<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/1838">
    <dcterms:title><![CDATA[University Students’ Perceptions of Native and Non-Native Teachers of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: native and non-native teachers, EFL, students&#039; perceptions, teaching and assessment  ABSTRACT  The fact that English is becoming a world language has led researchers to think about English teaching environments. The concept of native and non-native English teachers is one of the topics that were studied by the literature. The majority of the studies considered the teachers’ perspective, rather than studying the learners’ opinions on the issue. Among the ones that did examine the students’ opinions, EFL context based studies are rare. Turkey is one of the countries where English is taught as a foreign language. We need to investigate the students’ perceptions about the issue in order to improve the language education in this context. This study investigates the issue from the university students’ point of view. The study is based on three concepts: (a) whether the students prefer native speaker teachers over non-native ones; (b) whether the previous experience of native teacher has any effect on students’ perceptions; and (c) whether there are any differences perceived by the students between native and non-native teachers in terms of assessment and teaching. The participants are randomly selected 132 students from Middle East Technical University, Turkey. An online questionnaire was used for data collection process. Overall results indicate that the students show a tendency to favor native English teachers over non-natives; however, the students favor non-native teachers of English when it comes to teaching English grammar.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1737]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1839">
    <dcterms:title><![CDATA[StepTogether - CLIL for Migrant Students in Public Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CLIL, intercultural education, limited language codes, less taught languages,migrant integration  ABSTRACT  The StepTogether program at the University of Miskolc develops a CLIL teaching tool d for migrant children attending primary school in 3th–8th grades in Hungary, where migrant children are integrated in the public education by their age, regardless their language competencies.  The aim of the developers was to offer a practical help for teachers to integrate children with limited Hungarian language codes in traditional classroom activities. The StepTogether concept is helping children develop their language skills while they are dealing with the same topics as their dominant language classmates in Mathematics, Nature, Language and Literature classes. The structure of these teaching aids allows all teachers to contribute the language development process of the children and helps to create an open, intercultural classroom climate.  The content-basis of the materials is in harmony with the Hungarian National Core Curriculum and Framework Curricula, while their approach is language-driven, since it’s primary goal is to improve the L2 Hungarian competencies of the immigrant children.  Based on our studies, conducted with 120 migrant students and their 32 teachers in five educational institutions (two Englich-Hungarian bilingual schools, one monolingual Hungarian School and two minority schools, a Turkish and a Chinese school) for 3 years, the StepTogether teaching tool proved to be higly supportive for L2 Hungarian development, it offers an effective solution to the challenges arising from the diversity of L1 and L2 Hungarian competences within the classroom and supports the social and cultural integration process of non-dominant language students. It also helped to involve migrant parents in learning by integrating the culture of origin in the classroom work. The presentation describes the main features of the project, the structure and instruments of the language teaching tools and student and teacher feedbacks.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1764]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1840">
    <dcterms:title><![CDATA[Who Is to Be Taught in Today’s Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: motivation, IT, teaching methodology, creativity in class  ABSTRACT  Nature of communication of young people requires new communication roles of teachers and pupils/students in today’s classroom. New technologies, social networks and speech communities that shape ways of communication of the youth force teachers to rethink their roles and “update their status” in the classroom. Having in mind that teaching foreign languages means teaching communicative competence and social knowledge, teachers have to learn about new identities of their students, shaped in a new, IT – supported society and virtual world of the internet. Such a world brings new learning habits and techniques of students, which forces teachers to adjust their own identities in the classroom, in order to establish good communication, teaching and finally learning channels with their students.  