<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/1778">
    <dcterms:title><![CDATA[In Top Notch: English for Today’s World I, the Effectiveness of Verbal -Linguistic Intelligence on Teaching English through Multiple Intelligences Theory]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Multiple Intelligences Theory, Verbal-Linguistic Intelligence, Top Notch: English for Today’s World I.  ABSTRACT  This study represents the effectiveness of Verbal-Linguistic Intelligence through related activities in Multiple Intelligences Theory introduced by Howard Gardner. In Top Notch: English for Today’s World I, Verbal-Linguistic Intelligence is the most mainly analyzed of all the intelligences, so through activities, the impacts of Verbal-Linguistic Intelligence on Multiple Intelligences Theory will be taken into consideration in Teaching English for Top Notch: English for Today’s World I. It will be pointed out whether Top Notch: English for Today’s World I has any impact and effectiveness through Verbal-Linguistic Intelligence on Teaching English in Multiple Intelligences Theory.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2063]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1779">
    <dcterms:title><![CDATA[The Impact of Spatial-Visual Intelligence on Learning Abstract Vocabularies in Junior High School Students of Iran]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Spatial-Visual Intelligence, abstract vocabularies, concrete vocabularies, MI, visual aids  ABSTRACT  Students are individuals with unique strengths, weaknesses, aptitudes, interests, and capabilities. Howard Gardner (1983) is the first person who talked about Multiple Intelligence (MI) and learning styles. His theory suggests that an array of different kinds of “intelligence&quot; exists in human beings. Each individual manifests varying levels of these different intelligences. On the other hand, language is first and foremost an abstraction. Many learning aids and traditional method lessons are ineffective because they emphasis concrete things during the first year of learning. These are all great words, but the most important words in a language are abstract, such as verbs. In the current study, the students were divided into visual experimental and control groups. During ten sessions of the treatment, 90 vocabularies were instructed to the two groups, while the visual experimental group received the words visually and control group traditionally. After comparing the results of post test 1and post test 2 of students in experimental and control group, it was concluded that there is a significant correlation between scores of Visual Intelligent students and their scores in post test1 and posttest 2. While there was not any significant correlation between the scores of control group in post test 1 and post test 2.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1988]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1780">
    <dcterms:title><![CDATA[How Much Does the English Textbooks of Iran Conform to Universal Characteristics of English Textbooks? a Case Study on English Textbooks of Junior High Schools in Iran]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CLT, evaluation, syllabus design, curriculum, universal characteristics of EFL  ABSTRACT  Any educational system is composed of five important components (students, a teacher, materials, teaching methods, and evaluation) which are closely interrelated. Even in the context of communicative language teaching (CLT), teachers and learners tend to rely heavily on prescribed textbooks which are still a staple in most of EFL classes. Sheldon (1988) has offered several reasons for textbook evaluation. He suggests that the selection of an ELT textbook often signals an important administrative and educational decision in which there is considerable professional, financial, or even political investment. A thorough evaluation, therefore, would enable the managerial and teaching staff of a specific institution or organization to discriminate between all of the available textbooks on the market. In this study, the English textbook of third grade of Iran&#039;s junior high schools will be evaluated based on the current research findings in syllabus design, English language teaching, and the specific language teaching situation and curriculum in Iran. Moreover, this study will be an attempt to determine the extent to which the EFL textbook (English 3) conformed to the common universal characteristics of EFL/ESL textbooks.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1969]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1781">
    <dcterms:title><![CDATA[Code-Switching in the Contemporary Dialects; a Case Study on Raji Dialect Regarding to Different Generations]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: code switching, language loss, dialect, language shift, morphosyntactic  ABSTRACT  In the language shift situation, a dominant language is acquired perfectly. While the minority language is used less and less and is gradually forgotten. Its vocabulary decreases, and the speakers have to insert into their speech words and phrases from the dominant language. This is the situation with the Raji dialect. Only the oldest speakers preserve the language to full extent. Very few people under 40 know their parents&#039; language or they can understand it, but do not speak it. During the interviews conducted in Persian, all informants can speak Persian without switching to Raji. But when speaking Raji, even the oldest speakers don’t use numerous Persian words, but the middle generation switch to Persian rather often, inserting Persian phrases and words that show no phonological or morphosyntactic integration into the Raji dialect. In the speech of the oldest speakers, no code switching pattern was found when they were speaking by Raji dialect while the code-switching pattern was more typical for representatives of the middle generation. They switch to Persian mainly to compensate the insufficiency of their Raji vocabulary. In their casual speech they often insert Persian words that are not integrated into the Raji dialect structure. On the other hand, the attempts of the middle generation to use &quot;as much Raji as possible&quot; during the interview with a researcher confirm that they are conscious of the insufficiency of their language competence. During the interviews they prefer to adapt Persian words to the Raji dialect phonologically and morphologically, sometimes they even try to use Raji numerals that are not used by older people. Such unpredictability of code-switching, together with weakening of sociolinguistic motivation and insertion of Persian words and phrases as a result of the vocabulary reducing, seems to be one of the symptoms of the gradual language loss.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1958]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1782">
