18 10 3494 https://eprints.ibu.edu.ba/files/original/2024aceb8c92cc21f922a9916e7cccbe.pdf e77af33ab52338543ce72a557c7590ac PDF Text Text Accumulation of Heavy Metals in Some Plants Grown on Serpentine Soils of Mersin, Turkey Nurcan Koleli Mersin University, Faculty of Engineering, Department of Environmental Engineering, 33342 Mersin, Turkey nkoleli@mersin.edu.tr Aydeniz Demir Mersin University, Faculty of Engineering, Department of Environmental Engineering, 33342 Mersin, Turkey aydenizdemir@mersin.edu.tr Muzeyyen Eke Mersin University, Faculty of Engineering, Department of Environmental Engineering, 33342 Mersin, Turkey muzeyyeneke@hotmail.com Ozlem Cakmak Cukurova University, Faculty of Agriculture, Department of Soil Science, 01330 Adana, Turkey ocakmak@cu.edu.tr Abstract: The purpose of this study was to determine hyperaccumulator species growing in Findikpinari-Mersin. The soils derived from ultrafamic rocks lead to unusual and sparse associations of flora that are tolerant to extreme environmental conditions such as high heavy metal contents. As the geological structure, Mersin-Findikpinari has rocks containing ultramafic and serpentine, but this site is one of the less studied areas. The 26 specimens of total 755 plants identified systematically from Mersin-Findikpınari in between in 1997-2002 were randomly selected and studied whether hyperaccumulator or not. Twenty six plants collected (members of 26 genera and 8 families) from different sampling locations were analyzed for their total As, Cd, Co, Cr, Cu, Mn, Ni, Pb, Se and Zn concentrations using an ICP-MS. A certified reference material (SRM 1573A, SRM 1547) was also analyzed to check the accuracy of the used extraction technique. In the present study, Mn content (548 mg kg-1) of Anthemis aciphylla Boiss. (Asteraceae) was higher than the critical Mn value (300-500 mg kg-1) and Ni content (115 mg kg-1) Crocus graveolens Boiss&Reute (Iridiceae) was higher than the critical Ni value (10-100 mg kg-1) but unfortunately none of the plants studied was hyperaccumulator. Keywords: hyperaccumulator, Findikpinari-Mersin, serpentine, heavy metal Introduction Heavy metal contamination in soil is a global environmental and health safety issue in the world. Remediation of contaminated soils is essential for sustainable soil use. Conventional remediation technologies for soils contaminated with heavy metal cations are generally termed as ‘pump and treat’ and ‘dig and dump’ techniques (Chin, 2007). They can be divided into either in situ or ex situ remediation. The conventional technologies used for in situ and ex situ remediation are typically expensive and destructive (Prasad and Freitas, 1999). The environmental impact of such technologies can be very high. For example, soil washing methods may render the soil infertile or spread the contaminant, and excavation methods can produce high waste volumes. Additionally, these remediation methods are often limited to small areas and depend on accessibility to the contaminated site (Chin, 2007). The high cost and environmental concerns of conventional remediation technologies has fuelled the need for alternative remediation method. Phytoremediation is one of alternative remediation technologies (Chaney et al., 1997; Chin, 2007). Phytoremediation is defined as the use of green plants to remove pollutants from the environment or render them harmless (Raskin et al., 1997). The five classes of phytoremediation are outlined below. (i) Rhizofiltration, (ii) Phytostabilisation, (iii) Phytodegradation, (iv) Phytovolatilisation, (v) Phytoextraction (Chin, 2007). The phytoextraction and rhizofiltration technologies are the most useful branches for heavy metal removal from soil and water respectively. The goal of phytoextraction is to reduce heavy metal levels in the soil to acceptable levels within three to ten years (Huang and Cunningham et al., 1996). In order to achieve this goal, plants must be screened and selected for certain attributes. The ideal 499 �plant for phytoextraction would have: (i) a rapid growth rate, even under harsh conditions, (ii) a high shoot biomass (20 metric tons dry mass (DM) ha-1 yr-1) (Huang et al., 1997), and (iii) a capacity to accumulate or tolerate high amounts of metals in shoots; in the case of Pb, 10,000 mg kg-1 (1% DM) (Brooks, 1998). There are three types of metal-tolerant plants which are classified according to their tolerance and accumulation response on soils contaminated with heavy metal cations: (i) excluders - restrict metal uptake into roots except at extreme metal concentrations (ii) indicator plants - metal level accumulated in the shoot is relative to metal levels in soil and (iii) hyperaccumulators – concentrate metals in shoots, regardless of soil metal concentrations (Greger, 1999; Ghosh and Singh, 2005). Metal hyperaccumulator plants comprise species that accumulate (in mg kg1 )>10000 (Mn or Zn), >1000 (Cu, Co, Cr, Ni, Pb) or >100 (Cd) in their shoots (Baker and Brooks, 1989; Wenzel and Jokwer, 1999). Initial phytoextraction research began with hyperaccumulator plants, such as Thlapsi caerulesences and Alyssum bertoloni (Keller et al., 2003). Whilst these plants are useful for studying metal tolerance and accumulation mechanisms, their slow growth rate and small biomass may limit their application in phytoremediation (Ebbs and Kochian, 1998). This is because the total amount of metals extracted (a measure of phytoremediation potential) is the product of biomass and tissue concentration (Kayser et al., 2000). Of the over 450 plant species which have been identified as hyperaccumulators, about 75% of their have been Ni hyperaccumulators (Clemens, 2001). These hyperaccumulator plants have attracted the interest of plant and soil scientist because of their role in the development of phytoremediation technologies for the treatment of heavy metal contaminated soils, sediments and water resources (Wenzel et al., 1999; Lombi et al., 2000). For instance, some varieties of Thlaspi and ecotype of Silene vulgaris have been found to be Cd accumulators; Larrea tridendata, a desert inhabitant shrub, accumulates Cu, several wild species of Sutera accumulate Cr, and other cultivated species accumulate Cd, Cr and Cu, maize and ambrosia accumulate Pb (Gardea Torresday et al., 2004). However, researchers all over the world are searching new plant species susceptible to be used in phytoremediation (Gardea Torresday et al., 2004). First, hyperaccumulators are usually specific for one particular metal (Baker and Brooks, 1989), and are adapted to precise climate and soil conditions. Furthermore, they cannot be managed as a conventional crop, have low biomass, and often a short life cycle. Therefore it seems more reasonable to search for non hyperaccumulator plants showing good features for phytoremediation and then transfer biotechnologically traits that make the modified plant even a more powerful tool than natural hyperaccumulators. Over the last few years on heavy metal tolerance and accumulation studies, the genetic modification approach has gained significant momentum. The goal of genetic modification approach is to develop fast growing, high shoot biomass plants with the metal accumulation traits of natural small biomass hyperaccumulators: ‘engineered phytoremediators’ (Ow, 1996). The advantage of this technique is the relatively short space of time and selective targeting of genes for improvement. With genetic engineering, plants can be manipulated to accumulate, translocate and tolerate heavy metals, thus creating the ideal transgenic plant for environmental cleanup in the shortest possible time (Pilon-Smits, 2005; Bennett, 2003; Persans et al., 2001). For instance, genes can be isolated from metal hyperaccumulators and inserted into fast growing high biomass plant species (Persans et al., 2001). It has been suggested that especially phytoextraction would become commercially available if metal removal and tolerance properties of hyperaccumulator plants, such as Thlapsi caerulescens (Brown et al., 1995; Bennett, 2003) or Pteris vittata (Ma et al., 2001), could be transferred into fast growing, high biomass producing crop species. For example, most recently, Cd accumulation was enhanced when a metallothionein gene from Silene vulgaris L. was overexpressed in the high biomass Nicotiana tabacum L. (tobacco) (Gorinova et al., 2006). Ultramafic rocks exposed to heavy tectonic activities usually contain high amounts of serpatine soils in the Earth’s crust. Serpentine areas are generally characterized by high levels of heavy metals such as nickel, cobalt and chromium. The soils derived from ultrafamic rocks lead to unusual and sparse associations of flora that are tolerant of extreme environmental conditions such as high heavy metal contents. Serpentine soils, "hotspots" of metallophyte endemics are a rich source of toxic trace elements. There are serpentine soils derived from ultramafic rocks in various parts of the world. Serpentinized rocks are distributed all over the world viz., western north America; Newfoundland, Mount Albert in eastern Canada; Lizard peninsula, Wales and Scotland; north-east Cuba; Portugal; Italy; Balkan peninsula; Turkey; topical far east; Central Brazil; New Caledonia; south east Asia; Philippines; Japan; Zimbabwe; eastern Transvaal Loweveld of South Africa, New Zealand; greenstone belts of western Australia (Proctor and Woodell, 1975; Sequeira et al., 1991). Significant exposures of ultramafic rocks and soils are found in many parts of Turkey (Figure 1), although they are not such important features of the geology of the eastern and south-eastern provinces. Notable areas include the central part of the North-west (Kutahya and Balikesir provinces), the South-west between Antalya and Marmaris (Antalya and Mugla provinces), the Amanus Mountains (Hatay and Adana provinces), regions of the eastern Taurus (north and north-east of Mersin) and its extension into the Aladag massif (Nigde and Adana provinces), and numerous areas in a band running generally north-eastwards for several hundred kilometers from near Adana to near Erzincan (Figure 1). Other significant outcrops include several smaller areas near Ankara and in Canakkale province. Soils developed on serpentine rocks cover a large area in Fındıkpınarı (Mersin, Turkey) where there 500 �are a large number of mines (e.g., chromium). Little is known about heavy metal contents of the natural plants grown on Mersin-Findikpinari. Findikpinari is one of the plataeus used as a settlement place and has 1250 m altitude (Orcan et al., 2004). Research area is on the Bolkar Mountains which is an interesting place from the point of endemism (Orcan et al., 2004). The geological structure of the area is formed upper Crataceous ultramorphic and serpentine. Common soil formations distinguished in the area as follows: brown forest soils, reddish Mediterranean soils and brown calcareous soils (Orcan et al., 2004). Koleli et al., (2008) reported that the maximum concentrations of metals in 11 soil samples collected from Mersin-Findikpinari (as dry mass) were 909 mg kg-1 Cr, 3615 mg kg-1 Ni, 246 mg kg-1 Cu, 467 mg kg-1 Zn, 8.2 mg kg-1Cd and 111 mg kg-1 Pb. Koleli et al., (2008) to determine hyperaccumulator species growing in serpentine soils in Findikpinari-Mersin, total 123 plant species (members of 23 genera and 15 families) from 5 different sampling locations were collected and analyzed for their total Cd, Cr, Cu, Ni, Pb, and Zn contents using an ICP-MS. The results indicate that four plants species, mainly Thlaspi elegans Boiss. and Alyssum murale Waldst.