<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1165">
    <dcterms:title><![CDATA[LEGAL ENGLISH DISCOURSE: GENRE AND  CULTURE-SPECIFICITY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Legal discourse is very much tainted by political, ideological, historical, cultural characteristics, much more so than the language of mathematics or technology. Independently of any culturally, historically and linguistically determined variation, legislation has, however, one and the same function across cultures - it regulates behaviour. The different legal systems have one and the same goal, which is the administration of justice. The aim of this presentation is to discuss the common features of the statutory text in different legislative contexts in terms of its communicative purpose, the participants in the communication, production strategies and then highlight how the diversity in legal ratiocination affects the form and content of legislative expression.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3397]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1166">
    <dcterms:title><![CDATA[THE ROLE OF CONCEPT ANALYSIS IN STUDYING ENGLISH (ON THE BASIS OF AMERICAN POLITICAL DISCOURSE)]]></dcterms:title>
    <dcterms:abstract><![CDATA[“Every language is a temple in which the soul of those who speak it is enshrined.” Oliver Wendell Holmes    Language is a means of communication between people. It is inextricably bound to the life and development of people who use it. It is a human being who perceives and understands the world through various senses and creates a worldview on the basis of this experience. Having received the results of such a perception, people pass their knowledge to other people with the help of language. That is why one can argue that language, thinking and culture are so closely interconnected that they exist in the state of unity.     Language does not only reflect people’s worldview and culture but among its key functions one can also name preserving culture and passing it on to the next generations. In this respect it goes without saying that it is necessary to turn to language analysis when teaching foreign culture to students. People see the world around them differently: their worldview depends on what has become traditionally important to them. The peculiarities of the vocabulary of a language should be noticed by teachers of language and culture and explained to students.    As a result of world perception one can observe the appearance of concepts in culture. Their nature has been defined by such prominent Russian linguists as V.A.Maslova and Y.S.Stepanov. Then their theory has been applied to a great variety of languages (see Levenkova E.R., Ter-Minasova S.G., Vishnyakova O.D. and others). As a result of their research it has become clear that an important peculiarity of a concept, which helps to distinguish it from the lexical meaning, appears to be the fact that a concept is “felt through”, i.e. it carries some special emotions and reflects a person’s attitude to it (positive or negative). Moreover, concepts are connected with the norms of people’s behaviour since they also fix the peculiarities of native speakers’ culture.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3557]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1167">
    <dcterms:title><![CDATA[ANONİM ORTAKLIĞIN HAKLI SEBEPLE FESHİ  GİRİŞ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anonim şirketler çoğunluk ilkesine göre yönetilirler1. Pay sahiplerinin  veya temsilcilerinin katılımı ile oluşan ve anonim ortaklığın iradesini temsil  eden genel kurulda alınan kararlar toplantıya katılsın ya da katılmasın tüm  ortakları, organları ve ortaklığı bağlar. Ancak şirkette çoğunluğa sahip pay  sahipleri ile azınlık pay sahipleri arasında demokrasilerde olduğu gibi bir  denge kurulması gerekir. Nitekim bu konuda pay sahiplerine bireysel olarak  genel kurul kararlarına karşı iptal davası açma hakkı tanındığı gibi bazı  konularda karar alınabilmesi için ağırlaştırılmış toplantı ve karar yetersayıları  öngörülmüştür. Çoğunluk ilkesine karşı temel bir ilke olan eşitlik ilkesi de bu  anlamda bir denge unsuru olarak kabul edilmektedir2. Çoğunluk ilkesinin  yaratacağı olumsuz sonuçları engellemek amacıyla önemli bazı konularda  sermayenin belirli bir oranını temsil eden azınlık pay sahiplerine de bazı  haklar tanınmıştır. Bu haklar yoluyla kimi zaman belli konularda çoğunluğun  karar alması önlenebilmekte (olumsuz azınlık hakları)3 kimi zamanda  çoğunluğa rağmen ortaklık adına bazı işlemler gerçekleştirilebilmektedir  (olumlu azınlık hakları)4. Anonim ortaklığın haklı sebeple feshi olumlu  azınlık haklarından biridir. Çalışmamızda bu hakkın özellikleri üzerinde  duracağız.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3074]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1168">
