<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/2401">
    <dcterms:title><![CDATA[THE USE OF CARTOONS AND COMIC STRIPES IN TEACHING FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Nowadays a lot of methods have been searched to be able to find out the better, easier and more beneficial, techniques and principles of teaching a language more effectively. In this article you can see one of these studies. Writer presents and discusses here ‘Using Cartoons and Comics in Teaching a Language’ to make it more sensible and concrete that we can have the sense of touch and we can apply practically he gives each step of appliance of the lesson and its principle he also uses methods of asking and answering the questions to make it be more understandable. As a result he mentions that they may not be used as main resource but at least supplementary materials to make the lessons more comfortable, profitable and less stressful]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1040]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2400">
    <dcterms:title><![CDATA[COGNITIVE LINGUA-CULTURAL ASPECTS in TEACHING TRANSLATION for INTERCULTURAL COMMUNICATIVE COMPETENCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article is dedicated to the application of cognitive lingua-cultural aspects in training future translators to come over the problems emerge form especially cognitive and cultural differences of different origin societies. The essences of intercultural competence of an interpreter as well as its specific features are determined necessary for translation work. The author reveals the features of education of future interpreters and translators for the requirements of intercultural interpretation in globalized world. He also states the necessity of culturally centered linguistic, didactical and translational paradigm forcing us to seek new ways to improve the training of translators in intercultural communication. The explanation and function of translation is stated like ‘Interpretation must be instrumental in transmitting culture’ and ‘indeed, interpretation is a very important medium for cultural exchange between people using different languages’. ‘High level of intercultural interaction for translation analysis of a source text in target language provides adequate translation activities and promote the act of dialogue between cultures, an important role in which plays a translator of sense, expressed in one language, by means of another verbal code’.  As for the education of translation it is determined that ‘A clear lesson to be learnt from translation studies is that the teaching and assessment of translation need to be based on a far wider range of criteria than those involved in simply labelling individual lexical and grammatical items as right or wrong.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1039]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2399">
    <dcterms:title><![CDATA[Bağlama Dayalı Dil Öğretimi ve Çağdaş Yöntemler]]></dcterms:title>
    <dcterms:abstract><![CDATA[Eski çağlarda dil dendiğinde akla gelen ilk ve en önemli yapılar sözcükler olmuştur. Dil öğretimi salt sözcüklerin ezberlenmesi şeklinde algılanıyordu. Sözcükler bağlamdan soyutlanarak ya da akla gelen ilk anlam ve algılarıyla öğretiliyordu. Zamanla düşünce sistemleri her alanda olduğu gibi dilde de değişti ve gelişti. 19. yy’da yapılan tipolojik dil çalışmaları dillerin evrensel yönlerinin ortaya çıkmasına sebep oldu. Tipolojik dil çalışmalarının sonucunda 20.yy’da F. De  Saussure dile sistem düşüncesini getirdi. Dildeki sözcükleri bir sistem içerisinde birbiriyle ilişkilendirerek sözcüklerin muhtevalarının(içerik) kavram ve kapsamını dil içi ve dil dışı bağlamla betimlenmesine kapı araladı.  Saussure’ün ardından gelen dilbilimciler bunu daha da geliştirdi. Dildeki sistem düşüncesi bağlamın ortaya çıkmasına sebep oldu. Bağlam ise en belirgin şekilde dil öğretimi alanını etkilemiştir. Eski yöntemlerle yapılan dil öğretiminde sözcüklerin anlam tasnifi dikkate alınmadan daha çok onların şekli yönleri nazarda tutulurdu. Bu gelenek Saussure’la başlayan dile bakış açısının değişmesine paralel olarak yerini modern yaklaşımlara bırakmıştır. Günümüzde yeni yaklaşımlarla dil öğretim yöntemleri uygulanmakta ve dil öğretim araç gereçleri dil içi ve dil dışı bağlamı dikkate almaktadır. Bu bildiride  bağlama dayalı dil öğretimi, dil öğretim materyalleri ve yöntemleri açısından değerlendirilecektir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[771]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2398">
    <dcterms:title><![CDATA[THE STUDY OF BURNOUT AMONG ENGLISH LANGUAGE INSTRUCTORS WORKING AT THE PREPARATORY SCHOOL OF A TURKISH STATE UNIVERSITY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Burnout in any field is a crucial issue which should be taken into consideration seriously. Teacher burnout which is a type of burnout is dealt with its all facets in this paper. More specifically, the English instructors (N=27) working in a state university preparatory school contributed to this study with their participation to the questionnaire (N=27) and interview (N=3). The result of the study shows that age and work experience are not determining factors of teachers‟ burnout and more than half of the participants display the burnout at different levels to some extent. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1043]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2397">
