341 10 3494 https://omeka.ibu.edu.ba/files/original/55ff37c1532f76cfa3205d463c3388c8.pdf 19f9cd7952c9a9120e48db017d92352c PDF Text Text The image of the Flying Dutchman inthe literature of Romanticism Inna S. Makarova Russia Abstract: The paper touches upon the peculiarities of the so called “marine theme” in Romantic art as a whole, and its central image – the Flying Dutchman, in particular. The etymology of this image, as well its numerous literary interpretations make up the subject of the research. Three key literary works of Romanticism, the ballad by S.T. Coleridge, the libretto by R. Wagner, and the novel by H. Melville, are in the spotlight of the given paper. The roots of the Flying Dutchman can be traced in the texts by Apollonius of Rhodes and Homer – their legendary books“Argonautica” and “Odyssey”respectively, as well as in the Norse mythology, in Edda –a notorious Naglfar, the ship made of deadmen’s nails. At the Age of Discovery the story of a mysterious ship came to its final form. Being first mentioned in various European folk tales, with the course of time the plot became highly popular in late XVIII – XIX centuries. In Romantic literature the legend of the Flying Dutchman transformed into the allegoryof a man punished by Heaven for being too proud to resign himself to God’s will – a symbol of purgatory for sinners begging for mercy and forgiveness to rest in peace. Keywords: Flying Dutchman, Romanticism, Coleridge, Wagner, Melville. 1. Introduction In the literature of Romanticism “marine theme” was developing in two directions: a tragic image of a cursed ship – the Flying Dutchman (primary) and the ship and the sea as the allegory of protagonist’s inner world (secondary).The latter direction is masterfully characterized by a famous Russian philologist, Vladimir Toporov: talking about the poetic complex of the sea and its psychophysiological basis in Romantic literature, he notices that romanticists “describe not the sea proper…, but something different, for which the sea serves only as a form (a “sea” code of the “non-sea” message), a sort of a deep metaphor”(Toporov, 1995, p. 578). In Romantic arts the title work demonstrating the mythopoetic image of ship functioning as such a “deep metaphor” belongs to a French artist Théodore Géricault – “The Raft of the Medusa”created in 1819 in memory of tragic events of July 2, 1816.In Romantic literature of the second half of XIX cent. a similar idea is introduced in Victor Hugo’s passionate ode to the sea – a novel “Toilers of the Sea”, in which the metaphor “man-ship” receives its best embodiment. To some extent,the “trend” is continued by Jules Verne in hisadventure novel “Twenty Thousand Leagues Under the Sea”. 2. The etymology of the image of the Flying Dutchman �However, turning to the key image of Romantic literature – the one of the Flying Dutchman, let’s first of all highlight its folk etymology. In Germany, for instance, the ghost captain is named von Falkenberg, in Spain – Pepe de Mallorca, in Scotland there is a popular legend about a mysterious ship Carmilhan, while in Slavic folklorethere exists a tale about Prince Svyatoslav’s ghost boat. In accordance with an original Dutch myth, dating back to XVII century in the late automn of 1641 some Dutch sailor van Straaten (or Hendrick van der Decken) on his way back to Amsterdam from East-India,with spices and two passengers on board,was sailing by the Cape of Good Hope when ran into a gale. Being mad, stubborn or proud,and possibly also drunk, van der Decken refused to hear the crew’s prayers to turn back and wait out a storm in a quiet bay. Having killed several rebellious sailors, he threatened others telling them that noone would come ashore until the ship sailed round the Cape – even if it took eternity. The glove was taken up. Since that time meeting with a Dutch sailing ship either meant trouble at best or death at worst. The Anglo-Dutch military conflicts of that time largely promoted the legend across Europe, and in particular, across English speaking countries. 3. Artistic interpretations of the legend Two books quite different both in idea and artistic value became a prelude to the chain of numerous literary interpretations of the Dutch folk legend. The first is “Voyage to Botany Bay” (1795) by one of London’s most notorious pickpocketsGeorge Barrington, while the second is the poem in four parts “Scenes of Infancy” (1803) bya Scottish orientalist John Leyden. Since that time the tale of a ghost ship became extremely popular. The list of literary works touching this plot upon includes the poem “The Flying Dutchman” (1804) by Thomas Moore, a short story “Vanderdecken’s Message Home; or, the Tenacity of Natural Affection” (1821)by John Howison, a short story “The Storm Ship” (1822) byGeoffrey Crayon (Washington Irwing), “The Tale of the Ghost Ship” (1825) by Wilhelm Hauff,the poem “The Ghost Ship” (1832) by Christian von Zedlitz, a satirical novella by Heinrich Heine “From the Memoirs of Herr von Schnabelewopski”(1833),and, finally, an adventure novel “The Phantom Ship” (1839) by Captain Frederick Marryat. In 1842 the opera in two acts and three tableaux“The Phantom Ship” by Pierre-Louis Dietsch to a French libretto by Paul Foucher and Bénédict-Henry Révoil (strongly influenced by previous literary adaptations) was premiered by the Paris Opera.In 1871 Arthur Rimbaud composed “The Drunken Boat” in which its readers were introduced to one of the most striking images of a rebellious ship.The most intriguing transformation of the folk legend was created by Stéphane Mallarmé – “A throw of the dice will never abolish chance” (1897). Meanwhile in painting the image of a cursed captain was successfully referred to twice – in canvases by Albert Ryder (1887) and Howard Pyle (1900). Obviously, every new literary adaptation provided the original text with new details, supplementing its plot, broadening the limits of its symbolic meaning, and adding more philosophy to the narration, as a whole. In this respect a lot was done by three key Romantic works: “The Rime of the Ancient Mariner” by S.T. Coleridge, “The Flying Dutchman” by R. Wagner, and “Moby Dick; or the Whale” by H. Melville. �4. The image of the Flying Dutchman in Coleridge’s ballad In 1797 the English reading public was offered the first literary adaptation of the Dutch folk legend in which it turned out to be a story with much more profound message than that traditionally associated with an old sea tale. One of the most prominent representatives of the so called “Lake school” Samuel Taylor Coleridge published “The Rime of the Ancient Mariner” in which a popular story was transformed into the allegory of the human’s life. As it follows from the poet’s journal of that time, while working on his ballad Coleridge was mainly busy with creating the “epic story of the origin of evil in Milton’s manner. He was reflecting on the conflict of belief and sense, God and Nature, mechanic and transcendental world view, about the mysteries of life and pangs of conscience” (Gorbunov, 2004, p. 17). The story of the Mariner in which he tells about his fatal voyage to the Equator comes to the foreground. The crew firstly judging the murderer of an albatross soon justifies him thus sharing his guilt for the sacred bird’s spilled blood. As a punishment, the ship stops its move: “Day after day, day after day/We stuck, nor breath nor motion//As idle as a painted ship/Upon a painted ocean//”(Coleridge, 1912, p. 190); “The very deep did rot: O Christ!//That ever this should be!//Yea, slimy things did crawl with legs/Upon the slimy sea//” (Coleridge, 1912, p. 191). Not willing to admit its fault, the crew blames the Mariner: “Ah! well a-day! what evil looks/Had I from old and young!//Instead of the cross, the Albatross/About my neck was hung//” (Coleridge, 1912, p. 191). The vessel that soon appears on the horizon turns out to be a ghost boat on which Life and Death are playing human souls in dice. The Mariner stays alive while all others turn into half-decayed corpses: “Four times fifty living men/(And I heard nor sigh nor groan)/With heavy thump, a lifeless lump/They dropped down one by one//”(Coleridge, 1912, p. 196). The ship continues its move though without wind and the steersman, and while it is sailing the mariner is revealing the beauty of the surrounding world blessing God’s creation:“The self-same moment I could pray//And from my neck so free/The Albatross fell off, and sank/Like lead into the sea//”(Coleridge, 1912, p. 198). Since this moment every night the deadmen take on life to fall on their duties. At dawn they start praying and then sink into a sleep to restart their labour the next night. On completing the time period, when the Mariner sees the native seashore, the crew receives mercy: “Each corse lay flat, lifeless and flat/And, by the holy rood! //A man all light, a seraph-man/On every corse there stood//”(Coleridge,1912, p. 205). “The Rime of the Ancient Mariner” full of “dualism, the unsolvable play on contrasts – chaos and harmony, natural and supernatural, water and air, the Sun and the Moon, unexpected blessing, the loss of God and Grace of God” (Gorbunov, 2004, p. 17), showed to its readers a new, Romantic, odyssey to secret depths of human soul. The ballad of the Lake poet greatly influenced subsequent interpretations of the Dutch folk legend. Firstly, the manner in which the captain used to be portrayed changed radically – from a heartless drunkard he turns into a man with deep emotional stress, a complex personality with tragic fate. Secondly, more attention is now paid to the atmosphere prevailing on board,expectations and passions of the cursed crew. Thirdly, the motives of repentance,and hope for mercy and salvationhave become much stronger. 5. The image of the Flying Dutchman in Wagner’s opera �Next significant literary adaptation of the legend was introduced in the libretto by Richard Wagner to his new opera “The Flying Dutchman”. The German composer made his first acquaintance with the Dutch tale in 1834in “The Memories of Herr von Schnabelewopski” by Heine. Later on, during years spent in Riga, Wagner heard a lot about the cursed ship from local sailors. However, the idea to embody a popular plot in the opera was formed in Wagner’s mind only during his voyage to London from Prussian Pillau. A small merchant vessel,the Thetis, in which the composer was travelling together with his wife, was in constant danger of sinking amidst the ocean; sailors were desperately fighting with the storm while it was raging again and again making passengers feel their complete isolation from the dear land. Later on Wagner was recollecting: “The passage through the rocky Norwegian skerries made a tremendous impression on my imagination; the legend of the Flying Dutchman, which I heard repeated by the sailors, acquired for me a distinctive coloring such as only the experience of such an adventure at sea could provide” (Grey, 2000, p. 178-179). “The Flying Dutchman” became Wagner’s “first reformatory opera”(Zalesskaya, 2011, p. 74), and at the same time the first example of the composer’s use of a universal mythological plot.As he remarked himself, “The figure of the Flying Dutchman is a mythicpoetic creation of the folk: a primeval trait of human nature finds the most gripping and powerful expression in this figure. In its most general significance this trait can be identified as the longing for peace in the wake of life’s storms” (Grey, 2000, p. 181); “It was the first folk-poem that forced its way into my heart, and called on me as man and artist to point its meaning and mould it in a work of art”(Henderson,2013, p. 237). To fulfill the task Wagner refused to follow contemporary literary interpretations not willing to compose a libretto based on any existing story (as he used to do before) and wrote a new text in which revealed his own vision of the wandering captain’s tragic fate and expectations. “From here begins my career as poet, and my farewell to the mere manufacture of opera-texts”(Wagner, 1994, p. 314), – claimed the playwright. “The Flying Dutchman” in Richard Wagner’s stage is a story about the man’s everlasting life journey, his search for freedom, peace and rest from daily stresses. The opera’s protagonist is shown as a mythological image, a traveler similar to Odyssey not destined to reach his dear land no matter which shore he harbours. As Sarah Lenton remarks, it was the Dutchman’s situation that fascinated Wagner most of all – “a loner, cut off from love and ordinary life, alienated and suffering” (National Opera House, 2015). 