& Kit. contained Ni concentrations up to 15693 and 13591 mg kg-1 Ni dry matter, respectively. Similarly, Anthemis cretica L. and Sanicula europaea L. also contained Ni concentrations of 7741 and 4247 mg kg-1 DM, respectively. The collected 755 specimens (52 family, 149 genera and 327 species) in Mersin-Findikpinari were identified by Orcan et. al. (2004) in between 1997-2002. Orcan et al., (2004) reported that the largest family according to number of the species is Fabaceae and the largest genus is Trifolium in this area. Figure 1: Map of Turkey showing areas of ultramafic geology (in black) and of Mersin-Findikpinari (in red) (from Reeves and Adiguzel, 2004) The main objective of this study is to evaluate heavy metal accumulation ability of the different plantspecies grown on Mersin-Findikpinari. The 26 specimens from the 755 specimens collected and identified in between 1997-2002 by Orcan et. al. (2004) in Mersin-Findikpinari The plants were randomly selected to evaluate heavy metal accumulation capacity.. Material and Methods The shoots of identified plants were oven-dried at 70 °C for dry matter amount determination. Dried shoot samples were ground and digested in 2 mL 30% H2O2 and 5 mL 65% HNO3 in sealed vessels of a microwave (MarsXpress) apparatus. Each plant was replicated three times. Arsenic, Cd, Co, Cr, Cu, Mn, Ni, Pb, Se and Zn concentrations were analyzed using an ICP-MS (Inductively Coupled Plasma-Mass Spectroscopy, 501 �Agillent 7500ce). Certified reference materials (SRM 1573A, SRM 1547) were also analyzed in order to check the accuracy of the extraction technique used in the study. 502 �Family Asteraceae Asteraceae Asteraceae Boraginaceae Caryophyllaceae Iridaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Papaveraceae Papaveraceae Poaceae Poaceae Poaceae Poaceae Poaceae Poaceae Poaceae Ranunculaceae Plan t no 689 699 85 2 111 4 141 744 740 758 208 741 739 747 759 72 775 712 720 722 707 728 708 713 5 Collection site Purcu surroundings, under forest, rocky places Purcu surroundings, under forest, rocky places Cayirbogazi surroundings, waste places, open forest, under forest Akarca Guzlesi-Findikpinari, roadside, under forest and open forest Akarca Guzlesi-Findikpinari, roadside, under forest and open forest Akarca Guzlesi-Findikpinari, roadside, under forest and open forest Akarca Guzlesi-Findikpinari, roadside, under forest and open forest Capurgedigi, surroundings, under forest Purcu surroundings, under forest, rocky places Capurgedigi surroundings, under forest and open forest Devekoyagi surroundings, under forest and open forest Findikpinari-Caglarca village, roadside Cayirbogazi surroundings, under forest, rocky places, waste places Capurgedigi surroundings, under forest and open forest Capurgedigi surroundings, under forest and open forest Cayirbogazi surroundings, waste places, open forest, under forest Findikpinari, under forest Bozon Guzlesi-Findikpinari, roadside, stony, rocky places North of the Findikpinari, under forest, rocky slopes Bozon Guzlesi-Findikpinari, roadside, stony, rocky places Bozon Guzlesi-Findikpinari, roadside, stony, rocky places Bozon Guzlesi-Findikpinari, roadside, stony, rocky places Akarca Guzlesi-Findikpinari, roadside, under forest, stony places Bozon Guzlesi-Findikpinari, roadside, stony, rocky places Akarca Guzlesi-Findikpinari, roadside, under forest and open forest 503 Table 1: Family, genus, altitude, name of the collected site, and the collection date (from Orcan et. al., 2004) Ranunculus ficaria L. subsp. calthifolius (Reichb.) Arc Cynosurus echinatus L. Festuca pinifolia (Hackel ex Boiss.) Bornm. var. pinifolia Bramus diandrus Roth Festuca jeanpertii (St.- Yves) F. Markgraf subsp. jeanpertii. Briza humilis Bieb. Poa speluncarum Edmondson Aegilops neglecta Req. ex Bertol. Corydalis solida (L.) Swartz subsp. tauricola Cullen & Davis Marrubium astracanicum Jacq.subsp.astracanicum Purunella orientalis Bornm. Prunella vulgaris L. Lamium crinitum Montbret & Aucher ex Bentham. Nepeta nuda L. subsp. nuda Fumaria kralikii Jordan Lamium garganicum L. subsp. reniforme(Montbret & Aucher ex Bentham) R. Mill Name of the plant Conyza bonariensis (L.) Cronquist Crupina curipinastrum (Moris) Vis. Anthemis aciphylla Boiss.var. aciphylla Alkanna aucherana A.DC. Silene dichotoma Ehrh. subsp. dichotoma Crocus graveolens Boiss. &Reuter Scutellaria salviifolia Bentham Micromeria carica P. H. Davis Prunella vulgaris L. Altitude, m 1350 1350 1300-1500 1150 900-1150 900-1150 900-1150 1200-1300 1350 1200-1300 1800 1300-1400 1300-1500 1200-1300 1200-1300 1300-1500 1300-1350 1250 1300-1400 1250 1250 1250 900-1150 1250 900-1150 Collection date 14.06.1998 14.06.1998 20.04.2002 14.03.2002 11.05.2002 14.03.2002 11.05.2002 28.06.1998 14.06.1998 09.05.1998 27.06.2002 15.07.1998 31.05.1998 09.05.1998 09.05.1998 20.04.2002 14.03.1999 01.06.1997 18.05.1997 01.06.1997 01.06.1997 01.06.1997 21.06.1997 01.06.1997 14.03.2002 �Findings Research area is on the Bolkar Mountains which is an interesting place from the point of endemism of Turkey. The collected 26 plants from different sampling locations have 26 genera and 8 families. Different 8 families were Asteraceae (3), Boraginaceae (1), Caryophyllaceae (1), Iridaceae (1), Lamiaceae (9), Papaveraceae (2), Poaceae (7) and Ranunculaceae (1). In the identified 755 plant, the largest family according to number of the species is Fabaceae and the largest genus is Trifolium. In the tested 26 plants, the largest family according to number of the species is Poaceae (7). Table 1 shows family, genus, altitude, name of the collected site, altitude and collection date of the tested plant samples. Table 2 shows heavy metal concentrations in shoots of the investigated plant specimens. The highest As (6), Co (10), Cr (46), Mn (548), Se (4) concentrations were Anthemis aciphylla Boiss. (Asteraceae). Manganese concentration in Anthemis aciphylla Boiss. (Asteraceae) was higher than the critical concentration (300-500) in plants according to Kabata-Pendias and Pendias (1992). Fumaria kralikii (Papaveraceae) has higher metal content, except for Cd and Zn, than other plants and higher than normal concentration in plants according to Kabata-Pendias and Pendias (1992). The highest Ni concentration was 115 mg kg-1 DM for Crocus graveolens Boiss&Reute (Iridaceae) and this value was higher than the critical concentration (10-100) in plants according to Kabata-Pendias and Pendias (1992). In the future, the identified 755 plants will be studied to evaluate heavy metal accumulation capacity because of the research area is an interesting place from the point of endemism and remediation of contaminated soils is essential for sustainable soil use. New selected metal hyperaccumulator plant may be genetically modify and remediate metal-contaminated soils. But metal hyperaccumulator plants after treatment evaluated as hazardous waste because of the higher concentration of the extracted metals. Therefore, further treatment of this biomass is environmentally necessary. 504 �Scutellaria salviifolia Bentham Micromeria carica P. H. Davis Prunella vulgaris L. Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Lamiaceae Papaveraceae Papaveraceae Poaceae Poaceae Poaceae Poaceae Poaceae Poaceae Poaceae Ranunculaceae Asteraceae 9. As 3 1 6 1 2 1 <BD Cd 1 1 1 3 1 1 Co 6 <bd 10 1 2 8 Cr 24 1 46 8 11 31 Cu 29 11 29 18 16 21 Mn 335 47 548 88 235 189 Ni 40 3 67 35 13 115 505 <bd 20 67 4 16 79 <bd <bd <bd <bd 2 3 1 1 1 <bd 3 5 21 126 1 1 <bd 4 11 97 6 Lamium garganicum L. subsp. reniforme(Montbret & Aucher ex Bentham) R. Mill 1 1 <bd 7 17 96 24 Marrubium astracanicum Jacq.subsp.astracanicum Purunella orientalis Bornm. 1 <bd 1 3 16 80 9 Prunella vulgaris L. 1 2 1 5 15 101 7 <bd <bd <bd 2 12 76 24 Lamium crinitum Montbret & Aucher ex Bentham. Nepeta nuda L. subsp. nuda 1 1 <bd 3 12 158 6 Fumaria kralikii Jordan 1 6 6 26 31 247 30 <bd 1 <bd 3 17 9 107 Corydalis solida (L.) Swartz subsp. tauricola Cullen & Davis Briza humilis Bieb. 1 <bd <bd 7 11 76 12 Poa speluncarum Edmondson <bd <bd <bd 2 11 67 4 Aegilops neglecta Req. ex Bertol. <bd 1 <bd 4 6 49 6 <bd <bd <bd 4 18 49 35 Festuca jeanpertii(St.- Yves) F. Markgraf subsp. jeanpertii. Bramus diandrus Roth <bd <bd <bd 3 10 83 6 1 1 9 16 2 133 16 Festuca pinifolia (Hackel ex Boiss.) Bornm. var. pinifolia Cynosurus echinatus L. <bd 1 <bd 2 9 48 9 1 <bd 3 19 24 137 60 Ranunculus ficaria L. subsp. calthifolius (Reichb.) Arc Conyza bonariensis (L.) Cronquist <bd 1 <bd 2 18 34 3 The highest value in plants 6 3 10 46 31 548 115 The lowest value in plants 1 1 1 1 2 3 1 Common concentrations in plants* 0.02-7 0.1-2.4 0.02-1 0.03-14 5-20 20-100 0.02-5 The critical concentration in the plants* 5-20 5-30 15-50 5-30 20-100 300-500 10-100 Hyperaccumulation threshold value 1000 100 1000 1000 1000 10000 1000 Table 2: Heavy metal concentrations of the tested plants (As, Cd, Co, Cr, Cu, Mn, Ni, Pb, Se and Zn), mg kg-1 DM *Kabata-Pendias (1992) Name of the plant Conyza bonariensis (L.) Cronquist Crupina curipinastrum (Moris) Vis. Anthemis aciphylla Boiss.var. aciphylla Alkanna aucherana A.DC. Silene dichotoma Ehrh. subsp. dichotoma Crocus graveolens Boiss. &Reuter Family Asteraceae Asteraceae Asteraceae Boraginaceae Caryophyllaceae Iridaceae 13 2 7 22 20 3 17 8 20 35 7 6 9 4 14 18 19 3 9 6 35 2 0.2-20 30-300 1000 Pb 15 15 16 28 9 6 1 <bd 1 1 1 1 1 1 1 3 1 <bd 1 1 1 1 1 1 1 1 4 1 0.001-2 5-30 1000 Se 3 2 4 1 2 1 112 6 79 52 79 100 207 58 165 144 175 68 106 46 60 45 68 76 92 80 207 6 1-400 100-400 10000 Zn 137 179 84 79 65 104 �Acknowledgement We thank Dr. Nermin Orcan and Dr. Riza Binzet for plant samples. We also thank Dr. Mehmet Arslan for critical reading of the manuscript and helpful comments. References Baker, A.J.M. & Brooks, R.R., (1989). Terrestrial higher plants which hyperaccumulate metallic elements-a review of their distribution, ecology and phytochemistry. Biorecovery 1, 81-126. Bennett, L. E., Burkhead, J. L., Hale, K. L., Terry, N., Pilon, M., & Pilon-Smits, E. A. H., (2003). 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Accumulation of heavy metals in plants grown on mineralised soils of the Austrian Alps. Environmental Pollution, 104,145–155. Wenzel, W.W., Unterbrunner, R., Sommer, P. & Sacco, P. (2003). Chelate-assisted phytoextraction using canola (Brassica napus L.) in outdoors pot and lysimeter experiments. Plant and Soil, 249, 83-96. 