<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/1758">
    <dcterms:title><![CDATA[Reflections of the CEFR on the Programs of Primary Education and Secondary Education French Language Course in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CEFR,program of the primary education Ankara,French language course in Turkey  ABSTRACT  Council of Europe recommended in Switzerland in November 2001 using the Common European Framework of Reference for Languages (CEFR) to set up systems of validation of language ability. The CEFR proposes a nucleus program for all students’ independent in their study fields. It reinforces the awareness about linguistic diversity all over the Europe and emphasizes the significance of multilingualism and multiculturalism to provide the opportunities for citizens to communicate with at least two languages in addition to their native tongue. Moreover, the CEFR is a comprehensive, transparent and consistent guide book for language teachers and learners in the fields of language learning, teaching and assessment. It also attaches importance to life-long learning, learner autonomy and multicultural communication. Furthermore, it describes the objectives to be reached by learners, language skills and knowledge. Such activities in Turkey which is a candidate for the EU should also be revised and adapted. Therefore, the aim of this study is to analyze the secondary French language course in Turkey in terms of a) approach employed, b) objectives, c) content, d) process of teaching and learning, and e) measurement and assessment within the framework of the CEFR.  In introduction part of the program, the principles of the CFFR were used in developing the programs. However, some differences were determined in the program. This study discusses these differences and similarities.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1976]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1759">
    <dcterms:title><![CDATA[University Students’ Errors in Using Subject Verb Agreement in Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research deals with the English Language students&#039; errors while using subject-verb agreement. The research is carried out to suggest some solutions to the problems that students of second year at the college of Education face in using subject-verb agreement. This research aims at finding out the errors committed by the learners in subject- verb agreement as well as analyzing these errors, and finding out the sources of those errors and taking pedagogical precautions towards them. In addition, the research aims at suggesting some solutions to overcome such problems. The data collected for this research from the answers to the test items answered by students by means of a test consists of thr ee different parts. It contains twenty- one items and each part is composed of various items. The sample for the presents study is the second level students of B. Ed, Dept of English, Faculty of Education, Hajjah University, Yemen, and they were selected randomly, disregarding gender, rank and background of English. The results of this study showed that the learners mostly commit errors because of the intra-lingual errors. They sometimes commit errors because of the overgeneralization, faulty or limited experience. Sometimes they are caused by the interference of the learners &#039; mother tongue. To overcome those problems of committing errors the rules should be supported with more examples. English teachers should focus on the different types of the subject, including subjects with conjunctions .The rules of subject –verb agreement should be practiced by the learners intensively by means of using different activities such as group work, pair work, role-play, self-study and practice.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2110]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1760">
    <dcterms:title><![CDATA[Vernacular Antakya Turkish: Antekece]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: vernacular, standard language, Antakya dialect, dialect, diglossic community  ABSTRACT  The objectives of this personal observation based paper is to attract some attention on vernaculars used in Antakya, in Turkey, and therefore special attention is paid to the dialect called ‘Antekece’. There are many vernacular languages because of the ethnicity of the city where Muslim Turks, Kurds and Arabs and Christian Armenians, and Jews and Nusayris among some others who live together peacefully. Antekece generally refers to a vernacular which has not been standardized and which does not have any official status. Based on the personal observations of the Antakya born author, it is concluded that there are two sides of attitudes toward vernacular Antekece, namely the positive side which shows the respectful feelings towards the vernacular language and the second is the negative side which shows the feelings of seeing the vernacular language inferior to the standard dialect. Hence, it is suggested that people from Antakya have positive attitudes towards their vernacular language and use it appropriately in the right spatial and temporal settings. However, how the language attitudes of people in general from Antakya towards this specific vernacular language is and to find out the reasons why it happens the way it does requires further research]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1903]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1761">