6. The image of the Flying Dutchman in Melville’s novel In 1851 one of the most prominent novels of Romantic literature “Moby Dick; or the Whale” by Henri Melville saw the light. On its pages the image of the infernal ship received its best personification. The book by American literary critics of mid. XIX cent. called“strange”, presents a grandiose composition reluctant to any formal genre definition.According to one apt remark, “Moby Dick” is a “supermarine” (Kovalyov, 1972, p. 192)novel. In Melville’s epic the early Renaissance metaphor “world-ship” brilliantly manifests itself: “Yes, the world’s a ship on its passage out” (Melville, 1922, p. 48), – �exclaims Ismaele. With the development of narration this metaphor is transformed into a reverse one – “ship-world”: the Pequod with its crew consisting of representatives of various races and nationalities functions as the image that can be symbolically interpreted as the UnitedStates of America or the humanity as a whole sailing to nowhere in pursuit of some illusive destination. However, the key idea of this novel is the revelation of the personality of a rebellious captain overwhelmed with the only passion that has already become the curse for him and his crew. “This grey-headed, ungodly old man, chasing with curses a Job’s whale round the world, at the head of a crew, too, chiefly made up of mongrel renegades, and castaways, and cannibals”(Melville, 1922, p. 233) is the principal image of Melville’s narration. A fatal idéefixe of Ahab seeking for “audacious, immitigable, and supernatural revenge”(Melville, 1922, p. 233) pervades the novel’s atmosphere. The Pequod conducted by a madman (“I’m demoniac, I am madness maddened!”(Melville, 1922, p. 210) – says the captain himself), with the crew imprisoned on board, the ship headed by a “Terrible old man!”; “Gnawed within and scorched without, with the infixed, unrelenting fangs of some incurable idea”(Melville, 1922, p. 232), is dashing across boundless watery wastes – surmounting immense distances it disregards storms as if protected by some witcheries which will not be destroyed until the captain’s soul finds peace having finally achieved its only goal. The unraveling of the plot does not leave any doubts to readers – this is a new Flying Dutchman. Melville’s version of the legend compared to Coleridge’s ballad and Wagner’s opera turns out to be more dramatic. Being deprived of any hope for a sinfull captain salvation, it becomes an example of a more profound and polysemic allegory. What did the American romaticist plan to say having drowned his main character without even giving him a little chance to find peace after death? Is it the demonstration of the man’s impossibility to conquer his own nature? Or, probably, a finale like this is an allegory of invincible power? The works of such a scale allow us to make as many assumptions as we wish successfully finding the proof ofeach of them in the text. Doubtless is that the image of a rebellious captain with curse on his face and hellfire in hiseyes has become so influential in the arts of Western-European countries that in the majority of subsequent (if not all) artisitic interpretations of the Dutch legend (especially relating to the so called “mass culture”) the image of the captain cursed by God inevitably looks alike the most infernal of all Flying Dutchmen – Melville’s Ahab. 7. Conclusion Nowadays the mythopoetic image of the Flying Dutchman remains relevant being intencely reproduced in various genres of contemporary arts. It is especially popular in “mass culture” that eagerly reproduces the story of a ghost ship with its cursed captain and rebellious crew. Judging by various modern interpretations of the Dutch legend,it is its infernal theme that comes to the foreground (as it was characteristic for early variations); though from time to time the narration with more social-philosophical basis sees the light. All in all, the Romantic image of the Flying Dutchman, as we know it nowadays, can be officially regarded as one of the three components all together constituing the image field of the Ship – along with the Noah’s Ark and the Ship of Fools. �References: Coleridge, S.T. (1912). The Rime of the Ancient Mariner. In E.H. Coleridge, The Complete Poetical Works of Samuel Taylor Coleridge. In two volumes. Vol. I: Poems (pp. 186-208). Oxford: Clarendon Press. Gorbunov, A.N. (2004). Voobrazheniyauzyvnyi glas (poeziya S.T. Kolridzha). In S.T. Kolridzh, Stikhotvoreniya (pp. 7-42). Мoscow: Raduga. Grey, Th. (Ed.). (2000). Richard Wagner. Der FliegendeHolländer. Cambridge: Cambridge University Press. Henderson, W.J. (2013). His Life and His Dramas; A Biographical Study of the Man And an Explanation of His Work. Cambridge: Cambridge University Press. Kovalyov, Yu.V. (1972). German Melvilliamerikanskiyromantizm. Leningrad: Khudozhestvennayaliteratura. Royal Opera House. (2015). From Legend to Libretto: What Drew Wagner to the Myth of the Flying Dutchman? Retrieved February 9, 2015, from http://www.roh.org.uk/news/fromlegend-to-libretto-what-drew-wagner-to-the-myth-of-the-flying-dutchman Melville, H. (1922). Moby-Dick; or the Whale. In two volumes. Vol. I. London: Constable and Company LTD. Toporov, V.N. (1995). O “poeticheskom” komplekse moray iyego psikhophiziologicheskikh osnovakh. In V.N. Toporov, Mif. Ritual. Simvol. Obraz: Issledovaniya v oblast imifopoeticheskogo. Izbrannoye (pp. 575-622). Moskva: Progress. Zalesskaya, M.K. (2011). Vagner. Moskva: Moldayagvardiya. Wagner, R. (1994). A Communication to My Friends. In R. Wagner The Art Work of the Future, and Other Works. (pp. 269-392). Lincoln: University of Nebraska Press. � 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. 3263 Title A name given to the resource The image of the Flying Dutchman inthe literature of Romanticism Author Author Makarova, Inna S. Abstract A summary of the resource. The paper touches upon the peculiarities of the so called “marine theme” in Romantic art as a whole, and its central image – the Flying Dutchman, in particular. The etymology of this image, as well its numerous literary interpretations make up the subject of the research. Three key literary works of Romanticism, the ballad by S.T. Coleridge, the libretto by R. Wagner, and the novel by H. Melville, are in the spotlight of the given paper. The roots of the Flying Dutchman can be traced in the texts by Apollonius of Rhodes and Homer – their legendary books“Argonautica” and “Odyssey”respectively, as well as in the Norse mythology, in Edda –a notorious Naglfar, the ship made of deadmen’s nails. At the Age of Discovery the story of a mysterious ship came to its final form. Being first mentioned in various European folk tales, with the course of time the plot became highly popular in late XVIII – XIX centuries. In Romantic literature the legend of the Flying Dutchman transformed into the allegoryof a man punished by Heaven for being too proud to resign himself to God’s will – a symbol of purgatory for sinners begging for mercy and forgiveness to rest in peace. Keywords: Flying Dutchman, Romanticism, Coleridge, Wagner, Melville. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-07 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/d3a9a09c067ef54f5811dfd4da5932f9.pdf 4d8f3ada1d46be09541b6fe508c98ad5 PDF Text Text Overcoming EFL Obstacles to (Reading) Academic Texts – Class Observation Iva Čupić & Martina Klanjčić Dag Hammarskjöld University College of International Relations and Diplomacy, Croatia Abstract: What are the obstacles that impede understanding and decrease proficiency in reading academic texts in ESP? Correspondingly, how can they be overcome to achieve learning outcomes of EFL courses at tertiary level? Broadly speaking, academic texts are used in numerous learning processes across various stages of study. They are designed or aimed at such a purposeso as to facilitate instruction and the transfer of knowledge in academic subjects studied at the university level by providing textual input for the conceptualization and presentation of facts and hypotheses related to students’ respective fields of study. In ESP teaching they are used to introduce academic language through relevant academic content, aiming to draw upon the students’ existing vocabulary base, build new lexicalsemantic connections and raise the students’ overall foreign language proficiency level. Upon direct class observation, the authors have found that students perceive such texts as unnecessarily complex and the language they employ as obsolete and overly pretentious to be considered instrumental. The underlying reasons for this potentially disallowing perspective can be linked to insufficient knowledge of advanced professional vocabulary, elaborate grammatical structures and rhetorical organization patterns, coupled with affective factors, often manifested in the acquired bias toward more “everyday” texts employed in previous language instruction, which provide only a limited representation of language. The role of the teacher is thus to stimulate and channel the students’ professed interest and curiosity for their field of study by exploiting academic texts and various language acquisition techniques in order for students to successfully tackle demanding content and acquire new vocabulary and structures. This paper will aim to determine the common features of texts used in tertiary level ESP, namely in applied health sciences and international relations, and to explore and design effective reading techniques and language exercises that might help develop a comprehensive approach to the multilayer pattern that is academic text. Keywords: academic text, tertiary level ESP, learning obstacles, reading techniques 1. Introduction: academic text At the tertiary level of education, the academic text is used as an indispensable tool in numerous