    <dcterms:title><![CDATA[CONTRIBUTION OF TRUE COGNATES TO  MATERIAL DEVELOPMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[After we had discovered that there were nearly 2500 English cognates in the Turkish language and  seen the facilitating role of true cognates in teaching English to Turkish students, we designed some  cognate-based teaching materials. Thus, the purpose of this paper is to illustrate how we can construct  cognate-based teaching materials to teach English to Turkish learners. The use of cognate-based material in  Turkish classes indicates us that they not only increase the students’ motivation but also enhances their  performance. Briefly cognate-based materials prove to play an extremely affective and facilitating role in  teaching English.  Keywords: cognate, material development, contextualize, transfer]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3347]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1169">
    <dcterms:title><![CDATA[ORTAÖĞRETİM İKİNCİ YABANCI DİL ALMANCA DERS KİTABINDAKİ ETKİNLİKLERİN YAZMA BECERİSİ AÇISINDAN DEĞERLENDİRİLMESİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ortaöğretim Kurumları İkinci Yabancı Dil Almanca Dersi Öğretim Programı temel amaçlarından biri öğrencilerin istek duyarak yazma alışkanlığı edinmelerini sağlamaktır. Yabancı dil ediniminde dört temel dil becerilerinden biri olan yazma, bilgilerin kalıcılığını sağlayan önemli bir iletişim aracıdır.Tüm dil becerilerinin geliştirilmesinde ders kitapları büyük rol üstlenmekte ve Yabancı dil olarak Almanca öğretimi için hazırlanan ders kitaplarında okuma, dinleme, konuşma, yazma alanlarına yönelik etkinliklere yer verilmektedir.     Bu çalışmada Ortaöğretim Kurumları İkinci Yabancı Dil Almanca Dersi Öğretim Programında yer alan “yazma becerisi” kazanımına yönelik “Deutsch ist Spitze” adlı ders kitabında ne tür etkinliklere ve alıştırmalara yer verildiğini ve yazma çalışmaları etkinliklerinde hangi yöntemlerin kullanıldığı tespit edilmeye çalışılmıştır.    Araştırmada nitel araştırma yöntemi kullanılmıştır. Ortaöğretim Kurumları İkinci Yabancı Dil Almanca Dersi Öğretim Programında kullanılan ders kitabı “doküman incelemesi” yöntemiyle incelenmiştir. Araştırmada durum belirlemesi yapılacağından evren ve örneklem seçimine gidilmemiştir. Araştırmanın sonucunda, Almanca ders kitabının etkinliklerinin, yazma becerisi açısından yeterli düzeyde olmadığı görülmüştür.     Yabancı dil öğretimi sürecinde vazgeçilmez olarak kabul edilen yazma öğretimine yönelik etkinlik çalışmaları arttırılmalıdır. Bu bağlamda, çalışma kitaplarının yanı sıra yalnızca yazma öğretimine yönelik etkinlik kitaplarının hazırlanması önerilebilir.     Anahtar Kelimeler: Yabancı dil, yazma becerisi, etkinlikler, ders kitabı.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3540]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1170">
    <dcterms:title><![CDATA[VISUALS IN ENGLISH TEXT BOOKS: THE INSIGHTS FROM PREP CLASSES AT A STATE UNIVERSITY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Nowadays English text books include so many visuals in them and it is an   unquestionable fact that visuals are becoming an indispensible part of the language teaching process as they provide both the teachers and the learners with some opportunities. Hence this study aims to indicate the perceptions of the learners about the visuals existing in their English course books. This study includes 63 university students from prep classes and the data was gathered through a questionnaire. The findings show that most of the learners have a positive attitude towards the visuals in their text books.    Keywords:Visuals, English text books, English language teaching]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3441]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1171">
    <dcterms:title><![CDATA[GENRE ANALYSIS OF A TURKISH TOURISM BROCHURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study uses the genre analysis methodology to investigate the discourse patterns and features of a Turkish tourism brochure and apply the genre analysis to it within the frame of Bhatia’s (2004) movestructural model. The data used for this study consisted of one Turkish tourism brochure advertising several locations in North Aegean region, which was issued by Association of Turkish Travel Agencies (TURSAB). The data was analyzed by the application of Bhatia’s (2004) move-structural model which is based on John Swale’s (1990) genre analysis. The criterion for selecting the Turkish tourism brochure was to reveal its communicative purpose; to persuade the customers into buying the service advertised by means of applying lexico-grammatical features and visual images. The study analyzed how the brochure realizes its communicative goals and maximizes the persuasive power of the brochure.    Keywords: Move-structural model, genre analysis, persuasive communicative goals]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3381]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1172">