    <dcterms:title><![CDATA[An Examination of Gifted Children’s Interests in Foreign Language Depending on Their Extraordinary Characteristics]]></dcterms:title>
    <dcterms:abstract><![CDATA[Gifted children have many specific characteristics such as mental and developmental. One of the area in which gifted children having difference from their peers in terms of especially mental skills have demonstrated their difference is to think extraordinarily (Çağlar, 2004). According to Sak (2010), gifted people are the ones having extraordinary characteristics.     This study will be carried out with fifty gifted students under auspices of Eurasian Special Needs Education Research Association (ENSERA) in 2011. The study is descriptive model. Qualitative research methods are going to be used in order to collect data in the study. The data collected with semi-structured interview technique will be analyzed by using content analysis method.    The second foreign languages that the gifted children want to learn will be determined with the result of analysis. Besides, the reasons of why they want to learn that language and the evaluation of their learning these languages in terms of extraordinary characteristics will be examined.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[811]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2396">
    <dcterms:title><![CDATA[COMMON MISTAKES IN ESL WRITING CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This articles deals with writing classes in ESL groups, and aims to reveal common mistakes among students in paragraph or essay writing. Approximately one hundred students were engaged in this survey and their exam paper and feedbacks from survey were used to outline this article. Mistakes in paragraph and essay writing were divided into specific chapters, common and specific mistakes were worked on. Article mainly focuses on mistakes in organization of paragraph or essay, cohesion, creativity and idea development, grammar, variety of structures, and puts forward way of elimination to these mistakes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[774]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2395">
    <dcterms:title><![CDATA[Developing Cultural Scripts for Congratulation Strategies in British English and Turkish: A Suggestion for Foreign Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[The experiences that we have throughout our lives enable us to live culturally because we are influenced and shaped by the culture and we actively act on and reconstruct cultural elements in our social environment (Atkinson, 1999). This highlights the importance of the development of cultural awareness for successful communication especially in a world where intercultural communication is now inevitable. One way of reaching the cultural information in a particular society is by closely studying its speech acts (Wierzbicka, 1985). This study aims to find out the strategies in the performance of the speech act of congratulation in British English and Turkish using a corpus approach and to formulate cultural scripts using the Natural Semantic Metalanguage Approach (NSM). NSM is said to ease intercultural communication by providing a natural language that can be understood by people from different backgrounds and that helps to understand speech practices from the perspective of the speakers themselves (Goddard &amp; Wierzbicka, 2007; Goddard, 2009).     To collect the data, the study follows a corpus approach whereby the performative verbs (i.e., English congratulation and Turkish tebrik and kutlama) and their various lexical forms are searched for in various corpora (i.e., BYU-British National Corpus, METU Turkish Corpus, Google) from the newspaper and blog genres. The contexts where the congratulation was directly performed were selected and examined qualitatively and quantitatively. The results of the study show that there are some cultural differences as well as similarities in the performance of congratulation, which can be presented in a cultural script. It is suggested that the cultural scripts be used as language teaching sources specifically for the development of intercultural communicative competence, which includes the cultural knowledge and awareness that will help interlocutors ‘survive’ in new contexts by using the language in socially and culturally appropriate ways (Byram et al., 2002). ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[876]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2394">
