<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/1788">
    <dcterms:title><![CDATA[The Usage of Visual Aids and the Academic Achievement of the Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Academic Achievement,Using visual aids,Visual aids,Grammar,FLT  ABSTRACT  The usage of visual aids in foreign language teaching and learning is very crucial. This study aims to investigate the effect of the usage of visual aids on the academic achievement of the students in the prep-school of Gaziosmanpaşa University, Tokat. 53 participants of the 63 students participated to the study. The results show that there is an effective usage of visual aids at the prep-school of the university. However there is not a significant effect of the visual aid usage on the academic achievement.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1898]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1789">
    <dcterms:title><![CDATA[Metacognitive Regulations in Adult Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study examines the relationship between metacognitive regulation and the acquisition of passive vocabulary knowledge among Malaysian adult ESL learners. Metacognitive regulation involves decisions about planning, monitoring, or/and evaluating the best ways to acquire English vocabulary.  Two entities make up metacognitive regulation in this study namely selective attention such as making notes of words which seem important, and self-initiation such as reading other English reading materials besides textbooks to expand one’s vocabulary knowledge. The metacognitive regulation level of the ESL learners is analyzed using the Vocabulary Learning Questionnaire. Simultaneously, their passive vocabulary knowledge is assessed using the Vocabulary Levels Test. Passive vocabulary knowledge is usually defined as what one needs to know about a word in order to use it in reading and listening. 360 university students aged between 18 to 21 years old were involved. Though metacognitive regulation is not that preferred by the respondents, it positively and significantly correlates with passive vocabulary knowledge. Further discussion focuses on the significance of metacognitive regulation in vocabulary acquisition. This paper concludes with a discussion on the pedagogical implications of these results.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1708]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1790">
    <dcterms:title><![CDATA[Stylistic Analysis of Contemporary Russian Advertisement]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Linguistic Stylistics, Contemporary Russian Advertisement  ABSTRACT  The paper explores the stylistic features of a contemporary russian advertisement. Definition, classification and short historical development of a russian advertisement are considered as well as a structure of the advertisment text and the function of slogan.  It can be argued that advertisment has its own place in functional style systems. Different frequency of functions of language (by Jakobson) form a specific communication with consumers. The analysis includes different levels of language, i.e. phonological, graphological, morphological, lexical and syntactic level, for ex., use of proverbes, neologisms or idioms on a lexical level or use of pronouns and adverbs on the morphological level.  Rhetorical figures are used very often, which makes advertisment persuasive, impressive and effective. Paper also explores their use and use of war metaphors.  The analysis is based on different types of advertisement in russian magazines. It can be argued that the contemporary russian advertisement has a complex linguistic and stylistic structure.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1888]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1791">
    <dcterms:title><![CDATA[ESP in the Academia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:ESP, vocational English, academia, teaching, syllabi  ABSTRACT  The role of the English as lingua franca is indubitable, and our academia acknowledged this fact a long time ago. Nowadays it is almost impossible to find any university programme or department which does not have English course(s) in their curricula. Understandably, the particular syllabi have been made according to the specific, usually vocational, needs of each of the programmes or departments. Nevertheless, if a closer look is made into the syllabi of English language departments in Bosnia and Herzegovina, it becomes obvious that very little, if any, attention is paid in teaching English for Specific Purposes. Even though one can see some traces of ESP in the above-mentioned departments, the majority of teaching has still been focused on teaching what can be called “general English”.  This presentation will focus on the results of the survey of the present state in teaching of the ESP at the University of Banja Luka, the second largest university in Bosnia and Herzegovina. There has been a need felt that the English departments throughout the country should immediately take some action into introduction of courses in ESP not only in the first cycle studies, but also in the second and the third. There is a need felt in the academia for professionals who will both be experts in the language itself and the specific needs which each branch of the ESP has.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2056]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1792">