Teachers also need to rethink their own role and competences when it comes to the most challenging aspects in the new inclusion school system in Herzegovina-Neretva Canton: teacher training, IT support and especially the element of creativity, which is necessary for final implementation of educational reform in the existing context in this Canton.  The authors conducted a poll with forty seven elementary and high-school English teachers from HN Canton. This paper presents detailed results and conclusions gained through this combination of scientific research and practical exchange of experience with English teachers from HN Canton. It will bring a new light on the current situation in the English classroom in HN Canton, namely: IT competences of teachers, motivation of both teachers and students, teaching methodology and techniques used in the classroom, lifelong learning aspect, (non)existence of infrastructural and material support in their schools etc., with a specific view of teachers’ perception of all these aspects of their work.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1776]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1841">
    <dcterms:title><![CDATA[Acquisition of Professional English Lexis in the Field of International Relations and Diplomacy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: international relations and diplomacy, methods of teaching, vocabulary acquisition, relevant context, competent use of professional language  ABSTRACT  In the global arena of international relations, the role of a diplomat is to bridge cultural, social, and geopolitical differences while achieving, first and foremost, professionalism and efficiency. In order to accomplish this, a diplomat has to have excellent command of foreign languages, where English is unanimously recognized as lingua franca. Competent use of a foreign language in diplomacy not only serves as an instrument of communication, but often underpins the very foundation of the diplomatic vocation. That is why the education of future professionals places great emphasis on foreign language courses as the mainstay of the core curriculum. Assuming that students have already mastered general foreign language structures, the aim of such courses is the acquisition of specific terminology in international relations and diplomacy, which incorporates the lexical fields of law, economics, geopolitics, sociology, communication sciences, cultural studies, and the like. The objective of this paper is to demonstrate different methods of introducing, acquiring and using subject-specific vocabulary for students of international relations and diplomacy. The best sources for teaching such professional vocabulary are the materials that focus primarily on international current affairs, keeping students up to date, which is fully compliant with the principal requirements of the diplomatic profession. Teaching materials include authentic audiovisual recordings and newspaper articles, as well as non-authentic material, such as vocabulary exercises, prepared specifically as a complementary means of revision and recycling of the subject-specific lexis. The approach adopted in the teaching process starts from introducing the subject matter, followed by a methodologically processed written text used to pinpoint specific terminology. Follow-up exercises are designed to provide additional practice and reinforcement with the purpose of independent and confident use of newly acquired vocabulary in a written or oral text form. Such lexical recycling should result in professional language competence and proficiency.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1779]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1842">
    <dcterms:title><![CDATA[Interteaching Versus Lecture in Esl Teacher Education Program]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: interteaching, ESL teacher education  ABSTRACT  Interteaching is one of the latest methods of college classroom instruction with promising results. It is based on the well established psychological models of behavior analysis. In the last ten years since interteaching was introduced, its effectiveness at increasing student learning in comparison to lecture as the most dominant college and university teaching method was confirmed in laboratory studies and in limited settings. In this study we offer an overview of interteaching and examine its effectiveness relative to the lecture as a traditional form of graduate classroom instruction in an applied setting of ESL teacher education. The subjects were graduate students in the ESL teacher education program at the Mostar University in Bosnia and Herzegovina. They attended the Second Language Acquisition course. We alternated conditions of interteaching and lecture, as it was done in experimental studies. Test scores after interteaching were higher than test scores following lecture. Majority of students also reported a preference for interteaching relative to traditional lecture. This study suggests that interteaching can be an effective alternative to lecture in ESL teacher education program.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1820]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1843">
