<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/1798">
    <dcterms:title><![CDATA[Morphological and Phonological Transformation of Turkish Loan words in Bosnian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Balkans, Turkish lnaguage. Bosnia, Phonology,Transformation,morphology  ABSTRACT  The concepts of culture closely interact with the language. The relations between culture and language are two separate aspects. In fact, two different aspects and opinions can be combined; on the one hand language is living and developing in the culture, on the other hand culture exists in the language.Every culture has its langugae, every langugae has its own culture. In relationship between language and culture, the people speak the language which is representing tradition and beliefs as well as information about lifestyle. Therefore, results of the changes in the lifestyle of people, directly affect people&#039;s life and language. Interaction betwen languages throughout the history of languages in the Balkan region which is the best known linguistic area of old OttomanTurkish culture for hundreds of years is still functioning. In this paper, based on linguistic relationship generated by Turkish speaking community, morphological and phonological transformation of Turkish loan words in Bosnian language in Bosnia and Herzegovina has been studied by indicating how some words have changed either in form or phonetically.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1789]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1799">
    <dcterms:title><![CDATA[Multisensory Approach of BBC&#039;s Program Muzzy in Teaching Foreign Languages to Young Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Multisensory, stress-free, teaching program, foreign language, young learners  ABSTRACT  A multimedia program Muzzy is a linguistically recognized and multiple award-winning program for teaching and learning foreign and second languages, developed by The British Broadcasting Company (BBC). It has been originated from an animated movie entitled Muzzy in Gondoland (1986) and its sequel Muzzy comes back. In spite of these movies’ initial aim to teach exclusively English language, due to their remarkable success in young learners&#039; English language acquisition, the movies have been redesigned into an educational program shortly entitled Muzzy. Nowadays, it is used for teaching not only English, but also many other languages worldwide. The essence of Muzzy lies in its entertaining and multisensory approach to language teaching and learning, presenting the linguistic items in meaningful context and stress-free environment. The research paper focuses on the way this program operates in terms of its main concept, and the analysis of the program&#039;s linguistic and cognitive aspects and components, as well as how the program deals with some common acquisition barriers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1790]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1800">
    <dcterms:title><![CDATA[A Comparative Study Literature Use of ELT Teachers with an ELT Background and Those with a Literature Background in Their Reading Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teachers’ perceptions, curriculum, ELT, reading classes, literature use  ABSTRACT  This study was conducted to determine whether English language teachers’ perceptions, attitudes and practices about the use of literature depending on their educational background, ELT or Literature, vary during their teaching practices in reading classes. Several curriculums of English Language Teaching (ELT) and English Language and Literature Departments of some private and public universities at undergraduate level have been compared to see to what degree they differ in their curriculum; the percentage of literature and related courses among these programs. And to what extent these differences in undergraduate programs lead to different practices in reading classes.The study also aimed to reveal the advantages and disadvantages of incorporating literature into ELT from teachers’ perspectives depending on their educational background. The study was conducted with 120 preparatory class instructors working in private and public universities in Istanbul. The data were collected through a questionnaire and were evaluated on SPSS (Statistical Package for the Social Sciences). The findings have revealed that teachers, whose language practices or experiences about teaching come from different educational backgrounds, tend to take a different approach to using literature in their reading classes. The findings also have revealed that teachers with a literature background believed in the benefits of using literature and literary works on improving the overall language proficiency, improving reading skills, contributing to vocabulary development during their reading classes. On the other hand, the findings have revealed that teachers with an ELT background mostly did not believe in the necessity of using literature as part of their reading classes. And those with an ELT background who believed in the necessity of using literature in their reading classes did not see themselves competent and did not feel confident in using literature.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1777]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1801">