    <dcterms:title><![CDATA[Task Based Learning - New Challenge in Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: task based learning, teacher, european framework, national curriculum, education  ABSTRACT  Task Based Learning is one of the approaches in the area of applied linguistics and second language teaching studies. There are still too little researches made about this approach. So far it is too frequently underlined the fact that a teacher is only a tutor in the class, that he has to be less possibly included in the process of learning and acquisition. That&#039;s a well known fact, but Task BAsed Learning brings a whole new perspective. The teacher is the one that uses his creativity and responsibility to control the ways in which the students learn some new lexical or grammatical units. Accept representing a new approach, it also puts a serie of new challenges before the whole education system. In this paperwork those new challenges will be presented and followed by some examples in the context of some european national curriculums, and, in the end, also in the context of the croatian education system. Common european framework for languages is one of the basic documents in which are listed the main challenges of this new approach. We shall see also in what way Croatia handles new teoretical and practical trends. So there will be also presented a Croatian national and educational standard as an attempt to create a certain guide for teachers that would provide them directions to design a teaching process with high quality. This paperwork brings a detailed teoretical review together with some particular examples from the national curriculums, and also it represents a good foundation for the future researches in order to improve the quality of education not only for Croatia, but in all the education systems around the world.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1795]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1793">
    <dcterms:title><![CDATA[Kreativni Postupci u Nastavi Književnosti]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Creativity, Literature, Teaching  ABSTRACT  In this paper authors are writing about possibilities of using creative methods in teaching literature using multiple intelligence system, mind mapping, and creativity of the pupils. These authors wrote a book &quot;Kreativni postupci u nastavi književnosti&quot; (Creative approach in teaching Literature) and the paper presents the theoretical aspects of approaching creativity. Main question is: how we can make teaching Literature better and more interesting, and in the same time using Gardner&#039;s models and mind mapping? How we can use creativity as a process of teaching? How pupils and students can use simple workshops and combine all the methodical and didactical, pedagogical as well as psychical methods in understanding Literature? Is it possible to use logical-mathematical and spacial type of intelligence with linguistic or musical in teaching Literature? And how we can develope creativity we already have. Author&#039;s are trying to answer to these questions]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1876]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1794">
    <dcterms:title><![CDATA[The Role of Texual Input Enhancement in the Second Language Acquisition of English Passive Voice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Texual Input Enhancement, Explicit,the second language acquisition, English passive voice  ABSTRACT  The question of whether or not grammar should be taught has been determinedly debated in the fields of language pedagogy and second language acquisition. Some scholars (e.g. Ellis, 2003) are against form-oriented language instructions such as the Grammar Translation Method, because they state that grammar is acquired naturally if students are exposed to the sufficient input so there is no need to be taught. Others (e.g. White, 1987) have an opposing opinion, focusing on the inclusion of formal grammar teaching. They argue that instruction is necessary, as some grammatical features cannot be acquired naturally. Taking into consideration that both techniques aim to present the input in such way that learners’ attention is drawn to the target feature, the research conducted here focuses on how textual input enhancement affected the acquisition of the passive construction in English in the long term that compares traditional ‘form-focused’ instruction. Sharwood Smith (1991:118) defines input enhancement as ‘the process by which language input becomes salient to the learner.’  Ninety Libyan students from one Libyan university participated in the study, were randomly assigned to one of three different conditions; enhancement, explicit and control groups. Participants in the enhancement group received enhanced reading passages in English with all passive forms highlighted; participants in the explicit group received explicit teaching and participants in the control group received no enhanced reading texts or instructions.  An analysis of the participants’ responses revealed that participants in the explicit group show better knowledge of English passive than the enhancement and control groups. However, they were unable to show further improvement in the delayed post-test (long term) as the enhancement group did. The results of this study showed that textual input enhancement proven to be more effective in the long term than explicit and no instruction conditions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1804]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1795">
    <dcterms:title><![CDATA[Do Language-Tasks Contribute to the Learning of Beginning-Level Chinese?  