<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/2431">
    <dcterms:title><![CDATA[What do I say when I know that you know my language? Communication strategies Turkish EFL learners use when interacting with Turkish and native speakers of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Different kinds of research have been conducted on various aspects of communication strategies (CSs) that non-native speakers use when they lack the required linguistic item(s) in order to be able to maintain communication. Some of these aspects of research include teachability of CSs (Dörnyei 1995, Maleki 2007), the effect of proficiency level (Aliakbari&amp;Allwar 2009; Tajeddin&amp;Alemi 2010), the effect of L1 background (Rababah&amp;Bulut 2007), the use of specific CSs (Bada 2010), and classification of CSs (Tarone 1977, Faerch&amp; Kasper 1983, Bialystok 1983, 1990, Paribakht 1985, Willems 1987, Poulisse 1993, as quoted in Dörnyei &amp; Scott 1997, Rababah 2002, Nakatani 2006). This paper aims to present the results of a descriptive study which investigated the CSs that university level Turkish EFL learners resort to when interacting with their Turkish and native speaker teachers of English. To our knowledge no research has been reported on this aspect of CSs. The study was conducted in the English Preparatory Program of a Turkish university during 2011-2012 academic year. In the program, students study at different levels for 8 weeks and during this period they take 6 oral weekly quizzes. The class selected for this study included 20 B1 level students. Two instructors – one Turkish and one American native speaker of English- took turns to give the oral quizzes. Each student had a 3-5 minute interview with the instructor to talk about a topic which was covered in Speaking/Listening module that week. Interviews were video-recorded, transcribed and coded in order to identify the CSs that students used when interacting with the instructors. The paper ends with the discussion of the results and their implications for second language acquisition and language learning in EFL context. It is hoped that results of this study shed light on the issue of whether learners’ use of CSs is affected by the participants’ coming from the same L1 background or not. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[880]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2430">
    <dcterms:title><![CDATA[Teaching English Morphology: Tools For Cognitive Growth]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to demonstrate specifically designed teaching tools for linguistics courses at the university level. These tools are a part of research whose aim is to investigate the positive effects of the higher order cognitive functions on the mastery of the subject matter. The tools are constructed to suit the needs of English major students in the course of English morphology. Primary purpose of the tools is to stimulate higher order cognitive functions, such as analysis, synthesis and critical thinking. Their usage is planned for the practice classes where students’ participation is of crucial importance for the mastery of the course. The paper will present several such instruments designed for different topics, present their cognitive demand, design, instructions for usage and other important aspects of their administration, as well as the overall benefit for the mastery of the course. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[892]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2429">
    <dcterms:title><![CDATA[How to accelerate communicative competence in secondary schools]]></dcterms:title>
    <dcterms:abstract><![CDATA[Having in mind that average person utters around 15 000 words a day we must treat our speaking skill as the most significant cognitive activity which encapsulates the quality of pronunciation, grammar (accuracy), lexical power (expression diversity), listening comprehension, public skills, non-verbal communication, creativity, spontaneity etc. Furthermore, learning a foreign language should not be reduced to sheer memorizing bunch of words or language definitions but much more to the intensive usage and massive exposure which leads to advanced language competence performed in a real time.   Unfortunately, the development of speaking skill is tantalizingly slow in our traditional education due to the predominant focus on language forms. Secondary school teachers are preoccupied with the correctness and “deadly accuracy”, in other words, they underestimate the value of speaking skill activities in their daily lessons. Although research in this area has proven that both teachers and students appreciate speaking skill as the most needful of all language skills, English teachers rarely teach or assess speaking skill in their classrooms. Moreover, one of prevailing misconceptions is that speaking skill will spontaneously come out as the result of scrupulous language instructions, which is not the case. Some teachers claim that speaking skill is retelling or answering the questions, namely they don’t differentiate between controlled language practice and the spontaneous usage of language in a real time. Consequently, the development of speaking skill is unjustifiably delayed and it remains mainly marginal - sporadic activity instead of being the hub of language learning.  My research comprised over 400 students and 45 English teachers who all (almost unanimously) agree that speaking skill is the most desirable language goal, but high percentage of students are not satisfied with the level of their communicative competence when compared to their grammar and lexical knowledge. Thorough research in the field of applied linguistics offers solutions to this (rather embarrassing) problem, and one of intentions of my paper is to elaborate the modern and achievable concept of accelerating communicative competence. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[997]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2428">
