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1 Cojocaru Romanian Grammar 0. INTRODUCTION 0.1. Romania and the Romanians 0.2. The Romanian language 1. ALPHABET AND PHONETICS 1.1. The Romanian alphabet 1.2. Potential difficulties related to pronunciation and reading 1.2.1. Pronunciation 1.2.1.1. Vowels [ ǝ ] and [y] 1.2.1.2. Consonants [r], [t] and [d] 1.2.2. Reading 1.2.2.1. Unique letters 1.2.2.2. The letter i in final position 1.2.2.3. The letter e in the initial position 1.2.2.4. The ce, ci, ge, gi, che, chi, ghe, ghi groups 1.2.2.5. Diphthongs and triphthongs 1.2.2.6. Vowels in hiatus 1.2.2.7. Stress 1.2.2.8. Liaison 2. MORPHOPHONEMICS 2.1. Inflection 2.1.1. Declension of nominals 2.1.2. Conjugation of verbs 2.1.3. Invariable parts of speech 2.2. Common morphophonemic alternations 2.2.1. Vowel mutations 2.2.1.1. the o/oa mutation 2.2.1.2. the e/ea mutation 2.2.1.3. the ă/e mutation 2.2.1.4. the a/e mutation 2.2.1.5. the a/ă mutation 2.2.1.6. the ea/e mutation 2.2.1.7. the oa/o mutation 2.2.1.8. the ie/ia mutation 2.2.1.9. the â/i mutation 2.2.1.10. the a/ă mutation 2.2.1.11. the u/o mutation 2.2.2. Consonant mutations 2.2.2.1. the c/ce or ci mutation 2.2.2.2. the g/ge or gi mutation 2.2.2.3. the s/ş + i mutation 2.2.2.4. the st/şt + i mutation 2.2.2.5. the str/ştr + i mutation 2.2.2.6. the sc/şt + i or e mutation 2.2.2.7. the şc/şt + e or i mutation 2.2.2.8. the t/ţ + i or e mutation 2.2.2.9. the d/z + i/â or ă mutation 2.2.2.10. the z/j + i mutation 2.2.2.11. the l/Ø + i mutation 2 2.2.2.12. the n/Ø + i mutation 3. NOMINALS 3.1. Noun 3.1.1. Gender of nouns in the singular 3.1.1.1. Assigning gender 3.1.1.1.1. Noun ending 3.1.1.1.2. Lexical meaning 3.1.1.1.3. The 'one-two' test 3.1.2. Number 3.1.2.1. Forming the plural 3.1.2.1.1. Masculine: un – doi 3.1.2.1.2. Feminine: o – două 3.1.2.1.3. Neuter: un - două 3.1.2.2. Plural endings 3.1.2.2.1. The ending -i 3.1.2.2.2. The ending -le / -ele 3.1.2.2.3. The endings -e and -uri 3.1.3. Case 3.1.3.1. Case forms 3.1.3.1.1. Declension with the indefinite article 3.1.3.1.2. Declension with the definite article 3.1.3.2. Accusative (direct object) with and without the preposition pe 3.1.3.2.1. The direct object with pe 3.1.3.2.2. The direct object without pe 3.1.3.3. The accusative with other prepositions 3.1.3.4. Genitive and dative cases 3.1.3.4.1. Differentiating the genitive and dative 3.1.3.4.1.1. The genitive 3.1.3.4.1.2. The dative 3.1.3.4.2. Proper names of persons in the genitive-dative 3.1.3.5. Vocative 3.1.3.5.1. Forming the vocative 3.1.3.5.2. Usage of the vocative 3.1.3.5.2.1. Adjective + noun in the vocative 3.1.3.5.2.2. Adjective + possessive + noun in the vocative 3.2. Article 3.2.1. The definite and the indefinite article 3.2.1.1. The indefinite and the definite article in the singular 3.2.1.1.1. Indefinite article 3.2.1.1.2. Definite article 3.2.1.2. The indefinite and the definite article in the plural 3.2.1.2.1. Indefinite article 3.2.1.2.2. Definite article 3.2.1.3. Article usage and omission 3.2.2. The demonstrative or adjectival article 3.2.3. The possessive or genitival article 3.3. Adjective 3.3.1. Adjectival agreement 3.3.1.1. Forming the feminine and the plural of the adjectives 3.3.1.2. Four-form adjectives 3.3.1.3. Three-form adjectives 3.3.1.4. Two-form adjectives 