are used in other types of lessons. Besides, materials may be specially designed for
CLL learning (information-gap activities etc.).
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
4.
Conclusion
Cooperative learning, according to the research ( Johnson & Johnson, 1999; Johnson, Johnson, &
Stanne, 2000; Slavin, 1995) promotes many benefits beyond enhanced L2 acquisition. These benefits
include increased self-esteem, greater liking for school, enhanced inter-ethnic ties, and improved critical
thinking. (Jacobs, 2004). Moreover, cooperative learning influences collabarative spirit among students by
minimizing competition leading to conflicts in today‘s world. Moreover, it establishes a democratic form of
teaching. It enhances both the individual and the community. Each student can share his/her ideas and learn
to listen and respect each other.
However, using CL may be a challenging task for teachers and learners. It requires some struggle to
succeed. Often, students may not be familiar with or skilled at working together. And for teachers,
cooperative learning activities require more preparation. But apart from all these, the rewards and benefits of
cooperative learning for teachers and students go a long way.
References
Adams, D., Hamn M. (1996). Critical Thinking and Collaboration Across the Curriculum, Charles C.
Thomas Publisher.
Dôrnyei, Z. (2008). Motivational Strategies in Language Classroom. Cambridge: Cambridge University
Press.
Ellis, R. (1994). The Study of Second Language Acqusition. Oxford: Oxford University Press.
Jacobs, G. (2004). Cooperative Learning: Theory, Principles, and Techniques. www.georgejacobs.net
Jacobs, G. M. Power, M. A., Loh, W. I. (2002). The teacher's sourcebook for cooperative learning: Practical
techniques, basic principles, and frequently asked questions. Thousand Oaks, CA: Corwin Press.
http://www.corwinpress.com/index1.asp?id=detail.asp?id=27713
Johnson, D. Johnson, R. (2002). ―Learning Together and Alone: Overview and Meta-analysis‖ Asia Pasific
Journal Of Education. 22: 1, 95–105.
Larsen-Freeman, D. (2003). Techniques and Principles in Language Teaching. Oxford: Oxford University
Press.
Littlewood, W. (2008). Communicative Language Teaching, Cambridge: Cambridge University Press.
McCafferty, S.G., Jacobs G. , A. C., Iddings (2006). Cooperative Learning and Second Language Teaching.
Cambridge: Cambridge University Press.
Olsen, R. E. S., Kagan. (1992). "About Cooperative Learning". Cooperative Language Learning. A
Teacher´s Resource Book. Ed. C. Kessler. Englewood Cliffs.
http://gretajournal.com/wordpress/wp-content/uploads/file/15rev1.pdf
Richards, J. C., Rodgers, T. S. (2008). Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press.
Slavin, E. R.(1995). Cooperative Learning, A Simon & Schuster Company.
Stenlev, J. (2008).―Cooperative Learning in Foreign Language Teaching‖ Sprogforum number 25: 33–42.
TaĢdemir M. TaĢdemir A. Yıldırım K.(2009). ― Influence Of Portfolio Evaulation in Cooperative Learning
on Student Success‖ Journal of Theory and Practice in Education. 5.1 53–56.
364
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―Coopertive Learning in ELT: A Literature Review
Author
Author
MADEN, Deniz
Abstract
A summary of the resource.
Cooperative learning has received increased attention in recent years due to the movement through learner centred learning. This paper provides an overview of the use of cooperative learning (CL) and effects of it in second language instruction. After three brief definitions of CL, key areas are discussed in the paper. The first part of the article provides the theory of language and learning in CL while the second part introduces the objectives, syllabus, types of learning and teaching activities and the roles of teacher, learners and instructional materials in CL. The article concludes cooperative learning makes maximum use of cooperative activitites involving pairs and small groups of learners in the classroom. Moreover, it establishes a democratic form of teaching. It enhances both the individual and the community. Each student can share his/her ideas and learn to listen and respect each other. Furthermore, Cooperative learning influences collabarative spirit among students by minimizing competition leading to conflicts in today‘s world.
