<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/2461">
    <dcterms:title><![CDATA[YAYGIN EĞİTİM BAĞLAMINDA BOSNA HERSEK’TE TÜRK DİZİLERİNİN TÜRKÇE ÖĞRETİMİNE ETKİSİ ÜZERİNE BİR ARAŞTIRMA ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalışmanın Bosna Hersek’te gösterimde olan Türk dizilerinin Bosna Hersek vatandaşlarının Türkçe  öğrenimine etkisini belirlemektir. Bu çalışmada veri toplama amacı olarak anket çalışması kullanılmıştır. Anket, Saraybosna şehrinde yaşayan 170 bireye uygulanmıştır. Araştırmada ulaşılan veriler faktör analizi uygulanarak değerlendirilmiş ve analiz edilmiştir. Hem görsel hem de işitsel nitelikli bu dizilerin Bosna Hersek halkının Türkçe öğrenmelerine yardımcı olduğu anlaşılmıştır.  İnformal (yaygın) yabancı dil öğretimi kapsamında televizyon programlarının yabancı dil öğretimine etkileri üzerinde durulmalıdır.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1010]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2460">
    <dcterms:title><![CDATA[Managements&#039; Willingness to Support IT Usage While Learning Second Language and Its Influence on Students&#039; Learning Methodology at Universities in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is widely believed that learning second language at all educational levels, especially at the university level, can be made more successful with the Managements&#039; Support Informational Technology (IT) Usage While Learning Second Language. IT usage has the potential to change and improve the students’ learning methodology and enhance learning outcomes.    Therefore, this paper aims to examine and measure managements&#039; willingness to support IT usage while learning second language and its Influence on students&#039; learning methodology at universities in Bosnia and Herzegovina. The research is empirical. The survey study was conducted among 150 students of private and public university in Bosnia and Herzegovina. The respondents were students from 18 to 30, male and female students learning second language. The survey conducted questions related to students’ perceptions and behaviours regarding managements&#039; willingness to support IT usage, usefulness, intentions to use IT while learning second language and influence on their learning methodology. The participants’ responses were collected, encoded, entered into the computer file and analyzed using Microsoft Excel spreadsheet program.     Findings from the research provide a basis for further research that would address current limitations and extend research to other adoption issues in varying tasks, contexts and participants.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[928]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2459">
    <dcterms:title><![CDATA[Managements&#039; Willingness to Support IT Usage While Learning Second Language and Its Influence on Students&#039; Learning Methodology at Universities in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is widely believed that learning second language at all educational levels, especially at the university level, can be made more successful with the Managements&#039; Support Informational Technology (IT) Usage While Learning Second Language. IT usage has the potential to change and improve the students’ learning methodology and enhance learning outcomes.    Therefore, this paper aims to examine and measure managements&#039; willingness to support IT usage while learning second language and its Influence on students&#039; learning methodology at universities in Bosnia and Herzegovina. The research is empirical. The survey study was conducted among 150 students of private and public university in Bosnia and Herzegovina. The respondents were students from 18 to 30, male and female students learning second language. The survey conducted questions related to students’ perceptions and behaviours regarding managements&#039; willingness to support IT usage, usefulness, intentions to use IT while learning second language and influence on their learning methodology. The participants’ responses were collected, encoded, entered into the computer file and analyzed using Microsoft Excel spreadsheet program.     Findings from the research provide a basis for further research that would address current limitations and extend research to other adoption issues in varying tasks, contexts and participants.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[801]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2458">
    <dcterms:title><![CDATA[Semantic Transfer in Nominal Compounds as an Obstacle to Transfer of Meaning]]></dcterms:title>