    <dcterms:title><![CDATA[Let Them Speak: Alternative Activities to TTT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Speaking is a crucial part of second language learning and teaching. If students do not learn how to speak or do not get enough opportunity to speak in the language classroom, they may soon get demotivated and lose interest in learning. On the other hand, with interesting activities and games, speaking in class can be a lot of fun, which will also raise students’ motivation and energize classes. The aim of this workshop is to provide teachers with interesting ideas and fun activities to get students to speak and make classes fun and dynamic places to be.   The workshop will begin with an activity called Diamond Game (appropriate for all levels) that teachers can use on the first day of the school as an ice-breaker activity or anytime as a speaking activity. Then another fun and energetic activity called Fruit Basket (appropriate for lower levels) will be introduced. This activity is specially good for kinesthetic students as it gets them to speak and move at the same time. The next activity will be Fish Bowl (appropriate for upper-intermediate and above). In this challenging activity, students improvise a conversation by using the prompts written by their classmates. (Two other similar activities Whose line is it anyway? and Royal Banquet will also be mentioned briefly.) Tick-tock (appropriate for higher levels) is another challenging and enjoyable activity which helps students to practice speaking within the given time. The last activity; Secret Word (appropriate for higher levels)  is a fun way to revise vocabulary and get students to speak. (Another similar activity; Throw for a word will also be mentioned briefly.) These activities provide a great way to energise speaking lessons and they require little or no preparation on the part of the teacher.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1041]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2393">
    <dcterms:title><![CDATA[Teaching Political Correctness]]></dcterms:title>
    <dcterms:abstract><![CDATA[Political correctness is a term that describes language or behavior used when we do not want to offend someone, or to be insensitive to the feelings of another person or a group of people. The language may refer to someone’s religion, race, ethnicity, culture, gender, looks, sexual preferences, political views and the like. Its widespread usage started with emergence of the civil rights movements back in the middle of the 20th century. The intention was to contribute to the fair and benevolent society that most people want to live in. This phenomenon started in English and spread to many other languages always reflecting the changes in modern society, and the need to protect the rights of various minority and underprivileged groups.   Over the years it gained supporters and opponents because initially neutral words and expressions become devalued over time turning into euphemisms, and they needed to be replaced by new neutral terms. Opponents see it as censorship and a danger to free speech while supporters still perceive political correctness as an unavoidable part of any civilized society.    The authors believe that such an important issue cannot be ignored and that it is their obligation as EFL teachers to make their students familiar with it. Although in English and American society the term is often satirized, it is important for students to understand what all the sarcasm and irony are about. The ignorance on the subject may lead to expressing unintentional bias and offence regarding various groups of people. Making students aware of this, as well as of other important social issues, all leads to developing their communication skills and better understanding the cultural settings and background of the language they chose to study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[837]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2392">
    <dcterms:title><![CDATA[EDUCATION OF THE WOMAN IN 19TH CENTURY OTTOMAN SOCIETY IN FATMA ALİYE HANIM’S WORKS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Daughter of  Ahmet Cevdet Pasha, who  is a leading figure during Tanzimat era,  Fatma Aliye Hanim is regarded as one of the pioneers of Ottoman Woman Movement. As an intellectual Ottoman woman, she constantly wrote about the problems of women in her articles, books, and novels on women issues. Having an Islamic and conservative mind set Fatma Aliye Hanim mainly focused on issues directly related with feminity such as education of women, how they get married, polygamy, divorce, the visibility of women in social life, working women, and the place of women in Islam.     The primary purpose of this paper is to analyze how Fatma Aliye deals with the Female and Female education, one of the most contradictory issues in Ottoman period, and to share her attitudes toward the education of female. In the core of the study, the works such as her novels, articles, and researches, of the author will be analyzed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1049]]></dcterms:extent>
</rdf:Description></rdf:RDF>