507 � 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. 574 Title A name given to the resource Accumulation of Heavy Metals in Some Plants Grown on Serpentine Soils of Mersin, Turkey Author Author Koleli, Nurcan Demir, Aydeniz Eke, Muzeyyen Cakmak, Ozlem Abstract A summary of the resource. The purpose of this study was to determine hyperaccumulator species growing in Findikpinari-Mersin. The soils derived from ultrafamic rocks lead to unusual and sparse associations of flora that are tolerant to extreme environmental conditions such as high heavy metal contents. As the geological structure, Mersin-Findikpinari has rocks containing ultramafic and serpentine, but this site is one of the less studied areas. The 26 specimens of total 755 plants identified systematically from Mersin-Findikpınari in between in 1997-2002 were randomly selected and studied whether hyperaccumulator or not. Twenty six plants collected (members of 26 genera and 8 families) from different sampling locations were analyzed for their total As, Cd, Co, Cr, Cu, Mn, Ni, Pb, Se and Zn concentrations using an ICP-MS. A certified reference material (SRM 1573A, SRM 1547) was also analyzed to check the accuracy of the used extraction technique. In the present study, Mn content (548 mg kg-1) of Anthemis aciphylla Boiss. (Asteraceae) was higher than the critical Mn value (300-500 mg kg-1) and Ni content (115 mg kg-1) Crocus graveolens Boiss&Reute (Iridiceae) was higher than the critical Ni value (10-100 mg kg-1) but unfortunately none of the plants studied was hyperaccumulator. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2753 Title A name given to the resource Achievement of Green Manufacturing using Alternative Types of Cooling in Machining Processes Author Author JOZIC, Sonja CELENT, Luka BAJIC, Drazen Abstract A summary of the resource. Machining is a process commonly used in the production of mechanical workpieces. Improving efficiency must be accompanied by environmental awareness with special emphasis on the social protection and labor. Higher values of the cutting parameters offer the possibility to achieve higher productivity, but at the same time present a risk of deterioration surface quality and tool life. Cutting fluids are used in metal machining for a variety of reasons such as improving tool life, reducing workpiece thermal deformation, improving surface finish and flushing away chips from the cutting zone. In order to increase the efficiency, there are incorporated some new parameters, such as environmental and social acceptability and greater economic profitability. More attention focused to the negative effects of the cooling and lubrication as well as the multiplication of these effects has led to the necessity of finding new solutions. Alternative types of cooling in combination with new materials for making tools and special coatings represent an area of finding appropriate replacement of the cooling and lubricating. The main focus of this paper is demonstration the capabilities and benefits of applying dry machining and alternativetypes of cooling in terms of reaching a better surface quality with longer tool life. Keywords: green manufacturing; machining sustainability; cutting fluids; dry machining; alternative types of cooling; cooling with cold compressed air. 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 2014-06 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233 - 0054 T Technology (General) https://eprints.ibu.edu.ba/files/original/0258cb1d5b6ff46ed184bc92b6ee3150.docx 8a92597b3860cfff0d549e569f195693 https://eprints.ibu.edu.ba/files/original/f5a06d121f92d41a3efd2c54a89dc8a8.pdf 444e938c1a449df837f9eca09882a562 PDF Text Text ACHIEVEMENT OF GREEN MANUFACTURING USING ALTERNATIVE TYPES OF COOLING IN MACHINING PROCESSES Sonja Jozić University of Split, Split, Croatia sjozic@fesb.hr Luka Celent University of Split, Split, Croatia luka.celent@fesb.hr Dražen Bajić University of Split, Split, Croatia dbajic@fesb.hr Keywords:green manufacturing; machining sustainability; cutting fluids; dry machining; alternative types of cooling; cooling with cold compressed air. ABSTRACT Machining is a process commonly used in the production of mechanical workpieces. Improving efficiency must be accompanied by environmental awareness with special emphasis on the social protection and labor. Higher values of the cutting parameters offer the possibility to achieve higher productivity, but at the same time present a risk of deterioration surface quality and tool life. Cutting fluids are used in metal machining for a variety of reasons such as improving tool life, reducing workpiece thermal deformation, improving surface finish and flushing away chips from the cutting zone. In order to increase the efficiency, there are incorporated some new parameters, such as environmental and social acceptability and greater economic profitability. More attention focused to the negative effects of the cooling and lubrication as well as the multiplication of these effects has led to the necessity of finding new solutions. Alternative types of cooling in combination with new materials for making tools and special coatings represent an area of finding appropriate replacement of the cooling and lubricating. The main focus of this paper is demonstration the capabilities and benefits of applying dry machining and alternative types of cooling in terms of reaching a better surface quality with longer tool life. � 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. 2049 Title A name given to the resource ACHIEVEMENT OF GREEN MANUFACTURING USING ALTERNATIVE TYPES OF COOLING IN MACHINING PROCESSES Author Author JOZIC, Sonja CELENT, Luka BAJIC, Drazen Abstract A summary of the resource. Keywords:green manufacturing; machining sustainability; cutting fluids; dry machining; alternative types of cooling; cooling with cold compressed air. ABSTRACT Machining is a process commonly used in the production of mechanical workpieces. Improving efficiency must be accompanied by environmental awareness with special emphasis on the social protection and labor. Higher values of the cutting parameters offer the possibility to achieve higher productivity, but at the same time present a risk of deterioration surface quality and tool life. Cutting fluids are used in metal machining for a variety of reasons such as improving tool life, reducing workpiece thermal deformation, improving surface finish and flushing away chips from the cutting zone. In order to increase the efficiency, there are incorporated some new parameters, such as environmental and social acceptability and greater economic profitability. More attention focused to the negative effects of the cooling and lubrication as well as the multiplication of these effects has led to the necessity of finding new solutions. Alternative types of cooling in combination with new materials for making tools and special coatings represent an area of finding appropriate replacement of the cooling and lubricating. The main focus of this paper is demonstration the capabilities and benefits of applying dry machining and alternative types of cooling in terms of reaching a better surface quality with longer tool life. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 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. 785 Title A name given to the resource Acquisition and Learning in a Foreign Language: the case of Italian Language Author Author Capasso, Danilo Abstract A summary of the resource. Italian as a foreign language means that Italian is taught in countries where the first language (L1) is not Italian. It means that Italian is taught as a school subject for the purpose of communicating with foreigners or for reading printed materials. Considering this peculiar position of Italian language, is possible to apply the Krashen’s distinction between acquisition and learning? Do acquisition and learning share the same importance in Italian FL teaching? The aim of this paper is to provide some answers to these questions Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://eprints.ibu.edu.ba/files/original/671e6b0b652a9a3ad5f175d260fee5b7.pdf 3fe4fcfea473349bc74d4db95c6629b9 PDF Text Text ACQUISITION OF L2 PHONOLOGY – SPANISH MEETS CROATIAN Maša Musulin University of Zagreb Article History: Submitted: 10.06.2015 Accepted: 08.08.2015 Abstract: The phoneme is conceived as a mental image that is stored in our mind and then represented by sounds in speech and graphemes in writing for phonologically based alphabets. The acquisition of L2 phonology includes two very important skills – reading and writing. The information stored in the mind of a speaker interferes with new information produced by the L2 (Robinson, Ellis 2008; Nathan, 2008). What is similar or equal in the target language to one's native language is, while unknown, incorporated one way or another into an existing model, based on prototypicality (Pompeian, 2004, Moreno Fernández, 2010). The process of teaching the sounds, letters and alphabet to foreign students is much shorter than for native speakers because to a foreign student must be given a tool for writing as soon as possible as they have to write what they are learning and memorize new language units (Celce-Murcia, Brinton, Goodwin, 1996). This paper discusses one type of difficulties Spanish learners of Croatian as L2 face when they are introduced to phonology through letters which represent Croatian sounds in order to display the influence of their preexisting phonological concepts. The subjects are ten students from Spain and Latin America. Their task was to read a group of words containing sounds that were predictably hard for them, minimal pairs and a short text. Keywords: phoneme, grapheme, letter, phonological awareness, foreign language �1. INTRODUCTION As literacy has a big impact on phonological awareness in languages with phonological writing, the graphemes that represent the phonemes, including letters, make an integral part of their mental image. This relation is rather complex because language skills also play an important role in the process of L2 phonology acquisition. Foreign students do not perceive only different L2 phonemes as strange, but also those who are equal in speech to their mother tongue but different in writing (Jelaska, Gulešić Machata 2006). Although the alphabet is very useful for looking for words in the dictionary at the beginning of learning, it has a strong impact on phonological awareness, and the mental image of the phoneme (Jelaska 2004, Jelaska, Gulešić Machata 2014). As reading and writing are incorporated in the class at the beginning of every language course, foreign language students often had not had the opportunity to encounter the sound representations of the phonological system of Croatian or any other target