    <dcterms:title><![CDATA[The Effect of Reading on Incidental Vocabulary Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: vocabulary acquisition, incidental learning, reading, vocabulary size, word frequency  ABSTRACT  A lot of studies have been carried out in order to determine the best ways of learning vocabulary. Some of them have focused on vocabulary acquisition through reading. This paper presents the results of a replication study using the text The Golden Fleece. The participants in this study were 94 university students in the first year of their undergraduate degree in English language and literature in the Republic of Macedonia. In order to determine the vocabulary gains from reading the text, the participants were tested before and after the treatment. The test contained 30 words which appeared with different frequency in the text. The results of the pre-test showed that the participants knew the meaning of 17.7 words. The post-test showed a learning gain of 3.9 words, or 31.9 % of the previously unknown words. The correlation between the relative gains and the vocabulary size of the participants was 0.51, while the correlation between the relative gain scores and the frequency of the words in the text was 0.30.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1931]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1844">
    <dcterms:title><![CDATA[The Effect of Leitner’s Learning Box on the Improvement of Vocabulary Teaching and Learning  (Case Study: First Year Students in Parsabad Moghan Branch, Islamic Azad University, Parsabad Moghan, Iran)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: Leitner’s learning box, Vocabulary, Flash cards, First year students.  ABSTRACT  The goal of this paper was to investigate the effect of using Leitner’s learning box in studying inter-mediate to advanced vocabularies among first year students at the Islamic Azad University-Parsabad Moghan Branch in Parsabad Moghan City, Iran. This research was carried out in a class with diversified students from engineering to humanitarian fields. The participants were haphazardly assigned into two homogeneous groups each consisting of twenty five students. The test was performed in fall semester 2012. The control group received the conventional treatment while the experimental group received the Leitner’s learning box to use it for learning vocabulary. Before initiating the treatment, two similar tests were prepared as the pre-test and post-test to discover the vocabulary knowledge of the students at the initial and final stages of the study. The analysis of obtained results in the post-test manifested significant differences between the two groups such that the students in the experimental group outperformed the students in the control group in terms of their vocabulary knowledge. Thus, it was concluded that the use of Leitner’s learning box in studying vocabulary for first year students at the university led to a higher level of vocabulary improvement.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1798]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1845">
    <dcterms:title><![CDATA[Listening Barriers According to Turkish as a Foreign Language Learner]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Listening, Listening Comprehension, Listening Education, Foreign Language, Turkish  ABSTRACT  Bireyin çevresiyle etkileşimini sağlaması, öğrenmelerini gerçekleştirmesi, dilini etkili bir biçimde kullanması, düşüncelerini ifade edebilmesi, hem eğitim hem iş hem de fikir dünyasında başarıyı yakalayabilmesi için dil becerilerini tam olarak öğrenmesi gerekmektedir. Dil becerileri dinleme, konuşma, okuma, yazma, görsel okuma ve görsel sunu öğrenme alanlarından oluşmaktadır.  İnsanoğlu ailede, çevresinde, okul ve iş hayatında kısaca bireysel ve toplumsal ilişkilerinin tümünde konuşan ve dinleyen durumunda bulunmaktadır (Taşer, 1992). Doğumuyla yaşama merhaba diyen bir birey ana diline ilişkin ilk bilgileri dinleme yoluyla edinmeye başlamaktadır (Temur, 2010). Karadüz’e göre (2010) “İnsan algılamaya, tanımaya, tanışmaya, düşünmeye ve anlam vermeye dinleyerek başlamakta, hayatından başlangıcından sonuna kadar her döneminde de dinlemeyi en önemli öğrenme aracı olarak kullanmaktadır.” Bu özelliği ile diğer dil becerilerinin kazanılmasında temel oluşturan dinleme becerisinin üzerinde durulması gerekmektedir. İnsanoğlunun yaşamı boyunca yaptığı faaliyetlerin ortalama olarak yarısına yakını dinlemekle geçmektedir. Minnesota Üniversitesi’nde Dr. Lyman K. Steal tarafından yapılan araştırmada bireylerin iletişime ayırdığı sürenin %45’inin dinlemeyle geçtiği ortaya konmuştur (Yıldız, Okur, Arı, &amp; Yılmaz, 2008)  Başkalarının ilettiği sözlü mesajları anlayabilmek için, kişinin belli düzeyde dinleme beceri ve alışkanlığı edinmiş olması gerekir (Kavcar, Sever, &amp; Oğuzkan, 1995). Fakar bazı durumlarda birey iletilen sözlü mesajı anlamlandırırken önüne bazı engeller çıkmaktadır. Bu engeller nedeniyle dinleme ya eksik olmakta ya da hiç gerçkeleşmeyerek işitme aşamasında kalmaktadır. Özellikle dili yeni öğrenmekte olan bireylerin bu gibi durumlarla karşılaşması muhtemeldir. Bu araştırmada Türkçeyi yabancı dil olarak öğrenen öğrencilerin karşılaştıkları dinleme engellerine ilişkin görüşlerini belirlemek ve bu öğrencilerin dinleme becerilerini geliştirmeye yönelik öneriler ortaya koymak amaçlanmıştır. Bu amaç doğrultusunda araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılacaktır.  