<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/1891">
    <dcterms:title><![CDATA[ESL Teachers&#039; Professional Development on Facebook]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Facebook pages, ESL teachers, online communities ,professional development, social networks  ABSTRACT  ESL teacher from around the world can create or join Facebook pages, groups or clubs for ESL teachers for free. Those pages are online learning communities that provide opportunities for in-depth peer-to-peer interaction. They help teachers exchange knowledge, information and experiences. They create social inter-personal rapport among the participants. They foster dialog among teachers, promote asynchronous self-directed learning, peer support and greater involvement in teaching-learning and student-teacher issues. They provide opportunities for cognitive, social, and teaching presences and are essential for the successful development of online learning communities. Members of the Facebook ESL teachers&#039; pages constitute a homogeneous group of teachers from different countries and cultures and the climate of interaction is warm and positive. Members are inclusive, supportive and receptive of each other&#039;s ideas and attend to each other&#039;s needs. Members can upload and download resources such as tests, video activities, movies for the ESL classroom, ebooks, lesson plans, software, and worksheets. They post questions and receive answers about teaching and learning English such as: how to become a teacher, teaching via skype, grammar usage rules, improving students’ accent, ideas for increased comprehension, communicative activities, how to reinforce speaking, problems in teaching writing, reading, grammar, pronunciation…etc. Facebook teachers&#039; pages also enhance teachers’ awareness of non-conventional ESL teaching issues such as: Teaching business with no teaching certificate, Facebook pen-friends, teaching in rural schools in China, online tutoring, testing private students at Euro levels, using songs in TEFL, ideas for teaching presentation with 600 students, and others. The presentation will give examples of Facebook pages, groups or clubs for ESL teachers, kinds of topics, issues and problems posted about the teaching and learning of English to students of all ages, the role of Facebook teachers&#039; pages in professional development as perceived by a sample of ESL teacher members.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1921]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1890">
    <dcterms:title><![CDATA[Metaphors and Metonymies in the Poem “Santa Maria Della Salute” and Their Translation into the English Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to shed a new light on translation of metaphors and metonymies into the English language. For this purpose, the author has chosen one of the most prominent poems, “Santa Maria della Salute”, written by the famous poet, Laza Kostić. By using the contrastive approach, the author, who is at the same time the translator of this poem into the English language, has endeavoured to give a new insight into the area of translation and semantics. Many examples of metaphor and metonymy will be compared and thoroughly analyzed in order to determine their similarities and differences in both languages. This also represents an attempt to outline the basic components and universality in metaphor. The conceptual metaphors are considered to be largely or mostly universal, more universal than either language or social reality. This paper deals with cultural variation in metaphor, especially its cross-cultural dimension. A general-level conceptual metaphor is, according to Kövecses (2006: 158), instantiated in culture-specific ways at a specific level. Many of our metaphors vary because our experiences as human beings also vary. On the other hand, our metaphors vary, because the cognitive processes we put to use for the creation of abstract thought may also vary. Another important factor for the use of metaphor is the context around us. It includes the physical environment, cultural context and also, communicative situation. All the culturally unique concepts and values that characterize cultures, including the governing principles and the key concepts, make the cultural context broader. For this reason, it was very difficult for the translator to transfer the Kostić’s metaphors adequately into the English language. As much skilled as the translator may be, he or she would certainly come up to certain cultural obstacles which are contained within culture-specific terms.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2083]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1889">