3 3.3.1.5. One-form adjectives 3.3.2. The usage of the adjectives in pre-position 3.3.3. Adjectival declension 3.3.4. Degrees of comparison of the adjective 3.3.4.1. The comparative degree 3.3.4.1.1. The comparative of superiority 3.3.4.1.2. The comparative of equality 3.3.4.1.3. The comparative of inferiority 3.3.4.2. The superlative degree 3.3.4.2.1. The superlative relative of superiority 3.3.4.2.2. The superlative relative of inferiority 3.3.4.2.3. The superlative absolute 3.3.4.3. Adjectives that do not form degrees of comparison 3.4. Pronoun 3.4.1. Personal pronouns 3.4.1.1. The nominative case of the personal pronouns 3.4.1.2. The accusative case of the personal pronouns 3.4.1.2.1. Full and clitic forms of the accusative 3.4.1.2.2. The personal pronoun used as a direct object 3.4.1.3. The dative case of the personal pronouns 3.4.1.3.1. Full and clitic forms of the dative 3.4.1.3.2. The personal pronoun used as an indirect object 3.4.1.4. Basic patterns of combining personal pronouns in the accusative / dative with verbs 3.4.1.4.1. With the verb in the present indicative 3.4.1.4.2. With the verb in the compound perfect 3.4.1.4.3. With the verb in the future 1 indicative 3.4.1.4.4. With the verb in the present subjunctive 3.4.1.5. Differentiating the accusative and the dative unstressed personal pronouns 3.4.1.6. Verbal constructions with personal pronouns in the accusative and dative 3.4.1.7. Combinations of double personal pronouns (dative and accusative) with verbs 3.4.1.7.1. With the present, compound perfect and future 1 indicative 3.4.1.7.2. With the present subjunctive 3.4.2. Pronouns of politeness 3.4.2.1. The nominative case of the pronouns of politeness 3.4.2.2. Declension of the pronouns of politeness 3.4.3. Reflexive pronouns 3.4.3.1. Clitic forms of the reflexive pronouns 3.4.3.2. The long form of the reflexive pronouns 3.4.4. Pronouns of reinforcement 3.4.5. Possessive pronouns and pronominal adjectives 3.4.5.1. The possessive pronominal adjectives in the nominative-accusative case 3.4.5.2. The possessive pronouns in the nominative-accusative case 3.4.5.3. The declension of the possessive pronominal adjectives 3.4.5.4. The possessive value of the unstressed personal and reflexive pronouns in the dative 3.4.6. Demonstrative pronouns and pronominal adjectives 3.4.6.1. The demonstrative pronouns of proximity and remoteness in the nominative case 3.4.6.2. The demonstrative pronouns of remoteness in the nominative case 3.4.6.3. The demonstrative pronominal adjectives of proximity and remoteness 3.4.6.4. The declension of the demonstrative pronouns / pronominal adjectives of proximity and remoteness 4 3.4.6.5. The demonstrative pronouns and pronominal adjectives of differentiation and identification 3.4.6.5.1. The demonstratives of differentiation 3.4.6.5.2. The demonstratives of identification 3.4.7. Interrogative / relative pronouns and pronominal adjectives 3.4.7.1 Relative pronouns vs. interrogative pronouns 3.4.7.2. The interrogative pronouns cine and ce in the nominative 3.4.7.3. The interrogative pronoun / pronominal adjective care in the nominative 3.4.7.4. The declension of the interrogative pronouns / pronominal adjectives cine, ce and care 3.4.7.4.1. The interrogative pronoun cine 3.4.7.4.2. The interrogative