<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/1848">
    <dcterms:title><![CDATA[Reading Therapy: An Evaluation about Literary Books of Puberty on the Axis of Bibliotherapy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Bibliotherapy, Puberty Books, Reading Education,Turkish Language Education, Puberty  ABSTRACT  Bibliotherapy is a reading strategy which aims to help people solve their problems or adapt to a new environment with the help of specifically chosen texts. This study aims to examine the first works of youth era in Turkish Literature in educational activities on the basis of bibliotherapy. The target group of the study includes 12 to15-year-old students of secondary stage in primary schools. The main problems of young people aged between 12-15 can be ordered as in the following: stepmother and stepfather, puberty, physical appearance deficiencies (disability, structural deficit, emaciation or obesity), not able to accept socio-economical status, being ashamed of family, introduction to bilateral relations and new concepts, addiction, neglect, child sexual abuse, change of location, test anxiety, death of a family member/ relative, violence from family or acquaintances. For this purpose, the puberty works which appeal to young people aged between 12-15 were analyzed by using content analysis from qualitative method in order to provide solutions and guide young people.  According to findings, when the changes and possible problems that adolescents aged between 12-15 go through are examined it is seen that their choice of books reflects their states. Interests shape in relation to the traits of development era. When young people’s choice of books and problems are compared, it is seen that such themes as pursuit of similarity, self-discovery, pursuit of role model, differences in socio-economical status, norm/normlessness conflict, test anxiety and realizing opposite sex are common. It is also seen that books related to step mother/father, addiction, neglect, child sexual abuse, change of location, death of a family member/ relatives, violence by family/acquaintances and physical appearance deficiencies are not in the list of choice. Considering the findings, it is possible to suggest the following points: Libraries and publishing firms should form a suggestion list of books by taking possible problems into consideration as well as young people’s interests and desires.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2089]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1849">
    <dcterms:title><![CDATA[The Impact of Reflective Writing Practice on Pre-Service Teachers&#039; Vocabulary Teaching Beliefs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: vocabulary, pre-service teachers, cognition, beliefs, reflection  ABSTRACT  Vocabulary teaching has been one of the most complex issues in language teaching as natural depth and breadth of vocabulary knowledge poses challenges on the teaching process. This study analyses pre-service teachers&#039; cognition about vocabulary teaching. For the purpose of the study, 10 pre-service teachers were asked to write their plans on how they would teach vocabulary to young learners once they start their professional teaching. Their responses will be qualitatively analysed and emerging beliefs will then be categorised in order to design a short training that aims to provide the pre-service teachers with an opportunity to reflect on their vocabulary teaching beliefs. After the training another set of reflective writing will be collected based on Kirkpatrick and Kirkpatrick&#039;s (2008) four levels of impact (Level 1-Reaction, Level 2-Learning Level, Level 3-Behaviour, Level 4-Results). The study will particularly provide detailed information about the impact of this short training on beliefs with reference to these four levels. Through such reflective practices, the researchers aim to show that pre-service teachers&#039; beliefs can be influenced and their knowledge about vocabulary teaching methodology can be developed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1830]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1850">
    <dcterms:title><![CDATA[Dreams in Scott Fitzgerald&#039;s Stories]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: American Dream, Scott Fitzgerald, May Day, Winter Dreams, disillusionment  ABSTRACT  The theme of the American dream is explored in many American writings. The dream, in fact, had long existed before but the expression was created as recently as 1931, coined by James Truslow Adams in his book The Epic of America. He wrote of a “dream of a land in which life should be better and richer and fuller for everyone, with opportunity according to ability or achievement” (Adams, 1931). Since then it has been used with regard to almost any aspect of life in America, both negatively and positively (Frederic I. Carpenter, 1955). Some writings touch upon the increasing motivation with the dream. For example, Scott Fitzgerald, in The Great Gatsby, says to keep on dreaming despite the sorrowful death of Gatsby whose ultimate dream was to have Daisy. He fought for this dream. Through the end of the novel, Fitzgerald was very optimist noting that: “Gatsby believed in the green light…, so, beat on, boats against the current.” However, in his stories May Day and The Winter Dreams, the disillusionment is depicted through the characters who struggle to attain their dreams but also who come out with some difficulties. Fitzgerald draws not an optimistic picture of the characters, each one of whom has a different end with some sorrowful experiences. This article aims to explore the dreams of his characters in these stories, how the post war period shapes their dreams and how Fitzgerald’s view is pessimistic unlike his attitude in The Great Gatsby within the framework of American dream.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1755]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1851">
