<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/2644">
    <dcterms:title><![CDATA[Instructive proposals for the most effective teaching of the article in Greek (definite – indefinite – no article) based on the results of the use of a learner corpus]]></dcterms:title>
    <dcterms:abstract><![CDATA[The analysis proposed, although based on the Theory of Error Analysis (Corder 1960’s), tends to establish a different way of approaching language errors (Theodoropoulou &amp; Papanastasiou: 2001, Theophanopoulou – Kontou: 2001, Christidis: 1987, Brown: 1981) in second language acquisition, by maintaining the positive sides that the theory introduced to literature (Norrish: 1983 &amp; Krashen: 1981).    I shall argue about how useful making mistakes can be for the formation of the interlanguage of students and I focus on the acquisition of the article (definite – indefinite – no article) in Greek. The aim of my study is to explore whether the relevant errors on the subject during the acquisition of a language like Greek, which has article, depend on the mother tongue of the student. This is the reason why, in 2008, I conducted a learner corpus with data provided by the Modern Greek Language Teaching Center of the National and Kapodistrian University of Athens, where students of different nationalities (England, Russia, Turkey etc.) study Greek. The learner Corpus consists of 100 compositions with a word limit of 250 words. From these, 38 have stated that they have completed the A2 level, 28 the B2, 19 the C1 and 15 didn’t write the level they had completed. The data was analysed by the use of the Computer Programme “Simiotis.exe”.    My conclusion was that similar errors can be observed in the output of students, which are native speakers of languages with and languages without article. After having completed a contrastive analysis of the article in English and in Greek in order to show that language transfer is not enough to explain the errors considering the article and by analysing the data, I shall propose an effective way of teaching the phenomenon, so that some errors can either be expected by the tutor or even prevented.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[772]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2922">
    <dcterms:title><![CDATA[Instrument for Pre-accession Assistance (IPA) to Turkey: Expectations and  Results]]></dcterms:title>
    <dcterms:abstract><![CDATA[Turkey has benefited from the pre-accession financial aids of the EU to meet the  criteria for EU membership. As from 2007, all the EU assistance to candidate and potential  candidate countries has been brought under a single heading IPA. All components of the IPA  are open to Turkey as a candidate country. According to database of the Central Finance and  Contracts Unit (CFCU), totally 2 312 projects were carried out by various bodies in Turkey.  About €286 million were distributed to governmental and non-governmental organizations,  SMEs via projects. Literature review shows that information about EU funded projects in  Turkey is limited. Therefore, this study aims at analyzing EU funds towards Turkey in terms  of programme, organizations, performance ranks, expectations from projects and their results.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[190]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2667">
    <dcterms:title><![CDATA[Insurance Market Development in the Former Yugoslav Republics, Non-EU Countries]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents an insurance market research of the markets in several Balkan countries that were part of former Yugoslavia and are still not members of EU. Being categorized as developing countries, they have far lower development degree in comparison with the European Insurance Federation member countries. By means of comparison between the basic insurance market development indicators in these countries, the law regulations, as well as through conducting surveys, based on questionnaires, which appoint the reasons for the underdevelopment in the sphere of life insurance, the paper gives a clearer perception, in terms of the conditions of the insurance markets, placed on the margins of the European insurance market. Its utmost objective is to point and argue several measures, which would improve the insurance market conditions in the already mentioned countries, i.e. would contribute to the development increase and the acceleration of these insurance markets. As a result, that would raise the protection measures and the safety, both to the citizens and their material goods.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1392]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2918">
    <dcterms:title><![CDATA[Integrated Water Resources Management:  A Path to Achieving Sustainable Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Water resources development is one of the most important national development  factors for developing countries whereas it is a service sector issue in developed countries.  Water management has become one of the conflict areas as the demand for water increases  while the resources available degrade. As a solution to this, integrated water resources  management has been proposed to make tradeoffs among the parties involved. This article  discusses the issues of integrated water resources management with its possible links with  sustainable development.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[458]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3167">
    <dcterms:title><![CDATA[Integrated Water Resources Management:  A Path to Achieving Sustainable Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Water resources development is one of the most important national development  factors for developing countries whereas it is a service sector issue in developed countries.  Water management has become one of the conflict areas as the demand for water increases  while the resources available degrade. As a solution to this, integrated water resources  management has been proposed to make tradeoffs among the parties involved. This article  discusses the issues of integrated water resources management with its possible links with  sustainable development.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[452]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2687">
    <dcterms:title><![CDATA[Integrating Content and Language in the Curriculum: The Dual Focus of CLIL]]></dcterms:title>
    <dcterms:abstract><![CDATA[The phenomenon of multilingualism has increased in the last years in Europe, supported by the initiatives undertaken by the Council of Europe (2006), which encourage intercultural communication and multilingualism as key policy goals in the European scenario. Among the recommendations of the Committee of Ministers concerning modern languages, we can highlight concrete measures to promote multilingualism, such as the support in the application of communication and information technologies to disseminate teaching and learning materials for all European national or regional languages, or the promotion of teaching programmes at all levels using a flexible approach, and their appropriate recognition in national qualification systems, in particular public examinations.     One of the measures which have attracted a great deal of attention in the last years is the encouragement in the use of foreign languages in the teaching of non-linguistic subjects (for example history, geography, mathematics) and the implementation of favourable conditions for such teaching. With the aim of providing an answer to these needs, an educational approach has been implemented throughout Europe: Content and Language Integrated Learning (CLIL), which seeks to increase the presence of the foreign language by teaching curricular content through the medium of that foreign language. This paper analyses the rationale of CLIL as one of the most effective frameworks to foster multilingualism and to help in foreign/second language learning.     Plurilingual Education in Europe: 50 Years of International Cooperation (2006) Council of Europe: Language Policy Division: Strasbourg.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[965]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/989">