    <dcterms:title><![CDATA[Using Freeware Concordancers to Help Thai University Students Activate L2 Collocations]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study examines the effect of training in online concordancing tools: BNC, Lextutor, and AntConc 3.2.1 on Thai undergraduate students’ L2 collocation activation. The freeware concordancers were introduced for the experimental group; the subjects, therefore, accessed a collection of authentic texts (corpus) via various computer programmes with recommended concordancing tools. The control group, on the other hand, was asked to practice lexical units by the e-Diary method via M@xLearn, KU e-Learning system.   Following a preliminary and pilot study, the intervention interwoven with the regular teaching by the practitioner, was conducted at Kasetsart University (KU), Bangkok, Thailand. The subjects, from two intact classrooms, group 5 and group 7, took the elective course: English Reading for Mass Communication (01355205). According to the randomly selected procedure, the former was a control group; and the latter was an experimental group.  Data were collected utilising two research instruments: pre and post tests of lexical items learning ability adapted from Nation’s (2001) Productive levels test: version C, and semi-structured interview administered at the end of the course to elicit the subjects’ attitudes and comments towards the using concordancers as new lexical learning tools. Furthermore, questions for the experimental group, were used to elicit the perceived effectiveness and ineffectiveness of the concordancers employed. The data obtained from the two research instruments were triangulated to confirm the validity and reliability of the research findings.   The Statistical Package for the Social Science (SPSS), ANOVA shows that after introducing freeware concordancers, the subjects from the experimental group significantly outperformed subjects from the control group in their ability to activate lexical items and had a positive attitude towards using concordancers. Moreover, the subjects from the experimental group showed an increased awareness of the need to autonomously apply freeware concordancers to further help master L2 lexical learning in various genres. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[893]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2427">
    <dcterms:title><![CDATA[SIGHTS AND SOUNDS IN  UPON WESTMINISTER BRIDGE AND I’M LISTENING TO ISTANBUL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Orhan Veli Kanık was a Turkish poet who is the founder of Garip Movement together with some other eminent Turkish poets. He is known for his innovative poetry with a style closer to free verse and his unique voice, and depth of emotion underlying his diction. In his momentary poems he observes the scenery and listens to the music in nature. In the same way, William Wordsworth mirrors the harmony within nature in his poetry .He was a major English romantic poet who, with some others, helped to launch the Romantic Age in English literature.    The aim of this study is to analyse Wordsworth’s “Upon Westminister Bridge” sonnet describing London and the River Thames and Orhan Veli’s “I’m Listening to İstanbul” from a stylistic point of view by the help of vivid nature images of sights and melodic examples of sounds from the poems. Thouroughout our study it will be revealed that how Eastern and Western ways of perceiving natural beauty change and how sounds and sights in two different poems picturing two imperial capitals of two different culture resemble each other.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[875]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2426">
    <dcterms:title><![CDATA[Developing Language, Literature, Culture University Curriculum – Challenges and Perspectives ]]></dcterms:title>
    <dcterms:abstract><![CDATA[As a key educational institution in Serbia that deals with fostering, developing and disseminating knowledge in the field of philology, and which at all levels of academic study educates professionals in modern foreign languages, literature and culture, Faculty of Philology of Belgrade University started the process of creating, preparing documentation and accreditation of Language, Literature, Culture university curricula at undergraduate, graduate academic (Masters) and doctoral studies. Realizing that knowledge of foreign languages ​​and cultures fundamentally contributes to the social and political processes in democratic society in the multilingual European zone education, study program Language, Literature, Culture educates philologists in various fields, bringing together higher education activities and research activities, as components of the unique process of higher education. The authors describe the structure of the study program, the way of course organization, and comment their first experiences after first three years of teaching in this program of study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1038]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2425">
    <dcterms:title><![CDATA[Input-based tasks and the acquisition of vocabulary and grammar: A process-product study]]></dcterms:title>
    <dcterms:abstract><![CDATA[The viability of task-based language teaching (TBLT) for primary school learners in Japan is a controversial issue. Some teachers and teacher educators are doubtful about using tasks because primary school children have very limited productive ability in English. However, as Ellis (2009) pointed out, tasks can be ‘input-based’ as well as output-based. Such tasks require learners to demonstrate their understanding of the L2 and can also provide opportunities for learning new language.    The study investigated the use of input-based tasks with young, beginner Japanese learners of English by examining both learning outcomes (i.e. acquisition) and the interactions that resulted from implementing the tasks. The participants were 15 learners aged six with no experience of learning a L2. The target features were 36 vocabulary items (24 nouns and 12 adjectives) and plural -s. The input-based instruction consisted of three listen-and-do tasks, which were repeated nine times over a five week period. The analysis of the process features found that even though production was not required by the tasks, the learners contributed actively. The tasks resulted in naturalistic conversation, negotiation of meaning, and ‘focus on form’, all of which have been claimed to facilitate acquisition. The learners improved significantly in both receptive and productive knowledge of the vocabulary items and in receptive knowledge of plural -s over time and also outperformed a control group. The study shows that tasks can be successfully designed and implemented in the Japanese EFL classroom with young beginner learners. Listen-and-do tasks can create contexts for the incidental acquisition of both vocabulary and grammar and are effective in promoting the development of interactional competence in English. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[994]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2424">