    <dcterms:title><![CDATA[ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şuara Tezkireleri, Künhü’l-Ahbar, Gelibolulu Mustafa Âlî, Anekdot.  ÖZET  Şuara tezkireleri, Osmanlı şair ve ediplerinin biyografileri hakkında bilgi veren en eski ve güvenilir kaynaklar olarak kabul görmektedir. Türk edebiyatında Mecalisü’n-Nefâis ile (Çağatay sahası) başlayan tezkire yazma geleneği, 20. yüzyılın başında yazılan Tuhfe-i Nailî’ye kadar devam etmiştir. Yakın geçmişte ise tezkirelerin tıpkıbasımları yahut bugünkü harflere aktarılmış (transkripsiyonlu) metinleri oldukça ciddi çalışmalar neticesinde günümüz insanının istifadesine sunulmuştur. Mamafih bu önemli çalışmaların yanında tezkirelerle ilgili yapılması gereken başka önemli çalışmalar da vardır. Bunlardan biri Türk şairlerinin biyografilerine dair bilgiler ihtiva eden şair tezkirelerinin mukayeseli ve tenkidî bir bakış açısıyla ele alınması; bir diğeri ise tezkirelerde verilen bilgilerin güvenirliklerinin sorgulanması ve tezkirecilerin bu eserleri yazmaktaki asıl gayelerinin belirlenmesidir. Zira bu eserlerin hangi kimlik, karakter ve bakış açılarına sahip insanlar tarafından kaleme alındığı konusu araştırılmayı beklemektedir. Bu bildiride Osmanlı edebiyatının önemli müelliflerinden sayılan Gelibolulu Mustafa Âlî’ye ait Künhü’l-Ahbâr’ın Tezkire Kısmı’nda yer alan biyografilerin, içerdikleri anekdotlar vasıtasıyla, okuyucunun bilinçaltına verdiği mesajlar üzerinde durulmuştur. Bu bağlamda, tezkirecinin anlattığı anekdotlar üzerinden Osmanlı toplumunu şairiyle, sultanıyla, kadısıyla, ilmiye sınıfıyla ve sosyal yapısıyla hangi karakter ve bakış açısından ele aldığı ortaya konmaya çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1953]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1762">
    <dcterms:title><![CDATA[Morpheme Effect on Guessing from the Context]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Vocabulary, guessing, prefixes, suffixes, strategies  ABSTRACT  Guessing the meaning of an unknown word in a reading text is one way of learning vocabulary. Learners use varied kinds of guessing strategies while reading a text. Many researchers have stated that analyzing the word structure when inferring an unknown word in a certain context is an effective strategy. Learners’ use of strategies may vary depending on learner characteristics. For example, more proficient learners are more successful guessers and use a wider variety of guessing strategies than those who are less proficient. Another factor affecting the ability to guess the meaning of an unknown word might be the learner’s L1. For instance, Spanish speaking learners of English acquire vocabulary faster and more successfully than Arabic and Finnish speakers, because English and Spanish are related languages, sharing many lexical features. However, Turkish and English are unrelated languages with few aspects in common. For example, Turkish does not have any prefixes while English words are combinations of morphemes: prefixes, suffixes, and stems.  In this paper, I will present a finished study of Turkish learners’ attention to the prefixes and suffixes while guessing the meaning of an unknown word in a reading text. The purpose of the study is to determine whether Turkish speakers of English use prefixes when inferring the meaning of an unknown word. In addition, this study will investigate whether they use suffixes more efficiently and successfully than prefixes, due to fact that Turkish does not have any prefixes but has a great many suffixes. In this study, introspective methods will be used in order to give insight as to what Turkish learners of English think and do when they come across an unknown word and how they deduce the meaning of the unknown words. The correctly guessed words from the text will be analyzed in order to understand which English morpheme type, if any, is used more successfully to infer the meaning of the unknown word. The results of this study will be of benefit to language teachers in helping them to understand that whether there is an L1 effect in the use of different word structures in L2 in terms of different word structures in the process of guessing the meaning of an unknown word in a certain reading text.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1788]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1763">
