<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/2481">
    <dcterms:title><![CDATA[Eski Uygur Türkçesi Metinlerindeki Yansıma Sözcükler Üzerine]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu makalemizde, DLT, KB, CC, DKH, ML’deyaptığımız incelemelerimize Eski Uygur Dilinin öne çıkartılan ve üzerlerinde onlarca araştırma yapılmış olan Altun Yaruk, Kalyanam Kara ve Papam Kara (İyi ve Kötü Prens Öyküsü) ve Eski Uygur  Mani ve Burkan muhitinde yazılan şiirler vb.  eserlerdeki  yansıma sözcüklerin leksiko - semantik özelliklerini ele  almak suretiyle katkıda bulunmuş, hemen hemen  Türkçe’nin her dönemindeki önemli eserlerde yansımaların izini sürmüş olacağız.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[799]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2480">
    <dcterms:title><![CDATA[A Needs Assessment Study of a Language Preparatory Program in terms of the Students’ Reading and Writing Abilities]]></dcterms:title>
    <dcterms:abstract><![CDATA[A needs assessment study is usually carried out for different purposes. Collecting information on a specific problem that learners are experiencing, helping to determine if an existing course adequately addresses the needs of potential students, finding out the perceptions of related parties regarding the skills a learner needs in order to perform a specific role, demonstrating a change of direction that people in a reference group feel is important, and signifying a discrepancy between the perceptions about what the students are able to do and what they need to be able to do are the among the main reasons for needs assessments to be conducted (Brown, 1995; Richards, 2001).  The aim of the present study is to identify the students’ perceived language needs in terms of their reading and writing abilities. A sample of forty-eight students and fifteen instructors enrolled in an English Preparatory Language Teaching program at a highly competitive private university in Istanbul, Turkey participated in the study.  Data came from a needs analysis questionnaire and a semi-structured interview conducted with the two groups of partcipants. The findings suggested important implications for evaluating and redesigning the reading and writing syllabi for the following academic year.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[800]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2479">
    <dcterms:title><![CDATA[The Universal Grammar Theory of First Language Acquisition with Special Focus on the Acquisition of Bosnian/Croatian/Serbian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is the differentia specifica of human species. Every human being acquires it regardless of race, sex or social status. Following the cognitive revolution of 1950s, Noam Chomsky’s theory of Universal Grammar (UG) became the foundation for the majority of research in language acquisition. The UG theory presents the language faculty as an independent, innate module of our mind. Human beings are not born as rabula rasa, but are equipped with a unique mechanism – Language Acquisition Device (LAD). Triggered by the language a child is exposed to, the LAD is activated during the critical period of child’s development. Based on the UG principles, parameters of the specific language are set in our mind. In this process, a child moves from the initial zero state (S0) at which he\she cannot verbally communicate, through gradual parameter setting, reflected in different stages (S1, S2...), reaching finally the steady state (Ss) of full language competence.     This amazing journey, which every one of us has undertaken, initiated compilations of child language corpora around the world. To date, there exists no systematic child language corpus of Bosnian/Croatian/Serbian (B/C/S). This has motivated me to create a corpus which will, I hope, be useful for further investigation of this topic. The corpus is a result of the research conducted in the public kindergarten institution Djeca Sarajeva (Children of Sarajevo) during which everyday interaction of children aged 2, 3, 4 and 5 was audio recorded. Transcripts of these records provide an insight into stages of B/C/S language acquisition and the process of parameter setting. This paper is based on the aforementioned research. It is interesting to observe how native speakers of B/C/S start to demonstrate their innate knowledge of structure dependency, the head-first parameter, the pro-drop parameter, the projection principle, complex AGR properties of B/C/S sentences and many other.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[802]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2478">
    <dcterms:title><![CDATA[Orientalisms as the Basis for Collaboration with the Orient]]></dcterms:title>
    <dcterms:abstract><![CDATA[After a long misunderstanding among the Balkan peoples, which has escalated in the last years of the previous century, begins the period of quest for cultural, historic and linguistic identifiers, which contribute to the versatile puritanization of the nations for a clearer marking of borders of the “national”, which, after a centuries-long interweaving of the inhabitants living in this region, should have been used for revitalization of the national identity of each of the peoples that gained independence in that period. In the case of the ex-Yugoslavian peoples this process is significantly radical, so marking out the borders of the national has assumed the meaning of distinction from the outward and not homogenization of the inward, which would eventually lead to cross-national alienation and animosity, which disables the renewed cooperation for the general well-being. Among the most important nationalistic identifiers are languages, whose filtration reflects the aspiration for proving the national authenticity and, of course, superiority.     