    <dcterms:abstract><![CDATA[The theoretical approach the paper is based on is cognitive lexical semantics and its view that a word’s conventional meaning is a just a prompt for the process of meaning construction.     The paper looks at the problem of deciding on the right interpretation of semantic relations found within nominal compounds in the process of translation. It focuses on nominal compounds that are problematic for reason of their lack of syntactic and semantic clues, i.e. their semantic ambiguity. The added difficulty is that the extra-linguistic information that could help solve the problem is not always available.     The corpus is composed of various documents considered as typical examples of the so called institutional language, which is rich in pre-packaged concepts often expressed by nominal compounds.  While the analysis does not strive to offer a set of rules for disambiguation of nominal compounds, the author hopes that by pointing to examples of underspecified syntactic or semantic representations students of translation may be cautioned about such obstacles in their own translation.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1024]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2457">
    <dcterms:title><![CDATA[A Model eLearning Solution for Foreign Language Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Technology is currently driving a profound transformation of the learning industry. In response to the growing demand for education in the knowledge based economy, universities and colleges are offering thousands of online courses, thus changing the traditional classroom-based methods of teaching and learning. Researchers and practitioners are predicting that the current trend will continue. However, while many institutions are developing and using web-based courses, little is known about their value in improving the quality of students’ learning experience.     An electronic or e-learning environment is usually defined as a computer-based environment that provides access to a wide range of resources and allows interactions and encounters among participants. Essentially, e-learning combines the individualised learning experience with the communication dimension. Learners can access and utilise different available materials and follow different paths to them depending on their inquiry styles. They can also interact and discuss electronically with other learners and instructors. Typically, on-line environments support learner-centred, modularised and self-paced learning.    Some researchers suggest that technology-mediated learning environments may improve students’ achievement, their attitudes toward learning, and their evaluation of the learning experience. Others warn that technology-mediated learning environments may lead to the student feelings of isolation, frustration, anxiety and confusion. The goal of this study is to examine the issue in the context of foreign language learning.     An integrated KM framework was used as a theoretical basis for modelling an “ideal” e-learning space for foreign language students. The model was tested among undergraduate students enrolled in English language study programmes. The participants were interviewed about their preferences for different model features, content and tools in supporting their learning experience. Individual responses were encoded and grouped into classes. The results provide some interesting insights into the potential and limitations of information technology in language learning.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[900]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2456">
    <dcterms:title><![CDATA[Personality Factors According to the Five Factors Model in Accomplished Multilingual Foreign Language Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[For several decades the issue of personality effects on second language acquisition has been high on the agenda of many second language acquisition researchers (cf. Dewaele, 2009). Nevertheless, personality and other non-intellectual characteristics are considered to be weakly correlated with cognitive abilities and, as a result, they are not likely to explain variance in the outcomes of learning a foreign language (cf. Robinson &amp; Ellis, 2008). On the other hand, some researchers being aware of the potential of personality factors in the development of foreign language aptitude call for research on this neglected field (cf. Dörnyei, 2009, 2010; Hu &amp; Reiterer, 2009; Hyltenstam &amp; Abrahamsson, 2003; Moyer, 2007). The purpose of the study reported here was to analyze personality factors defined according to the “Five Factor Model” (McCrae &amp; Costa, 2003) in accomplished multilinguals. The factors included: Openness to experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism. An