Date
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2011-05
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'Head, Shoulders, Knees and Toes', Nonverbal Communication in Esl/Efl Classroom
Alma Mustafić & Elmedin Zubović
''Džemal Bijedić'' Mostar / Mostar, Bosnia and Herzegovina
Key words: nonverbal communication, teaching methodology, ESL/EFL, classroom management
ABSTRACT
This paper aims at presenting major features of nonverbal communication in general, and in an EFL/ESL classroom.
Little it is known about how the principles and aspects of nonverbal communication can help in building a rapport
acceptable for both the students and teachers. Commenting Schulz von Thun’s communication model, this paper
also sheds light on the connection between the nonverbal communication and learner styles, teacher roles and
classroom management.
The first part of the paper focuses on teacher’s nonverbal communication, and the way it affects both the students
and classroom management. During everyday classroom talk it may appear that the teacher and pupils exchange
information utterly at the verbal level, but as it has been suggested, between 60 and 70 percent of all meaning comes
from nonverbal communication. The list of do’s and don’ts of nonverbal communication is presented (use of
physical and personal space, body motion and gestures, use of face and eyes, vocal, and physical characteristics).
The paper furthermore addresses teachers’ approach to different learner types, no matter what the criteria of learner
type division are.
The second part of the paper introduces the nonverbal communication regarded from the students’ perspective. It
will help teachers understand the component of communication not visible on first sight, but which can easily be
implemented in teaching techniques used in presenting different language skills; such as concept questions in
teaching grammar, intonation in teaching tone of English, mime in presenting syntactically difficult expressions, and
many more. The nonverbal communication can also be implemented in classroom management techniques, such as
giving task instructions, grouping or pairing students, plenary feedbacks, correcting mistakes and giving feedback to
students.
�
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'Head, Shoulders, Knees and Toes', Nonverbal Communication in Esl/Efl Classroom
Author
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MUSTAFIC, Alma
ZUBOVIC, Elmedin
Abstract
A summary of the resource.
Key words: nonverbal communication, teaching methodology, ESL/EFL, classroom management ABSTRACT This paper aims at presenting major features of nonverbal communication in general, and in an EFL/ESL classroom. Little it is known about how the principles and aspects of nonverbal communication can help in building a rapport acceptable for both the students and teachers. Commenting Schulz von Thun’s communication model, this paper also sheds light on the connection between the nonverbal communication and learner styles, teacher roles and classroom management. The first part of the paper focuses on teacher’s nonverbal communication, and the way it affects both the students and classroom management. During everyday classroom talk it may appear that the teacher and pupils exchange information utterly at the verbal level, but as it has been suggested, between 60 and 70 percent of all meaning comes from nonverbal communication. The list of do’s and don’ts of nonverbal communication is presented (use of physical and personal space, body motion and gestures, use of face and eyes, vocal, and physical characteristics). The paper furthermore addresses teachers’ approach to different learner types, no matter what the criteria of learner type division are. The second part of the paper introduces the nonverbal communication regarded from the students’ perspective. It will help teachers understand the component of communication not visible on first sight, but which can easily be implemented in teaching techniques used in presenting different language skills; such as concept questions in teaching grammar, intonation in teaching tone of English, mime in presenting syntactically difficult expressions, and many more. The nonverbal communication can also be implemented in classroom management techniques, such as giving task instructions, grouping or pairing students, plenary feedbacks, correcting mistakes and giving feedback to students.
Publisher
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2013-05-03
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BİLDİRİ ÖZETLERİ - UTEK 2014
'KADIN VE SANAT' BAĞLAMINDA FATMA ALİYE'NİN UDÎ VE
ANNE BRONTË'UN ŞATODAKİ KADIN ROMANLARINA BAKIŞ
Zübeyde BİLDİRİCİ
International Burch University / Bosna Hersek
Ramazan GÜLENDAM
Çanakkale Onsekiz Mart Üniversitesi, Çanakkale / Türkiye
Anahtar Kelimeler: Kadın, Sanat, Feminizm, Karşılaştırmalı Edebiyat,
Fatma Aliye, Anne Brontë.