In order to alleviate the negative consequences and to prevent the cross-national alienation, it is necessary to guide the process of defining the “national” in a different direction, and, instead of looking for differences, look for similarities, which can bring peoples of the region closer to each other, and then open them to the region and the world. One of the common identifiers of Bosnian, Croatian, Serbian and Montenegrian language are orientalisms, which are a testimony to former strong connections of the peoples who communicate in the mentioned languages on one side, and the Eastern peoples on the other. Promotion and adequate presentation of this common characteristic of the ex-Yugoslavian languages may unite at least the linguists from the region in a common project, and then contribute to the increase of rating of the ex-Yugoslavian countries on the regional political, as well as economic-trade scene.      Given the mentioned things, the process of regional bonding may begin with attaching the integrative role to the languages, raising of manifestation-demarcation function of the languages from the national to the regional level, and adopting common translation and promotional strategies directed at presentation of the oriental components found in the cultural heritage of the regional countries to the Eastern peoples -  most of all to Turks, Iranians and Arabs -  with the purpose of reminding them of the common past on the basis of which we could successfully build our common cultural, political and economic-trade future.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[803]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2477">
    <dcterms:title><![CDATA[Total Physical Response in Young Learners’ Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[This work aims at presenting major advantages and limitations of Total Physical Response as a method of teaching English language in young learners’ classroom. We will also give a discussion on the suitability of this method for different levels of English language acquisition and proficiency.    Focus of the work is on a research carried out with two groups: elementary school teachers with three or more years of working experience, and young teachers just beginning their TEFL experience in canton 7 in Bosnia and Herzegovina. The research will show how present and popular TPR is with teachers of English language and if the use of TPR in the classroom is limited with the curriculum.     We will try to prove the link between Gardner’s theory of multiple intelligences, different brain functions, language acquisition and TPR. In doing so, we will research the evolution of TPR and growingly popular TPR storytelling in an early level of English learning along with current misconceptions regarding the level of TPR students, and its limitation with different English learning skills.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[804]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2476">
    <dcterms:title><![CDATA[Syntactic Alternations, verb classes, Argument structure, Semantic Category.]]></dcterms:title>
    <dcterms:abstract><![CDATA[There have been many efforts to teach a foreign language successfully in Turkey over the last two centuries. Various teaching techniques have been tried as a result of different educational politics.  Through the project formed by the Ministry of National Education to promote the teaching of Foreign Languages, recruiting native language teachers have come to fore in 2011.     In the Project, it is aimed to reorganize the foreign language laws, prepare a foreign language action plan, to renovate the programs and materials used according to universal standards, to redetermine the requirements of foreign language teacher employment, and to recruit a total of forty-thousand native foreign language teachers in four years (ten thousand each year) until the Project has been completed,  and to provide activities for the students  to practice foreign languages in schools at weekends and in summer holidays with both native and non-native teachers. In the Project, it is planned to  hire the native teachers as a guest status and a one-year contract is thought to be signed, if  deemed necessary, the contacts will be renewed.     The main aim of this study is to determine the perceptions of teachers, secondary school principals, and university instructors in relation to the Project of the Ministry of Turkish National Education to recruit native teachers. In order to achieve the main aim of the study, answers to following questions will be sought:  According to the teachers, secondary school principals, and university instructors;   1)	What are the problems in teaching foreign language in Turkey?  2)	What are their perceptions in relation to the universal standard requirements of materials applied in schools?  3)	What are their perceptions in relation to non-native teachers’ accompanying the native teacher in the class?  4)	What are their perceptions in relation to positive and negative effects of recruiting native foreign language teachers in Turkey?  Method  This study has been prepared according to a qualitative research design. In the study, the perceptions of teachers, school principals, and university instructors have been examined qualitatively.  Subjects  The participants of the study are the foreign language instructors working at Kafkas University, Faculty of science and letters, Kars, English language teachers and school principals working in Kars province.  Instruments and Data Collection Procedure  Data in the study have been collected using semi-structured interview technique, which is one of the qualitative techniques. Technique used in the study has been prepared by the researcher and administered in person by the researcher.   Data Analysis  Data of the study have been analyzed through content analysis technique, one of the qualitative data analysis techniques. To this end, first of all, the transcript of the interview has been put into written form and codes have been formed in this text. And then related and meaningful codes have been united under the items. In order to justify the reliability of the coding and item forming process, data have been coded by different two researchers and validity between them has been examined.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[832]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2475">