language. Therefore, teaching the letters of the alphabet to foreigners in their introductory L2 classes is not advisable without presenting them the sound system of the target language first (Jelaska, Musulin 2014). Some research has been conducted on the influence of the L1 phonological system in reading and writing of Croatian as L2: recognizing the pronunciation of American speakers (NovakMilić 2005), evaluating the pronunciation of various foreign Croatian learners (Šafarić, Ćalušić, Mildner 2006), or assessing orthographic competence (B1 level) which includes the writing of Croatian sounds (Udier, Grgić 2012). This paper will focus on one type of difficulties Spanish learners of Croatian as L2 face at the very beginning of the course: reading words and texts written with a different spelling system. Those are the results of the complicated relation between the phonemes and graphemes of the L2 language being studied, the mother tongue of the students, and their mutual influences (v. Jelaska, Musulin 2011, Musulin 2011).When students are introduced to phonology through letters that represent Croatian sounds, the influence of their preexisting phonological concepts can be observed. As the letters that represent particular sounds are the result of phonological analysis, the same sound may appear different in the mental image of the speakers, not based on the sounds themselves but on the basis of writing (which causes variety of written words forms with the same or very similar phonological units in different languages). In contact with L2, writing and reading the rules of L1 are transferred to it, causing positive or negative transfer. In early foreign language classes, or the main pages of the manual for beginners, sounds and letters are the first grammatical concepts. Although something similar happens with native speakers, the process of teaching sounds, letters and alphabet for foreign students takes much less time because foreign students must be given a tool to write down, as soon as possible, what they have learned and to memorize the new language units. This approach has traditionally been present for centuries (Celce-Murcia, Brinton, Goodwin, 1996). However, little attention has been given to the writing and reading in the initial teaching of foreign language, unlike the teaching of writing in the mother tongue. 2. COMPARATIVE APPROACH The comparisons of phonological systems of two languages reveal that it is necessary to compare several levels: the sounds that are different in listening and in writing, the �graphemes that are differently presented in writing and reading, but also the letters that occur in writing (Musulin 2014). Namely, some phonemes coincide in both languages in speaking, but on the graphemic level they do not have to correspond, which is just one of the problems. This paper will focus on Spanish language for two reasons. One is that in the Spanish speaking countries of South America there is a large Croatian community which consists of 200 000 to 500 000 Croats (Antić, 2002), mostly emigrants coming at the beginning of 20 th century and after the Second World War. They are now 4th or 5th generation and their mother tongue is Spanish. Every year some of them come to Croatia to learn Croatian. Some of them are heritage speakers (Valdes 2000), i.e. students raised in a home where Croatian is spoken in their household and able to speak or at least understand, which means they are bilingual, at least up to a certain point. Talking about the motivation to learn the heritage language, according to one’s origin and identity, Z. Jelaska (Jelaska 2005; Jelaska, Hržica, 2005) advises to differentiate between the two terms, in Croatian and English: nasljedni govornici 'heritage speakers' and predački govornici 'ancestral speakers'. According to her, in accordance with Valdes, a heritage speaker is a person who has at least one communication language skill, understanding, but typically speaking as well. The ancestral speakers by her definition are classroom learners linguistically similar to other foreign language students, and the only difference may be familiarity with their ancestors' culture and affective attitude. The Anglo-Saxon tradition continues to use the term 'heritage speaker(s)' for both categories - the term was discussed in detail by Beaudrie and Fairclough (2012). 2.1. SPANISH AND CROATIAN PHONOLOGICAL SYSTEM As the phoneme is realized by a letter and a sound, it is indispensable to look at both in a phonological comparison. The Spanish alphabet has 27 letters and Croatian has 30. The Spanish alphabet is shown in (a) and the Croatian one in (b), with different letters in bold. (a) (b) abcdefghijklmnñopqrstuvwxyz a b c č ć d đ dž e f g h i j k l lj m n nj o p r s š t u v z ž As can be seen in (c), there are 22 identical letters, 4 special letters in Spanish, 8 Croatian letters that do not exist in Spanish, but among the same letters 6 are read differently, i.e. represent different sounds. Those 6 and 8 letters that do not exist in Spanish could make difficulties for Spanish learners of Croatian as L2. (c) i. ii. iii. iv. identical letters abcdefghijklmnoprstuvz letters that exist only in Spanish ñqwxy letters that exist only in Croatian č ć đ š ž lj nj identical letters representing different sounds cghjvz dž Croatian digraphs lj and nj represent sounds found in Spanish: [ʎ] and [ŋ], which means that lj is Croatian equivalent of Spanish ll and nj of Spanish ñ, as in (d.i) and (d.ii). Croatian letter č is an equivalent of Spanish digraph ch, letter ć represents a very similar sound, as in (d.iii). The distinction was not considered important in this paper because some Croatians, mostly from the capital city and north Croatia, as native speakers, do not make this distinction. The same could be said for letters and sounds dž and đ. �(d) i. sound [ʎ] ii. sound [ŋ] iii. sound [tʃ ] / [ʨ] Croatian lj Spanish Croatian nj Spanish ñ Croatian č / ć Spanish ch ll Sounds represented by Croatian letters š, ž and đ, as well as digraph dž, listed in (e), do not have Spanish equivalents. (e) letter š sound [ʃ] ž [ʒ] đ [ʥ] dž [ʤ] Croatian letters c g h j v z represent Croatian sounds found in (f), while in Spanish they represent sounds listed in (g). (f) letter c sound [ts] g [g] h [x] j [ɩ] v [ʋ] z [z] (g) letter c sound [θ] g [g] h [-] j [x] v [b] z [θ] It should be noted that some of these letters are conditioned by the surrounding letters or their distribution in the syllable. For example sounds [ʎ] and [ŋ], pronounced the same in both languages, are conditioned in Spanish by their place in the syllable. They could never stand at the end of the word in Spanish, while in Croatian they could. 3. DATA ANALYSIS Ten students of Croaticum1 at the University of Zagreb were tested. They were between 21 and 37 years old, male and female, 5 were coming from Spanish speaking countries in America (2 from Argentina, 2 from Chile and 1 from Mexico) and 5 from Spain. All of those students had never before participated in formal learning of Croatian. The students from South America were ancestral learners; the students from Spain were foreign language learners. Their reading skill of Croatian words was tested before they had started their formal classes. Students were not instructed about Croatian alphabet or phonological system. All readings were recorded. The students were given three types of texts; one with words in which (by author’s prediction) the difficult sounds and letters occur, one with minimal pairs of words and one text with the letters that differentiate in both languages. In Table 1, for easier overview, the students are presented by countries from where they originate and are coded with numbers. The age and gender did not show any prevalence on the result so they are excluded from the Table 1. Only those Croatian letters that were different in both languages, either as forms of letters or by reading are presented in the table 1. The letters that are correctly read, i.e. pronounced in Croatian, are marked with (+). Although some sounds, for example [s] and [c], have a somewhat different pronunciation, phonological intelligibility was the distinguishing factor. Therefore, if a sound produced in reading was 1 Center for teaching Croatian as foreign language at the Faculty of Humanities and Social Sciences, University of Zagreb. �phonologically recognizable, it was considered well read. Subsequently, the letters that were not pronounced correctly (as recognizable Croatian sounds) are marked with (-). For example, word konj 'horse' was always pronounced like [koni] instead of [koŋ] (presumably because Spanish does not tolerate palatals at the end of word). Croatian letters that were sometimes pronounced correctly and sometimes not, mostly depending on letter distribution in the word, are marked with (+/-). Table 1: Croatian letters and Spanish learners’ success in reading them by country. Lettres č/ć s c š ž d/ v z h g lj dž Participants Argentina1 - +/ + + + +/+ + Argentina2 - +/ + + + +/+ + Chile +/+/+/ + + + + Chile +/+/ + + + + + + Mexico - +/ +/- +/ + + + +/Spain1 - - +/ + + + + Spain2 - - + + + +/- +/ Spain3 - - +/ +/- +/ + + Spain4 - - +/ +/- +/ + + Spain5 - - +/ +/- +/ + + Correct 10 Distribution dependent 0 (correct / incorrect) Incorrect 0 Total 10 nj j +/ +/ +/ +/ +/ +/ +/ +/ +/ +/ - +/ +/ +/ +/ +/ +/ +/ +/ - 1 0 0 0 0 0 1 5 0 6 4 0 0 0 0 0 0 0 0 5 4 6 10 10 8 0 1 0 0 1 0 0 1 0 0 9 10 10 5 1 0 5 10 0 10 0 10 0 10 0 10 2 10 3.1. Successful reading Two (three) letters all informants pronounced correctly: letter s and letters č/ć. Letter s exists in Spanish, although it is more apical in Peninsular Spanish, and it was pronounced intelligibly in reading – this is an example of positive transfer. The distinction č/ć (prepalatal / palatal affricate) was not considered important because many Croatians, mostly from the capital city and north Croatia, also do not make this distinction. The success in reading could be explained by cultural knowledge of Spanish learners who �must have met letter ć as typical and frequent letter in Croatian surnames (for example Kovačić). 3.2. Unsuccessful reading Letters c, š and ž were not read (pronounced) as Croatian letters should be even once. Letter c was never pronounced correctly, but as [k] or [s], depending on distribution. Letter c is read (pronounced) differently in Spanish; hence this is an instance of negative transfer. Letters š and ž do not have Spanish equivalents and Croatian L2 learners simply could not read them. The letter š was pronounced as [tʃ], and ž as [ʃ]. It was hard for learners to make a distinction between these letters because they have no equivalent in Spanish (in later investigation where their listening skill was tested, they also had difficulties hearing those sounds). Letters đ and dž were pronounced correctly only by one student. 