<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/1921">
    <dcterms:title><![CDATA[Using Physical Games in Teaching Vocabulary to Adult Learners of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: physical games, vocabulary teaching, adult learners, teaching English, feelings  ABSTRACT  Language teaching is not teaching only the grammar, vocabulary, or pronunciation. A real language teaching includes all parts of the target language. However, in many cases either grammar teaching or vocabulary teaching is emphasized. A thorough review indicates that vocabulary teaching has an important place in language teaching. Learners may express themselves without sound knowledge of grammar but this is not the case considering lack of vocabulary.  Research has shown that educational games can have positive impact on student learning and motivation regarding the traditional ways of teaching vocabulary. Games seem more effective in terms of teaching vocabulary.  The present paper is based on the study investigating the effectiveness of vocabulary games in teaching vocabulary to adult learners of English. The main purpose is to try to answer the question “How do the physical games affect the process of teaching vocabulary to adult learners of English?” It can be concluded that vocabulary games are heavily effective in vocabulary teaching.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1834]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1920">
    <dcterms:title><![CDATA[Teachers’ Beliefs on the Use of Melody and Songs in EFL classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: EFL, Melody and Songs, Teachers&#039; Beliefs, Language Teaching  ABSTRACT  The purpose of this study was to examine the beliefs of English language teachers about the importance of using melody and songs in language teaching. As a result of this study, it was found that teachers’ beliefs were influenced by personal experiences, classroom experiences, and in-service training. In addition, it was seen that teachers’ knowledge of melody and songs was highly related to their confidence of implementing activities with melody and songs in their teaching practice. Teachers’ personal and professional concerns about integrating melody and songs were considered to be taking place among the most important factors having effects on the integration of melody and songs in EFL classes. Implications of the study were mainly on inclusion of melody and songs in teacher training to provide teachers with necessary background to increase the use of melody and songs in EFL classes.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1889]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1919">
    <dcterms:title><![CDATA[Preference of Indirect Answers by High School Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Politeness, Second language acquisition,Indirectness, Conventionally Indirect Answers, Tendency to select  ABSTRACT  This paper, based on a qualitative study conducted among high school students, investigates the tendency to select non-conventionally indirect answers by high school students while performing basic speech acts.The instrument used in the study was a discourse completion test (DCT), which has ten multiple-choice questions. In this instrument, the subjects were given five request, two offer and two invitation situations. The survey included twenty-five ninth-year students learning English at a government high school.According to the findings of the study, the majority of subjects preferred to give conventionally indirect (CI) answers in request situations. As for the offer and invitation situations, the results showed that the percentage of selecting non-conventionally indirect (NCI) answers was higher than the others for rejecting an offer or an invitation. Finally, some suggestions have been developed for further research.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2088]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1918">
    <dcterms:title><![CDATA[Foreign Language Classroom Anxiety and Its Relationship with Students’ Gender and Educational Level of Parents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: Foreign language classroom anxiety, anxiety scale, parents, gender, university students.  ABSTRACT  The aim of this study was to determine whether there was a relationship between students’ foreign language classroom anxiety and educational level of their parents and genders. In this study, a Likert type scale, which was developed by Horwitz, Horwitz and Cope (1986) and adapted into Turkish by Öner and Gedikoğlu (2007) was used. ‘Foreign Language Anxiety Scale’ was applied to 278 freshmen students at Faculty of Science and Letters in the academic year of 2011-2012 at Bingöl University. 154 participants were female and 123 were male. The scale’s validity and reliability were examined and Cronbach Alpha coefficient was found 0.91. The data were analyzed by SPSS (20). The findings of the study revealed that there was no meaningful difference in foreign language anxiety levels of participants in terms of their gender. The results of the study also proved that the students whose parents were primary school graduates scored higher in foreign language anxiety scale than those whose parents were graduates of high school. The education level of the parents was found as a significant factor that affected foreign language classroom anxiety]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2061]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1917">