    <dcterms:title><![CDATA[Shakespeare between Interculturalism and Cultural Imperialism]]></dcterms:title>
    <dcterms:abstract><![CDATA[Shakespeare is a most active participant in so-called intercultural theatre. This essay tries to determine the position of Shakespeare in intercultural discussions which consist of the two important issues: cultural equality and authenticity. Most of intercultural Shakespeare productions include non-western cultural elements which are employed merely to decorate the framework of Shakespearean plot, character and theme. While intercultural approaches to Shakespeare produce cultural equality they also lose Shakespearean authenticity.    However, there are so many intercultural Shakespeare productions in which the use of  Shakespeare makes certain the delivery of universal themes. But, the main structure underneath Shakespeare ``universality`` is global capitalism which creates the illusion of universal Shakespeare in the form of international theatre festivals. The use of Shakespeare gives those international productions a quality of high art and makes certain easy circulation in the countries that are under Western influence. That is why productions announce themselves in public as Shakespearean and intercultural, creating an illusion of utopian cultural pluralism. But, a close analysis of intercultural Shakespeare only reveals the liaison between interculturalism and cultural imperialism.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1016]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2474">
    <dcterms:title><![CDATA[Romeo’s and Juliet’s Love: Constructive or Destructive? That’s the Question  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Shakespeare’s Romeo and Juliet is filled with two emotions, love and hate. Lots of other emotions are included into this play, but none are more defined than these two. Exuberant amounts of love and hate can have both positive and negative consequences, such as death, true love, or fighting. Shakespeare puts all of these into the play, Romeo and Juliet’s death, the family feuding, the marriage, and the two fights between Tybalt and Mercutio and Romeo and Mercutio. The incorporation of these elements makes the play very interesting. They don’t imagine that their love leads to the tragedies. Romeo and Juliet do nothing wrong except fall in love. Three aspects of their destruction include the feud between the two families, the violence that ends in an unwanted death and the most important aspect of all is fate. Both love and hate caused Romeo and Juliet’s death. The love Romeo had for Juliet caused him to kill himself when he thought that Juliet had killed herself. When Juliet woke up from the potion, she saw Romeo dead, so she killed herself. They both would have been alive if it were not for their extreme love. Their love is obsessive  because Romeo comes from the Montague family and Juliet comes from the Capulet family; they are madly in lover with each other and get married, but they know it can’t last forever because both families hate each other. It’s destructive for their love causes an act of violence, e.g. when Mercutio is stabbed by Tybalt and he then kills Tybalt. This paper will focus on how the mutual love between Romeo and Juliet gets destructively obsessive.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1013]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2473">
    <dcterms:title><![CDATA[A discussion of the Teaching Process within the Instruction on Reading Poems ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Poetry courses are taught in Foreign Language Teacher Education Departments either independently (the Uludag University case) or within the framework of general literature courses. The relevant sources benefited from in such courses may initially aim to teach how to read poems before such poetry elements as tone, diction etc. (DiYanni, 2000). In the model recommended, experiencing poems with subjective responses is given priority while interpreting them with intellectual processes seems to be the following step of reading poems (DiYanni, 2000: 1, 2). In foreign language contexts like Turkey, imposing this order has been observed to be problematic as learners and/or teacher trainees inherently tend to do reasoning to understand a poem before subjectively relating it to their own lives mainly because of the elliptical, metaphorical and allusive language of poetry (Brindley, 1980) and cultural vagueness (Zelenkova, 2004). In this regard, the central thesis and pedagogical implication of this discussion paper is that the interpretation section should take precedence when to approach a new poem as that is what would conform with the natural tendency of foreign language learners and the teaching processes to guide the learners should be accordingly planned and implemented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[827]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2472">
    <dcterms:title><![CDATA[Syntactic alternations of Telugu verbs with reference to Morphological paradigm and Phonological changes.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to show the alternation pattern of verbs in Telugu. The work is guided by Beth Levin’s work on English verb classes and alternations where English verbs are classified semantically according to their argument structure. There is a strong belief that the semantic nature of verbs is largely dependent on its argument structure. The nature of the Telugu verbs shows that along with the argument structure, attention should also be paid to the phonological changes which influence the morphological paradigms. Preliminary attempts have been made to class the simple verbs of Telugu into different morphological paradigms along with the changes. At present I am concentrating only on verbs of Communications.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[831]]></dcterms:extent>
</rdf:Description></rdf:RDF>