<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/2391">
    <dcterms:title><![CDATA[The Problems that English Teachers Encounter While Being Inspected]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study is to determine the difficulties that English Teachers have while being inspected and declare the perceptions and reflections of English teachers on the inspectional results. Participants of the study were 15 English teachers in Sakarya, Turkey. The research was carried out using qualitative research methods. Semi-structured interviews were used to collect data. The data were analyzed by the content analysis method and the findings of the study were reported descriptively in a systematic manner. As a result of the study, the most common problems that English teachers encounter are -none-English speaking inspectors, -inspection of the documents related to language teaching processes, -inspection during class time and inspection during teaching and -other minor problems. According to the results of the study, some suggestions were made towards the inspection of English teachers. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[949]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2390">
    <dcterms:title><![CDATA[High stakes assessment: has there come a time to do something about it?]]></dcterms:title>
    <dcterms:abstract><![CDATA[The market has put on the surface the need of establishing tests which will be used for assessing proficiency in English needed for different purposes, e. g. further education or employment. There are many standardized high stakes assessment tests available on the market, the most popular being TOEFL, TOEIC, IELTS, TSE, CELS, OPI and SIOP. In Bosnia and Herzegovina, most of the tests used for this type of assessment have been made individually either by institutions (usually private language schools) or teachers themselves, with claims of having fulfilled the CEFR standards in total when designing the tests.   In an effort to shed light of the present status of high stakes assessment, a small-scale research has been made in order to establish whether any detailed insight into the problem is needed at all. A test used in a privately owned institution has been taken as a specimen for the purpose of this study and looked into in detail. The analysis has had its focus on issues of validity, reliability and washback effect of the test itself, as well as on the impact of the test on instruction and student attitudes. Furthermore, some additional considerations, such as whether the test covers what it claims to measure and the very aspects of English language proficiency the test does not cover, have also been discussed.   What is obvious from the research is the fact that though there still exists a huge discrepancy between some aspects of high stakes assessment in general and needs of the present day market, there has been a substantial progress made as far as balancing approach to interpreting and using test data for the benefits of all the sides involved in the process in concerned.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1044]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2389">
    <dcterms:title><![CDATA[YABANCI ÖĞRENCİLERE DİL ÖĞRETİMİNDE MİZAHIN YERİ VE ÖNEMİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Gülmeyi, mizahtan ayıran unsurlardan biri, hatta en önemlisi, gülmenin bir refleks olduğu düşüncesidir. Mizah, gülmeyi sağlayan birçok malzemeden biri olmaktadır. Onun içinde gülünçlük vardır. Mizahın ne olduğu üzerinde araştırmalar yapan bilim adamları ve filozoflar, gülmenin sanatlı şeklinin mizah olduğu sonucuna varmışlardır. Mizah toplumsal bir olgu olmakla beraber her ulusun kendine özgü bir mizah anlayışı vardır. Bu farklılığın nedeni toplumların farklı kültür yapılarına sahip olmalarıdır. Bir Fransız’ın veya bir Hintlinin, Japon veya Türk mizahından aynı oranda etkilenmesini düşünmek zordur. Sözlü kültürde yaşayan mizah türlerini başka bir dile çevirdiğimizde etkisini büyük ölçüde kaybettiğini görürüz. Bunun sebebi mizahın aynı zamanda milli bir yapıya sahip olmasıdır. Tabi buradan, hiçbir mizah ürünü başka bir dile tercüme edilemez, anlamını tamamen yitirir, gibi bir sonuç da çıkmamalıdır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1050]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2388">
    <dcterms:title><![CDATA[REVERSE INTERLANGUAGE TRANSFER OF L3 OVERT AND NULL SUBJECT PRONOUNS TO L2 ENGLISH]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study’s unit of analysis is the native speakers of Turkish who has learnt English as a second language and either Italian  or French as a third language. The aim of this study is to investigate the possible reverse transfer effects from the participants’ L3 Italian and L3 French to their L2 English in terms of their knowledge and use of null and overt subject pronouns.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1048]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2387">
    <dcterms:title><![CDATA[Sir Vidiadhar Surajprasad Naipaul: A Writer’s People: Ways of Looking and Feeling]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sir Vidiadhar Surajprasad ‘V.S. Naipaul’ is one of the most popular postcolonial authors of the contemporary world. V.S Naipaul is an Indo-Trinidadian British Writer that focuses on the idea of British Empire’s Colonialism. He mentions about colonial and postcolonial life in his studies. He has won many awards such as Nobel Prize for Literature (2001), David Cohen Prize (1993), The Booker Prize (1971), etc. V.S Naipaul has published many books of fiction, non-fiction studies. V.S Naipaul’s fiction and non-fiction studies have been emphasized by a committing to truth that illustrating the brightness and intelligence. V.S. Naipaul points out an extensive  experience that we think, see, feel and look. That’s why Naipaul provides readers ‘to look and to look, to re-look and re-think.’  V.S Naipaul’s fiction and non-fiction studies pretend as an argument and a critique towards the other writers. A Writer’s People: Ways of Looking and Feeling is a non-fiction book written by V.S Naipaul. In this book, Naipaul discusses with the writers such as Derek Walcott, Gustave Flaubert, Mahatma Gandhi, Anthony Powell, Polybius, Virgil, Trinidadian Writer Sam Selvon and Naipaul’s father, Seepersad. This book includes the title such as The Worm in the Bud, An English Way of Looking, Looking and Not Seeing: The Indian Way, about Mahatma Gandhi and related with these writers.  In this essay, we will mention why V.S Naipaul’s writings and essays generate controversy between writers and are criticized so much by other writers. Additionally, we will focus on his philosophy and his view as a postcolonial writer from former British colony with western culture and his own style and explain why V.S Naipaul is differentiated by other writers. It will deal with social, cultural and political issues by considering A Writer’s People: Ways of Looking and Feeling.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1047]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2386">