    <dcterms:title><![CDATA[BİR DİLBİLİMCİ OLARAK ALİ ŞİR NEVAYÎ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Dil, tarih, Ali Şir Nevayî, Dilbilim, Türkçe.  ÖZET  Dil; duygu, düşünce ve isteklerin aktarılmasını sağlayan doğal bir vasıtadır. İnsanoğlu, tarihin eski çağlarından beri bu vasıtayı kullanmıştır. Kimi zaman sesle, kimi zaman jest ve mimikle kimi zaman da yazıyla anlaşmaya çalışmıştır. Dil, yapısını bünyesinde koruyarak zamanla gelişir. Başka dillerle kelime alışverişinde bulunur. Bu alışveriş bazen yoğun bir şekilde bazen de göze çarpmayacak kadar az bir şekilde olur. Alınan kelimelerin de o dilde uzun zaman kalıp kalmamasına o dili kullanan insanlar karar verir. Tarih, din ve coğrafi ortamlar o dilin şekillenmesi için son derece önemli unsurlardır. Derin bir tarih olgusu, farklı coğrafyalarda yaşamış olmaları ve çeşitli dinlere bağlı olma durumu Türklerin de dilini oldukça şekillendiren konular olmuştur. Bu vasıtalarla dil zaman içinde lehçe dediğimiz çeşitli kollara ayrılmıştır. Bu kollarda farklı ses özellikleri, farklı yapılar ve farklı kelime birikimi oluşmaya başlamıştır. Bu farklı kollar içerisinde Çağatay Türkçesi diye bir kol oluşmuş ve Ali şir Nevayî diye de bir âlim çıkarak Türkçenin bu lehçesi ile çok değerli eserler meydana getirmiştir. Gerek sözlük çalışması yapmış, gerek divanlar hazırlamış gerekse de başka alanlarda birikimlerini gözler önüne sermeyi başarmıştır. Türk dünyasının en önemli şahsiyetlerinden biri olan Ali Şir Nevayî, Türk dilinin ve edebiyatının gelişmesinde önemli katkıları olmuş büyük bir ediptir. Hayatı boyunca Türkçenin diğer diller karşısındaki önemine dikkat çekmiş ve bu doğrultuda eserler meydana getirmiştir. Bu çalışmada dilbilim ve Ali Şir Nevayî üzerinde durulmuştur. Dilbilimin alt kolları olan, anlambilim, sözlükbilim, biçimbilim vb. konuları Ali Şir Navayî’nin eserleri göz önüne alınarak değerlendirilmeye çalışılmıştır. Bu değerli şahsiyetin belirli manzum parçaları anlam itibariyle değerlendirililmiş, yaptığı sözcük çalışması sözcükbilim ve sözlükbilim anlayışıyla irdelenmiş, eserleri günümüz dilbilim anlayışıyla tanzim edilmiştir. Bu çalışmalar yapılarak Ali Şir Nevayî eserlerinin de dilbilim konusunda ne derece önem arz ettiği gözler önüne serilmeye çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1957]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1764">
    <dcterms:title><![CDATA[An Analysis of the Pre-Service Foreign Language Teachers’ Beliefs about Classroom Management in Terms of Several Variables]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Foreign language education, classroom management, teacher training  ABSTRACT  Teachers’ beliefs on teaching and learning reflect their theoretical orientations as well as their teaching practice (Dooley, 1997). Teachers try to provide the optimal learning conditions for their students and to meet their learning needs. Given that teacher training experiences affect the pre-service teachers’ views about teaching, the investigation of their views about classroom management is significant to improve teacher training programs. One of the tools dealing with the pre-serice teachers’ views on classroom management was developed by Martin, Yin and Baldwin (1998). This tool analyses the pre-service teachers’ beliefs on classroom management under three categories: management of teaching, management of people and management of behaviour.  The current study will employ this tool, “The scale of the attitudes towards and beliefs bout classroom management”, developed by Martin et. al. (1998) to collect the data of the study. The major aim of the tool is to identify the teachers’ perceptions and beliefs in regard to classroom management and practices. The adaptation of the tool into Turkish was done by Savran (2002). The participants of the study are third and fourth grade pre-service foreign language teachers attending a public university in Ankara during the acadmic year of 2012-2013. Firstly, their mean scores on the scale will be revealed, indicating their attitudes towards and beliefs about classroom management. Then their mean scores will be analysed and compared based on some variables, indicating the department they are attending, gender, whether or not taking the course of classroom management, whether or not taking the course of educational philosophy, school experience and practical experience. T-test will be employed to see whether or not the mean scores of the participant groups differ significantly. The findings will be discussed in the light of previous findings.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1940]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1765">