ÖZET
Fatma Aliye’nin Udî ve Anne Brontë’un Şatodaki Kadın romanlarına
baktığımızda ataerkil yapılanma içerisinde kadına düşen roller çerçevesinde
sanat da kadını bezeyen bir süs uğraşısıolarak yerini alır. Fakat romanların
kadın kahramanları açısından bu durum, zorunluluk gereği biraz değişikliğe
uğrar. Bu çalışmamızda sanatın, kadın için hangi anlamlara geldiğinin, bahsi
geçen romanlar üzerinden, bir değerlendirmesini yapacağız.
135
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'KADIN VE SANAT' BAĞLAMINDA FATMA ALİYE'NİN UDÎ VE ANNE BRONTË'UN ŞATODAKİ KADIN ROMANLARINA BAKIŞ
Author
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BİLDİRİCİ, Zübeyde
Abstract
A summary of the resource.
Fatma Aliye’nin Udî ve Anne Brontë’un Şatodaki Kadın romanlarına baktığımızda ataerkil yapılanma içerisinde kadına düşen roller çerçevesinde sanat da kadını bezeyen bir süs uğraşısıolarak yerini alır. Fakat romanların kadın kahramanları açısından bu durum, zorunluluk gereği biraz değişikliğe uğrar. Bu çalışmamızda sanatın, kadın için hangi anlamlara geldiğinin, bahsi geçen romanlar üzerinden, bir değerlendirmesini yapacağız.
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International Burch University
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2014-05-23
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ISSN 2303-582X
P Philology. Linguistics,PA Classical philology,PI Oriental languages and literatures,PN Literature (General)
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'Silent' Women in Robert Browning's Dramatic Monologues
Dijana Tica
Univeristy of Banjaluka/ Banja Luka, Bosnia and Herzegovina
Key words: Victorian, women, silent, patriarchy, monologue
ABSTRACT
Robert Browning was one of the two most famous Victorian poets, who became well-known particularly for his
dramatic monologues. Mostly set in the Renaissance Italy, they usually present a male speaker with artistic
inclinations who, caught at a crucial moment of his life, unconsciously reveals the deep and dark secrets of his
character to a silent listener. In his two most successful monologues, ‘My Last Duchess’ and ‘Andrea del Sarto’,
Browning deals with the relationship between life and art, men and women, power and weakness. His male
speakers, the rich and arrogant Duke of Ferrara and the weak and passive Andre del Sarto, ironically called ‘the
faultless painter’, look back at their lives and talk about their past desires, plans, ambitions and regrets, which were
significantly influenced by the relationship they had with their wives. Although we are not given the opportunity to
hear the voices of these ‘silent’ women whose characters are presented to us only through their husbands’ words, we
still manage to get a pretty good idea about their position in the patriarchal Victorian society and the roles they were
supposed to play. This paper will try to examine different relationships between these two pairs of husbands and
wives, as well as to explore the stereotypes used in the presentation of women such as ‘the angel in the house’, ‘the
fallen woman’ and ‘the femme fatale’.
�
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'Silent' Women in Robert Browning's Dramatic Monologues
Author
Author
TICA, Dijana
Abstract
A summary of the resource.
Key words: Victorian, women, silent, patriarchy, monologue ABSTRACT Robert Browning was one of the two most famous Victorian poets, who became well-known particularly for his dramatic monologues. Mostly set in the Renaissance Italy, they usually present a male speaker with artistic inclinations who, caught at a crucial moment of his life, unconsciously reveals the deep and dark secrets of his character to a silent listener. In his two most successful monologues, ‘My Last Duchess’ and ‘Andrea del Sarto’, Browning deals with the relationship between life and art, men and women, power and weakness. His male speakers, the rich and arrogant Duke of Ferrara and the weak and passive Andre del Sarto, ironically called ‘the faultless painter’, look back at their lives and talk about their past desires, plans, ambitions and regrets, which were significantly influenced by the relationship they had with their wives. Although we are not given the opportunity to hear the voices of these ‘silent’ women whose characters are presented to us only through their husbands’ words, we still manage to get a pretty good idea about their position in the patriarchal Victorian society and the roles they were supposed to play. This paper will try to examine different relationships between these two pairs of husbands and wives, as well as to explore the stereotypes used in the presentation of women such as ‘the angel in the house’, ‘the fallen woman’ and ‘the femme fatale’.