3.3. Partially successful reading Some letters were read more or less successfully because they represent sounds that exist in both languages but are written differently or vice versa. Letters lj and nj were pronounced correctly in the cases where the letter distribution corresponds in both languages by all participants. This is due to the fact that, although not as graphemes, those phonemes exist as sounds. Therefore they were pronounced correctly except at the end of the word (unacceptable in Spanish letter distribution). Letter g was pronounced as Croatian [g] when it was preceding back and low vowels (o, u, a), which is a case of positive transfer. Negative transfer caused pronunciation [x] before e and i, as in Spanish. Letter h and j were pronounced correctly in cases where the letter distribution corresponds in both languages. Letter h is not pronounced in Spanish but it is always pronounced as [x] in Croatian. Letter j is pronounced as [x] in Spanish and as [j] in Croatian. Letters v and z were pronounced correctly by Hispano-American students only. These could be attributed to the fact that in South and Central America, due to greater exposure to the different languages (immigrants), v is sometimes pronounced as [v] and z [z], while in Spain v is always [b] and z is always [θ]. These are the only two letters where a difference on the diatopic level was shown. However, Hispano-American students pronounced v correctly all the time, while they pronounced z correctly depending on distribution. 4. CONCLUSION The findings mostly confirm previous research that the same letters which are similarly pronounced in L1 and L2 were easy for the students to read, enabling positive transfer. Letters that do not exist in Spanish and those that exist in Spanish but are read differently in Croatian may or may not cause problems in the initial reading of L2, as different factors may play a role: distribution in L1, grapheme representation, possible transfer from other L2 letter-sound relationships, or cultural knowledge. Therefore, some special Croatian letters, as �well as the same letters representing different sounds were simply mispronounced, but some were pronounced as Croatian phonemes. It shows that the initial reading of L2 letters and words is a more complex language skill as is often perceived when a L2 alphabet is being presented at the introduction of a beginners class. As this short study deals with the initial knowledge of phonological systems in reading, future studies should, on one hand, deal with Spanish learners of the Croatian pronunciation of allophones, and on the other hand on pronunciation of sounds on the basis of hearing. The findings could be useful for letter and reading teaching of other languages as well. References: 1. Antić, LJ. (2002) Hrvati i Amerika [Croats and America], Hrvatska sveučilišna naklada - Hrvatska matica iseljenika, Zagreb, 2002 2. Celce-Murcia, M.; Brinton, D. M.; Goodwin, J. M. (1996) Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages, Cambridge: Cambridge University Press. 3. Jelaska, Z. (2005) Materinski, drugi, strani i ostali jezici u Jelaska et all. Hrvatski kao drugi i strani jezik, Zagreb, Hrvatska sveučilišna naklada, (págs. 24-37). 4. Jelaska, Z.; Gulešić-Machata, M. (2005) Prototypicality and the Concept of Phonem, Glossos 6 (págs. 1-13) 5. Jelaska, Z.; Hržica, G. (2005) In search for a missing part: identification and generational motivation in learning the L2, EUROSLA, Dubrovnik, 13-17 september (poster) 6. Jelaska, Z., Musulin, M. (2012) Slovo i slovopis španjolskoga i hrvatskoga jezika, Lahor, 2, 12 (págs. 211-239) 7. Jelaska, Z., Musulin, M. (2014) La enseñanza inicial de la composición fonológica en la segunda o lengua extranjera: los fonemas y el alfabeto, SRAZ, Zagreb (in print) 8. Valdés, G. (2000) Teaching Heritage Languages: An Introduction for SlavicLanguage-Teaching Professionals in Olga Kagan and Benjamin Rifkin, eds. Learning and Teaching of Slavic Languages and Cultures: Toward the 21st Century. Bloomington, Indiana, Slavica Publishers. Curriculum vitae Born on 1976 in Zagreb. In 2002 she got a degree in Croatian language and literature and Spanish language and literature at the University of Zagreb, Faculty of Philosophy. In 2000/01 she spent six months in Rosario, Argentina, where she taught Croatian in the Croatian cultural center, and in 2002/03 she worked as a foreign instructor at the University of Alcalá, Spain. Since 1998, she has been working as an associate of University School of Croatian Language and Literature, and since 2013 she has been working as an instructor of ecourses of Croatian language HIT and HEJ. Since 2011 she has been working on the Faculty of Philosophy, Department of Spanish language where she teaches Spanish linguistics. She is an author or co-author of scientific and professional papers, one Croatian-Spanish and Spanish-Croatian dictionary, one book chapter and she presented her work at many international scientific conferences in Croatia and Europe. � 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. 2960 Title A name given to the resource ACQUISITION OF L2 PHONOLOGY – SPANISH MEETS CROATIAN Author Author Musulin, Maša Abstract A summary of the resource. The phoneme is conceived as a mental image that is stored in our mind and then represented by sounds in speech and graphemes in writing for phonologically based alphabets. The acquisition of L2 phonology includes two very important skills – reading and writing. The information stored in the mind of a speaker interferes with new information produced by the L2 (Robinson, Ellis 2008; Nathan, 2008). What is similar or equal in the target language to one's native language is, while unknown, incorporated one way or another into an existing model, based on prototypicality (Pompeian, 2004, Moreno Fernández, 2010). The process of teaching the sounds, letters and alphabet to foreign students is much shorter than for native speakers because to a foreign student must be given a tool for writing as soon as possible as they have to write what they are learning and memorize new language units (Celce-Murcia, Brinton, Goodwin, 1996). This paper discusses one type of difficulties Spanish learners of Croatian as L2 face when they are introduced to phonology through letters which represent Croatian sounds in order to display the influence of their preexisting phonological concepts. The subjects are ten students from Spain and Latin America. Their task was to read a group of words containing sounds that were predictably hard for them, minimal pairs and a short text. 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 2015-12 Keywords Keywords. Article PeerReviewed P Philology. Linguistics,PC Romance languages,PG Slavic, Baltic, Albanian languages and literature https://eprints.ibu.edu.ba/files/original/564306543051fcf588e68bb530f00e83.docx 0acc078533bf2853190f3dd745ac76a9 https://eprints.ibu.edu.ba/files/original/dd1d32b1400e66c70479c1317b66e10d.pdf 411877389743bcf4d815b9ff542854a3 PDF Text Text "Acquisition of Professional English Lexis in the Field of International Relations and Diplomacy" Iva Čupić & Martina Klanjčić University College of International Relations and Diplomacy Dag Hammarskjöld/Zagreb, Croatia Key words: international relations and diplomacy, methods of teaching, vocabulary acquisition, relevant context, competent use of professional language ABSTRACT In the global arena of international relations, the role of a diplomat is to bridge cultural, social, and geopolitical differences while achieving, first and foremost, professionalism and efficiency. In order to accomplish this, a diplomat has to have excellent command of foreign languages, where English is unanimously recognized as lingua franca. Competent use of a foreign language in diplomacy not only serves as an instrument of communication, but often underpins the very foundation of the diplomatic vocation. That is why the education of future professionals places great emphasis on foreign language courses as the mainstay of the core curriculum. Assuming that students have already mastered general foreign language structures, the aim of such courses is the acquisition of specific terminology in international relations and diplomacy, which incorporates the lexical fields of law, economics, geopolitics, sociology, communication sciences, cultural studies, and the like. The objective of this paper is to demonstrate different methods of introducing, acquiring and using subject-specific vocabulary for students of international relations and diplomacy. The best sources for teaching such professional vocabulary are the materials that focus primarily on international current affairs, keeping students up to date, which is fully compliant with the principal requirements of the diplomatic profession. Teaching materials include authentic audiovisual recordings and newspaper articles, as well as non-authentic material, such as vocabulary exercises, prepared specifically as a complementary means of revision and recycling of the subject-specific lexis. The approach adopted in the teaching process starts from introducing the subject matter, followed by a methodologically processed written text used to pinpoint specific terminology. Follow-up exercises are designed to provide additional practice and reinforcement with the purpose of independent and confident use of newly acquired vocabulary in a written or oral text form. Such lexical recycling should result in professional language competence and proficiency. � 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. 1779 Title A name given to the resource Acquisition of Professional English Lexis in the Field of International Relations and Diplomacy Author Author CUPIC, Iva KLANJCIC, Martina Abstract A summary of the resource. Key words: international relations and diplomacy, methods of teaching, vocabulary acquisition, relevant context, competent use of professional language ABSTRACT In the global arena of international relations, the role of a diplomat is to bridge cultural, social, and geopolitical differences while achieving, first and foremost, professionalism and efficiency. In order to accomplish this, a diplomat has to have excellent command of foreign languages, where English is unanimously recognized as lingua franca. Competent use of a foreign language in diplomacy not only serves as an instrument of communication, but often underpins the very foundation of the diplomatic vocation. That is why the education of future professionals places great emphasis on foreign language courses as the mainstay of the core curriculum. Assuming that students have already mastered general foreign language structures, the aim of such courses is the acquisition of specific terminology in international relations and diplomacy, which incorporates the lexical fields of law, economics, geopolitics, sociology, communication sciences, cultural studies, and the like. The objective of this paper is to demonstrate different methods of introducing, acquiring and using subject-specific vocabulary for students of international relations and diplomacy. The best sources for teaching such professional vocabulary are the materials that focus primarily on international current affairs, keeping students up to date, which is fully compliant with the principal requirements of the diplomatic profession. Teaching materials include authentic audiovisual recordings and newspaper articles, as well as non-authentic material, such as vocabulary exercises, prepared specifically as a complementary means of revision and recycling of the subject-specific lexis. The approach adopted in the teaching process starts from introducing the subject matter, followed by a methodologically processed written text used to pinpoint specific terminology. Follow-up exercises are designed to provide additional practice and reinforcement with the purpose of independent and confident use of newly acquired vocabulary in a written or oral text form. Such lexical recycling should result in professional language competence and proficiency. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://eprints.ibu.edu.ba/files/original/a7faf1cc7a6ab28cdd8e4adc253c5598.docx 9145b3a532b8e95b27a672b617a3a343 https://eprints.ibu.edu.ba/files/original/06eac66aaa3b65efe2c1071552956007.pdf 64db2d720ca543f0918764a7c411102a PDF Text Text Abbreviations and Acronims between Language and Orthography Ermina Ramadanović & Barbara Kovačević & Željko Jozić Institute of Croatian Language and Linguistics/ Zagreb, Croatia Key words: abbreviations, acronims, orthography ABSTRACT The fast way of life necessarily has repercussions on all aspects of life, including the language, and then, indirectly, the letter. It is understandable that the authors of various texts in print media are trying to save time and space. Therefore, a significant increase of shortening words is evident. Abbreviations and acronims are caused by shortening words or by omitting some letters. There are two types of shortening words: abbreviations, that arise by taking the first letter or the first few letters of one word, and acronyms, that are formed from multiword lexem by taking initial letters or groups of letters. The paper reexamines the descriptions and definitions of abbreviations and acronims in Croatian ortography manuals and reshearches their word formation, morphology, sintactic rules, taking under consideration their lexical status in dictionaries. The research is based on a corpora of Croatian ortography manuals, Croatian monolingual dictionaries and electronic corpus Croatian Language Repository of Institute of Croatian language and linguistics. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1749 Title A name given to the resource Acquisition of Syntax in Turkish Author Author EREN, Emine Abstract A summary of the resource. Key words: acquisition, syntax, morpho-syntax, Turkish, learning ABSTRACT Syntax investigates the rules of functions of the words in sentences and how words form a meaningful sentence in an order (Galda et al., 1997: 27;), while morphology investigates organization and formation of words (Yavuz and Balcı, 2011) and the order of the morphemes. In Turkish, morphemes gain inflectional or derivational features in a word in a sentence or this one single word might be a sentence on its own. It is difficult to separate morphology from syntax in Turkish, since Turkish is inflected, agglutinative and allowing diversion via free word-order. Inflectional morphology constitutes a relationship between sentence formations (Penke, 2012). Thus the aim of this study is to investigate morpho-syntax acquisition and development of language of Turkish infants; i.e. what types of words are observed in morpho-syntax acquisition in Turkish infants and at which stage syntax acquisition can be followed. As methodology, empirical data which is longitudinal data of a child called Özge starting from the age of 1:4.26 to 2:04.14 from CHILDES, in addition to some sample data of the longitudinal study of Ekmekçi (1979) that was showed in the study of Ekmekçi and Can (2000) on Turkish language acquisition. As a result, the last phases of one-word stage is the start for syntax acquisition, an early acquisition period; and nouns and verbs both are observed for the use of morpho-syntax stage. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://eprints.ibu.edu.ba/files/original/e7307225befbed18acff0a8acdcd7684.docx 4a6728f0d6416f66f5bdbcf78da672ba https://eprints.ibu.edu.ba/files/original/272be04c23076287919e9701cf59586e.pdf 8154f41a5d676553fef2bbd476961205 PDF Text Text Action Research as a Tool to Enhance Professional Development of Prospective Efl Teachers Nese Cabaroglu Cukurova University / Adana, Turkey ABSTRACT In order to learn anything during teacher education, pre-service teachers must have personal concerns about teaching and they must have encountered concrete problems. It has been well established that learning only takes place if the learner has some personal goals (Skemp, 1979). The purpose of this study is to describe a course in a language teacher education programme that uses action research, and to provide evidence of the effects that action research had on pre-service teachers’ learning and practice through reflection, in particular, on the changes in their selfefficacy beliefs. Instead of providing a preset agenda, the prospective teachers are encouraged to study what is important to them in their own school situation for their own purposes. The course is designed in a way so as to help prospective teachers improve their classroom practice, understand of that practice, to contribute to the knowledge base of teaching and learning, and to help them adopt an inquiry based approach to learning and teaching. The classroom-based collaborative action research is adopted. In order to ensure pre-service teachers a more active role in their professional development, participants are provided opportunities for active interpretive processes that help them examine the complex contexts of classrooms and schools. Participants are fourth year students attending a language teacher education programme in Turkey. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1908 Title A name given to the resource Action Research as a Tool to Enhance Professional Development of Prospective Efl Teachers Author Author CABAROGLU, Nese Abstract A summary of the resource. ABSTRACT In order to learn anything during teacher education, pre-service teachers must have personal concerns about teaching and they must have encountered concrete problems. It has been well established that learning only takes place if the learner has some personal goals (Skemp, 1979). The purpose of this study is to describe a course in a language teacher education programme that uses action research, and to provide evidence of the effects that action research had on pre-service teachers’ learning and practice through reflection, in particular, on the changes in their self-efficacy beliefs. Instead of providing a preset agenda, the prospective teachers are encouraged to study what is important to them in their own school situation for their own purposes. The course is designed in a way so as to help prospective teachers improve their classroom practice, understand of that practice, to contribute to the knowledge base of teaching and learning, and to help them adopt an inquiry based approach to learning and teaching. The classroom-based collaborative action research is adopted. In order to ensure pre-service teachers a more active role in their professional development, participants are provided opportunities for active interpretive processes that help them examine the complex contexts of classrooms and schools. Participants are fourth year students attending a language teacher education programme in Turkey. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://eprints.ibu.edu.ba/files/original/e568a75e281265b31fbeb75038ddac57.pdf 95f0df51e9eb4d80ab96328ec7cda260 PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics Active participation within written and spoken argumentation: The use of engagement markers across different genres Zorica Trajkova Cyril and Methodius University Submitted: 16.04.2014. Accepted: 16.11.2014. Abstract This paper aims to demonstrate how writers and speakers actively engage readers and listeners within the argumentation through the use of engagement markers as a metadiscourse category. More precisely, it sets out to explore the function and use of engagement markers, i.e. personal pronouns, directives and questions, in three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two different languages, Macedonian and English. The analysis is carried out on nine editorials from American and nine from Macedonian newspapers, nine excerpts from American and nine from Macedonian talk-shows, as well as five closing arguments from American trials and five from Macedonian. It is essential for writers and speakers to know how to balance the use of these markers in order to avoid being intrusive and appear more persuasive to the readers and listeners. The research shows that there are differences in the use of the markers in the three genres in both languages. They were most frequently used in the English spoken texts (talk shows and closing arguments) and least frequently in the Macedonian closing arguments. As for their use in editorials, they were used moderately in both languages. So, on the whole, the analysis reveals that the choice of markers within the same genre depends on cultural differences, i.e. the format and perception of the type of text by the different societies. Furthermore, it also shows differences in the choice of markers across the three genres in both languages. Finally, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages. Key words: metadiscourse, argumentation, engagement markers, editorials, talk shows, closing arguments Introduction �Active participation within written and spoken argumentation: The use of engagement markers across different genres This article explores the role of engagement markers, as interpersonal metadiscourse markers, in building the writer’s/speaker’s authority and establishing an appropriate relationship with the readers/listeners. The aim is to see to what extent these markers are used in three different genres (one written and two spoken) in two different societies (Macedonian and American) and how the use of the specific subcategories of these markers defines the types of genres in both societies. Interpersonal metadiscourse: engagement markers Metadiscourse offers a way of understanding language in use, representing a writer’s/speaker’s attempts to guide a receiver’s perception of a text (Hyland, 2005a, p. 3). Interpersonal metadiscourse1 offers a framework for understanding communication as social engagement and refers to the features writers/speakers use to express their views concerning the propositional material and help readers/listeners accept and share their views (ibid, p. 4). Engagement markers are a type of interpersonal metadiscourse markers employed by speakers/writers to address listeners/readers explicitly and focus their attention to the given arguments and at the same time to include them as direct participants in the discourse. More precisely, according to Hyland (2005a), they help the writers/speakers to express their need to adequately meet readers’/listeners’ expectations of inclusion and solidarity, addressing them as participants in the argument with pronouns (you, your, inclusive we) and interjections, and at the same time they pull the readers/listeners into the discourse at critical points, predicting possible objections and guiding them to particular interpretations with the use of: questions, directives (mainly imperatives) and asides (references to shared knowledge) (p. 53). The choice of the markers depends mainly on the aim the speakers/writers want to achieve in the text as well as the expectations of the listeners/readers (Hyland, 2004, p.110). In this paper, the analysis focuses on only three types of engagement markers: pronouns, directives and questions. Methodology and corpus When trying to define metadiscourse, linguists followed Halliday’s classification (1974), according to which language has three main metafunctions: ideational (the proposition itself), interpersonal and textual, so they mostly classify metadiscourse (Crismore et al., 1993; Hyland, 2005a,b) in two categories: textual and interpersonal. 