A Case-Study from a Children’s after-school CFL Class in Denmark]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: language tasks, participation, negotiation, after-school beginning Chinese class  ABSTRACT  Language-tasks, as part of a Communicative Teaching Approach to foreign language teaching, have been frequently promoted in current second or foreign language teaching classrooms. Although language-tasks were introduced many years ago, language researchers still do not agree on the definitions and possible effects of language-tasks on foreign language acquisition. This has not, however, prevented foreign language teachers, syllabus designer and researcher from exploring the use and effects of language-tasks. On the contrary, it seems to have inspired them. Some language researchers argued that language-tasks provide students with better opportunities for foreign language acquisition than other approaches. In recent years, a wide range of research has shown strong evidence of the benefits of tasks on foreign language acquisition (Long, 1989, 1996; Duff, 1986; Pica &amp; Doughty, 1985) and it may be one of the most important explanations of its popularity. However, it is worth mentioning that a majority of these positive findings are derived from adult learners, at an intermediate proficiency level (Bygate et al., 2001) and in laboratory or controlled ESL contexts (e.g., Skehan &amp; Foster, 2005). Because of the good results with adult learners, some teachers have, unreflecting, taken the benefits of tasks for granted and adopted them as a panacea in foreign language classrooms. One needs to, however, ask oneself whether these findings have value for all kinds of learners and situations. A few studies have been conducted in other contexts than the above mentioned, and these studies have indeed made a number of challenges in relation to the use of tasks in foreign language teaching and learning visible. Swan (2005), for instance, mentions that the use of tasks is considerably less effective for the systematic teaching of new language; Bruton (2005) indicates that the effects of tasks in secondary school foreign language classrooms are relatively limited. Carless (2007) argues that the use of tasks has to be adapted to local school contexts in order to be effective. These studies indicate a need to rethink the use of tasks and their suitability in different contexts, and this seems not least to be true for beginning-level child learners of non-European languages. To this end, this paper aims to explore the feasibility and suitability of the use of tasks in two Danish children’s after-school beginning-level Chinese classes. Qualitative data, including interviews with students and transcriptions of audio- and video-recordings on completing assigned tasks among students, are used in this study in order to get an in-depth understanding of the extent of effects of tasks on Chinese classroom. This study confirms previous findings that the use of tasks is positive in terms of increasing student’s participation, peer interaction and their assistance. It also shows how the interplay of various factors has an impact on the effects of tasks in beginning-level Chinese classroom. Finally, a number of tentative suggestions for the use of tasks with young beginning learners in Denmark are proposed. This paper seeks to explore the following questions:  RQ 1 What effects does the use of tasks have on after-school beginning level Chinese classroom?  RQ 2 What factors impact on the use of tasks in after-school beginning level Chinese classroom?  RQ 3 What adaptions might make it more suitable to the use of tasks in after-school beginning level Chinese classroom?]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1916]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1796">
    <dcterms:title><![CDATA[Türkçeyi Yabancı Dil Olarak Öğrenenlerin Yazılı Kompozisyonlarının İçerik ve Biçim Açısından Değerlendirilmesi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:languge education; languge testing and assessment  ABSTRACT  Yazma, beyinde yapılandırılmış bilgilerin yazıya dökülmesi işlemidir. Bunun için öğrencilerin dinledikleriyle okuduklarını iyi anlamaları ve zihinde yapılandırmaları gerekmektedir. Yazma duyguların, düşüncelerin, isteklerin, tasarıların yazılı olarak ifade edilmesidir. Yazma, insan düşüncesini çeşitlendirilmesi ve geliştirilmesi, düşünceyi kalıcı kılması ve sözü kişinin sınırları dışına taşıması nedeniyle önemlidir.  Öğrencilerin yazma becerisini ne ölçüde geliştirdiklerini ve eksik ve güçlü yönlerini tespit etmek; yazma etkinliklerinde yapılacak etkinliklerin planlamasını etkili bir şekilde yapmak yazma becerisinin ölçülmesine ve değerlendirilmesine bağlıdır. Yazma becerisi ölçülürken ve değerlendirilirken yazının şu dört boyutuna dikkat edilmelidir (Kantemir, 1995; Deniz, 2000; Özkırımlı, 1994; Olgun, 1996):  1.Dış yapı: Yazının kâğıt üzerindeki görünüşü.  2.İçyapı (anlatım): Yazıda anlatılan duygu veya düşünce.  3.İmla: Dilbilgisi kurallarına uyma ve kelimelerin doğru şekilde yazımı.  4.Noktalama: Yazının anlaşılmasını kolaylaştıran işaretler.  İçerik değerlendirilirken dikkat edilmesi gereken kriterler ise şu şekilde sıralanabilir (Blasingame, 2000; Kozlow ve Bellamy, 2005; Paquette, 2002; Shuul and Sullivan, 2001).  1. Fikirler: Yazının vermek istediği mesaj  2. Organizasyon: Anlam akışı ve fikirlerin mantıklı sıralanışı  3. Üslûp: Yazarın yazıya verdiği kişilik, tat ve stil  4. Kelime seçimi: Etkili ve doğru kelime kullanımı  5. Cümle akıcılığı: Cümlelerin düzgün ve akıcı olması  Çalışmada, Türkçeyi yabancı dil olarak öğrenenlerin yazılı ürünlerinin içerik ve biçim açısından değerlendirilmesi amaçlanmaktadır. Böylelikle hem Türkçeyi yabancı dil olarak öğrenenlerin yazılı anlatımda karşılaştıkları güçlükler tespit edilecek hem de Türkçeyi yabancı dil olarak öğretenlerin yazılı anlatımı geliştirmek için yapacakları etkinlikleri planlarken dikkat etmeleri gereken ilkler ortaya çıkarılabilecektir.  Araştırmanın yöntemi olay ve olguları betimlemek amacıyla yapılan alan araştırması yöntemidir. Araştırmanın çalışma evreni TÖMER’de Türkçeyi iyi seviyede öğrenen yabancı uyruklu öğrencilerdir. Bu everenden seçilen ve Gazi Üniversitesine bağlı olarak çalışan TÖMER’de Türkçeyi iyi seviyede öğrenen 50 öğrenci ise örneklemi oluşturacaktır. Bu öğrencilerden toplanan yazılı kompozisyonlar yukarıda sıralanan kriterlere göre araştırmacı tarafından geliştirilen ölçek kullanılarak değerlendirilecektir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1902]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1797">
    <dcterms:title><![CDATA[Teaching English through Authentic Songs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills  ABSTRACT  The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1983]]></dcterms:extent>
</rdf:Description></rdf:RDF>