    <dcterms:title><![CDATA[THE PURPOSES OF BOSNIAN STUDENTS LEARNING TURKISH AT UNIVERSITY OF SARAJEVO]]></dcterms:title>
    <dcterms:abstract><![CDATA[In Today&#039;s world, teaching of foreign languages has gained a gread importance. People need foreign language to have a good career, to pursue their academic studies and for various business purposee. Language teaching in the world is very old. Divanü Lugati’t-Türk is the first work of teaching Turkish to foreigners. Faculty of Philosophy of Sarajevo University has started to teach Turkish at 1950.    The aım of this study is to investigate the  purposes of students learning Turkish at University of Sarajevo.  A qualitative research method was used for purposes learnig Turkish.  In this study, was totaly 50 student joined. At spring semester of 2011-2012 academic period, the mentioned students  were asked to write their views about purposes learning Turkish. The data is get from these documents. The analysis of survey data was carried out by induction analysis which is a method of content analysis. The results were sorted and analysed according to analysis of content. With respect to findings obtained from the data, the students evaluated the applications at five main categories as personal and occupational perspective. The obtained data were interpreted by going through also related studies and a proposal maked. As a result of evaluation the students learned Turkish that, for acedemic skills, business, careers and communiciation.  In the light of these findings, some suggestions are presented for the Programs of Turkish Language  Teaching.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[862]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2423">
    <dcterms:title><![CDATA[The Grouping Strategy in Metaphorical Vocabulary Comprehension ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Metaphorical vocabulary of the English language is often problematic for EFL students both in receptive and productive skills. One possible way of overcoming this difficulty is conscious development of learning strategies, which aid comprehension and production and lead to the autonomy of students. In order to ascertain the repertoire of strategies that students use when coping with metaphorical meaning a research was conducted at the Department of English at the Faculty of Philosophy in Novi Sad. The research lasted for one year and was organized as follows: at the beginning of the academic year the students who participated in the research (experimental group, N=20; control group, N=20) took the first test which comprised a variety of exercises intended to elicit metaphorical thinking. This was followed by an interview with volunteers (N=10+10). After one semester, during which both the experimental and control group attended the same classes with the same syllabus, the only difference being the structured input presented to the experimental group, both groups took the second test and participated in the interview. After the second semester, organized in the same way as the first, the students took the third test and participated in the interview. The qualitative analysis of the interviews was aimed at ascertaining the scope of strategies students use when dealing with metaphors, so this paper focuses on one of the established strategies – grouping. This strategy is based on students’ ability to see the common denominator among different lexemes and phrases, which helps them identify the metaphor behind groups of words that, in turn, enables them both to understand the metaphorical meanings and to memorize them. The paper will demonstrate how, in time, the differences between the experimental and control groups grow larger and how, consequently, the development of strategic metaphorical competence results in students’ autonomy. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[836]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2422">
    <dcterms:title><![CDATA[The Ardently Willing Souls in “Middlemarch” and “Füreya”]]></dcterms:title>
    <dcterms:abstract><![CDATA[The female novelists, George Eliot with “Middlemarch” and Ayşe Kulin with “Füreya”, have added a new scope to their own literature by creating heroines who had to witness historical, social, political and daily life events in their own country during a time of transition. The female characters Dorothea and Füreya expose an unusual intelligence in their Works with their independent spirit become the focus of attention as they are unable to accept their traditional norms imposed on them. Both characters are described as pioneers and are victimized by their husbands until they set themselves free.     The characters relationship between town and country, and between landed families living in an ever diminishing feudal atmosphere are displayed within a world of intersecting interests of the newly rich class. Thus, the characters presented are more than individuals, they are both real and symbolic, both highly individual portraits and organic parts of a carefully constructed society they exist in. In many ways, they exemplify liberal humanism of their time valuing democracy, innovation and progress.    An analytical approach to Kulin’s and Eliot’s narration will show that both writers have depicted their major characters from a feminist point of view to underline their hardships in a male dominated world. Although Kulin’s work in a biography of the first Turkish ceramic artist Füreya, it shifts into fiction with its fascinating scenes while Eliot’s fiction reminds the reader the life of Saint Teresa of Avila who has been a role model for many Theresas like Dorothea.     The purpose of the paper is to draw attention with a close-up reading to the recurring images, themes that emerge from each heroine’s social, psychological and authentic experiences in a male dominated culture. Therefore, the paper will suggest that there is a universal patterning in the representation of women and women’s writing regardless of the socio-background in which the texts are produced.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[758]]></dcterms:extent>
</rdf:Description></rdf:RDF>