    <dcterms:title><![CDATA[Türkçe Öğrenen Yabancıların Konuşma Becerilerinde Sosyolinguistik Etkenler  Bekir İnce]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Sociolinguistics, foreign language teaching, Turkish education, cohesion, conjunction  ABSTRACT  Dilbilimsel yaklaşımlar, bir metnin anlamlı ve sağlıklı bir şekilde oluşabilmesi için &quot;bağlılık&quot; özelliğine sahip olması gerektiğini söylemektedir. Bağlılık ile ilgili çalışmalara baktığımızda bağlılığın metnin yüzeyindeki ilişkileri düzenleyen temel bir yapı olduğu görülmektedir (Halliday ve Hasan, 1976). Erdağı’na göre bir metnin yüzey yapısındaki dilsel birimler birbirlerine dilbilgisel kurallar çerçevesinde ardıl bir biçimde bağlıdırlar ve bu ise, metindeki dilsel, dilbilgisel uyum, yani bütünlüktür (Erdağı, 2008:14). Türkçe öğrenen yabancı öğrencilerin sözlü performansla oluşturdukları metinlerin iletişim amacına hizmet edebilmesi ve tutarlı olabilmesi, oluşturdukları metinlerin bağlılık özelliğine sahip olmasına bağlıdır. Halliday ve Matthiessen (2004) bağlılık yaratan dört büyük grup önermişlerdir. Bunlar metin içi göndergeler, eksiltiler, bağlaçlar ve sözcüksel bağlılıktır (akt. Akıncı, 2007). Yabancılara Türkçe dersi bağlamında öğrencilerin metin bağlılığı ile ilgili sorunlar yaşandığı bilinmektedir (Çotuksöken, 1983) Bu çalışma, yabancı dil olarak Türkçe öğrenen ve farklı coğrafyalardan gelen öğrencilerin sözcükleri, cümleleri bir araya getirerek metni oluştururken sıralama ve yan tümce bağlaçlarını ne sıklıkta ve hangi tercihle kullanma eğiliminde olduklarını ortaya koymayı amaçlamaktadır. Zira bağlaçlar, bağlama işlevleriden gelen özellik dolayısıyla, cümleler arasında konu ve anlatım bütünlüğünü sağlayan temel unsurlardır. Bu bağlamda Sakarya Üniversitesi bünyesindeki TÖMER’de A2/B1 seviyesinde eğitim gören Bosna-Hersek, Makedonya, Sırbistan ve Bulgaristan gibi Balkan ülkelerinden gelen öğrencilerin sözlü metinlerindeki bağlılık özelliği ile eşdeğer seviyedeki Türkmenistan, Azerbaycan gibi Türkî Cumhuriyetlerden gelen öğrencilerin sözlü metinlerindeki bağlılık özellikleri karşılaştırmalı bir bakış açısı ile incelenmiştir. Çalışma nitel araştırma olup alan araştırması yöntemine dayanmaktadır. Araştırma kapsamında öğrencilere yabancılara Türkçe öğretiminde kullanılan bir kısa film izlettirilmiş akabinde ise öğrencilerle film hakkında 4 dakikalık bir mülakat yapılarak öğrenci görüşleri ses kayıt cihazı ile kaydedilmiştir. Daha sonra çözümlenen ses kayıtları üzerinden elde edilen verilerin analizi yapılmıştır. Çalışma sonuçları değişik coğrafyalardan gelen öğrencilerin, metin bağlılığını oluşturan unsurlardan “sıralama” ve “yan tümce” bağlaçlarını farklı sıklıkta kullandıklarını ortaya koymuştur. Çalışmanın sonuçlarına göre yabancılara Türkçe öğretiminde öğrencilerin ürettikleri metinlerde bağlılık oluşturma işlevi taşıyan unsurların öğretimine ilişkin etkin stratejiler belirlenmesi gerektiği ve değişik dilsel yapıların öğretilmesinde sosyolinguistik özelliklerin de göz önünde tutulması gerektiği söylenebilir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1736]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1888">
    <dcterms:title><![CDATA[Iran&#039;s Policy of Teaching Foreign Language and Turkey Turkish Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Iran, Foreign Language Planning, Turkish as a Foreign Language  ABSTRACT  States develop policies based on the short-and long-term goals and they make their future plans of their country according to these policies. In addition to this, the plan of education is not excluded of this procedure. In other words, in the determination of educational policies of the Islamic Republic of Iran, politicians became dominant at all times.  Systematically organized and taught foreign languages in Iran are Arabic, French and English. Although French is taught in schools as a foreign language in a very short period, the teaching of Western languages and Arabic language policies has different purposes like French. Keeping in the forefront of Islamic standards, political authorities desire that Arabic should be basic foreign language or a second language. According to them, budget allocation for the teaching of languages such as English, French, Italian and German is nothing but a waste of resources. In western languages teaching (especially English), the only reason can be considered that English-speaking generations can serve Anti-American purposes. Nevertheless, Iranian officials think that English is a language that must be learned in order to follow the innovations in the world of science and to show itself in the international arena in the planning of foreign language. In Iran, however, in the face of teaching English as a foreign language from period to period, changes in the attitudes of managers, sometimes against the spread of the English language appearing in the views cannot be denied.  