Publisher
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IBU Publishing
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2013-05-03
Keywords
Keywords.
Article
PeerReviewed
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879
Title
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‘Let’s make that tower even higher’: A task-based approach to directive speech acts in spoken EFL interactions.
Author
Author
Floeck, Ilka
Pfingsthorn, Joanna
Abstract
A summary of the resource.
Despite Bardovi-Harlig (1999) calling for the inclusion of more diversified naturalistic data collection methods in the study of interlanguage discourse, studies on the production of L2 speech acts still rely heavily on experimental data. Methodological comparisons in speech act research have revealed differences between naturally occurring data and language elicited in experimental conditions (cf. e.g. Beebe and Cummings, 1996; Golato, 2003; Yuan, 2001). The omnipresence of the discourse completion task and other - what Jucker (2009) calls - laboratory methods in interlanguage pragmatic research allows for comparability of both speaker variables (such as L1, length of acquisition, exposure to target language and more general sociolinguistic factors) and test conditions (such as pre-test post-test design). On the other hand, it - at least - has the potential to generate language which is not necessarily representative of what learners are capable of doing in situations with actual communicative intent. The present paper therefore integrates the advantages of traditional laboratory methods in a more naturalistic approach to data collection in interlanguage speech act research. In order to elicit and analyse directive speech acts (i.e. speech acts with which the speaker wants the hearer to carry out a future action, cf. Searle 1976), a task-based experimental design was chosen. Participants were asked to negotiate meaning in their foreign language English while being engaged in a problem-solving non-verbal task. Participants‘ focus on achieving the goal and their involvement in the task seemed to have diminished the observer effect (cf. Labov, 1972; Kasper, 2000) which surfaces in different realisation patterns than those observed in DCT-based studies on interlanguage requests (cf. Faerch and Kasper 1989; Trosborg, 1995; Barron, 2005; Schauer, 2007). The present paper will discuss the differences found and moreover present preliminary findings on the conversational structures and the sequencing of directive speech acts in spoken learner discourse.
Date
A point or period of time associated with an event in the lifecycle of the resource
2012-05-04
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
P Philology. Linguistics
-
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3580
Title
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‘Vicarious’ Interaction in Efl Online Discussions: A Classroom Research
Author
Author
Onchevska Ager, Elena
Abstract
A summary of the resource.
In this talk, I will summarise my main learning moments from a classroom research into the quality of my undergraduate students’ (n=50) participation in online platform discussions. I set up a Google Group as a non-compulsory ecomponent to my EFL course. This platform was envisaged as an opportunity for my students to alternatively contribute to the course by starting threads on topics of their interest or by commenting on existing threads. What caught my attention after observing their e-exchanges for a full academic year (2011/12) was that some students--albeit active in class--mostly stayed away from online activity. Others mysteriously disappeared from this online forum half way through the course. I was curious to explore the reasons for this, at times, strange (e-) behaviour among my students. I engaged in both first- and second-order research (Marton in Freeman, 1998), as I was keen on investigating both the quality of my students’ exchanges and their perceptions of, and speculations about, their own behaviours. This classroom research shed local light on a global phenomenon: ‘vicarious interaction’, i.e. observing the interaction between other participants without taking active part in it (Sutton, 2000). Some of my students’ feedback supported Sutton’s claim that “direct interaction is not necessary for all students” (p. 3) and that some might learn best via long periods of observation before actually joining the group at a visible level (if they join the group at all). Sutton strongly argues that participants should be given control over how they interact with other participants, to what extent and whether they interact at all.