learning processes across different subjects and various stages of study. Employed to advance instruction and facilitate the transfer of knowledge in all academic subjects at the university level, it provides the necessary textual input for the presentation of facts and hypotheses related to students’ specific fields of study. Regardless of the students’ core academic preoccupation, a vital requirement for tackling an academic text is the theoretical knowledge of the distinctive features of academic writing. The language instructor should �familiarize the students with the characteristic features of academic texts, namely their formality, complexity, precision, explicitness and objectiveness – the properties of Standard Written English. [12] Firstly, academic texts are more formal in style and register than other, more familiar types of texts which are used predominantly throughout language courses in primary and secondary education in Croatia. Moreover, they are complex, as demonstrated in greater lexical density and vocabulary variation, as well as elaborate grammatical structures, and, perhaps surprisingly, precise at the same time, clearly presenting and explicitly referring to facts and data. [12] In contemporary use, geopolitics has been widely employed as a loose synonym for international politics. Arguments about the political effects of geography— particularly climate, topography, arable land, and access to the sea—have appeared in Western political thought since at least the ancient Greek era and were prominent in the writings of philosophers as diverse as Aristotle (384–322 BC) and Montesquieu (1689–1745). [4] Additionally, academic texts are said to be explicit, signposting dependably the organization of ideas, both at the sentence and paragraph levels. [12] Considering that the United Nations has an important role to play regarding the protection of minorities […] Bearing in mind the work done so far within the United Nations system, in particular by the Commission on Human Rights, the SubCommission on Prevention of Discrimination and Protection of Minorities and the bodies established pursuant to the International Covenants on Human Rights. [10] Furthermore, as academic texts employ a variety of methods to purposefully conceal any sign of subjectivity, they often abound with vague language and shadowy expressions that allow their authors to make personal claims professedly detached. [12] Nowhere has this been more clearly demonstrated than in the former Yugoslavia, a country viewed by peacemakers at Versailles as ‘the land of the Slavs’. [5] Coupled with professional vocabulary and complex grammatical patterns (the passive, inverted phrases, embedded questions, conditional clauses, etc.), it is then manifest why students often find it legitimately troublesome to fully comprehend such texts. As the primary addressees or beneficiaries of the academic text, college students preparing for their future academic careers can benefit greatly from instruction that draws upon the features of language as well as the process of reading and gathering information. A corollary to the above statement is that the students need to become critical and active readers, approaching and transcending large and complex sets of facts and translating them into meaningful content. [1] Depending on the specific objectives and learning outcomes pre-set in the syllabi of each particular ESP course, a wide variety of academic texts is employed in the ESP classroom, from purely scholarly texts and textbook materials to legal writing, encyclopaedia entries, news reports and magazine articles, to name but a few, used to introduce general and subject-specific academic vocabulary and grammar through relevant content, from international law to the workings of the nervous system. Prior to being taught in class, such texts are methodically processed by the language instructor to optimally �combine information about the language and the reality it expresses, upholding the implicit policy that ESP courses should follow the students’ core academic load. In this way the FL lecturer helps guide the students through this energy-intensive and in-depth academic process, which requires fairly large amounts of academic reading to be undertaken as part of their studies. 2. Class observation Upon direct class observation in two seemingly dissimilar learning environments, University of Applied Health Sciences and the Dag Hammarskjöld University College of International Relations and Diplomacy, the authors have found that the students’ reactions toward such texts are comparably matching: they are perceived as unnecessarily complex and the language they employ as too obsolete and archaic, even extravagant, to be considered instrumental. The underlying reasons for this potentially disallowing perspective can be linked to cognitive factors such as advanced technical vocabulary, elaborate grammatical structures and subtle rhetorical organization patterns, as well as to affective factors, often manifested in the acquired bias toward more “everyday” texts employed in previous language instruction, which provide only a limited representation of language, but are indisputably easier to comprehend and attune to. The role of the ESP teacher is then to try to overcome both obstacles: to teach the students general academic vocabulary and introduce them to more specialized instances of academic language, as well as to motivate them to appreciate the benefits of formal discourse, which becomes the primary medium of instruction once they have started their university education. 3. Obstacles that impede understanding and decrease proficiency in reading academic texts in ESP Starting from the most recognizable, lexical layer of language, students are faced with a task challenging in itself, and that is comprehending academic texts without sufficient knowledge of general academic and subject-specific terminology. Academic writing is characterized by a particular and cloistered “dialect” represented in the register of language fitting for a more formal level of expression. Words of such a distinctly formal register are not so frequent outside the academia, but are indispensable for pursuing a quality higher education. Neuronsconsist of three major sections: the dendrites, which receive impulses and transmit them to the cell body which contains the cell nucleus. Extending from the cell body is the axon, a long single projection, which carries the impulse away from the cell body. [3] More profoundly, students need to understand the ways in which words in English are generally formed. Awareness of the methods of word formation helps students decode unfamiliar words and facilitates vocabulary acquisition. Many English words are loan words from Latin, which has long since become the international language of scholars. As a case in point, the word “diplomacy” itself is Latin in origin, not to mention other equally ubiquitous terms like “bilateral”, “interlocutor”, “negotiation”, “plenipotentiary”, or “respiration”, “oxygen”, “cavity”, “gastrointestinal”, all derived from Latin. While in certain areas of �academic study, such as health sciences, Latin is still instrumentally needed, there is a marked tendency to use Latin terms in scientific and technical writing in general, which unfailingly provide an air of culture and sophistication. Semantic issues such as polysemy, synonymy and homonymy also constitute a vital step in comprehending texts at an academic level. Commonplace in Standard Written English across different fields of study in the English language, they need to be systematically introduced, expounded and employed in various activities. POLYSEMY: The United Nations observance of International Women’s Day on 8 March will reflect on how to accelerate the 2030 Agenda, building momentum for the effective implementation of the new Sustainable Development Goals. [11] (observance = 1. act of watching; 2. ceremony or ritual) [13]; HOMONYMY: discreet (modest and unpretentious) and discrete (separate and different) [13]; SYNONYMY AND ANTONYMY: Many, for instance, automatically assume that students and teachers of politics must in some way be biased, finding it difficult to believe that the subject can be approached in an impartial and dispassionate manner. [5] In matters of phraseology, idiomatic and other fixed expressions are also relatively set and specific to particular academic fields of study. After the students have been introduced to relevant instances of different phrasemes used in academic context, such as Latin phrases (persona non grata, ad hoc, alma mater, quid pro quo, sui generis), idiomatic expressions (landslide victory or megaphone diplomacy), or abbreviations (NATO, MRI), they are provided with examples demonstrating their usage. In that way they can proceed to use them independently. Secondly, on the syntactic level, students need to understand the highly developed and internally consistent grammar of academic discourse, and consolidate some of the key grammatical areas for academic reading, such as noun phrases, the passive voice, inverted structures, subordinate clauses and prepositional phrases, to name but a few. [7] PASSIVE: The bones in a synovial joint are surrounded by a joint capsule composed of fibrous tissue. Ligaments anchor one bone to another and thereby add considerable strength to the joint capsule in critical areas. Bones at the joint are covered with a smooth, glistening white tissue called the articular cartilage. [3] [8] For competent users of foreign languages, the passive is a frequent tool of formal expression. It has an innate capability to turn an utterance into a more impersonal, detached and thus more formal statement by removing the agent (subject) of the action from the sentence, which is a requirement in technical, scientific and academic writing. Furthermore, another convenient device in achieving formality and a certain elegance of expression is the inverted sentence (Should you require any additional information, feel free to contact us). Also, complex sentences, abundant attribution and prepositional phrases are some of the most prominent features of academic writing. �This development began after the terrorist attacks of Sept. 11, 2001, and has been sanctioned and escalated by bipartisan executive and legislative actions, without dissent from the general public. As a result, our country can no longer speak with moral authority on these critical issues. [2] An excellent form of activity that helps integrate the students’ syntactic knowledge in achieving and ascertaining comprehension, open-cloze exercises serve as an extensive activity to consolidate key grammatical areas of formal writing. Conservative nationalism tends _______ (TO) develop in established nation-states rather than in _______ (ONES) that are in the process of nation building. It is typically inspired _______ (BY) the perception that the nation is somehow _______ (UNDER) threat, _______ (EITHER) from the inside or the outside. [5] Thirdly, relating to paragraph cohesion, academic texts conform to a defined structure of argumentation, which means that students need to learn how to recognize and use