    <dcterms:title><![CDATA[FIFTH GENERATION IN LANGUAGE PROGRAM EVALUATION:  TOWARDS TRANSPARENCY, NATION-BASED STANDARDS AND  VALUE-BASED EVALUATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language program evaluation is one of the key elements of systematical language education. It may  focus on many different aspects of a language program such as curriculum design, classroom processes,  teachers and students. Throughout the history, language program evaluation has been dramatically affected  by the beliefs and approaches in education. The dominant and acknowledged theories and approaches in  general education and language teaching shaped the practices and implementation of language program  evaluation in specific eras. In the literature, theses eras are called as four generations (Guba and Lincoln,  1989) which have their own principles and characteristics related with the theories of that specific era. Based  on these four generations theory and current approaches in the literature, this paper theoretically discusses  what the fifth generation will bring to language program evaluation. First, the definition of related terms,  principles of four generations and their development were presented. On the basis of the drawbacks of these  generations, what language program evaluation currently needs and potentials of the fifth generation were  revealed in line with the current literature. Finally, the study put forward some potential implementations of  the fifth generation in language program evaluation.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3426]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1173">
    <dcterms:title><![CDATA[TYPES OF ORAL ERRORS AND CORRECTIVE FEEDBACK: A  CLASSROOM RESEARCH STUDY IN A SAMPLE OF TURKISH  EFL CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the types of oral errors and the corrective feedback moves for these errors in a  sample of Turkish EFL context. The distribution of error types and the use of corrective feedback for each  error type were examined. 12 hours of video-recording were conducted in four classes with 27 preintermediate  students in an English preparatory program of a state university. The video-recorded data were  transcribed verbatim and analyzed with the help of a native speaker teacher to ensure inter-rater reliability.  The definition of Allwright and Bailey (1991) was followed in the identification of errors, and the model  proposed by Lyster and Ranta (1997) was utilized in the classification of corrective feedback moves. After  the analysis, the researchers agreed on 142 erroneous utterances. Based on these utterances and corrective  feedback types for them, a generally balanced distribution of errors types and corrective feedback was found  with a few striking exceptions. The results showed that about 70% of errors in the observed classes have  grammatical (31 %) or phonological (36.6%) origins whereas the others stem from lexical items (20.4%) or  the use of L1 (12%). In addition to this, it was revealed that most of the grammatical errors were corrected  through input-providing corrective feedback types (recasts and explicit correction). It was also found that  teachers used recasts more while correcting their students’ phonological errors. Finally, it was seen that  teachers never used elicitation to correct their students’ errors stemming from their use of L1. Depending on  these results, this study suggests further classroom research studies on error types and corrective feedback to  shed a light to the issue in Turkish EFL classrooms.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3434]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1174">
    <dcterms:title><![CDATA[USING STORY-BASED DRAMA AND RELATED CREATIVE ACTIVITIES TO TEACH ENGLISH TO KINDERGARTEN PUPILS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the learning process for all human beings, play takes a place as universal, innate, and a lifelong social behaviour of having crucial importance (Pramling &amp; Carlsson, 2008). Creative drama is an efficient way to hearten students “experience” rather than discuss in classroom context, where the teacher and students become players. Story making is not always merely an individualized activity; to create imaginative accounts of everyday and fantasy scenarios, young children also have fun co-constructing stories and make use of each other’s experiences and knowledge (Faulkner et al., 2004).     The main purpose of the study is to investigate whether learning skills of kindergarten pupils in English language lessons could be improved through story-based drama activities. The other purpose is to investigate the effect of story-based drama activities on the permanence of the language items learnt in English language course. For these purposes, the following questions are raised:    1. How do stories and drama activities foster creativity in kindergarten class? 2. What are the effective strategies for promoting creativity in teaching English to young learners?    This study is a qualitative research. Interviews, audio recordings and video recordings are used in the present study. The participants are kindergarten pupils at the age of 5-6, who are enrolled a kindergarten in Isparta, Turkey. All of the participants are non-native speakers of English. The participants are selected through convenient sampling (Cohen, Manion &amp; Morrison, 2007). Semi-structured interviews, which are in Turkish, are carried out with the kindergarten teacher. Video recordings of the lessons held by the researcher (Author 2) are also used as data collection instruments. This study suggests some changes in the way to teach English in Turkish kindergartens and the role of teachers in the teaching process.    Keywords: story-based drama, creativity, teaching English to young learners, English as a foreign language, teaching English in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3408]]></dcterms:extent>
</rdf:Description></rdf:RDF>