1 �Journal of Foreign Language Teaching and Applied Linguistics The corpus consists of texts from three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two languages, Macedonian and English. As for the written genre, the analysis was carried out on nine editorials from American newspapers (The New York Times and The Arizona Republic) and nine from Macedonian newspapers (Utrinski vesnik (Утрински весник) and Dnevnik (Дневник)), on similar topics in both languages, i.e. of social interest for both societies. As for the spoken genres, the analysis included nine excerpts from American talk shows (recorded from various TV shows) and nine from Macedonian talk shows (the talk show Piramida), as well as five closing arguments from American trials and five from Macedonian. All the excerpts from the talk shows were two to three minutes long and speakers discussed socially important topics. The closing arguments were about five to seven minutes long and were delivered by either a prosecutor or a lawyer. The analysis was carried out both manually and with the help of computer software. First, a list of all the uses of a certain word/phrase in the corpus was obtained. Then, the ones that had a metadiscourse function in the texts were selected and analysed semantically and then formally. Distribution and analysis The analysis showed that engagement markers were most frequently used in the talk shows in both languages. As for their use in each genre separately, they were more frequently used in the Macedonian editorials compared to the English, and in the English talk shows and closing arguments compared to the Macedonian. Тable 1 and Table 2 below show the separate distribution of engagement markers in both languages. As it can be seen, the biggest discrepancy in use was found in the closing arguments as a genre. �Active participation within written and spoken argumentation: The use of engagement markers across different genres Table 1. Distribution of engagement markers in the English corpus editorials talk shows n n 9 3 8 8 7 - freq. per 1000 words 1.62 0.54 1.44 1.44 1.26 - 61 14 14 93 25 1 closing arguments freq. per n freq. per 1000 1000 words words 14.7 17 3.93 3.38 1 0.23 3.38 22.47 104 24.05 6.04 8 1.85 0.24 6 1.39 5 6 n=46 0.90 1.08 8.26 1 10 2 3 6 n=230 0.24 2.42 0.48 0.72 1.45 55.57 English corpus we (inclusive) us (inclusive) оur (inclusive) you your folks/ ladies & gentlemen one questions rhetorical short/tag cognitive directives physical textual Total 37 3 17 10 1 n= 204 8.55 0.69 3.93 2.31 0.23 47.17 Table 2. Distribution of engagement markers in the English corpus editorials talk shows 3 freq.per n 1000 words 0.55 6.24 9 closing arguments freq.per n freq.per 1000 words 1000 words 2.69 12.26 0.26 31 5.69 9.57 - - 6 1.10 Macedonian corpus n Inclusive we (ние) you (ти, вие) explicit we 1p.sg. coded in the verb form explicit you 2p.sg. coded in the verb 32 1.10 10 2.99 2.99 1 0.26 - - - - - �Journal of Foreign Language Teaching and Applied Linguistics form your ( ваш/а,е, и) our (наш/а,е, и) us (нас не/ нам ни) directives cognitive (директиви) physical textual questions rhetorical (прашања) short/tag Total 5 7 1 19 1 n= 73 2 0.92 14 1.29 7 0.18 0.18 3.50 3.68 5 0.18 8 13.43 n= 87 0.60 4.19 2.10 1.50 3.89 2.39 26.02 1 1 n = 3 0.26 0.26 0.26 0.78 In the next part, the analysis of the separate categories of engagement markers in the corpus is presented. Personal reference Personal pronouns for first and second person are considered personal reference (or personal metadiscourse) because they are used by the writers/speakers to refer to the members in the communication. А. First person plural pronoun ‘we’ (ние) The inclusive we includes both the speaker/writer and listener/reader in the discourse. When presenting information, its use lowers the potential risk of the listeners’/readers’ rejection of arguments. The analysis2 showed that the inclusive we was most frequently used in the talk shows in both languages. Furthermore, it was used more frequently in the Macedonian corpus of editorials compared to the English, and in the English corpus of closing arguments, compared to the Macedonian. Example 1(a) below is from the corpus of talk shows and it presents the way in which speakers in both languages include the listeners in the discourse as if they already agree with them. So, speakers create this, so called, relationship of solidarity, in which they make the listeners share the responsibility for the arguments. 2 It should be noted that all the uses of the pronouns in citations and indirect speech were excluded from the analysis. Furthermore, in the analysis of the Macedonian texts, both the examples of the first-person pronouns as well as the examples in which the person is coded in the form of the verb (како што видовме) were included. �Active participation within written and spoken argumentation: The use of engagement markers across different genres 1(a) We don't have enough... so that the little that we have we hold on to it so tightly. That our hands literally are not open to receive that which is meant to come our way. (ETS3-2) In editorials, the use of the inclusive we is a significant metadiscourse strategy employed by the journalists to help them establish a relationship with the readers, especially because there is no direct contact between the writers and readers. The use of the inclusive we shows the readers that their opinions, desires and attitude are taken into consideration. The analysis of the closing arguments showed that American lawyers/prosecutors use this metadiscourse strategy much more frequently than their Macedonian counterparts, with the purpose of involving the jury in their argumentation as if the members already agree, and in this way persuade them to accept it. So, in example 1(b), for instance, the lawyer in a way ‘manipulates’ the jury by involving them actively in the discourse, and ‘making’ them responsible in case they do not reach a decision in favour of his client (all the jury can do is to recompense his client for his injury caused by the company Ford). 1(b) We can't do that. We can't give that to him. All we can do is compensate for the loss... (ECA4-3) B. Second person pronoun ‘you' (ти/ вие) The second-person pronoun ‘you’ has a metadiscourse function and can refer not only to the imagined reader/listener but can also be used generically and be replaced with we or one. Both uses of this pronoun were included in the analysis, the one for direct address to the readers/listeners and the generic use, because we believe that they both include the audience: in the first case to directly address them, and in the second one to hint at them. The analysis showed that the use of these pronouns was more frequent in spoken texts. For instance, in the English closing arguments, you was frequently used by the lawyers/prosecutors to directly address the judge and jury and try to convince them that they should reach a decision in favour of their client. In the Macedonian closing arguments, on the other hand, this pronoun was not used at all. In 1(c), for instance, the prosecutor directly addresses the members of the jury, as if he is an expert, ‘telling’ them what they should do and what decision they should reach. 3 4 ETS – English talk show ECA – English closing arguments �Journal of Foreign Language Teaching and Applied Linguistics 1(c) Use your collective memories and think inside when you get in that jury room. (ECA-4) In the excerpts from talk shows, the use of you was mostly generic, as in example 1(d). Here, you refers to all the people in general, and not only to the listeners and it can be replaced with one/човек(а). In this example the second person is coded in the form of the verb (e.g. да научите (you must learn)). We believe that this use has a metadiscourse function because it indirectly includes the listener in the group of those who should learn, understand, etc. In comparison, in 1(e), you, your, refers to the listeners. 1(d) За да бидете толерантен треба првенствено да научите да живеете самите со себе за да можете да ги разберете и другите. (MTS5-7) // If you want to be tolerant, then you must primarily learn to live with yourselves so you could be able to understand others. 