Although the teaching of Turkish language has not a long history in Iran, various dialects of Turkish language are spoken. Turkish is a foreign language which is heavily favored by the Iranians after the major European languages. However, Turkey Turkish as a foreign language in Iran encountered many problems in teaching. Some of them are originated from Iran’s situation which is a closed country and the other reason is that Turkey Turkish is a relatively new field as a foreign language.  In this study, foreign language teaching policies of the Islamic Republic of Iran will be mentioned and the effects of these policies on teaching Turkey Turkish will be discussed. The study will be supported by the opinions of Iranian officials and Iranians of Turkey Turkish learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1821]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1887">
    <dcterms:title><![CDATA[Compliment Response Patterns of the Undergraduate Students of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: complimenting strategies, complimenting behaviour, macro and micro level CRs  ABSTRACT  Since complimenting strategies are associated with social as well as cognitive factors, the aim of this paper is to analyze gender-based differences in compliment response strategies based on English undergraduate students&#039; responses obtained from a questionnaire. The paper tries to examine the formulaic patterns of complimenting of both genders, as well as to determine possible linguistic choices reflecting different socio-cultural norms. Furthermore, the focus is to identify a range of macro and micro level compliment responses given by the undergraduate students of English determining the way female and male respondents exchange and interpret compliments.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1815]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1886">
    <dcterms:title><![CDATA[The Influence of Word Etymology Knowledge on Learning of Borrowings]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: etymology, vocabulary, learning, borrowings, students  ABSTRACT  Nowadays English is the first language of more than 350 million people all around the world. The immense diversity of English speakers is connected with the great diversity of English words. When we talk about origins of English words, even about the most frequent ones, we see that English vocabulary is a mixture of many different languages. English is a language of borrowings so in most cases that cause many difficulties for EFL learners. Therefore, the history and roots of English language are very important parts of English language learning. Some etymologies are totally unexpected and therefore much more complicated for memorizing. Of course not only borrowing is a process of introducing the new words into English language. When learning new vocabulary, EFL students have many obstacles and are always in a process of searching for the new techniques and methods of memorizing and usage of newly introduced words. This work is about how much word etymology knowledge can help EFL students to memorize and use borrowings. Research is conducted at the Department of Philology, International University of Novi Pazar.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1690]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1885">
    <dcterms:title><![CDATA[A Sociolonguistic Account of the Gender and Culture Based Language Effect]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Mother tongue, Second language acquisition, language culture, gender differences in languages, politeness in languages, solidarity  ABSTRACT  There is an old saying among Bosnian people “How many languages you know that much you are worth”. From this old saying we see that knowing a language is a very important thing. It’s not just being able to communicate with other people, it’s showing how well educated a person is. While learning a foreign language it is being impossible not to compare it with your mother tongue and to check if there are any differences or perhaps similarities between the language/s. Do L1 and L2 have similarities in respect of grammar, pronouns, word order in the sentence, gender differences, politeness and etc?! In this case Bosnian is considered as mother tongue and English, Turkish as foreign languages. While acquiring second language the important thing on what a person pays attention is the way how politeness is expressed. Some languages as Bosnian and Turkish have the ways of politeness when having a conversation with someone elder expressed but English doesn’t. Is it a good thing or not? Which language has politeness fully expressed? Learning languages and paying attention if they have words that are focusing on gender differences, as we know nowadays many males and females may have the same occupation. Is it seen as an offense towards a female person referring them with the word that is usually used for males, or vice versa? Do we refer to them as equal or do we pay attention on their gender? How is politeness differentiated in these languages? Those are aspects on which this project is focused on, and they are considered as being of great importance while acquiring second language. Another important aspect is, paying attention on the role of all these named components while acquiring a foreign language. Do they lead to misunderstandings, wrong usage, or perhaps to something else?]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1706]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1884">