    <dcterms:title><![CDATA[INTEGRATING CULTURE WHILE TEACHING FOREIGN LANGUAGE  AS THE FIFTH LANGUAGE SKILL]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study is to examine the role of culture in language teaching and the significance  of integrating it into teaching activities as the fifth language skill in addition to listening, speaking, reading,  and writing. As is the fact, language should be thought as a whole to achieve the desired communication.  Without knowing the cultural norms and aspects of the target language, accurate and appropriate language  use and understanding will be at risk and learners will transfer their native cultural knowledge which will  have a negative effect on the quality of learning and teaching process. It is known that understanding,  teaching , and learning a language require not only the knowledge of grammar, phonology, and lexis but  also certain other features and elements peculiar to the target culture. It is not possible to fully understand  the language used in context without knowing the cultural aspects of the target language since learning  another language also includes learning how the speakers of that language live, think, and perceive the world  around them. To achieve this in EFL courses, language teachers should equip themselves with the  knowledge of the culture of the language they are to teach, make learners aware of cultural differences and  develop their communicative competence using realistic and authentic materials because just linguistic  compentence is not enough to communicate effectively in the target language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3470]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/991">
    <dcterms:title><![CDATA[INTEGRATING THE AFRICAN-AMERICAN NOVEL INTO UNIVERSITY EFL CURRICULA:A CASE FOR “THEIR EYES WERE WATCHING GOD” AND “BELOVED”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bloom&#039;s taxonomy of learning domains and its characteristic array of action verbs which specifically define learning outcomes are a key reference European universities use to evaluate the overlap of what is aimed for, actually taught, and finally assessed. Although the taxonomy presents the framework for writing instructional objectives through three dimensions - the cognitive learning domain (knowing facts and processes), the affective learning domain (valuing attitudes and beliefs), and the psychomotor learning domain (manifesting physical skills) - academic program catalogues and course syllabi seem most concerned with the cognitive and psychomotor domains, leaving the design of the affective dimension to individual instructors. Thus, this essay explores the potential of an advanced EFL course for integrating all three dimensions. If authentic, meaningful, real communication facilitates the process of foreign language acquisition, the instructional forms in an advanced EFL course - such as class discussions, presentations, research papers and essays - will not be rendered banal language-to-go activities, but have real-life applicability and eventually affective education capacity. This essay presents a rationale that helps a language instructor recognize the African-American novel as a foreign language instructional medium that stimulates both language mastery and personal growth due to its uniquely intertwining of historical and fictional elements which creates endless opportunities for the meaningful use of the target language. The implications of Communicative Language Teaching, Mezirow&#039;s Transformative Learning Theory, Jarvis&#039;s Experiential Learning Theory, Reader-Response Literary Criticism, and several articles written on the genre of the novel suggest ways for designing instructional activities that ask for critical- or self-reflection upon personally held views while simultaneously providing opportunities for increased language proficiency. This essay examines Zora Neale Hurston&#039;s Their Eyes Were Watching God (1937) and Toni Morrison&#039;s Beloved (1987) as examples demonstrating why and how the African-American novel could be used in such instructional design.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3421]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2163">
    <dcterms:title><![CDATA[Integration And Sustainability Of Technology-Enhanced Systems Into Learning  Environment: Cankiri Karatekin University Case Study]]></dcterms:title>
    <dcterms:abstract><![CDATA[As a result of the continuous search for global competitiveness through providing the society  with high quality education in the light of emerging technologies, Cankiri Karatekin  University has embarked on a strategic planning and a pilot study on transition to Distance  Education (DE). Providing on-demand training for professional development, lifelong  learning, career change aimed at quite varied groups in society, Cankiri Karatekin University  sets its sight on maximizing the quality of communication and intellect sharing between  academic staff as well as enabling the effective assessment of their academic performance  thanks to the integrated e-learning/distance education and corporate communication platform.  According to this tested project based model, distance education infrastructure and  educational e-materials have been prepared and used as a supplement to formal education. By  this means, ensuring students’ and teachers’ readiness is aimed for the success of the future  pure distance education programs. The study evaluates the pilot project titled “Integrated Elearning  and Teaching Environment” by Cankiri Karatekin University, which was founded in  2007 and strives for developing as a globally competitive academic institution by employing  an effective and efficient model in the use of technology in education. The technical  background features as well as results of the pilot project have been evaluated and further  suggestions have been presented, considering distance education practices in the world in  general and, in particular, the potential that Turkish Higher Education and Cankiri Karatekin  University carry in the field.  Keywords: Distance Education; e-learning; Life Long Learning; Institutional  Communication; Teaching Environment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1144]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2859">
    <dcterms:title><![CDATA[Integration of Critical Thinking Skills into Grammar Curricula]]></dcterms:title>
    <dcterms:abstract><![CDATA[High standards are intended in all curriculum guidelines and it is not  different in most of the guidelines. In this paper, the language arts curriculum is put  under the spotlight and an in-depth analysis is provided on most benchmarks. Many  suggestions are made to further improve the curriculum and particular focus is placed  on implementation. The problems is in teaching grammar is highlighted and remedies  are offered. How to integrate the critical thinking skills in a grammar course is clearly  outlined and offered to teachers who look for answers to the problems in almost  every classroom.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[670]]></dcterms:extent>
</rdf:Description></rdf:RDF>