<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/1768">
    <dcterms:title><![CDATA[English for Employability Project]]></dcterms:title>
    <dcterms:abstract><![CDATA[My abstract will be about The English for Employability project. The project was run through a partnership between the British council and the ATFP and aimed to enhance the quality of vocational English training and through this the employment prospects for Tunisian youth in vocational education. The ultimate goal of this project is to improve the quality of professional development, in particular teacher training, in the vocational education sector by building trainer capacity at the national level. The program, which contributed immensely in boosting our career and open new horizons to us, consisted of the following key phases: phase 1: teacher training, phase 2: Train the trainer, phase 3: Curriculum development and Materials design while phase deals with mentoring and shadowing.  In my abstract, I will show the impact of the training we had on the quality of our teaching especially in our context of operation in the vocational training sector. Teaching ESP with a huge variety of fields without any coaching or training was a real challenge to us. One of the main problems we were suffering from in the ESP context was the lack of specialized material as well as the inability of the trainers to design the material appropriate to the needs of the learners. This reflected negatively both on the performance of the trainers as well as on our products, who are the learners. Here came the intervention and the input of the British council whose output gave us the confidence needed to carry on]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1712]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1769">
    <dcterms:title><![CDATA[An Office of One&#039;s Own: Analysis of the Use of the Female Artist Figure in Alice Munro&#039;s Story &quot;The Office&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Postcolonial literature, Alice Munro, short story, female artist, a woman writer  ABSTRACT  While much of Alice Munro’s artistic ability may be attributed to natural talent, the simple fact that a good number of her stories contain female artists as main characters convinces me that this matter of a fictional aesthetic warrants scrutiny. In my paper, I argue that these female artists reflect certain issues which are central to Munro’s own work and to her life as a woman writer. The women in these stories concern themselves with such practical matters as the need for a woman to have a room of her own and the difficulty of balancing marriage and family with a writing career. Power and narrative authority and the tension between fiction and reality are issues which are examined by Munro’s women artists. Interestingly enough, a study of the interviews and essays, in which she denies possessing a fictional aesthetic, reveals that Munro’s own thoughts about writing are similar to those voiced by her characters.  I examine Munro’s story “The Office,” a story containing a female artist as a main character, as well as theoretical works by renowned scholars which deal directly with artistic concerns. The story harkens back to Virginia Woolf’s theory that a woman needs money and a room of her own in order to write. Although Munro herself insists that she would feel paralysed if someone set her up in a study, she is extremely particular about the conditions which must exist when she sits down to write. Unfortunately, the office acquired by the main character in “The Office” results in a decrease in her writing output, largely due to the continued invasion of her privacy by the landlord. The fact that this aspiring writer felt the need to seek out an office points to the logistical difficulties which are often associated with being a woman writer.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1752]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1770">
    <dcterms:title><![CDATA[Specifičnosti Odnosa Ortografske i Ortoepske Norme U Nastavi b/h/s Jezika za Strance]]></dcterms:title>
    <dcterms:abstract><![CDATA[Uobičajeno je shvatanje da su b/h/s jezici obilježeni jasnim provođenjem načela „piši kao što govoriš“, odnosno „čitaj kao što je napisano“. Ovaj model koji se često navodi kao prednost b/h/s jezika u odnosu na druge jezike koji nemaju fonetski pravopis zapravo se pokazuje otežavajućim faktorom u nastavi b/h/s jezika, kako u osnovnoj, tako i u srednjoj školi pa čak i na univerzitetskoj razini, a posebno kada je riječ o kursevima b/h/s jezika za strance, kojima slijepo slijeđenje ovog pravila može znatno otežati stjecanje govorne i kompetencije pisane uporabe jezika. Iz tog razloga ovaj rad, nastao na osnovi savremenih promišljanja o odnosu ortoepske i ortografske norme na našem podneblju, bavi se međusobnim odstupanjima ovih dviju normi jedne od druge na fonološkoj i morfofonološkoj razini b/h/s jezika. To rezultira formiranjem modela koji će ovu problematiku jasnije osvijetliti i omogućiti polaznicima sličnih kurseva da brže i potpunije steknu jezičnu kompetenciju usmenog i pisanog izražavanja na b/h/s jezicima.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1735]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1771">