    <dcterms:title><![CDATA[Translation Science as an Aid to Second Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: translation, SLT, skopos, cultureme, meme  ABSTRACT  In line with the findings of authors such as Cook (2010), Widdowson (2003), Malmkjær (1998), who have advocated integrating translation in second language teaching (SLT), the paper proposes adopting selected approaches from translation science as teaching strategies aimed at enhancing learners’ cross-cultural communicative competences. Firstly, the functionalist perspective with the “skopos” theory (Reiss and Vermeer 1984) is presented, according to which translation can take a number of forms and pursue different strategies to best fulfil its intended purpose and thus enable effective cross-cultural communication. This theory introduces the concept of the cultural embeddedness of language, which was also at the core of the so-called cultural turn in translation science and according to which a message can fully be understood only if embedded in the context of the culture underlying it. Furthermore, to fully envisage the interrelatedness of language and culture I suggest viewing communicative situations in the light of the “cultureme theory” (Oksaar 1988, Kocbek 2012) where culturemes are defined as patterns of communicative behaviour, i.e. as socio-cultural categories realised through realisational and regulatory “behaviouremes”. Realisational behaviouremes refer to verbal, paraverbal and non-verbal aspects of a communicative act, while the regulatory ones involve extra-linguistic factors, such as time, space, status, social order, culturally-specific norms and conventions, etc. The concept of cultureme as a teaching tool can be applied in SLT at different levels and with varying degrees of complexity – from simple communicative situations such as greeting customs to complex communicative acts requiring the use of culture-specific text types. Finally, to acquaint learners with ideas, concepts, conventions and cultural practices which have no corresponding counterpart in their culture (i.e. memes), translation is proposed as the vehicle for transferring such culturally-bound concepts across cultural and linguistic boundaries (i.e. as a survival machine for memes) in accordance with Chesterman’s theory of memes (1997).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1703]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1916">
    <dcterms:title><![CDATA[Use of Literary Texts in Language Classrooms: A Fun Way of Teaching English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: motivation, literature, language teaching  ABSTRACT  Use of literary texts in language classrooms has long been a concern for researchers. Underlying rationale for the use of different genres of literature lies in the fact that they familiarize language learners with different uses of the target language through authentic materials. Furthermore, literary texts provide a student-friendly atmosphere which is conducive to meaningful and entertaining learning.  Language learning is considered to be a demanding endavour for language learners. Included in the challenges associated with language learning are affective variables. However, literary texts, while exposing the learners to the imaginary and calming world of literature, help learners cope with anxiety or stress which might be exerted and witnessed in the process of language learning. Along with the aforementioned advantages, literary texts promote higher level of thinking skills such as synthesizing, analyzing and critical thinking.among language learners.  The first part of the presentation will be devoted to the rationale for using literary texts in the language classrooms with an emphasis on their potential benefits. In the second part, the presenter will provide information on a number of literary genres which can be employed in language classrooms.  The presenter will end up the session with an exemplary demonstration as to how short stories ,as a literary genre, can be utilized in language classrooms. The last part of the presentation will be interactive through the participation of the audience.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1808]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1915">
    <dcterms:title><![CDATA[The Necessity of Re-Interpretation of Sources of Literature History With Reference to Two Odes Each From Bâkî Who Is the Repsesentative of Epicurean Philosophy and Nâbî Who Is the Representative of Philosophical Style]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Comparative literature, Epicurean philosophy, Philosophical style, Bâkî, Nâbî.  ABSTRACT  Definitions that are far away from wholesome and deep observations as in “Literature which is distant from public, real life, social tradition, customs and worries…” that is uttered for the Classic Turkish poetry tend to lose their meaning in today’s time and interpretations with much realistic, suitable evaluations began to be made. Doing such interpretations both for sources of classic Turkish literature history and for knowledge that could not rid itself from being a matter of memorization is essential. For such lacking interpretations introduces lots of poets incompletely.  According to this world-view known as Epicurean philosophy, one needs to make good use of his short life, needs to enjoy life by putting aside sorrow, grief and sadness. In philosophical style, it’s essential that social and political events stating advice and counsel should be uttered wisely, sayings and idioms reflecting the life style of society and some concepts should be told in an advice giving matter. In classic Turkish poetry, Bâkî is accepted as the representative of one of the ode styles known as “Rint”, and Nâbî as philosophical style. Thinking that Bâkî, who is the representative of Epicurean philosophy known as the life philosophy, which is suitable to “Rint”, in classic Turkish poetry, would write poems based on a single mood of his is contradictory to human psychology and sociological practices. While moods showing variances is a scientific reality, defining it as “Rint is a poet.” for Bâkî would be an incomplete interpretation thus emphasizing the necessity of more realistic interpretations and definitions by carrying the main goal of this study beyond the boundaries of such classic, parrot fashion interpretations. The knowledge, which is Rint style odes of Bâkî greatly aggregate, is not wrong but doesn’t mean that Bâkî cannot write or may have not written in philosophical style (pulpy, wisely, erudite) – just as Nâbî, the representative of the philosophical style. Similarly, it’s not plausible to say that Nâbî may not have written in Rint style odes on the psychology of his scientifically presenting variability. For this, putting the info in literary history books stating that poets may write poems in different styles will serve better for poets to be understood completely.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2107]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1914">