    <dcterms:title><![CDATA[TATAR ( KAZAN) TÜRKÇESİ DEYİMLERİNDE “ARAP HARFLERİ”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Arap alfabesi, Tatar (Kazan) Türkçesi, Türkiye Türkçesi, deyimler.  ÖZET  Türkler geçmişten günümüze Köktürk, Uygur, Arap, Kiril, Latin gibi pek çok alfabe kullanmışlardır. Bunlar içinde en uzun sürelisi ve en yaygını yaklaşık bin yıl boyunca tarihî ve bazı çağdaş Türk lehçelerinin yazımı için kullanılan Arap alfabesidir. Söz konusu alfabedeki harfler, Türkiye Türkçesinde olduğu gibi ( “elifi mertek sanmak”, “lâmı cimi yok”, “mimlemek” vb.) Tatar (Kazan) Türkçesinin söz varlığında da kullanılmaya devam etmektedir. Bu söz varlığı içerisinde yer alan deyimler, uzun yıllar birlikte yaşamış toplumların ortak kültür hazinelerinin, öte yandan zaman içinde oluşan farklılıkların ortaya çıkarılması açısından büyük öneme sahiptir. Bu çalışmamızda, Arap harflerinin Tatar (Kazan) Türkçesi deyimlerindeki varlığını incelenmiş Türkiye Türkçesindeki şekilleriyle karşılaştırma yapılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1766">
    <dcterms:title><![CDATA[The Structure of a Course Book- the Significance and Order of Structural Components of a Coursebook in Foreign (French) Language Teaching and Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teaching methodology, theory of a foreign language (French) coursebook, structural components of a coursebook, general and linguistic competences development, coursebook analysis  ABSTRACT  This work deals with the assumption that not only are teaching objectives accomplished through mere content of teaching materials, but through all its aspects, as well, where the important role is played by the structure, the way of involving and ordering sections of a coursebook. The discussion of this issue is based on the attitudes of authors interested in the theory of a coursebook on one side, and the analysis of certain French coursebooks, on the other side.  The central part of this writing is based on the definition of a coursebook, which implies its structuring, and the definition of a structure, which emphasizes the importance of the appropriate distribution of structural elements. It investigates the importance, function and position of every single component of a coursebook, and offers their analysis which has been carried out in certain French coursebooks using analythic, synthetic, inductive and deductive method. In order to encourage the development of linguistic competences, a couresebook is required to have a preface, contents, lesson introduction, lesson, recapitulation sections and additional sections which need to be carefully and thoroughly designed. More precisely, a coursebook must motivate students through its structure, engage them in intellectual activities and help them think critically, encourage their individual work, develop their ethical and aesthetic values, draw their attention to crosscurricular learning, make them become aware of the system that exists in the materials.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1991]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1767">
    <dcterms:title><![CDATA[How Do Iranian Teachers Rate Efl Learners&#039; Interlanguage Pragmatic Competence?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Interlanguage pragmatics; Rating; Iranian EFL teachers; Compliment; Compliment response  ABSTRACT  Several researchers have investigated the issue of Interlanguage pragmatics (ILP) from many different perspectives. Still, an under researched area remains to be the rater’s variation in the assessment of pragmatic competence. Consequently, coming up with criteria employed by raters who are in charge to evaluate pragmatic performances of EFL learners is crucial. This study mainly aimed at investigating the patterns and variations in ratings of non-native English speaking raters in relation to the two speech acts of compliment and compliment response. Fifty four Iranian EFL MA holding teachers were asked to rate twenty eight scenarios on the whole (collected through WDCT from undergraduate EFL learners) for the two speech acts of compliment and compliment response based on a Likert scale ranging from &quot;highly inappropriate&quot; to &quot;most appropriate&quot;. The result of the study showed that the main criteria for the teachers included: &quot;politeness (52.68%)&quot;, &quot;sociopragmatic appropriateness (35.68%)&quot;, &quot;interlocutors&#039; characteristics &amp; relationship (33.47%)&quot;, &quot;linguistic appropriacy (23.69%)&quot;,&quot;variety &amp; range (20.07%)&quot;, &quot;complexity (19.32%)&quot;, and &quot;sincerity (15.34%)&quot;. As the results depict, politeness and sociopragmatic appropriateness were the two major criteria provided by the teachers. Moreover what needs to be pointed out is that in many cases the teachers rated the WDCTs only by assigning a number on the Likert scale without providing any criterion and interestingly there were times when teachers stated that they just feel the EFL learners&#039; production is/isn&#039;t appropriate, but couldn&#039;t exactly specify why. This reinforces the need for training on pragmalinguistics and sociopragmatics issues among raters who are to evaluate pragmatic performance.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1845]]></dcterms:extent>
</rdf:Description></rdf:RDF>