    <dcterms:title><![CDATA[Text Types and EFL Readers&#039; Strategic Processing]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: reading strategies,text types, coding,reading proficiency, think-alouds  ABSTRACT  Research in L2 reading strategies has reported various factors affecting ESL/EFL readers’ cognitive and metacognitive processing of texts. These include variables related to the reader, the text and the task assigned. Although L2 readers’ variables (e.g., L2 reading proficiency, vocabulary knowledge, prior background knowledge) have received considerable attention from L2 reading investigators, there still remains lack of qualitative studies that investigate how variations in text types and reading purposes can impact the strategic processing of L2 readers with varying reading proficiency. Hence, this study, through think-aloud reporting and retrospective interviews, explored the reading problems and strategies reported by Saudi EFL readers processing expository and narrative texts for two purposes for reading. The qualitative coding of the verbal protocols yielded a constructed taxonomy of seventy strategic processes.  Of the three variables, text types (expository vs. narrative) proved to be the most influential, yielding significant differences for four out of six major categories and specific strategies, especially five bottom-up strategies. Generally, frequencies were found higher for the narrative text for the reading problems, word-attack strategies and bottom-up strategies, and higher for the expository text for the top-down strategies. With respect to the reading problems, the study findings are not consistent with those from previous studies which concluded that readers often encounter difficulties processing the expository than the narrative text due to the differences in readers’ formal schema about text types. Second, differences in L2 reading proficiency showed some significant differences between good and poor readers in three major problems being monitored and three top-down strategies. Nonetheless, the qualitative findings revealed that EFL good and poor readers differed in how they employed the strategies. Finally, the most used strategy was the cognitively undemanding strategy of rereading, then paraphrasing in L1, followed by reading on, adjusting reading rate/speed of reading, and paraphrasing in L2]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1984]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1772">
    <dcterms:title><![CDATA[An Emic Approach on the Perception of “Woman” By Woman Mistrels]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Minstrelsy Tradition, Woman Minstrels, Lyric Hero, Emic Approach.  ABSTRACT  The Minstrelsy (Âşıklık) tradition has an important place in the Turkish culture and is a live tradition which continues its existence in verbal and written cultural media from centuries ago until today.  Minstrels are folk artists who act as a society spokesman, reflect the world view, taste of art, life order and traditions of the society, maintain them and serve as a bridge to pass them down to the future generations. When the tradition is considered regarding woman minstrels, and to the extent they are determined, many woman minstrels have performed their art within the minstrelsy tradition since 17th century; however, they have not been able to perform many aspects of the tradition (apprenticeship, traveler, being in the assemblies of minstrels etc); the studies on woman minstrels have been of more interest since the last quarter of the twentieth century. Woman minstrels about whom there have been inadequate studies have been considerably neglected. Minstrelsy has been seen as a man’s profession and “woman” as a theme has been widely used by the male minstrels.  In the present study, starting from the folk songs of the well-known woman minstrels (like Telli Suna, Özlemi, Sarıca Kız, Didari, Şahturna, Selvinaz, Sürmelican and so on), the position of the “narrator-lyric hero” will be examined both as a subject and an object. How woman minstrels see “woman” as a narrator-lyric hero will be discussed from an ethical point of view.  The social roles of woman minstrels in the tradition and the problems caused by these roles will be presented; it will also be revealed whether this affects their art as a “narrator-lyric hero”.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1998]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1773">
    <dcterms:title><![CDATA[Monitoring Teaching Act: the Case of Native Speaker of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: ideal teacher of English , macrostrategic framework  ABSTRACT  Classroom is a place where real practice of learning and teaching is implemented. Monitoring and observing teaching acts are likely to lead to a careful analysis of classroom input and interaction, and a critical evaluation of instructional objectives and outcomes. In this study, one upper-intermediate level class of English as a Foreign Language (EFL) participated. In so doing, all the interactions and events in the classrooms were closely observed and analyzed in detail. The observation of the teaching act was based on &#039;macrostrategic framework&#039; suggested by Kumaravadivelu (2003). According to the results of the study, the native speaker teacher of English failed to both create learning opportunities in the classroom and to use the learning opportunities created by the learners. In addition, some mismatches between teacher intention and learner interpretation occurred in the classroom communication. Besides, this article argues in favor of redefining the ideal teacher of English. This redefinition addresses the priority given to native-speaker teachers of English as the ultimate norms of teaching.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1881]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1774">