    <dcterms:title><![CDATA[A Comparative Analysis of Cohesive Conjunctions Use in the Weather Forecast of Native and Non-Native Reporter]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study analyzes 2 types of texts which has been taken in one accidental day one from weather forecast news of BBC channel(reporting by native speaker of English), and another from NHK TV(reporting by non-native speaker of English).The Cohesive devices (reference, conjunctions, substitutions /ellipsis, lexical cohesions) were identified in both texts and then conjunctions were chose from 2 texts to compare with each other from 2 points of view:1)type of cohesive conjunctions which are used in two texts and 2)frequency of them. Findings of the study indicated differential uses of cohesive conjunctions in 2 texts and more uses of some cohesive conjunctions in non-native English speaking reporter.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1809]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1783">
    <dcterms:title><![CDATA[The Review of Interaction Enhancement and Efl Learners&#039; Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Interaction Hypothesis, Input Hypothesis, Output Hypothesis, Input, Output, Modify  ABSTRACT  Current article investigates through Interaction Hypothesis and its advantages in learning language. This study distinguishes similar hypothesis such as, Input and Output Hypothesis to make a better understanding of Interaction Hypothesis. Interaction gets merits of integrated Input and Output hypothesis to prepare interactive atmosphere for learners to modify the inputs and show their learning by making their own outputs.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1832]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1784">
    <dcterms:title><![CDATA[The Review of Interaction Enhancement and EFL Learners&#039; Language Learning.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Interaction Hypothesis, Input Hypothesis, Output Hypothesis, Input, Output, Modify.  ABSTRACT  Current article investigates through Interaction Hypothesis and its advantages in learning language. This study distinguishes similar hypothesis such as, Input and Output Hypothesis to make a better understanding of Interaction Hypothesis. Interaction gets merits of integrated Input and Output hypothesis to prepare interactive atmosphere for learners to modify the inputs and show their learning by making their own outputs.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1803]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1785">
    <dcterms:title><![CDATA[Issues in Syllabus Design: Needs Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper is trying to define the needs and then categorize the needs according to different dimensions and see the factors influencing needs analysis (NA).NA should consider both present and future needs of the learners in one dimension and needs of the instruction program and authorities in another dimension. The Needs can be acquired from the learners to see what their necessities are in the real world. Target needs are different from the learner&#039;s needs also authorities and teachers expectation of the course affect the selection of the target needs and their grading in that course.NA in necessary in Both General purpose English and ESP (English for specific purpose) but in ESP the learners are more aware of their own needs. Sometimes they can participate in curriculum development in planning, implementing, evaluation, management and administration in order to make them involved and motivate them for language learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1786]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1786">
    <dcterms:title><![CDATA[The Effect of Daynamic Assessment on Iranian Efl Learner&#039;s Use of Discourse Markers in Their Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the impact of Daynamic Assessment on Iranian EFL Learner’s use of discourse markers in their writing. The participants of the study were 60 undergraduate students , who were learning English at the Zabansara institute of Marand. For eliciting the necessary data, participants were given a pretest of writing ability to check their initial knowledge about using of discourse markers in their writing. We divided participants to two groups, control and experimental . The experimental group were then exposed to explicit instruction of discourse markers by Daynamic Assessment approach , for six successive sessions. The control group received no instruction. Finally, a post test was administered to them for measuring their writing ability with discourse markers in focus. The findings indicated generally that explicit instruction of discourse markers by Daynamic Assessment approach significantly improves EFL Learner’s use of discourse markers in their writing. These findings call practitioners to pay more attention to discourse markers in their writing , which their using of discourse markers and their writing ability developed by explicit instruction of discourse markers through DA approach.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1930]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1787">
    <dcterms:title><![CDATA[Key of Language Assesment: Rubrics and Rubric Design]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: rubric, rubric design, language assesment, rubric types, performance assessment  ABSTRACT  Rubrics are the guidelines of language instructors in the continuum of language teaching process. They play a role in the clarification of grading process. While walking on the way of grading, a language instructor can`t ignore the milestones of that process, which are objectivity, consistency and efficiency.  This paper aims to provide an understanding towards rubrics and its concerns such as definitions and types of rubric, where and how to use it, what the most appropriate use is, understanding of rubric design from different perspectives and its in-class use etc. The literature review on rubric design is examined and aimed to propose a guide to understand it in this paper]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1971]]></dcterms:extent>
</rdf:Description></rdf:RDF>