    <dcterms:title><![CDATA[ANA DİLİ TÜRKÇE ÖĞRETİMİNDE DÖRT TEMEL BECERİNİN GELİŞİMİ ÜZERİNE BİR ARAŞTIRMA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu araştırmanın amacı ilk ve ortaöğretim Türkçe derslerinde öğrencilerin konuşma, anlama, okuma ve yazma becerilerinin gelişimine verilen önemi belirlemektir. Bu amaçla  ana dili türkçe öğretiminde dört temel becerinin gelişimi anketi hazırlanarak 170 üniversite öğrencisine uygulanmıştır. Veriler  descriptive statistics (betimleyici istatistik) programında değerlendirilerek analiz edilmiştir. Çalışmada ilk ve orta öğretim Türkçe derslerinde dört temel becerinin geliştirilmesine gereken önemin verilmediği bunun yerine dilbilgisi (gramer)  konularının ağırlıklı işlendiği sonucuna varılmıştır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[891]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2385">
    <dcterms:title><![CDATA[TARİHİ SÜREÇTE TÜRK DİLİNİN YABANCI DİL OLARAK ÖĞRETİMİ-ÖĞRENİMİ ÇALIŞMALARI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalışmanın amacı, Türk dilinin tarihi süreçte yabancı dil olarak öğretim ve öğrenimi üzerine yapılan faaliyetleri, kaynakları anlaşılır bir şekilde açıklamaktır. Türk dilinin bilinen tarihinden günümüze kadar yabancı dil olarak öğretimi ve öğrenimi üzerine yapılan çalışmalar, sahalar, filologlar ve eserleri  araştırılmıştır. Ulaşılan kaynaklara dayanılarak tarihte Türk dilinin yabancılara öğretimi ve öğrenimi çalışmaları; Arap ve Farslara Türk dilinin öğretimi,  Rusya’da Türk dilinin öğretimi ve öğrenimi, Balkanlarda Türk dilinin öğretimi ve öğrenimi, Batıda Türk dilinin öğrenilmesi ve çağdaş Türk dili öğretimi şeklinde konu beş başlıkta toplanmış ve bu bağlamda incelenmiştir. Eskiden günümüze Türkçenin yabancı dil olarak da köklü ve güçlü bir dil olduğu bu çalışmada belgeleriyle anlatılmıştır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[939]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2384">
    <dcterms:title><![CDATA[Perceptions of Native and Non-native English Speaking Teachers of English about English as a Lingua Franca (ELF) ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The status of English as a lingua franca (ELF) has been accepted as an increasingly popular debate in Applied Linguistics and current English language teaching (ELT). A major body of research in the study of ELF has concentrated on the consequences of native speaker norms in respect to ELT. It has been suggested that native speaker norms of English have been losing relative importance in international academic fields. Despite the increasing research interest in ELF focusing on non-native speakers and their use of English, there has been little empirical investigation into the perceptions of both native and non-native English speaking teachers of English about ELF. On the other hand, the students in non-English speaking countries are learning English to be able to communicate with other native or non-native English speakers in both intra and international contexts. In other words, they need to be taught ELF. Thus, the main goal of the teachers has to prepare them to function appropriately in these contexts. This necessity reminds the role and importance of ELF in English language teacher education programs. Therefore, the present study investigated two significant aspects related to ELF. First, the perceptions of native and non-native speaking teachers of English about ELF were investigated. As a second objective, the perceptions of the same group of teachers regarding the role and importance of ELF in English language teacher education were examined. The participants consisted of 100 non-native, 30 native speaking teachers of English working at two respective universities in Istanbul. The data came from a background questionnaire, a questionnaire regarding the perceptions of English language teachers developed by the researchers and semi-structured interviews.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[769]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2383">
    <dcterms:title><![CDATA[Advanced Techniques And Application Of Learning Content Management Systems In  Enterprises]]></dcterms:title>
    <dcterms:abstract><![CDATA[Several organizations are looking for a way how to manage the overall job performance of  their employees, regardless of where the &quot;working age&quot; they are. Learning and competence  development, along with management skills is noticeable development, therefore, that  organizations want to maximize the capacity of its staff, and with them the skills that the new  business conditions become necessary. In the process management capabilities and potentials  occupy a key role in content management systems learning (LMS). One capability that users  LMS never had this kind should be developed. In this way, the organization gained greater  success using his own internal resources.  Keywords: Business LMS, e-Learning, LCMS, Virtual Classroom, CMS]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1181]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2382">
    <dcterms:title><![CDATA[The Effects Of Mentorship On The Success Of Firms]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study analyzes the effects of mentorship applications on the success of enterprises. Field  work is carried to in the 5-star hotels who are active during 12 months in the Manavgat  region of Antalya (Turkey). The study is supported by 260 hotel personnel and 250  personnel responded. The study tries to find out if there is a relation between the application  of mentorship in the enterprises and issues such as value given to the employees, increase of  information exchange within the firm, enrichment of relations between the personnel,  development of career provided, performance and efficiency increase of the employees.  Keywords: Mentorship, Firm Success, Tourism, Hotel.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1154]]></dcterms:extent>
</rdf:Description></rdf:RDF>