    <dcterms:title><![CDATA[Whose Business is it to Teach English Numerals]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaching Numerals, Business, L1interference  ABSTRACT  A queer incident happened at an Arab airport. The immigration officer detected an anomaly in the documents of a minor child. While the passport of the minor indicated that she was born on March 13, the visa issued by the Arab government was for a child born on March 31. The family was stranded. It took several hours for the error to be detected, and many more before the minor was allowed into the country. The error was because of the way numerals are stated and written in Arabic which is distinctly different from that in English.  Teaching numerals is the domain of Mathematics. But teaching the linguistic aspects of the numerals is a language teacher’s task. Most languages employ a uniform method in stating cardinal numbers from 1 to 20. But between 21 and 99, barring the double numbers, there is no uniformity. As an illustration, the number 37 could be stated in five different ways. While some languages state the ‘tens’ first followed by the ‘units’, (thirty + seven), some state the ‘units’ followed by the ‘tens’ (seven + thirty). A third states the ‘tens’ and uses an ‘and’ before the ‘units’ (thirty and seven), while the fourth states the ‘units’ and employs an ‘and’, before the ‘tens’ (seven and thirty). So, when adults learn an L2, learners could face problems, especially in writing these numerals. This researcher, engaged in teaching English as L2 to Arab learners, encountered some problems unique to them. For example, when asked to write the numeral ‘twenty four’, several learners wrote 42. This error could have disastrous consequences in the banking industry. This paper attempts to present this problem to teachers of Business English, account for their occurrence and suggest methods to overcome it.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1905]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1913">
    <dcterms:title><![CDATA[Understanding and Misunderstanding Elements of Communication]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: meaning, understanding, misunderstanding, sign, communication  ABSTRACT  This paper ponders certain questions underlying any act of communication, such as: – how do we know that communication is successful? or - how do we know that a group of people really understands written or spoken signs of another group of people? Is it, perhaps, possible that we have gotten used to misunderstandings so much that we do not notice them any more (like the air that we breathe), and become cognizant of them only when they exceed a certain limit? Misunderstandings play an important, sometimes tragic, role in our lives. Among people belonging to the same social group or community, misunderstandings are contingent upon those subjective elements of meaning which vary from one person to another. When it comes to relations among different groups or entire communities, the causes of misunderstanding are specific, group related elements of meaning that differ from one group to another. And yet, despite all these hurdles, people do understand each other in most cases, and often work towards a common goal, sometimes involving a whole group, nation or the population of the globe.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1723]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1912">
    <dcterms:title><![CDATA[Gender in the Written Media: A Comparative Study between English and B/C/S]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: gender, stereotype, advertisement, culture, media  ABSTRACT  The paper deals with the relationship of gender stereotypes and advertising language in women’s magazines in particular. First, some general theoretical background of gender and stereotype issues will be given. Types of stereotypes along with their classification will be elaborated on, though the focus will be on gender stereotypes. How women and men see themselves but also how they see each other is important in the process of identity and society formation. We attempt to make a connection between cultural stereotypes and their representation in the media. Does the media stimulate already existing stereotypes or produce new ones are questions we intend to answer in this paper. What is gender and does it influence the media and the language of media are some of the points that will be discussed in this paper as well. Further, research will be conducted on advertisements in both the English and B/C/S corpora, and compared and contrasted. Are there any differences and similarities between the two cultures? If yes, what they are and what messages they convey are also working issues of this paper.  Gender advertising is set on two patterns. Firstly, socially accepted behaviour of women and men differs significantly. Secondly, the notion of men&#039;s dominance and woman&#039;s passiveness is culturally influenced and deeply embedded in consumers&#039; minds. Sexual objectification of women just adds to this theory. Masculine roles in advertising are highly valued and appreciated. Feminine roles in advertising are, contrary to that, devalued and derogatory.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1966]]></dcterms:extent>
</rdf:Description></rdf:RDF>