instrument used in the study was The Revised NEO-FFI Personality Inventory (Costa &amp; McCrae, 1992) - a Polish adaptation by Zawadzki et al. (1998). The results of 44 accomplished multilinguals were compared to the results of 37 mainstream first-year English philology students. The analysis revealed that the factor of Openness to experience was significantly higher in the accomplished multilinguals than in the mainstream L2 learners. The other factors, that is Neuroticism, Agreeableness, Extraversion and Conscientiousness did not reveal statistically significant differences between the samples. Openness is a factor that is relatively stable and the most genetically determined of all the Five Factors. It includes a cognitive aspect, which means that people who score high on general cognitive ability tend to display openness to new experiences and intellectual curiosity and flexibility (Corno et al., 2002). A suggestion that Openness to experience is a good predictor of the outcomes of learning a foreign language is discussed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[821]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2455">
    <dcterms:title><![CDATA[Impact of Ideology in Daily Bosnian Language in Former Yugoslavia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Words are the sounds or the skeleton of ideas. They give the sensation and the color to the thoughts of societies. In our study, our aim is to provide an analysis of impact of ideology in daily Bosnian language in Yugoslavia under the impact of communist ideology. In order to reflect and impose something to somewhere, it is very well known that language which goes beyond being letters, words, expressions, sounds of symbols plays a crucial role. It is actually the name of a construction including the reflections of ideas, thoughts, life styles, public affairs formally or informally, sounds of a society etc. So as to make an inevitable part of life in mind, communist ideology was inserted through the daily use of its patterns consciously and/or sub-consciously. Continuous repetition of certain words in movies, books, newspapers, advertisements even in cartoons of the the period, they were made a way of thinking style. This study searches that impact in language from the foundation of Yugoslavia till today.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[784]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2454">
    <dcterms:title><![CDATA[Konuşulan Saf, Sade, Terkipsiz ve Tabii Türkçe İle Ilk Defa Güzel Şiir Yazan Ali Canip Bey’in Milli Dil Fikri ve Yapmak İstedikleri]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ali Canip Yöntem, Yeni Lisan  hareketinde yer alan ve Türk Edebiyatında bir dönüm noktası olan dönemde yaşayan ve şahitlik eden şahsiyetlerden biri olmuştur. Ziya Gökalp, Ömer Seyfettin ve Ali Canip Yöntem üçlüsü dilde sadeleşme, milli dil ve buna bağlı olarak Türk Edebiyatındaki milli değişimi gerçekleştirmeyi amaçlamışlardır. Anacak bu üç önemli muharrirlerin şahsiyeti ve eserleri hakkında  yapılan araştırmalara bakıldığında Ali Canip Yöntem’e hakettiği itibarın ve ilginin gösterilmediği kanati hasıl oldu.Doğal olarak saf, terkipsiz ve milli dilin gelişmesi için yapmış olduğu mücadele ve çalışmalar bilinmemektedir. Milli Türkçe için yaptığı mücadelesini, ülkenin o dönem içerisindeki şartları da göz önüne alındığında nekadar zor bir ortamda büyük bir başarıya imza attıklarını görüyoruz. Ali Canip Yöntem dil hakkındaki savunduğu fikirlerini eserleriyle de desteklemiştir. Büyük bir bölümünü aruz vezni ile yazdığı şiirleri  Milli Edebiyat hareketi içinde aruzun da dilde sadeleşme içerisine dahil edilebileceğini ortaya koymuştur. Ali Canip Yöntem, şiir  yazmakla kalmamış bizzat dilde sadeleşmenin neferleri olan muallimlere ve talebelere hitaben  ilk batılı edebiyat kitapları anlamında liseler için Türk edebiyatı kitabını  yazmıştır. Edebiyat dersi öğretimi ve halk edebiyatının sade bir dille nasıl işleneceği konusunda yöntem vermek adına çalışmalar yaparak bu kitabını yayınlamıştır.Böylelikle dilde sadeleşme ve millileşme hareketini tabana indirmeyi amaçladığını görmekteyiz. Ali Canip Yöntem hakkında yapmış olduğumuz çalışmalar ve araştırmalar neticesinde Türk diline verdiği önem fikirlerinin ehemmiyetiyle karşımıza çıkmıştır. Dilin sadeleşmesi ve sade-saf dilin kaynağı olan halk edebiyatına değer kazadırmaya çalıştığı kanaatine vardık.     Edebiyatın dil ve içerik olark millileşmesi konusunda yaptığı çalışmaları inceledik. Elde ettiğimiz bilgiler ışığında muharririn dil hakkındaki fikirlerini vermeye çalıştık.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[825]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2453">