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
PE English
-
https://omeka.ibu.edu.ba/files/original/77c79e269d5f64a562973e30d05394c3.pdf
16a96f4fb8e13a63f28177c0567d47da
PDF Text
Text
International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo
"Axis shift" as a Foreign Policy Concept and Reflectıon of
this Concept on Turkish Press
Mehmet Gökhan Genel
Yalova University, Yalova, Turkey
gokhan.genel@gmail.com
In Turkey, the AK Party (Justice and Development Party) in conjunction
with the coming to power, it is claimed by some quarters in the U.S.A.
(United States of America) and EU (European Union), Turkey, especially
based on Middle East policy in the last period, is wafting through the
project of the European Union trying to hold on for more than 50 years
and therefore the westernization process to other entities, especially
towards to the Shanghai Quintet. This claim is also known as Axis Shift,
brought about internal and external public debates. The purpose of this
study, the above-mentioned claim, i.e., the axis Shift, is to investigate in
what way is reflected in the Turkish press. In this context, the framework
consists of titles such as, a shift of axis, axis shift in foreign policy, Turkey's
EU integration process, Turkey-EU relations in the last period, field
research. In this direction, in order to test the aforementioned claim,
having different ideological stance and boss structure in Turkish press, like
as Cumhuriyet Gazetesi, Zaman Gazetesi, Yeniçağ Gazetesi, Milliyet
Gazetesi and Habertürk Gazetesi under the spotlight by taking 1 month it
shall be subjected to discourse analysis of these newspapers opinion
columnists.
Keywords: Turkey and the EU, Axis Shift, Turkey Press, Shanghai Quintet,
the Middle East.
197
�
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1588
Title
A name given to the resource
"Axis shift" as a Foreign Policy Concept and Reflectıon of this Concept on Turkish Press
Author
Author
GOKHAN GENEL, Mehmet
Abstract
A summary of the resource.
In Turkey, the AK Party (Justice and Development Party) in conjunction with the coming to power, it is claimed by some quarters in the U.S.A. (United States of America) and EU (European Union), Turkey, especially based on Middle East policy in the last period, is wafting through the project of the European Union trying to hold on for more than 50 years and therefore the westernization process to other entities, especially towards to the Shanghai Quintet. This claim is also known as Axis Shift, brought about internal and external public debates. The purpose of this study, the above-mentioned claim, i.e., the axis Shift, is to investigate in what way is reflected in the Turkish press. In this context, the framework consists of titles such as, a shift of axis, axis shift in foreign policy, Turkey's EU integration process, Turkey-EU relations in the last period, field research. In this direction, in order to test the aforementioned claim, having different ideological stance and boss structure in Turkish press, like as Cumhuriyet Gazetesi, Zaman Gazetesi, Yeniçağ Gazetesi, Milliyet Gazetesi and Habertürk Gazetesi under the spotlight by taking 1 month it shall be subjected to discourse analysis of these newspapers opinion columnists. Keywords: Turkey and the EU, Axis Shift, Turkey Press, Shanghai Quintet, the Middle East.
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
2013-05-10
Keywords
Keywords.