different reference words and phrases that build and present arguments in the text. Learning about paragraph coherence (main ideas and supporting details, transitions between paragraphs) and raising awareness of the function of transitional markers (outlining different relationships and sequences such as time, place, examples, established order of importance, cause and effect, addition, difference and similarity, etc.) facilitates understanding and fosters mastery of language. At various times, nationalism has been progressive and reactionary, democratic and authoritarian, liberating and oppressive, and left-wing and right-wing. For this reason, it is perhaps better to view nationalism not as a single or coherent political phenomenon, but as a series of ‘nationalisms’: that is, as a complex of traditions that share but one characteristic – each, in its own particular way, acknowledges the central political importance of the nation. Immense controversy surrounds the political character of nationalism. Indeed, nationalism shows every sign of suffering from the political equivalent of multiple-personality syndrome. On the one hand, nationalism can appear to be a progressive and liberating force, offering the prospect of national unity or independence. On the other, it can be an irrational and reactionary creed that allows political leaders to conduct policies of military expansion and war in the name of the nation. [5] Finally, on the level of subject matter, it is important that instructors appreciate the fact that their students are only beginning to tackle certain academic issues in their native language, which only makes it more difficult for them to comprehend such texts, sometimes to the point of intelligibility. In the example below, the students engage in translation (from English into Croatian and vice versa) after they have thoroughly read the original text. This is used as a method of recycling vocabulary, as well as using more complex grammatical and rhetorical structures through guided translation. Institucije države (državni aparat, sudovi, policija, vojska, sustav socijalne skrbi i tako dalje) mogu se smatrati ‘javnima’ u tom smislu što su odgovorne za kolektivnu �organizaciju života zajednice. Štoviše, financiraju se o trošku javnosti, putem oporezivanja. Key words: and so forth; be regarded; at the expense; taxation The institutions of the state (the apparatus of government, the courts, the police, the army, the social-security system and so forth) can be regarded as ‘public’ in the sense that they are responsible for the collective organization of community life. Moreover, they are funded at the public’s expense, out of taxation. [5] 4. Outline of learning outcomes of tertiary level ESP courses The ultimate goal of all the analysed exercises and issues is that the students successfully overcome them in order to achieve the learning outcomes set in the course syllabi, some of which may be defined as follows: identifying, defining, acquiring and using key technical vocabulary in their specific fields of study (in the authors’ case, applied health sciences and international relations and diplomacy); raising and developing awareness of semantic similarities and discrepancies (false friends, synonymy, polysemy, homonymy, etc.) between English and Croatian languages; and approaching academic texts used in language instruction analytically and responding to them critically. 5. The role of the teacher As seen throughout the examples introduced in this paper, the role of the teacher is to stimulate and channel the students’ professed interest and whet their intellectual curiosity for the field of study they are engaged in by exploiting academic texts and various language acquisition techniques in order for students to master demanding content and acquire and use new vocabulary, as well as to recognize and employ new language patterns and grammatical and rhetorical structures. 6. Conclusion The immediate purpose of the approach to academic texts in tertiary level ESP/EAP advanced in this paper is to help students arrive at a profound and comprehensive understanding of texts. Through guided academic endeavour, they will learn how to approach academic input more deeply and therefore more instrumentally, going beyond simple understanding of words and summarizing of main ideas. The final goal of EAP should be reflected in the students’ ability to recognize and differentiate between facts and opinions; to come up with their own evaluative filter that will help them challenge any assumption and discern any error; to integrate information from multiple sources while drawing their own conclusions. This approach, which advocates that the answers to questions raised in class be proactively worked out rather than simply found, develops academic acuity and professional and technical competence. The students, albeit grudgingly, at least in the initial stages, soon begin to recognize and appreciate the advantage of the masterly command of academic texts, which helps them progress and mature intellectually across various subjects and stages of study. �References: [1] Burgmeier, A. (2009). Inside Reading: The Academic Word List in Context. Oxford: Oxford University Press [2] Carter, J. (2012). A Cruel and Unusual Record. The New York Times. Retrieved from http://www.nytimes.com/2012/06/25/opinion/americas-shameful-human-rightsrecord.html?_r=0 [3] Chabner, D. (2014). The Language of Medicine, Tenth Edition. Elsevier Saunders [4] Deudney, D.H. (2016). Geopolitics. Encyclopædia Britannica. Retrieved from http://www.britannica.com/topic/geopolitics [5] Heywood, A. (2007). Politics, London: Palgrave Macmillan [6] Merriam Webster Online Dictionary.Retrieved from www.merriamwebster.com/dictionary [7] Paterson, K. & Wedge, R. (2013). Oxford Grammar for EAP. Oxford: Oxford University Press [8] Režić, P., & Žurić Havelka, S. Introduction to Basic Medical Terminology for Health Professions. (2013). Zagreb: Zdravstveno veleučilište [9] United Nations. The Universal Declaration of Human Rights. (1948). Retrieved from http://www.un.org/en/universal-declaration-human-rights/index.html [10] UN Documents: Gathering a body of global agreements. Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities. (18 December 1992). Retrieved from http://www.un-documents.net/a47r135.htm [11] UN Women. International Women's Day 2016. (2016) Retrieved from http://www.unwomen.org/en/news/in-focus/international-womens-day [12] Using English for Academic Purposes. Features of Academic Writing. Retrieved from http://www.uefap.com/writing/feature/complex.htm [13] Waite, M., Hollingworth, L. & Marshall D. (eds.). (2006). Oxford Paperback Thesaurus (3rd ed.). Oxford: Oxford University Press �� 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. 3264 Title A name given to the resource Overcoming EFL Obstacles to (Reading) Academic Texts – Class Observation Author Author Čupić, Iva Klanjčić, Martina Abstract A summary of the resource. What are the obstacles that impede understanding and decrease proficiency in reading academic texts in ESP? Correspondingly, how can they be overcome to achieve learning outcomes of EFL courses at tertiary level? Broadly speaking, academic texts are used in numerous learning processes across various stages of study. They are designed or aimed at such a purposeso as to facilitate instruction and the transfer of knowledge in academic subjects studied at the university level by providing textual input for the conceptualization and presentation of facts and hypotheses related to students’ respective fields of study. In ESP teaching they are used to introduce academic language through relevant academic content, aiming to draw upon the students’ existing vocabulary base, build new lexical-semantic connections and raise the students’ overall foreign language proficiency level. Upon direct class observation, the authors have found that students perceive such texts as unnecessarily complex and the language they employ as obsolete and overly pretentious to be considered instrumental. The underlying reasons for this potentially disallowing perspective can be linked to insufficient knowledge of advanced professional vocabulary, elaborate grammatical structures and rhetorical organization patterns, coupled with affective factors, often manifested in the acquired bias toward more “everyday” texts employed in previous language instruction, which provide only a limited representation of language. The role of the teacher is thus to stimulate and channel the students’ professed interest and curiosity for their field of study by exploiting academic texts and various language acquisition techniques in order for students to successfully tackle demanding content and acquire new vocabulary and structures. This paper will aim to determine the common features of texts used in tertiary level ESP, namely in applied health sciences and international relations, and to explore and design effective reading techniques and language exercises that might help develop a comprehensive approach to the multilayer pattern that is academic text. Keywords: academic text, tertiary level ESP, learning obstacles, reading techniques Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-09 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/db25f4a7b966f60352d0ad2e0aabe974.pdf f0cc5fe57ffa79f5a48cd1678930e841 PDF Text Text 1 Language learning through Facebook: A descriptive case study Judit Papp University of Naples “L’Orientale”, Italy Abstract: According to the statistics as of 15 November 2015 in Italy there are about 28,000,000 Facebook subscribers, which means a 46.1% penetration rate.1 Facebook is also the most commonly used social networking tool among university students: their involvement and the hours they spend on this popular networking site should encourage educators in higher education institutions to consider it as a place for learning and to integrate it in the academic practices. This paper reports and analyzes the data collected using a questionnaire concerning students’ perceptions of language learning possibilities on Facebook. The survey was conducted at the University of Naples “L’Orientale” (Department of Literary, Linguistics and Comparative Studies) during the academic year 2015-2016 and involved students enrolled in three different courses. At this step, students’ perceptions and attitudes were measured through a questionnaire including several questions about demographic information, their perceptions of Facebook and their use and behavior on this social network site. The main purpose of this study was to find out the role and benefits of Facebook in students’ language learning processes, whether Facebook is able to improve students’ language skills and whether students use specific Facebook groups to facilitate language learning. The study was limited only to the generic social networking site Facebook, excluding all the other social networking sites (including the relatively new Language Learning Social Network Sites (LLSNSs) too, such as Babbel, Busuu, italki; Polyglotclub, etc.) Keywords: Social networking sites, Facebook, Foreign language learning, Engagement 1. Introduction In this study I explore students’ engagement on Facebook and their perceptions of it as a language learning tool. It is interesting to investigate how much time students spend on Facebook, however, it is even more stimulating to try to understand what they are doing while logged in, how they are using the different possibilities available on Facebook. This research survey was conducted at the University of Naples “L’Orientale” (Department of Literary, Linguistics and Comparative Studies) during the academic year 2015-2016 with the aim to explore how students use Facebook for academic purpose specially to enhance their second-language skills. It involved a total of 119 students (mainly Italians: 110 out of 119) enrolled in three different courses: Applied linguistics, General translation studies and Literary translation studies. The first two courses are part of one of the Department’s three-year degree 1 http://www.internetworldstats.com/europa.htm#it �2 courses programs (Linguistic and cultural mediation), while the third one is part of some of the Department’s two-year post-graduate degree programs: 93 participants are students of the three-year degree courses program in Linguistic and cultural mediation. 