pronoun / pronominal adjective ce 3.4.7.4.3. The interrogative pronoun / pronominal adjective care 3.4.7.5. The relative pronoun / adjective care 3.4.7.6. The relative pronouns cel ce / cel care 3.4.7.7. The relative pronoun ceea ce 3.4.8. Indefinite and negative pronouns 3.4.8.1. The indefinite pronouns ceva, altceva and orice 3.4.8.2. The indefinite pronouns cineva, altcineva and oricine 3.4.8.3. The negative pronouns nimeni and nimic 3.4.8.4. The indefinite pronouns / pronominal adjectives unul / un and altul / alt in the nominative case 3.4.8.5. Indefinite and negative pronouns / pronominal adjectives based on unul / un in the nominative 3.4.8.5.1. The indefinite pronoun / pronominal adjective vreunul / vreun 3.4.8.5.2. The negative pronoun / pronominal adjective nici unul / nici un 3.4.8.6. The declension of the indefinite pronouns / pronominal adjectives unul, vreunul and of the negative pronoun / pronominal adjective nici unul 3.4.8.7. The indefinite pronoun / pronominal adjective altul / alt 3.4.8.8. The indefinite pronouns / pronominal adjectives fiecare and oricare 3.4.9.
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  • Interjections in English: Neglected but Important Aspect of Foreign Language Learning and Teaching

    Interjections in English: Neglected but Important Aspect of Foreign Language Learning and Teaching

    Eğitimde Kuram ve Uygulama 2010, 6 (1):17-35 Journal of Theory and Practice in Education Articles /Makaleler ISSN: 1304-9496 http://eku.comu.edu.tr/index/6/1/mhismanoglu.pdf INTERJECTIONS IN ENGLISH: NEGLECTED BUT IMPORTANT ASPECT OF FOREIGN LANGUAGE LEARNING AND TEACHING (ĠNGĠLĠZCE‟DE ÜNLEMLER: YABANCI DĠL ÖĞRENĠMĠ VE ÖĞRETĠMĠNĠN GÖZ ARDI EDĠLEN AMA ÖNEMLĠ BĠR KISMI) Murat HİŞMANOĞLU1 ABSTRACT This paper aims at stressing the importance of interjections in foreign language learning and teaching. It defines the concept of interjection, assesses the strengths and weaknesses of two contemporary approaches to interjections, and expounds the concept of pragmatic competence with reference to interjections. It tries to find out whether non-native students of ELT department in the European University of Lefke (EUL) context can use the right interjection in the related context successfully or not. Further, it investigates three most frequently used interjections and three least frequently used interjections by these students and the underlying reason(s) for this pragmatic phenomenon. The results of the study reveal that wow, ow and hey are three most frequently used interjections, whereas dear, eh, and uh are three least frequently used interjections by non-native students of ELT department in the EUL context. Keywords: interjections, pragmatics, pragmatic competence, linguistics, foreign language teaching ÖZ Bu çalışma yabancı dil öğrenimi ve öğretiminde ünlemlerin önemini vurgulamayı amaçlamaktadır. Çalışma ünlem kavramını tanımlamakta, ünlemlerle ilgili iki modern yaklaşımın olumlu ve olumsuz yönlerini değerlendirmekte, ve ünlemlerle bağıntılı olarak edimbilimsel yeti kavramını açıklamaktadır. Lefke Avrupa Üniversitesi (LAÜ) bağlamında ana dili Ġngilizce olmayan Ġngilizce Öğretmenliği bölümü öğrencilerinin bağlam içerisinde doğru ünlemi başarılı olarak kullanıp kullanamadıklarını bulmaya çalışmaktadır.