1(e) Listen, would you rather a heroin addict break into five houses a day […]then not break in your home to steal everything you've got and then… (ETS-2) In the editorials, this marker was mostly generic and it was used rarely, probably because in written genres there is no direct contact between the writer and reader and the writer uses other ways to involve the readers in the discourse. Directives Directives are another type of engagement marker. By using them, the writers/ speakers are trying to take control over the text and the readers/ listeners and to show authority (Hyland 2005b: 371). This analysis follows Hyland’s classification (Hyland 2002b) of three main functions of directives: textual, physical and cognitive (depending on whether they are used to lead the listeners/readers towards some textual (understand parts of text), physical (do a physical activity) or cognitive act (use their common sense to understand some point) (Hyland, 2005b, p.372; 2004, p.101). Hence, directives should not be treated as simple commands, but as complex rhetorical strategies used by the writers/speakers to build a relationship with the readers/ listeners and direct them as to how they should understand the text. 5 MTS - Macedonian talk show �Active participation within written and spoken argumentation: The use of engagement markers across different genres The results of the analysis showed that directives as a metadiscourse strategy were almost not used at all in the Macedonian corpus, which shows that Macedonian speakers/writers avoid directly addressing the listeners/readers, compared to the English, who consider it an efficient strategy for establishing a closer relationship with the listeners/readers and persuading them to accept the presented arguments. In the English editorials, all the directives had a cognitive function, i.e. they were used to urge the listener/reader to think clearly and understand the speaker’s/writer’s point of view (see 2 (a) where the writer tries to persuade the readers to think properly and accept his/her arguments). In the talk shows there were both physical and cognitive directives used. In example 2(b), for instance, the writer urges the listeners to engage in a physical activity i.e. to be generous whenever they can. 2(a) Think about it properly, and it leads you to a profound critique… (EE6-2) 2(b) So, just don’t give once. Give once a month for the rest of your life! (ETS-2) Directives were not used at all in the Macedonian closing arguments, but were frequently used in the English. Obviously, lawyers and prosecutors believe that this strategy can help them persuade the members of the jury to vote in favour of their client. The directives used in the English corpus were mostly cognitive, although there were few physical, which were used to urge the listeners to see or do something in order to understand it (cognitive). For instance, in 2(c), the speaker uses directives to persuade the listeners to take a physical activity (send a message) but in fact refers to a cognitive act (make Ford understand that their cars can damage people’s lives by making it pay a huge amount of money and admit its mistake). 2(c) I suggest that you come up with a significant amount for every day he's been hurt for the rest of his life. Make it fair. Then send the message to Ford [...]. Send them a message that it is not acceptable to make junk sardine cans [...] Award three to five times to compensate for the damage. (ECA-3) Questions Questions7 are one more type of engagement marker used by the writers/speakers to connect with the readers/listeners and invite them to answer a question, while 6 7 EE – English editorial The use of rhetorical questions is only presented here. �Journal of Foreign Language Teaching and Applied Linguistics suggesting the right answer (Hyland, 2005b, p.373). In this way, they indirectly try to persuade them to accept the presented arguments. The analysis showed that questions were frequently used in all the three genres, although their use was most significant in the English closing arguments. As for their use in the other two genres, it can be noted that rhetorical questions were much more frequently used in the Macedonian editorials compared to the English (significant 3.68 versus 0.90 – frequency per 1,000 words), while in the talk shows, they were used more or less the same in both corpuses. The writers/speakers used rhetorical questions as an efficient strategy for directing the attention of the readers/listeners towards some specific stance. There were examples in which the writers gave the correct answer – the one that should be accepted as one and only (as in 3(а)), or they just indirectly hinted at it (as in 3(b) where, the prosecutor tries to persuade the jury that the defence has given no substantial proof, but some statement by an amateurish dermatologist). 3(a) Why does all this matter? Because just as the United States has relied on foreigners… (EE-8) 3(b) And what does the defense have against this? They brought in, with all due respect to Dr. Underwood, a dermatologist, whose last autopsy was 18 years ago? (ECA-5) Conclusion The research showed that there were differences in the use of personal pronouns, directives and questions as engagement markers in the three genres in both languages. They were most frequently used in both types of English spoken texts and least frequently in the Macedonian closing arguments. They were used moderately in the editorials in both languages. So, on the whole, the analysis revealed that the choice of markers within the same genre depends on the format of the text, i.e. the perception of the type of text by the different societies. So, in this sense, the greatest discrepancy in the use of engagement markers was found in the closing arguments. It seems that they have a completely different format in the two societies. English lawyers/prosecutors perform a whole show by engaging the jury in their speech as much as they can with the inclusive we, by addressing them directly with the secondperson pronoun, by employing directives or by asking them questions. On the other hand, the Macedonian closing arguments employ set and fixed phrases and the speakers mostly summarize everything that has been mentioned during the trial. They don’t try to involve the judge (or jury) at all. So, overall, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of �Active participation within written and spoken argumentation: The use of engagement markers across different genres argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages. References Crismore, A., Markannen, R., Steffensen, M. (1993). Metadiscourse in persuasive Writing. A Study of Texts Written by American and Finnish University Students. Written Communication 10 (1): 39-71. Halliday, M.A.K. (1974). Explorations in the Functions of Language. Edward Arnold Publishers Ltd. Hyland, K. (2002а). Authority and invisibility: authorial identity in academic writing. Journal of Pragmatics 34, 1091-1112. Hyland, K. (2002b). Directives: Power and engagement in academic writing. Applied Linguistics, 23(2): 215–239. Hyland, K. (2002c). What do they mean? Questions in academic writing. Text, 22(4), 529–557. Hyland, K. (2004). Disciplinary Discourses: Social Interactions in Academic Writing. The University of Michigan Press. Hyland, K. (2005a). Metadiscourse. Exploring Interaction in Writing. MPG Books Ltd, Bodmin, Cornwall. Hyland, K. (2005b). Representing readers in writing: Student and expert practices. Linguistics and Education 16, 363-377. Vande Kopple,W. (1985). Some explanatory Discourse on Metadiscourse. College Composition and Communication 36, 82-93. � 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. 2829 Title A name given to the resource Active participation within written and spoken argumentation: The use of engagement markers across different genres Author Author Trajkova, Zorica Abstract A summary of the resource. This paper aims to demonstrate how writers and speakers actively engage readers and listeners within the argumentation through the use of engagement markers as a metadiscourse category. More precisely, it sets out to explore the function and use of engagement markers, i.e. personal pronouns, directives and questions, in three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two different languages, Macedonian and English. The analysis is carried out on nine editorials from American and nine from Macedonian newspapers, nine excerpts from American and nine from Macedonian talk-shows, as well as five closing arguments from American trials and five from Macedonian. It is essential for writers and speakers to know how to balance the use of these markers in order to avoid being intrusive and appear more persuasive to the readers and listeners. The research shows that there are differences in the use of the markers in the three genres in both languages. They were most frequently used in the English spoken texts (talk shows and closing arguments) and least frequently in the Macedonian closing arguments. As for their use in editorials, they were used moderately in both languages. So, on the whole, the analysis reveals that the choice of markers within the same genre depends on cultural differences, i.e. the format and perception of the type of text by the different societies. Furthermore, it also shows differences in the choice of markers across the three genres in both languages. Finally, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages. Key words: metadiscourse, argumentation, engagement markers, editorials, talk shows, closing arguments Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-16 Keywords Keywords. Article PeerReviewed L Education (General),P Philology. Linguistics,PE English,PN Literature (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3560 Title A name given to the resource ACTIVE PARTICIPATION WITHIN WRITTEN AND SPOKEN ARGUMENTATION: THE USE OF ENGAGEMENT MARKERS ACROSS DIFFERENT GENRES Author Author Trajkova, Zorica Abstract A summary of the resource. This paper aims to demonstrate how writers and speakers actively engage readers and listeners within the argumentation through the use of engagement markers as a metadiscourse category. More precisely, it sets out to explore the function and use of engagement markers i.e. personal pronouns, directives and questions in three different genres, one written (editorials from newspapers) and two spoken (excerpts from talk shows and closing arguments from trials) in two different languages, Macedonian and English. The analysis is carried out on 9 editorials from American and 9 from Macedonian newspapers, 9 excerpts from American and 9 from Macedonian talk-shows, as well as 5 closing arguments from American trials and 5 from Macedonian. It is essential for writers and speakers to know how to balance the use of these markers in order to avoid being intrusive and appear more persuasive for the readers and listeners. The research shows that there are differences in the use of the markers in the three genres in both languages. They were most frequently used in the English spoken texts (talk shows and closing arguments) and least frequently in the Macedonian closing arguments. As for their use in editorials, they were used moderately in both languages. So, on the whole, the analysis reveals that the choice of markers within the same genre depends on cultural differences i.e. the format and perception of the type of text by the different societies. Furthermore, it also shows differences in the choice of markers across the three genres in both languages. Finally, although carried out on a relatively small corpus, this research gives insight into the dialogic nature of argumentation and its impact on the persuasive effect of written and spoken texts in different genres and languages. Keywords: metadiscourse, argumentation, engagement markers, editorials, talk shows, closing arguments Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English