26 participants are students of the two-year post-graduate degree programs (22 students of European and American languages and literatures, 3 students of Comparative literatures and cultures and 1 student of Specialist translation). 2. Method Students’ perceptions, their attitudes towards Facebook and their behavior on this networking site were measured through a questionnaire containing, among others, questions concerning demographic information (students personal data, age, gender, mother tongue, course program, languages studied inside and outside the university), time commitment (number of loggings on Facebook, amount of time spent on Facebook weekly), main reasons for the usage of this social networking site, the usefulness of Facebook for language learning from the students’ point of view, the nature of Facebook’s influence on students’ language learning, memberships in specific Facebook groups for language learning, etc. 3. Findings and discussion The gender figures of the students involved in the survey are illustrated in the following table: three-year degree courses program two-year post-graduate degree program three-year degree courses program two-year post-graduate degree program female 80 (86%) male 13 (14%) 23 (88.5%) 3 (11.5%) Italian students 85 (91.4%) International students (regularly enrolled, mother tongue not Italian) 8 (8.6%) 25 (96.2%) 1 (3.8%) In total, in the survey participated 103 female (86.6%) and 16 male (13.4%) students. The gender figures are fairly representative of the ratio of the general population of university students in the second year of the Linguistic and cultural mediation course program [18.62% male (n=108) and 81.38% female (n=472)] and the second year of the European and American languages and literatures, Comparative literatures and cultures and Specialist translation course programs [12.12% male (n=40) and 87.88% female (n=290)] of the University of Naples “L’Orientale”. The majority (84.87%) of the participants were in the 19-26 years category: �3 Three-year degree courses program2 Two-year post-graduate degree program3 Age group 19-21 22-26 Number of participants 81 out of 93 (87.1%) 20 out of 26 (76.9%) For further researches also the geographical distribution of the participants could be interesting, so according to the data stated by the students in the questionnaire, the geographical distribution is the following: Three-year degree courses program: Province of Naples Province of Caserta Province of Salerno Province of Avellino Others (Latina, Foggia, Benevento, Lecce, Catanzaro, Bari, Potenza) 49 students 20 students 7 students 5 students 12 students Two-year post-graduate degree program: Province of Naples Province of Caserta Province of Salerno Province of Potenza Province of Bari 14 students 7 students 3 students 1 student 1 student Considering the languages studied inside and outside the university, the participants of the survey do not constitute a homogenous group. Students of the three-year degree courses program participating in the survey study the following languages: English (50 students), German (39 students), Russian (33 students), French (24 students), Spanish (22 students), Arabic (9 students), Dutch (3 students) and Portuguese (5 students). English-Russian English-German French-German German-Spanish French-Spanish English-French German-Russian Russian-Spanish English-Portuguese Arabic-Spanish 2 19 18 8 7 6 5 5 5 4 3 Arabic-English Arabic-French French-Russian Arabic-Russian English-Dutch French-Dutch German-Dutch Russian-Polish Spanish-Portuguese 3 2 2 1 1 1 1 1 1 16 students were in the 19 years, 49 students in the 20 years, 16 students in the 21 years, 4 students in the 22 years, 1 student in the 23 years, 3 students in the 24 years, 2 students in the 25 years, 1 student in the 28 years and 1 (international) student in the 42 years category. 3 1 student was in the 21 years, 4 students were in the 22 years, 3 students in the 23 years, 5 students in the 24 years, 5 students in the 25 years, 3 students in the 26 years, 1 student in the 27 years, 1 student in the 28 years, 1 student in the 29 years and 2 students in the 33 years category. �4 Distribution of the language pairs studied by the 1st level participants Students of the two-year post-graduate degree program participating in the survey study the following languages: English (19 students), Spanish (11 students), German (5 students), French (4 students), Swedish (2 students), Russian (1 student), Chinese (1 student) and Japanese (1 student). English-Spanish 7 English-Chinese 1 English-German 4 English-Japanese 1 English 3 Spanish-French 1 Spanish 3 English-French 1 French 2 German-Russian 1 Swedish-English 2 Distribution of the languages/language pairs studied by the 2nd level participants The questionnaire contained various questions concerning Facebook usage and students’ perceptions and the analyzes of the answers is rather interesting. The first question asked how many times a day students log in to Facebook? According to the definition of Prensky (2001), all the 119 respondents are native digitals, they have a Facebook account and they spend a substantial amount of time logged in Facebook. This social networking site is an integral part of the daily routine of the majority of the participants and they use it both on desktop and mobile devices (logging in with their phones). Students’ answers indicate also that 2nd level students log in to Facebook less often. Students of the three-year degree courses program: From 1 to 5 From 6 to 10 More than 10 33 (35.48%) 33 (35.48%) 27 (29.03%) Students of the two-year post-graduate degree program: From 1 to 5 From 6 to 10 More than 10 13 (50%) 8 (30.77%) 5 (19.23%) The second question asked the average amount of time students spend on Facebook a week: Students of the three-year degree courses program: No answer 3 (3.23%) �5 Max. 1 hour From 1 to 3 hours From 4 to 8 hours From 10 to 20 hours From 20 to 100 hours Significant amount of time Not too much 16 (17.20%) 31 (33.33%) 22 (23.66%) 15 (16.13%) 5 (5.38%) 1 (1.08%) No answer Max. 1 hour From 1 to 3 hours From 4 to 8 hours From 10 to 20 hours From 20 to 100 hours Significant amount of time 2 (7.69%) 2 (7.69%) 8 (30.77%) 5 (19.23%) 4 (15.38%) 4 (15.38%) 1 (3.85%) Students of the two-year post-graduate degree program: According to their answers, every week students spend a significant amount of time on Facebook and this information should be considered also for the academic practices. Generally speaking, we can state that the majority of the students spend at least one hour a day on Facebook. The third question asked about the language(s) the participants most frequently use on Facebook beyond the Italian language (or in case of foreign students, beyond their mother tongue): Students of the three-year degree courses program: English English and French English and Spanish French English and Russian English, Spanish and Portuguese English, Spanish and German English and German Spanish NONE English, French and German. English, Spanish and French 37 13 9 4 4 3 3 3 3 3 1 1 English, German and Russian English, Spanish, German and French Italian, French, English and a little Russian Italian, English and Russian Dutch Polish Russian Only Italian and mothertongues Spanish and French German 1 1 1 1 1 1 1 1 1 1 83.87% of the students uses also English on Facebook, which is again a rather significant value, yet educators should not neglect the usage of German, French, Spanish and Russian as well as second languages. Students of the two-year post-graduate degree program: �6 English English, Spanish English and French English and German English and Chinese English, Spanish and French 8 6 2 2 1 1 English, Spanish and Swedish English and Swedish English, German and Russian Italian (L2) Spanish Spanish and French 1 1 1 1 1 1 Within the two-year post-graduate degree program, the situation is similar. 23 (88.46%) of the participants use English as a second language on Facebook. A consistent number of students uses on the social networking site also Spanish (10, 38.46%) and French (4, 15.38%). The fourth question asked students about the main reasons for which they usually use Facebook: According to the answers, it seems that usually students are more passive than active on Facebook. They seem to spend more time observing or reading contents on Facebook than posting them. The main reasons Facebook is used by the students are for fun and entertainment and for social interaction, usually with faraway family members or friends with whom students have a pre-established, existing relationship. After these two primary uses of Facebook, this social networking site has also an important role in the academic lives of the students involved in this study. Almost all the students are member of different closed university groups. There are two types of university groups: one created and administered by the same educators (less frequent) and the ones created and administered by the students in which professors are not welcome. In the latter ones, students are involved in education-related communication. There are groups dedicated to almost all the courses taught at the University and they are used mainly for organizational reasons and to connect with and communicate with the other students of the different courses. Usually students communicate about course materials, contents of the lessons, most frequently they publish questions about the exams or the results of the written exams, Erasmus exchange, but also about exam sessions and other generic topics concerning various academic practices. Many students of the three-year degree courses program (35.48%) state that they are using Facebook also to learn language and culture, so as a tool able to support self-training. However, this value diminishes noticeably among the students of the two-year post-graduate degree program. Students of the three-year degree courses program: Fun, leisure, entertainment Social interaction (to keep in touch with