    <dcterms:title><![CDATA[The Analysis of the Gains in Turkish Teaching Programme According to the Revised Bloom’s Taxonomy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Revised Bloom’s Taxonomy, Gains in Turkish Teaching Programme  ABSTRACT  There are many classifications used in the field of education. It is Bloom’s Taxonomy that is the most widely used in the classifications. Bloom’s taxonomy has been used by many researchers for many years. Revising of the taxonomy has been raised. Seven educators led by Anderson and Krathwohl collaborated and then updated taxonomy.  Revised Bloom’s taxonomy consists of Knowledge Dimension and Cognitive Process Dimension. Knowledge Dimension consists of Factual Knowledge (Knowledge of Terminology, Knowledge of Specific Details and Elements), Conceptual Knowledge (Knowledge of Classifications and Categories, Knowledge of Principles and Generalizations, Knowledge of Principles and Generalizations), Procedural Knowledge (Knowledge of Subject-Specific Skills and Algorithms, Knowledge of Subject-Specific Tecniques and Methods, Knowledge of Criteria for Determining When to Use Appropriate Procedures), Metacognitive Knowledge (Strategic Knowledge, Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge, Self-Knowledge) categories.  Cognitive Process Dimension consists of Remember (Recognizing, Recalling), Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining), Apply (Executing, Implementing), Analyze (Differentiating, Organizing, Attributing), Evaluate (Checking, Critiquing), Create (Generating, Planning, Producing) categories.  The aim of this study is to determine levels of listening, reading, writing, speaking gains in 6, 7 and 8 Class of Turkish Teaching Programme according to the Revised Bloom’s Taxonomy.  The data (gains) will be resolved by two researchers separately via SPSS 15.0 package program. In order to test the inter-rater reliability, a formula; Reliability = (The number of agreements) / (The number of agreements + the number of disagreements) will be used. Category analysis will be done.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1733]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1775">
    <dcterms:title><![CDATA[The Analysis of the Gains in Turkish Teaching Programme According to the Revised Bloom’s Taxonomy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Revised Bloom’s Taxonomy, Gains in Turkish Teaching Programme  ABSTRACT  There are many classifications used in the field of education. It is Bloom’s Taxonomy that is the most widely used in the classifications. Bloom’s taxonomy has been used by many researchers for many years. Revising of the taxonomy has been raised. Seven educators led by Anderson and Krathwohl collaborated and then updated taxonomy.  Revised Bloom’s taxonomy consists of Knowledge Dimension and Cognitive Process Dimension. Knowledge Dimension consists of Factual Knowledge (Knowledge of Terminology, Knowledge of Specific Details and Elements), Conceptual Knowledge (Knowledge of Classifications and Categories, Knowledge of Principles and Generalizations, Knowledge of Principles and Generalizations), Procedural Knowledge (Knowledge of Subject-Specific Skills and Algorithms, Knowledge of Subject-Specific Tecniques and Methods, Knowledge of Criteria for Determining When to Use Appropriate Procedures), Metacognitive Knowledge (Strategic Knowledge, Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge, Self-Knowledge) categories.  Cognitive Process Dimension consists of Remember (Recognizing, Recalling), Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining), Apply (Executing, Implementing), Analyze (Differentiating, Organizing, Attributing), Evaluate (Checking, Critiquing), Create (Generating, Planning, Producing) categories.  The aim of this study is to determine levels of listening, reading, writing, speaking gains in 6, 7 and 8 Class of Turkish Teaching Programme according to the Revised Bloom’s Taxonomy.  The data (gains) will be resolved by two researchers separately via SPSS 15.0 package program. In order to test the inter-rater reliability, a formula; Reliability = (The number of agreements) / (The number of agreements + the number of disagreements) will be used. Category analysis will be done.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1732]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1776">
    <dcterms:title><![CDATA[4;0-5;6 Year-Old Turkish Children&#039;s Usages of Event Types]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: event types, states, activities, acquisition  ABSTRACT  While language development emerges together with cognitive development, cognitive development is quicker than language acquisition. In another words perception develops before production in language acquisition process. In this study the kinds of verbs children produce will be analyzed, while they retelling the cartoons shown so that it will be determined that the reflection of perception into production of utterence in terms of verbal kinds and verbal diversity.  According to Langacker (1987a) and Smith (1983) there are a number of conceptual differences between acts and states (Frawley, 1992). States are static, with no dynamics and no internal structure whereas acts have physical or mental motion, dynamics and sometimes internal structure. Acts are categorized as activities, accomplishments, achievements and semelfactives (Smith, 1991).  This study is aimed to assess the usages of states and activity types of verbs in the narratives by the children whose mother tongue is Turkish. It’s known that each six-month-period is important and has distinctive features in language acquisition and production. So 8 subjects were randomly-selected from 4;0-5;6 years of age preschool children whose mother tongue is Turkish. The study is mainly based on direct observation, content analysis and statistical analysis. Subjects watched three cartoons of Tom and Jerry and then were asked the question “What is happening in these cartoons?” Narrative data were transcribed and compiled using Microsoft Excel 6.0 and then all event types were analysed and categorised as activities and states according to Smith&#039;s classification (1991).  Major findings are as follows:  • The children’s age is parallel to the number of events and event diversity.  • The children used activities more than statives depending on both the cartoons’ having patterns of motion and children’s generally acquiring acts before states due to the utterance time.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1906]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1777">
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1952]]></dcterms:extent>
</rdf:Description></rdf:RDF>