    <dcterms:title><![CDATA[Doğduğunda Ali Rıza, Yaşamında Ali Kemal ve Son Günlerinde Artin Kemal Lakabı ile İnfaz Edilen Türkçe Sevdalısı Bir Muharrir]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ali Kemal, Türk edebi ve siyasi hayatının en ilginç simalarından birisidir. 1867’de İstanbulda domuştur. Gerçek adı Ali Rıza olan Ali Kemal ilk eğitimine Hacı Kadın mektebinde oradan Kaptanpaşa Mekteb-i Rüşdiyyesi ve son sınıfa kadar Gülhane-i Rüşdiyye-i Askeriyyesi’ne gider. Bu okuldan da devamsızlıktan atılır. Okuldan atılması sebebiyle yatılı okula Mektep-i Mülkiyye’ye kayıt olur.1886’da Mülkiyye yıllarında arkadaşlarıyla  Gülşen adlı dergi çıkarır. Ali Kemal, Fransızcasını geliştirmek için dördüncü sınıfta Paris ve Cenevre’ye  gider. Eğitim hayatı gibi edebi ve siyasi hayatıda çalkantılı geçen Ali Kemal, siyasi meseleden dolayı Halep’e sürgün edilir. Ali Kemal, beş yıl aradan sonara  tekrar İstanbul’a dönerse de izin almadan döndüğü için sürgün edileceğini duyar ve Paris’e kaçar. Burada Jön Türklerle birlikte hareket eder ve İkdam gazatesine yazılar gönderir. Hüseyin Cahit Yalçın ile kalem münakaşasına girer. Padişah Abdülhamid Sani ile anlaşınca 1908’de İstanbul’a döner.İkdam’ın başına geçer ve bir sure sonra İttihat Terakki ve Dr.Behaaddin Şakir ile münakaşaya girer ve 31 Mart vakası ile beraber Parise tekrar kaçar.     Ali Kemal 1912 de tekrar İstanbul’a döner.Yazı hayatından asla kopmayan birisi olarak istanmeyen bir adamdır. Viyanaya sürgün edilir. Üç ay sonra tekrar İstanbul’a dönen Ali Kemal, Peyam, Peyam- Sabah dergi ve gazetelerini çıkarır.Kalemini keskinleştikçe karşıt görüşdeki siyasetçi ve muharrirler tarafından daima istenmeyen mualif bir kalem  olarak görülür.Bu şekilde anılmasına rağmen herkesçe kabul görülen bir yanı vardı ki en azılı düşmanı bile bunu kabul eder. Türkçe ve Türk dilinin doğru kullanımı hassasiyeti ve dile verdiği önem.Hatta ömrünün son senelerinde yakın çevrelerince bilinen Türkçe bir lügat çalışması ile meşgul olduğudur.    İstanbul yönetimi mualif kalem; Ankara ise Artin Kemal olarak adlandırdığı, Türkçe sevdalısı bir muharrirdir. Ali Kemal, bütün olumsuzluklara rağmen Türkçe hususunda üslup hassasiyetini savunması ve kaleminin bol,çabuk,sürekli ve tashihsiz yazması Türk diline  olan hakimiyetinin bir göstergesidir. Ali Kemal’in infazına kadar süren edebi ve siyasi hayatı içerisinde ki safhaları ve Türkçe sevdasını, günümüz eğitim ve edebiyat camiasına vermeye çalışdık.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[826]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2452">
    <dcterms:title><![CDATA[The Effectiveness of Conversation Course books in Developing Learners&#039; Pragmatic Comprehension]]></dcterms:title>
    <dcterms:abstract><![CDATA[The research examined an area of pragmatic competence that is rather underrepresented in the literature of interlanguage pragmatics: pragmatic comprehension. Pragmatic comprehension involves the inferential process of understanding what a speaker intends to accomplish by making utterances . The adopted theoretical framework of pragmatic processing included the comprehension of speech acts, in which the speaker tries to do something , conversational implicatures, in which the speaker expresses attitudes and feelings using indirect utterances that must be inferred by the hearer , speakers&#039; attitudes and registers which are variation of language differing according to the degree of formality, topic, activity, work, profession and mode under discussion ; and communication key that is the tone manner, or spirit in which a speech act is carried out and attitudinal- tone index which is a potentially finite set of continua, each one labeled with a pair of antonymous keys which are super ordinate to the other terms in that continua .   Although a growing body of second and foreign language (L2&amp; FL) research has examined learners&#039;   abilities to understand speaker’s implied intentions, most previous studies have been confined to speech acts without regarding speakers&#039; attitudes and degree of formality. The present study aimed to fill the gap by adopting a listening instrument that measures pragmatic and linguistic comprehension simultaneously. The instrument incorporated general comprehension questions along with the questions assessing comprehension of degree of formality and speaker’s attitudes. The learner’s pragmatic comprehension, operationalized as the ability to understand appropriate language and register, was compared across advanced students with different textbook backgrounds. Pearson correlation results indicate construct differences between linguistic and pragmatic comprehension.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[912]]></dcterms:extent>
</rdf:Description></rdf:RDF>