faraway family and friends) Language learning As a source of information For work or sale or hobby To like pages dedicated to films, TV series, music, handicraft, etc. To share photos/videos 72 (77.42%) 66 (70.97%) 33 (35.48%) 15 (16.13%) 7 (7.53%) 5 (5.38%) 4 (4.30%) �7 To see the photos, videos and posts on the wall of the friends To share and/or to see links To communicate with foreign friends To like journals, websites, etc. To chat To follow and/or discover trends 4 (4.30%) 3 (3.23%) 3 (3.23%) 2 (2.15%) 2 (2.15%) 2 (2.15%) Students of the two-year post-graduate degree program: Social interaction (to keep in touch with faraway family and friends) Fun, leisure, entertainment As a source of information Language learning Boredom 23 (88.46%) 16 (61.54%) 8 (30.77%) 6 (23.08%) 1 (3.85%) Considering the content of the two tables above, it is also evident, that all these students are familiar with the various receptive and productive activities available on Facebook, such as chatting, messaging, liking pages and groups, sharing images, videos, links, commenting on walls, etc. The fifth question asked students about their usage of Facebook to learn languages. According to the answers, 20 (21.51%) out of 93 students of the three-year degree courses program do not use Facebook for language learning, while 2 students affirmed that language learning is only a secondary effect of this social networking site. To the specific question concerning the usage of Facebook for language-learning reasons, 71 students (76.34%) affirm to use Facebook with this aim too. 49 students (52.69%) use Facebook to enhance their English, 29 (31.18%) to enhance their French, 18 (19.35%) to enhance their Spanish, 17 (18.28%) to enhance their German and 12 (12.90%) to enhance their Russian language skills. No 20 (21.51%) Yes, English 15 (16.13%) Yes, French 6 (6.45%) Yes, English and French 6 (6.45%) Yes, English and German 5 (5.38%) Yes, Russian 4 (4.30%) Yes, German 4 (4.30%) Yes, Spanish and German 3 (3.23%) Yes, English, Spanish and 3 (3.23%) Portuguese Yes, English and Russian 3 (3.23%) Yes, Spanish 2 (2.15%) Yes, English, Spanish and Russian Yes, English, French and Russian Yes, English, French and German Yes, English and Spanish Yes, English and Arabic As a secondary effect, English Yes, Spanish, German and Dutch Yes, Russian and Spanish Yes, Italian (as L2) 2 (2.15%) 2 (2.15%) 2 (2.15%) 2 (2.15%) 2 (2.15%) 2 (2.15%) 1 (1.08%) 1 (1.08%) 1 (1.08%) �8 Yes, French and German 1 (1.08%) Yes, English, Spanish and 1 (1.08%) Arabic Yes, English, French, 1 (1.08%) Spanish and Italian (L2) Yes, English, French, German and Spanish Yes, English, French and Spanish Yes, English and Dutch Yes, Arabic 1 (1.08%) 1 (1.08%) 1 (1.08%) 1 (1.08%) 7 students (26.93%) of the two-year post-graduate degree program do not use Facebook to enhance their language skills and 4 students (15.38%) are not really persuaded by Facebook as a learning place, even if they admit its usefulness in a certain measure. 15 students (57.69%) use this social networking site also to learn English, 8 students (30.77%) use it for Spanish and others also for French, German and other languages (Swedish, Russian, Chinese). No Yes, English and Spanish Yes, English Yes, French Yes, English and Chinese Yes, English and French Yes, English and Swedish Yes, English, Swedish, Spanish and French 7 (26.93%) 4 (15.38%) 3 (11.54%) 1 (3.85%) 1 (3.85%) 1 (3.85%) 1 (3.85%) 1 (3.85%) Yes, English, German and Russian Yes, Spanish Yes, Spanish and French As a secondary effect, English Not too much, English, Spanish and French Rarely, English and German Occasionally, German 1 (3.85%) 1 (3.85%) 1 (3.85%) 1 (3.85%) 1 (3.85%) 1 (3.85%) 1 (3.85%) The aim of the next question was to explore, in case of Facebook usage for language learning, which activities or options of the site are typically used. Students of the three-year degree courses program usually chat with Facebook friends who are native speakers of the languages they study and want to improve. In this case Facebook has an important function in language learning: to substitute the direct face-to-face relationship it is able to provide interactive and authentic access to native speakers and also to different kind of documents in various languages. So, from this point of view, one of the main benefits of Facebook is that it facilitates collaborative exchanges between language learners and native speakers. Some students are members of specific Facebook groups and others follow various pages written in foreign languages. Following foreign newspapers or famous persons allows also to avoid adding strangers to the friend list and giving them access to the personal information, while it ensures a certain level of exposure to the foreign language through the various feeds. �9 To a lesser extent, students also engage in several other common activities on the site. It is interesting to point out that a part of the students changed the language of their account (Facebook language settings) in a language different from their mother tongue as they are convinced that it can offer certain benefits to the language learning process and it provides more exposure to the target language. Students of the three-year degree courses program: Not applicable Chatting with native speakers Being member of groups created for language learners “Liking” pages in foreign languages (newspapers, journals, recensions of disks, make-up, pastry making…) Watching videos in foreign languages Reading articles in foreign languages Reading and/or commenting posts written by foreign friends Setting Facebook in a foreign language “Liking” pages dedicated to teaching foreign languages Visiting links in foreign languages Listening to songs Watching images in foreign languages Visiting pages where users upload TV series in English 18 (19.35%) 32 (34.40%) 20 (21.51%) 17 (18.28%) 13 (13.98%) 10 (10.75%) 8 (8.60%) 8 (8.60%) 7 (7.53%) 5 (5.38%) 3 (3.23%) 2 (2.15%) 1 (1.08%) Students of the 2nd level are also engaged in certain common Facebook activities with the aim of facilitating language learning. Students of the two-year post-graduate degree program: Not applicable Being member of groups created for language learners “Liking” pages in foreign languages (newspapers, journals, recensions of disks, make-up, pastry making…) “Liking” pages dedicated to teaching foreign languages Reading articles in foreign languages Chatting with native speakers Listening to interviews Reading and/or commenting posts written by foreign friends Watching videos in foreign languages Writing posts in foreign languages 8 (30.77%) 6 (23.08%) 6 (23.08%) 5 (19.23%) 5 (19.23%) 3 (11.54%) 2 (7.69%) 2 (7.69%) 2 (7.69%) 1 (3.85%) The seventh question asked students whether Facebook can enhance the knowledge of foreign languages. The majority of the students (more than 60%) of the three-year degree courses �10 program clearly agree that Facebook can be a useful tool in language learning. However, there is a certain difference between the two groups: in fact, this rate decreased significantly in the second group: Three-year degree courses program: Yes No Yes, a bit Yes, enough Not much Yes, very much Yes, partially Yes, minimally Sometimes 44 (47.31%) 8 (8.60%) 8 (8.60%) 7 (7.53%) 6 (6.45%) 6 (6.45%) 4 (4.30%) 4 (4.30%) 4 (4.30%) Two-year post-graduate degree program: Yes No Yes, enough Yes, minimally Not much Yes, more or less 13 (50%) 5 (19.23%) 4 (15.38%) 2 (7.69%) 1 (3.85%) 1 (3.85%) The next open question then was related to the previous one and wanted to investigate the role of Facebook in enhancing students’ different language skills. So, in this question I’ve asked the participants to describe those language skills that according to them can be enhanced simply using Facebook. They were asked also to differentiate their answers according to the different languages they use on Facebook. However, at this step I’ll illustrate the comprehensive outcome of this investigation. The results illustrated that, from the perceptions of the students, Facebook is a resource that with its different features is able to enrich their vocabulary and reading, writing and listening skills in the different foreign languages. In both groups a great number of students affirmed that they can learn or absorb many new vocabularies and expressions rather unconsciously just reading posts, comments, article, etc. on Facebook. A certain number of students answered that they can learn jokes, slang words and expressions just as a result of a natural and unconscious process, and they can experience a deepened understanding of the different cultures: Three-year degree courses program: Vocabulary Reading Writing 70 (75.53%) 63 (67.77%) 49 (52.69%) Listening Proverbs, idioms, wordplays Youth slang Speaking Pronunciation 39 (41.94%) 11 (11.83%) 10 (10.75%) 8 (8.60%) 2 (2.15%) �11 Two-year post-graduate degree program: Listening Speaking Youth slang Proverbs, wordplays Vocabulary 9 (34.62%) 3 (11.54%) 3 (11.54%) idioms, 1 (3.85%) 18 (69.23%) Reading 16 (61.54%) Writing 16 (61.54%) With the aid of the next question I wanted to investigate further their behavior concerning the liking and following of pages in foreign languages (especially pages concerning language learning, newspapers, journals, TV series, etc.). The main part of the participants uses this common option of Facebook and some of the most popular pages for language learning are the followings: Ich liebe Deutsch, J’aime le français, Phrasal Verbs Club, Tedesco per italiani, Goethe Institut - Deutsch lernen, Deutsch Italia, Fun Russian, Impara il russo con Tanyusha, Russian Vocabulary, Centro russo dell’Università degli studi di Napoli “L’Orientale”, English idioms, English Speaking Club; English is Fun, BBC Learning English, IELTS Official, Cambridge English, Apprendre le Français, Praticamos Espanol, etc. three-year degree courses program two-year post-graduate degree program Yes 68 (73.11%) No 25 (26.69%) 24 (92.30%) 2 (7.70%) Finally, a particular attention was paid in this survey to Facebook groups (a feature available on Facebook to gather users that share common interests) for language teaching and learning. In fact, the last open question investigated the level of students’ participation in Facebook groups for language learning. While all participants are familiar with Facebook groups and their features, it seems that the groups for language learning are not really popular. The main part of the students felt that utilizing Facebook groups as a tool for language learning does not really supports language acquisition and only few of them are members of these particular kind of Facebook groups: A few examples given by the students are the followings: Es. Studiamo il tedesco: grammatica-regole e frasi utili, Studiamo il francese: Grammatica-Regole-Frasi utili, Studiamo il Tedesco: Grammatica-Regole-Frasi utili, Nederlands als tweede tal, Polyglot gathering, Tandem Deutsch-Italienisch / Tandem Tedesco-Italiano, Jetzt lernen wir Deutsch, Italienisch Lernen - imparare il tedesco, Uk languages courses, Linguaenglish, Learn English with SOLEX College, BBC Learning English. No Yes �12 three-year degree courses program two-year post-graduate degree program 65 (69.89%) 28 (30,11%) 20 (76.92%) 6 (23.08%) 4. Conclusion Analyzing the answers, it is also discovered that despite the positive affective influences Facebook in general and Facebook groups in particular have on the participants, many students still prefer the actual classroom discussion or other social networking sites or other resources (skype) instead of Facebook. However, this study offers opportunities for future research at our University and in the Italian context as well concerning the usage of Facebook in higher education. Understanding better how students are using Facebook and the other popular social networking sites for academic purposes and also outside the university to support and integrate their learning processes and to increase their knowledge of the target culture may provide valuable data and ideas about how these learning opportunities could be integrated also into the formal university context. As it is rather evident that students are highly interested in Facebook for educational and education-related purposes, in my opinion, it should also encourage faculty members in a greater extent to use this networking site during the educational process. �13 Appendix a) Three-year degree courses program Questions concerning Facebook and Facebook Groups 1. I use English in the FB groups I’m a member 2. I use other foreign languages in the FB groups I’m a member Please, specify the language(s) 3. I talk about my language courses with my FB friends 4. I ask questions about the lessons/activities done during the language lessons 5. I ask generic questions about foreign languages 6. I speak/write in English on Facebook about different topics 7. I speak/write in other Foreign languages on Facebook about different topics Please, specify the language(s) 8. I publish useful and interesting posts in foreign languages 11. I never neglect the posts of other users concerning language learning 10. I “like” if I see groups promoting language learning Always Sometimes Never 4 11 Italian Russian (3) Spanish (4) German (4) French (3) 29 44 20 54 32 French (11) German (10) Spanish (9) Russian (6) Arabic (1) Portuguese (1) Dutch (1) 57 22 52 13 14 8 54 62 19 17 7 Spanish (2) French (3) German (1) Italian (1) Russian (1) 34 13 46 French (18) German (12) Spanish (17) Russian (9) Portuguese (2) Italian (2) Dutch (2) Arabic (1) 50 30 47 10 48 32 7 10 24 �14 11. I write in foreign languages on Facebook whenever I can Please, specify the language(s) 27 English (20) French (10) Spanish (11) German (7) Russian (4) Italian (1) Portuguese (1) 12. I learn new words/expressions through my 44 conversations on Facebook English (33) Please, specify the language(s) Spanish (16) French (12) German (10) Russian (5) Portuguese (4) Dutch (2) Italian (1) 13. If necessary, to chat on Facebook in foreign 25 languages, I use dictionaries 14. If during the conversations in foreign 39 languages, I have difficulties, I ask for help/explanation 15. I share my stories and personal experiences on 9 Facebook in foreign languages b) Two-year post-graduate degree program 45 English (33) French (12) Spanish (13) German (9) Russian (6) Dutch (2) Arabic (1) 34 English (25) French (11) Spanish (9) German (3) Russian (3) Arabic (1) Dutch (1) 15 47 15 39 9 36 25 9 Questions concerning Facebook and Facebook Groups 1. I use English in the FB groups I’m a member 2. I use other foreign languages in the FB groups I’m a member Please, specify the language(s) Always Sometimes Neve r 9 13 5 2 French (1) Spanish (2) 3. I talk about my language courses with my FB friends 1 11 10 French (4) Spanish (4) German (2) Swedish (1) Chinese (1) 18 4. I ask questions about the lessons/activities done during the language lessons 5. I ask generic questions about foreign languages 6. I speak/write in English on Facebook about different topics 7. I speak/write in other Foreign languages on Facebook about different topics 6 16 3 1 1 19 22 5 2 1 Spanish 16 Spanish (8) 8 6 �15 Please, specify the language(s) 8. I publish useful and interesting posts in foreign languages 9. I never neglect the posts of other users concerning language learning 10. I “like” if I see groups promoting language learning 11. I write in foreign languages on Facebook whenever I can Please, specify the language(s) 6 French (5) German (3) Swedish (1) Chinese (1) Italian (1) 16 7 18 14 7 English (6) Spanish (5) French (4) German (1) 3 4 3 12. I learn new words/expressions through my conversations on Facebook Please, specify the language(s) 10 English (9) Spanish (6) French (3) German (2) Italian (1) Swedish (1) 13. If necessary, to chat on Facebook in foreign languages, I use dictionaries 14. If during the conversations in foreign languages, I have difficulties, I ask for help/explanation 15. I share my stories and personal experiences on Facebook in foreign languages 5 8 14 English (14) Spanish (5) German (3) French (1) Italian (1) Chinese (1) 12 English (12) Spanish (5) French (3) German (2) Russian (1) Swedish (1) Chinese (1) 17 6 13 6 3 9 13 References: Abidin, M. J. Z., Ahmad, N., & Kabilan, M. K. (2010). Facebook: An online environment for learning of English in institutions of higher education. 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Can learning be virtually boosted? An investigation of online social networking impacts, Computers and Education, 55(4), 1494-1503. Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. Ch-W. (2010b). Embedded social learning in online social networking. In ICIS 2010 Proceedings. Paper 100. Retrieved on May 22, 2016 from http://aisel.aisnet.org/icis2010_submissions/100 Yunus, M. M., Salehi, H., Sun, C. H., Yen, J. Y. P., & Li, L. K. S. (2011). Using Facebook Groups in Teaching ESL Writing. In Niola, V., & Ng, K-L. (Eds.). Recent researches in chemistry, biology, environment and culture (pp. 75-80). Proceedings of the 5th WSEAS International Conference on COMPUTATIONAL CHEMISTRY (COMPUCHEM ’11). Proceedings of the 7th WSEAS International Conference on CELLULAR and MOLECULAR BIOLOGY, BIOPHYSICS and BIOENGINEERING (BIO ’11). Proceedings of the 9th WSEAS International Conference on ENVIRONMENT, ECOSYSTEMS and DEVELOPMENT (EED ’11). Proceedings of the 2nd International Conference on Bioscience and Bioinformatics (ICBB ’11). Proceedings of the 2nd International Conference on Arts and Culture (ICAC ’11). Montreux, Switzerland. December 29-31, 2011. WSEAS Press. Retrieved on May 22, 2016 from http://www.wseas.us/elibrary/conferences/2011/Montreux/COMICICBIO/COMICICBIO-11.pdf � 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. 3265 Title A name given to the resource Language learning through Facebook: A descriptive case study Author Author Papp, Judit Abstract A summary of the resource. According to the statistics as of 15 November 2015 in Italy there are about 28,000,000 Facebook subscribers, which means a 46.1% penetration rate. Facebook is also the most commonly used social networking tool among university students: their involvement and the hours they spend on this popular networking site should encourage educators in higher education institutions to consider it as a place for learning and to integrate it in the academic practices. This paper reports and analyzes the data collected using a questionnaire concerning students’ perceptions of language learning possibilities on Facebook. The survey was conducted at the University of Naples “L’Orientale” (Department of Literary, Linguistics and Comparative Studies) during the academic year 2015-2016 and involved students enrolled in three different courses. At this step, students’ perceptions and attitudes were measured through a questionnaire including several questions about demographic information, their perceptions of Facebook and their use and behavior on this social network site. The main purpose of this study was to find out the role and benefits of Facebook in students’ language learning processes, whether Facebook is able to improve students’ language skills and whether students use specific Facebook groups to facilitate language learning. The study was limited only to the generic social networking site Facebook, excluding all the other social networking sites (including the relatively new Language Learning Social Network Sites (LLSNSs) too, such as Babbel, Busuu, italki; Polyglotclub, etc.) Keywords: Social networking sites, Facebook, Foreign language learning, Engagement Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-10 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/feb20be2e5dac7e85e19d9b65e29c2b6.pdf 358a4f9a82add476da9123f8b19e2dba 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. 3266 Title A name given to the resource Pre-Primary Teachers’ Beliefs about Early Foreign Language Learning in Slovenia Author Author Dagarin Fojkar, Mateja Abstract A summary of the resource. The introduction of foreign languages into the early years has spurred a need for qualified teachers. Most of the recent studies (e.g. Garton, Copland & Burns, 2011; Mourão & Lourenço, 2015; Murphy & Evangelou, 2016) reveal that there are not enough teachers who would be proficient in a foreign language and at the same time have thorough knowledge of the preschool curriculum and methodology of teaching foreign languages to young learners. More pre-service and in-service teacher training in this area is highly recommended. In Slovenia, there is currently only a two-year in-service teacher-training programme for pre-primary teachers who wish to gain a formal certificate to teach English to children from the ages of 3 to 6 and only a few teachers have finished it. Nevertheless, the research shows that in 2009/2010 almost half of Slovene kindergartens (47,5%) offered some form of foreign language teaching to children and we can assume that this number has grown in the last six years. Ideally, foreign languages would be taught by trained pre-primary teachers, proficient in foreign languages and early language teaching methodology, and therefore we have conducted a research among 369 pre-primary teachers, asking them about their beliefs about early foreign language learning. Questionnaires were administered to all the participants in the study. The results show that most pre-primary teachers have a positive attitude to early foreign language learning. Most of them think that children should start learning a foreign language in kindergarten and that foreign language learning should be integrated into the preschool curriculum. They think that foreign languages should be taught by qualified pre-primary teachers and approximately half of them are willing to train for early FL teaching. Their attitude to early foreign language learning brings an optimistic forecast into the future, but there is still a lot to be done for effective inclusion of foreign languages into pre-primary education. Keywords: preschool children, pre-primary teachers, foreign language learning Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-12 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/8d5283d599a6ea3dbc85848376282f06.pdf 6e009775b680be563bc77634137508d7 PDF Text Text �����������������������         � 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. 