Article
PeerReviewed
Identifier
An unambiguous reference to the resource within a given context
ISSN 2303-4564
-
https://omeka.ibu.edu.ba/files/original/544a451484d8ecd182a072e3f9bf96aa.docx
455c0311638f8793fc7105608462a82d
https://omeka.ibu.edu.ba/files/original/b4e332022cdbadc93086656084e0b4a5.pdf
045c419459f3af1ecdf2bd99a61d821e
PDF Text
Text
"Being addressed 'Abla' (Elder Sister) Makes One the Sibling of all Turks"
Nazli Gündüz
University of Helsinki/ Helsinki, Finland
Key words: Turkish, Teaching Turkish, teaching culture, intercultural, competence, crosscultural competence
ABSTRACT
In this paper I will illustrate different cultural meanings attached to terms of address in Turkish in comparison to
Finnish in regard to the term ‘abla’ which refers to one’s elder sister in Turkish. As Byram (1997) highlights
integrating culture to language teaching is not a new idea but with the aid of globalization and the multi-media in
recent decades it is easier to come in touch with the target culture and gain familiarity with the various usages of
language by either bringing it into the classroom, or traveling to the target country. Seeing authentic usages enables
the learner gain a better understanding of cultural differences and gain competence when experimenting with the
specific language belonging o a context. A newspaper article in Finland mentioned about a Finnish journalist who,
had studied Turkish in Finland and worked in Turkey, was addressed ‘abla’ in the street in Turkey not understanding
why people were calling her like that. She realized that the term ‘abla’ she had learnt did not solely refer to the
parental sibling in Turkey, and one easily could become the sister of neighbors, the greengrocer, or the minibus
driver. After several months she got used to this term of address and started to use it too. She had gained linguistic
and cultural competence by integrating ‘abla’ to her target language productivity. I brought the article to my classes
at the University of Helsinki where I teach Turkish language and discussed the additional cultural meanings of the
term of address by focusing on ‘abla’ and ‘hocam’ with 8 other terms of address. From that day on, by thinking
analytically about the cultural relationships of these terms some students made the unfamiliar usage in Finland
starting to address me ‘hocam’ just like my students in Turkey.
�
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.
2007
Title
A name given to the resource
"Being addressed 'Abla' (Elder Sister) Makes One the Sibling of all Turks"
Author
Author
GUNDUZ, Nazli
Abstract
A summary of the resource.
Key words: Turkish, Teaching Turkish, teaching culture, intercultural, competence, crosscultural competence ABSTRACT In this paper I will illustrate different cultural meanings attached to terms of address in Turkish in comparison to Finnish in regard to the term ‘abla’ which refers to one’s elder sister in Turkish. As Byram (1997) highlights integrating culture to language teaching is not a new idea but with the aid of globalization and the multi-media in recent decades it is easier to come in touch with the target culture and gain familiarity with the various usages of language by either bringing it into the classroom, or traveling to the target country. Seeing authentic usages enables the learner gain a better understanding of cultural differences and gain competence when experimenting with the specific language belonging o a context. A newspaper article in Finland mentioned about a Finnish journalist who, had studied Turkish in Finland and worked in Turkey, was addressed ‘abla’ in the street in Turkey not understanding why people were calling her like that. She realized that the term ‘abla’ she had learnt did not solely refer to the parental sibling in Turkey, and one easily could become the sister of neighbors, the greengrocer, or the minibus driver. After several months she got used to this term of address and started to use it too. She had gained linguistic and cultural competence by integrating ‘abla’ to her target language productivity. I brought the article to my classes at the University of Helsinki where I teach Turkish language and discussed the additional cultural meanings of the term of address by focusing on ‘abla’ and ‘hocam’ with 8 other terms of address. From that day on, by thinking analytically about the cultural relationships of these terms some students made the unfamiliar usage in Finland starting to address me ‘hocam’ just like my students in Turkey.
Publisher
An entity responsible for making the resource available
IBU Publishing
Date
A point or period of time associated with an event in the lifecycle of the resource
2013-05-03
Keywords
Keywords.
Article
PeerReviewed
-
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Extent
The size or duration of the resource.
3583
Title
A name given to the resource
"Paralyzed in Winesburg, Ohio, or Grotesques in Dublin" Defining the Structure of Epicleti
Author
Author
OZTURK, M.Kubra
MILAK, Eldin
Abstract
A summary of the resource.