    <dcterms:title><![CDATA[Shedding Light on Production of Idioms by ESL Learners: A Quantitative Study at International Burch University]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: figurative expressions, idioms knowledge, idioms production  ABSTRACT  Learning a language implies learning both, its literal and figurative elements. Idioms, as figurative expressions in language, are considered as very important part of communication, since they are commonly and very often used in English language in speaking and writing, as well as in formal and informal context. The aim of this paper is to present results of a study which purpose is to investigate whether there is a correlation between idioms knowledge and idioms production. The study is conducted at the International Burch University on the students of English Language and Literature Department on the assumption that even if learners of ESL are being taught and exposed to hear idioms, understand them and are aware of their importance, still, they are reserved when it comes to their usage in communication. Thus, answers will be sought on the following research questions: Can students recognize idioms? Do students understand idioms? Do students use idioms in their communication?]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1792]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1802">
    <dcterms:title><![CDATA[English Language Teaching with Web 2.0 and Faculty 2.0]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Language Learning, Information/Communication Technology  ABSTRACT  The Internet has the potential to enhance the collaborative and communicative goals of English language teaching. Use of online resources in language learning has dramatically increased in recent years with online courses and use of smart technology within the classroom. “The problem,” as reported by the Pew Higher Education Roundtable at the dawn of this information age in 1994, continues to be “that faculty—and hence the institutions they serve—have approached technology more as individual consumers than as collective producers.”  This paper considers the risks and rewards with creating and integrating information and communication technology into the English language classroom. Benefits to using online resources for language learning will be considered: authentic language, contact with a wider world of English speakers, motivating, entertaining, current, and applicable to content based-instruction. At the same time various drawbacks will be discussed: slow or non-functioning websites, navigation problems, high cost, and inadequate resources for language teaching.  Brown and Alder (2008) applaud the paradigm change brought about by recent instructional technology from “what we learn” to “how we learn.” Other issues, of course, that must be addressed include the “who”, “where”, and “why” of learning. This discussion about innovations forces us to rethink the process of “learning about learning.”  The presenter will discuss how online resources can be accessed through the use of computers, tablets, mobile phones, and other electronic devices as well as demonstrate free online resources he has developed for teaching pronunciation and vocabulary. He will also distribute an annotated “Webliography” of resources for teachers and students. This presentation will suggest that use of online resources can increase democracy and equity in the English language classroom while making these spaces more student-centered.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1817]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1803">
    <dcterms:title><![CDATA[Some Evaluations about the Place and Importance of Nasreddin Hodja Jokes in the Teaching of Turkish as Foreign Language in Bosnia And Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching language to the foreigners is a field requiring professionality in all aspects in our days. The studies done in the field have focused on the language teaching methods overall rather than the general traits of the language aimed to teach. The language to be taught in terms of the learner&#039;s profile, learning materials, motivation and age groups, methodologies applied, location, how and to whom it will be taught is totally another field of study.  In this paper, Nasreddin Hodja&#039;s jokes will be studied in terms of their place and importance in Turkish language teaching especially in Bosnia and Herzegovina which still survive from far past to our day within the verbal folk tradition in Anatolia and Bosnia and Herzegovina.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2091]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1804">
    <dcterms:title><![CDATA[The Importance of a Corpus-Based Study in Revealing the Precise Meaning of the Collocation Make Mistake]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: semantic preference, semantic prosody, collocation, corpus, corpus linguistics  ABSTRACT  Previous corpus-based studies have shown that semantic preference and semantic prosody can be of crucial importance in identifying the meaning of various lexical items (Sinclair, 1996; Partington 2004; Begagić, 2013). Since such research would be impossible without the advent of computers as well as specialized programs used for searching million-word corpora, the lexical items are examined within the scope of corpus linguistics.  This study presents a corpus-based analysis of the meaning of one of the most common V-N collocations in the Corpus of Contemporary American English (COCA) in two different registers, the newspaper and the academic one. In order to make the study as objective as possible, every second occurrence, of the first 100 randomly selected occurrences, is examined and all the word forms of the collocation make mistake are included, i.e. make mistake, makes mistake, made mistake and making mistake. All the word forms are carefully observed in the span of ten.  