3292 Title A name given to the resource The Right of Patient - Consumer to Reimbursement for Cross - Border Healthcare Author Author Čolaković, Maja Bevanda, Marko Abstract A summary of the resource. Summary: The exercise of fundamental market freedoms in the European Union includes the freedom of movement of persons in order to attain the right to health care. A part of the possibility to access health services in the Member States where they are insured, the citizens of the Union can also demand such a service in another Member State and obtain reimbursement. This is the so called cross-border healthcare. Directive 2011/24/EU on the application of patients' rights in cross-border healthcare is a new legal instrument adopted to ensure the mobility of patients within the European Union and eliminate the existing differences in the application of two parallel systems - one based on Regulation 883/2004/EC on the coordination the social security system, and the other on the principles and views of the Court of the European Union, which are based on the provisions of the Treaties on the fundamental market freedoms. The first report of the Commission on the application of Directive 2011/24/EU from October 2015 shows that all the objectives proclaimed in the Directive have not yet been achieved and all the dilemmas related to different mechanisms of reimbursement for cross-border healthcare in the EU have not been eliminated. Analysis of the organization of health care systems in Bosnia and Herzegovina and the right to mobility of patients within and outside of its borders illustrates the complexity and inefficiency of this system, the discrimination related to patient’s mobility as well as a high level of noncompliance of Bosnian legislation with the acquis in this area. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General) https://omeka.ibu.edu.ba/files/original/94e40d09081c5c993c3a6d470c86baa4.pdf a2cafbba34fe7e7c76bafc933bb28d48 PDF Text Text ����������          �            �   ��               ����������         �                  �   � 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. 3297 Title A name given to the resource Information overload effect in housing loans to consumers Author Author Vilašević, Mujo Abstract A summary of the resource. This paper analyses one of the basic consumer's rights in the Union – the right to be informed, and in the context of the new regulation on housing loans – Directive 2014/17. With its content, Directive 2014/17 regulates key issues of housing (mortgage) lending, and in particular: the consumer's right to be informed, credit risk management, foreign currency lending and uniform rules of calculating the effective interest rate. As a light motive of the Directive, the consumer's right to be informed is pointed out in different stages of the credit relations. At the same time, critics of the Directive are in particular focused on the so-called information overload effect. To that extent, this paper seeks to examine the consequences of the „too-informed“ consumers, and risk in decision-making in credit relations based on the quantity of information provided. Using normative method, the author tries to show the consumer the right to be informed in a broader sense: analyzing the contribution to the consumers protection - as users of housing loans, as well as the possibility of negative impact of extremely broad spectrum of information that is presented to the consumers in terms of Directive 2014/17. The final part of the work shows the possible parallels with the regulations on the protection of consumers of financial services in the B&H entities. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General) https://omeka.ibu.edu.ba/files/original/3e5b63bfa9a353c085c4ab48c5b97ca1.pdf 6551e3c815edd3b92d21f690f976696c PDF Text Text ���и �������������       и  � 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. 3293 Title A name given to the resource Protection of Guarantor in Law on Guarantor’s Protection in Federation of Bosnia and Herzegovina Author Author Radić, Darko Jotanović, Radenko Abstract A summary of the resource. Summary: Parliament of Federation of Bosnia and Herzegovina adopted Law on guarantor’s protection in 2013. It is a lex specialis which regulates legal protection of guarantor as a special category of persons in loan agreement. However, the law provides a numerous solutions which derogating general rules in obligation law, particularly rules in Law on obligations regarding loan agreement and warranty. In this paper, authors consider both certain rules regarding guarantor’s protection and their compliance with general rules in law of obligations. Definition of loan agreement and special regulation of relationship between creditor and guarantor are not in compliance with rules of warranty – general rules, structure and species. Moreover, there are some limits of freedom of contracting for those who has intention to guarantee for debtor’s liability in loan agreement. Authors in this paper consider validity and acceptability of special rules in order to find answer whether those rules match other relevant rules in positive legislation and do they serve to legal certainty. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General) https://omeka.ibu.edu.ba/files/original/f2fe7df16b0f712028c92185916866d1.pdf c5e512bce096a28bf1a64eba286ac3f2 PDF Text Text �����������������������������������        �            �            �       � 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. 3291 Title A name given to the resource Information Requirements as a Mechanism of Protection of Financial Services Users - Advantages and Limitations Author Author Petrović, Anita Abstract A summary of the resource. This paper analyzes the information obligations as one of the instruments of consumer protection created in European consumer law. As a result of the fulfullment obligation of approximation of laws with ascquis, this instrument takes a important place in the new Act on the Protection of Financial Services Users in Fedaration Bosnia and Herzegovina. Directive 2008/48/EC on cosumer credit agreements is based on the information approach, which assumes that only the informed consumer can make an informed choice and make responsible financial decisions. This approach follows the domestic legislature in terms of a comprehensive, standardized and highly detailed regulation of obligations to inform users at the pre-contractual stage and once the contract has been concluded. The purpose of this instrument is to empower financial services user, to fill the information gap and make him more equl to counterparty, because of intangibile nature of financial service everithing that consumer has is information. But other than that this instrument has a broader role and that is to preserve stability of financial sector as it enables the implementation of the principles of responsible borrowing and preventing over-indebtedness. The aim of this paper is to critically examine the provisions of the Act on the Protection of Financial Services Users, which regulates the obligation to inform, and consequently point to the advantages and disadvantages of new solutions in view of the financial literacy problem faced by a large number of users. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General) https://omeka.ibu.edu.ba/files/original/587747b101065c2987621f33d4175939.pdf 2c2548f68c56de3392e6bd0cadf403f5 PDF Text Text ������������� �  ��������������о о �����   � �    � � � �  �  � �          �              �  о      o  o �    � 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. 3287 Title A name given to the resource Consumer Protection in Croatia with a Special Emphasis on Distance and Off-Premises Contracts Author Author Petrašević, Tunjica Poretti, Paula Abstract A summary of the resource. The aim of this paper is to present consumer protection in Croatia with special emphasis on distance and off-premises contracts. The focus in this paper is on a rather narrow, but extremely important field of consumer protection. Namely, it depicts situations in which consumer is unprepared and unable to reconsider a purchase of a certain product or service. In the first part of the paper a brief overview of the development of consumer protection in Croatia is presented, from the Stabilization and Association Agreement in 2001 until the present. Then, in the second part of the paper novelties which were brought to the „new“ Consumer protection Act by the implementation of Directive 2011/83/EU on consumer rights, in the manner that regulation of distance contracts are presented prior to the regulation of off-premises contracts. In the third part of the paper establishment of out-of-court resolution of consumer disputes according to Directive on alternative dispute resolution for consumer disputes (Directive on consumer ADR) and Regulation on online dispute resolution for consumer disputes (Regulation on consumer ODR) are presented. Solutions which could enable simplified and efficient resolution of both national and cross-border disputes within a system of alternative dispute resolution for consumer disputes originating from distance and off-premises contracts are analysed and a critical consideration of their implementation in Croatian consumer protection legislation is carried out. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General) https://omeka.ibu.edu.ba/files/original/cde2e2aa8f8cd1e6de982273d45840a9.pdf 2aef3ff1c9c595c87d75851ac0da57c4 PDF Text Text �������������          � 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. 3295 Title A name given to the resource Harmonisation of Legal Framework in the Field of Consumer Protection through the Prism of Consumer Financial Protection Law of Federation of Bosnia and Herzegovina Author Author Omerspahić, Zlatan Abstract A summary of the resource. Summary: In November 2014, the Consumer Financial Protection Law entered into force in Federation BIH. The basic intention of the legislator was to achieve complete compliance with primary and secondary sources of EU law governing the issue of consumer protection, respectively users of financial services, and in particular with Directive of the European Union 93/13 / EEC from 5th April 1993, with Directive 2005/29 / EC of the European Parliament and of the Council from 11th of May 2005 and Directive 2006/114 / EC of the European Parliament and of the Council from 12th of December 2006. In the respective Act, special attention was paid to prohibiting unfair terms in consumer contracts, misleading commercial practices and the obligation of consistent implementation of good faith principle. The author analyses the actual level of compliance in regard to the relevant regulations of the European Union, and on the basis of empirical experience in the implementation of this law through the entire banking business, analyses the existing regulations and makes proposals for future legislation that will improve the protection of both, consumers and providers of financial services. Special attention in the work is drawn to provisions that have a direct impact on the protection of contracting unfair contract terms. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General)