Araştırmanın çalışma evreni 2012-2013 eğitim öğretim yılında Gazi Üniversitesi Türkçe Öğrenim Araştırma ve Uygulama Merkezinde öğrenimine devam eden üniversite öğrencileridir. Bu evrenden 10 kişi basit tesadüfi örnekleme yöntemi ile seçilecektir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1787]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1846">
    <dcterms:title><![CDATA[Pronunciation problems of Turkish Learners in English learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: pronunciation,voiced,voiceless,intonation,diphthong,Turkish learner  ABSTRACT  In our modern, digital world, having fluent English is a necessity for everybody from every point of view, such as science, technology, international trade, diplomacy, medicine and so on. Having a competence in English grammar is no longer sufficient for someone who wants to communicate effectively in English, they also need to use skills particularly listening and speaking in an integrated fashion. In the Turkish education system, speaking (accurate pronunciation in particular) and listening have been consistently neglected by not only Turkish teachers who teach English but also Turkish students at the state primary, secondary, and high schools. Most Turkish students reach an intermediate level in English grammar. However, upper intermediate and advanced levels of English are generally thought to be a step too far for Turkish learners to attain owing to problems pronouncing specific vowels and consonants that are not available in Turkish language. Some vowels and consonants that are not available in Turkish language create articulation problems which form a barrier for Turkish learners to overcome easily. These are generally the voiced dental fricative and the voiceless dental fricative sounds. Some diphthongs in English such as the pronunciation of &quot;Cow&quot; or &quot;Show&quot; can also create some articulation problems for Turkish learners to pronounce accurately. In this presentation, I will explain the specific pronunciation problems Turkish learners encounter and demonstrate a number of activities and strategies I have adopted to solve these difficulties.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1885]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1847">
    <dcterms:title><![CDATA[A Study Based on the Expressions of Politeness  in Turkish and French]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: politeness, expressions, sociolinguistic, pragmatic, intercultural consciousness  ABSTRACT  In order to develop intercultural consciousness, people have to study the politeness principles of the society in which two languages are talked. Students can gain the necessary communication skills by learning the politeness principles. In Grice’s cooperative principal, it is necessary to teach the principles of politeness in addition to quality, quantity, importance and style principles. According to the research results, the schoolbooks that teach Turkish and French do not cover sufficiently the dialogues and exercises related to the principles of politeness (“...” Kazmaz: 2012).  This study aims at making a comparative analysis of the usage of the principles of politeness both in Turkish and French. As a special kind of communication channel, the politeness expressions show themself not only in sentences, words, intonations but also in some facial expressions like smiling or looking. In this research, by taking into consideration some concrete practices of the politeness theory, the importance of teaching two languages as foreign languages will be underlined and some concrete examples of politeness discourse for which Grice’s cooperative principal fails to explain will be discussed. The principles of the politeness theory -as image, influence, perception, impression- which are also the main research areas of sociolinguistics and pragmatics will be analysed with some special examples in respect to their contribution to language teaching.  In the first part of the study, the theoretical views Goffman, Brown and Levinson, Lakoff and Leech, Kerbrat-Orecchioni and in the second part the politeness expressions peculiar to French and Turkish language will be comparatively analysed. In the concluding part, the importance of the politeness principles in language learning will be emphasised.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1839]]></dcterms:extent>
</rdf:Description></rdf:RDF>