The OALD does not offer any definition under the both entries, make and mistake, however there are several examples of its usage under the entry of mistake, implying the existence of collocation. The present study indicates that at least two definitions should be placed under the entry of make mistake. The results also suggest that the meaning of the collocation is contingent upon the registers in which it is used. Moreover, the pivotal role of semantic preference and semantic prosody in identifying the meaning of make mistake is pointed out as well as the fact that million-word corpora are the only true sources that provide accurate and objective information about natural language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1893]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1805">
    <dcterms:title><![CDATA[ESKİ VE ORTA TÜRKÇEDE GEÇEN BAZI FİİLLERİN ÇEŞİTLİ ALTAY DİLLERİNDEKİ GÖRÜNÜMLERİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Altay dilleri, Eski Türkçe, Orta Türkçe, Fiiller.  ÖZET  7. yüzyıldan 16. yüzyıla kadar, “Eski Türkçe” ve “Orta Türkçe” olarak anılan dil devreleri içinde ortaya konmuş çeşitli dil yadigârlarından alınmış bazı fiil örnekleri, çağdaş Altay dillerinin (Turki, Moğolca, Tunguzca, Mançuca vs.) sözvarlığında hâlihazırda bulunan benzer şekil ve örneklerle karşılaştırılarak ses bilgisel ve yapıbilgisel açıdan incelenmiştir. Elde edilen sonuçların ışığında, Eski ve Orta Türkçede geçtiği tespit edilen bu örnek fiillerin etimolojik yapısı ve geçiş yolları ortaya çıkarılmıştır. Bu vesileyle Altay dillerinin bazılarında bulunan ses ve yapı açısından değişime uğrasa da aynı kökten türemiş veyahut eşasıllı olması kesin ya da muhtemel olan fiillerin durumuyla ilgili olarak genel bir değerlendirme yapılmış, Altay dillerinin ortak söz varlığı Eski ve Orta Türkçeden seçilmiş fiil kök ve gövdelerinin baz alındığı bir zeminde karşılaştırmalı olarak irdelenmiştir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1961]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1806">
    <dcterms:title><![CDATA[Arabic Education in the Ottoman Madrasas until the Reign of Sultan Mehmed II the Conqueror]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Ottoman Education System, Madrasas, Arabic Language Education, Teaching Methods, Arabic Grammar Books.  ABSTRACT  In this study, from the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror, the methods and books used in the education of the Arabic language in the curriculum in the Ottoman madrasas are examined. In this context, this study also determines the position of Arabic in the education of Ottoman madrasas.  The study population of this research constitutes the educational system of madrasas having been the higher education institutions during the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror. Described as the part of the study population, the sample of the research is mainly composed of Arabic education in these madrasas. In this study, upon using cluster sampling from the sampling techniques, Arabic education is divided into three groups, morphology (sarf), syntax (nahiv) and rhetoric (belâgat).  In this research which is a qualitative study, data acquisition methods, used in the qualitative studies as data sources, such as document collection and its analysis, the survey and the evaluation of the work pertaining to this area are applied. As the data of this research is qualitative, “documentary survey” is used as data collection techniques.  Studies indicate that the Arabic language, in the Ottoman madrasas, had a position to prepare the students for the religious sciences and it was taught so as to comprehend the religious texts. In the light of this information, it is proposed that whilst carrying out the modern education methods, the classical Arabic grammar books used by the Ottoman scholars be applied.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1734]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1807">
    <dcterms:title><![CDATA[The Research on Multiple Intelligence Profiles, Learning Styles and Critical Thinking Abilities of the Students of Bulent Ecevit University Preparatory School According to Different Variables]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Multiple Intelligence Theory, Learning Styles, Critical Thinking, Foreign Language Preparatory School, Student profile  ABSTRACT  The aim of this study is to determine how advanced the Multiple Intelligence sub-dimensions, determine the learning styles and critical thinking abilities of students of foreign language preparatory school and to find out how these values differ among each other and according to other variables such as the gender, types of OSS (Exam for admission to university) scores, departments of the students and the kind of high school they graduated from. In this study, a multiple intelligence inventory, a learning styles inventory and a critical thinking scale were used as measuring tools. The study was carried out on 391 students from the Compulsory Foreign Language Preparatory School of Bulent Ecevit University in 2008-2009 Fall semester. The data gathered were analysed with t-test and One-way ANOVA. When observed from the perspective of different variables, differences in favour of females, students of Faculty of Economy and Administrative Sciences, quantitative score type of University Entrance Exam and graduates of Anatolian High Schools were found out.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1731]]></dcterms:extent>
</rdf:Description></rdf:RDF>