    <dcterms:title><![CDATA[Correlation between the Initial Consonants and Tone Perception Patterns]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: L2 Chinese, Disyllablic Words, Perception, L1 Swedish  ABSTRACT  Many tests have been performed in order to find out how adult learners perceive the tones of Standard Chinese and also how they manage to produce them. The conclusions are that the students master the Standard Chinese (SC) tones (T) when it comes to the so-called static tones (in isolated syllables). However, most modern words in SC are di- or polysyllabic so one tone has to combine with another one (dynamic tones), the so-called tone combinations (TC). Earlier studies on the perception of Chinese tones (i.e. Chuang, et al. 1972; Gandour 1978; Guo 1993:330-334; Kiriloff 1969; Klatt 1973) have claimed that the more syllables a word contains the higher is the ratio of misperceived tones. Yet the tests almost exclusively used monosyllabic words. According to the results of their studies the most common misper-ception, regardless of what non-tonal L1 the listeners might have, has shown to be that of T2 and T3.  No studies were, however, found investigating how Swedish students perform so a test was presented. It was the listening test of their annual exam (25 words) which pushed the par-ticipants to perform well. The results show that  (1) on monosyllable level (each syllable in disyllabic words) most of the confusions are, in accordance to earlier studies, between T2 and T3;  (2) the stops may be the cause for the confusions between T2 and T3;  (3) the neutral tone in the second syllable is always confused with T4;  (4) on disyllabic level most TC confusions fall upon 2+3 and  (5) the commonmost misinterpretation response is 2+4 which to a certain degree sounds simi-lar to the Swedish grave or acute accent.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2009]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1883">
    <dcterms:title><![CDATA[Bosnian Catenative Verbs in Syntactic Ambiguity]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:syntactic ambiguity, catenative verbs, verb complementation, syntactic-semantic analysis, Bosnian language  ABSTRACT  This paper deals with phenomenon of syntactic ambiguity in structure with catenative verbs in Bosnian language. The aim is to show certain characteristics in corelation between meaning and grammar, by applying syntactic-semantic analysis to selected examples of usage Bosnian catenative verbs, where we can examine the relationship between subject and/or object of main and embedded clause (ie. subject/object of catenative verb and it&#039;s complement). Different posibilities in analysis of grammar leads us to the different (semantic) interpretations, what by definition we call syntactic ambiguity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1813]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1882">
    <dcterms:title><![CDATA[The Prefix EXTRA: A Cognitive Linguistic Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: cognitive linguistics, trajector, landmark  ABSTRACT  In this paper we shall try to shed more light on the semantic network of the prefix EXTRA- that belongs to the group of prefixes classified as prefixes of degree and size. The prefix analyzed combines with different word classes and its semantics might seem chaotic due to different meaning extensions. The prototype theory, along with the theory of conceptual metaphor and metonymy can make sense of the semantics of prefixes and show that the semantic structure of the prefix is not arbitrary but motivated.  The starting point of this paper is that bound morphemes do not behave differently from any other lexical unit and therefore should be analyzed as such. The prefix EXTRA- conveys different meanings: spatial and non-spatial, literal and figurative meanings (metaphorical extensions). Meanings are explained in terms of trajector and landmark as well as the relationship between concrete and abstract meanings is explained along with the metaphorical extensions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1831]]></dcterms:extent>
</rdf:Description></rdf:RDF>