In a letter to Constantine Curran, in July 1904, James Joyce wrote: „I am writing a series of epicleti – ten – for a paper ... I call the series Dubliners.“ The term epicleti has been interpreted as a misspelled form of “epiclesis”, the process of transubstantiation as defined by the doctrine of the Roman Catholic Church. This went hand in hand with Joyce’s interpretation of the role of an artist as „a priest of eternal imagination, transmuting the daily bread of experience into the radiant body of everliving life”. Wolfhard Steppe convincingly argued that epicleti was a misreading of Joyce’s handwriting and that in fact the word written is epiclets, but the notion of epiclesis still remains a valuable way of interpreting the works of James Joyce, and McDermott, in a study of Joyce and Raymond Carver, has argued that epicleti itself can be considered a genre of short story. Taking this perspective, the main focus of the paper is to define the very structure of epicleti by systematically examining each of the genre’s key features, including the notion of transubstantiation and epiphany, as well as setting and characters traits. To have a variation of samples, we will use a frequently pointed out similarity between Dubliners (1914) and Winesburg, Ohio (1919) written by Sherwood Anderson. A number of scholars, including Zlotnick and Curry, examined this relation, focusing mainly on the comparison of the works and/or disbanding the possibility of imitation, respectively. Studies such as these offer a useful framework, but do not go in depth with the notion of an epicleti, and what it means for a story to be regarded as one. Using the comparison we aim to isolate the main elements of the structure, examining at the same time the place of a single structure within the frame of the whole collection, defining a genre of short story writing which can be usefully called epicleti.
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
PE English
-
https://omeka.ibu.edu.ba/files/original/7b29a36dbc0a8f54e22da01a72825ac3.docx
1ee8c58cf5126f86d31fefbc6346b01a
https://omeka.ibu.edu.ba/files/original/dbc5d0bafb6d24b24bbec1c927be2258.pdf
2d7449c19137062e2cfed3081bb8339f
PDF Text
Text
"Prezi" - an Online Presentation Tool and Some Possibilities of Its Use in Creating ESP
Courses
Darko Kovačević
University of East Sarajevo/ Sarajevo, Bosnia and Herzegovina
Key words: Prezi, presentation tool, ESP, tuition, Internet
ABSTRACT
In creating an ESP course at a university level, one of the important things at a teacher's side is to make adequate
visualizations of the matter that is taught and, in such a way, to make it clear, understandable and logic to students.
The Internet of today, with the increasing speed, low cost and innumerous multimedia and interaction options
offered by the Web 2.0 technologies, is an excellent place for creating and posting both teaching and extracurricular
materials with the purpose to facilitate the students' progress and understanding of the matter. "Prezi" is a
presentation tool that works in online environment (having, under certain circumstances, also, the possibility to be
used offline) and offers a new and innovative way of visualization and presenting of teaching units and sharing the
presentations with students. In the beginning, the paper will briefly deal with some general concepts and use of
multimedia presentations in an English language classroom, and then the concept and main features of "Prezi" will
be described. After that, some practical possibilities of the use of "Prezi" in specific ESP courses at two different
faculties (English for ICT and English for Musicians) will be given, together with practical examples.
�
Dublin Core
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Extent
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1718
Title
A name given to the resource
"Prezi" - an Online Presentation Tool and Some Possibilities of Its Use in Creating ESP Courses
Author
Author
KOVAČEVIĆ, Darko
Abstract
A summary of the resource.
Key words: Prezi, presentation tool, ESP, tuition, Internet ABSTRACT In creating an ESP course at a university level, one of the important things at a teacher's side is to make adequate visualizations of the matter that is taught and, in such a way, to make it clear, understandable and logic to students. The Internet of today, with the increasing speed, low cost and innumerous multimedia and interaction options offered by the Web 2.0 technologies, is an excellent place for creating and posting both teaching and extracurricular materials with the purpose to facilitate the students' progress and understanding of the matter. "Prezi" is a presentation tool that works in online environment (having, under certain circumstances, also, the possibility to be used offline) and offers a new and innovative way of visualization and presenting of teaching units and sharing the presentations with students. In the beginning, the paper will briefly deal with some general concepts and use of multimedia presentations in an English language classroom, and then the concept and main features of "Prezi" will be described. After that, some practical possibilities of the use of "Prezi" in specific ESP courses at two different faculties (English for ICT and English for Musicians) will be given, together with practical examples.
Publisher
An entity responsible for making the resource available
IBU Publishing
Date
A point or period of time associated with an event in the lifecycle of the resource
2013-05-03
Keywords
Keywords.
Article
PeerReviewed