    <dcterms:title><![CDATA[Relative Clauses Introduced by Adverbial Relativizers in Arabic]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: relative clauses, adverbial relativizers, relative clause formation strategies, equi type, relative-pronoun strategy  ABSTRACT  Relative clauses in Arabic choose among a range of relativizers, including adjectival and substantive pronouns and adverbial relativizers. Depending on a number of factors, including the choice of relativizers, they also embrace different relative clause formation strategies.  Based on the typology of relative clause formation strategies proposed by E. Keenan and B. Comrie, this paper focuses on description of the formation strategy, or rather strategies of Arabic relative clauses introduced by adverbial relativizers. In attempt to define the formation strategy of this type of Arabic relative clauses, the paper distinguishes between free relative clauses introduced by adverbial relativizers in Arabic and those with antecedents. As shown in examples of sentences taken from modern Arabic literature, the two mentioned classes of Arabic relative clauses introduced by adverbial relativizers seem to involve different relative clause formation strategies. Thus, while free relative clauses show a striking similarity with the equi type of relative clauses, relative clauses with antecedents fit much better into the relative-pronoun strategy.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1762]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1852">
    <dcterms:title><![CDATA[H. 1261 (M.1845) TARİHLİ KALKANDELEN KAZASI TEMETTUAT DEFTERİ ÜZERİNE BİR DEĞERLENDİRME]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: H. 1261 (m.1845) tarihli, kalkandelen kazası temettuat defteri, değerlendirme.  ÖZET  XIX. Yüzyıl Osmanlı Devleti taşra teşkilatlarının sosyo-ekonomik durumunu ortaya koyan en derli toplu istatistikî veriler; o bölgeyle ilgili olarak tutulan “Temettuat” kayıtlarıdır. Temettü, kazanma, kâr etme, kâr, fayda, menfaat anlamlarına gelmektedir. 1844’ten itibaren tutulmaya başlanan bu kayıtların ortaya konması; bölge ile ilgili yapılacak sosyo-ekonomik çalışmalara ana kaynaklık teşkil edecek niteliktedir. Biz de bu düşüncelerle Rumeli Eyaleti Kalkandelen Kazası temettuatını konu edinen bir çalışma yapmayı uygun gördük. Buna göre 1846’da Kalkandelen Kazasında toplam 1172 hanenin kayıtlı olduğu 9 mahalle vardır. En büyük mahalle 229 hane ile Atik Mahallesi iken, Doğancı ise 28 hane ile en küçük mahalle olarak kaydedilmiştir. Ayrıca bu hanelere kayıtlı 111 hane de kiracı bulunmaktadır. Bunlar müstakil haneler şeklinde olmayıp, ev sahiplerinin haneleri üzerine kaydedilmiştir. Fakat kiracı olmasına rağmen bağımsız hanede olarak da kaydedilenler görülmektedir. Diğer taraftan bu mahallelerden Köprü, Ahmet Bey, Cedid, Atik, Doğancı, Salih Bey ve Şeyh Mahallelerinin çoğunluğu Müslüman iken, Varoş Mahallesi; Varoş Müslim ve Varoş Reaya olarak ayrı ayrı defterlere kaydedilmişse de Müslim ve Gayrimüslimlerin birlikte oturduğu mahalledir. Varoş Cedid ise Gayrimüslimlerin çoğunlukta oldukları mahalledir. Temettüüleri Müslim-Gayrimüslim bazında değerlendirme yapacak olursak; Müslümanların hane başına ortalama temettüü 313 kuruş iken, Gayrimüslimlerin ortalama temettüü 340 kuruştur. Yani Kalkandelen Kazasında azınlıkta olan Gayrimüslimler çoğunlukta olan Müslümanlardan daha zengindi diyebiliriz. Bütün bunlar bize Kalkandelen’de zengin ve fakirin, Müslim ve Gayrimüslimlerin birlikte yaşadıklarını ve sosyal barışın varlığını göstermesi bakımından önemli ipuçları sunmaktadır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1951]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1853">
    <dcterms:title><![CDATA[A Contribution to Pedagogical Specialized Lexicography - Illustrated English-Serbian Dictionary of Musical Terms with Serbian-English Index]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:pedagogical specialized lexicography, music dictionary  ABSTRACT  The paper focuses on the essential lexicological concepts at the basis of the authors‟ dictionary (Illustrated English-Serbian Dictionary of Musical Terms with Serbian-English Index), as well as on the practical usage of certain rules observed when elaborating it. With over 16,000 entries (on 445 A4 pages, F9), the dictionary offers broad coverage of a wide range of musical categories spanning many eras and areas including important ancient, classical and modern musical trends, popular music, ethnomusicology, music analysis, various instruments and their technology.  Generally speaking, the dictionary propounds the entry structure that presents a lexical unit from various points of view following the vocabulary model that comprises three categories: the music-specific terms, or highly specific lexical terms in the field of music; the so-called “border terms” between the music-specific language and the general language, i.e. lexical terms that come from the general language but have acquired one or more different meanings when used in the area of music, and general vocabulary of frequent use in music. The indispensable parts of the entry word in a bilingual dictionary proposed by the authors could be summarized as follows: the presence of the entry word in its canonical form, grammatical information in the extent required by the presupposed user of the dictionary, pronunciation in the source language, orthographic information, equivalents in the target language in their canonical form, indication of the whole lexical meaning of the entry word by partial equivalents of the target language, remarks about usage restrictions, examples of application and, in some cases, illustrations.  The dictionary is tailored to serve as an essential point of reference for music students, teachers, lecturers, professional musicians, translators, as well as music enthusiasts. On a rather artful level, the dictionary may be said to be an attempt to help music enthusiasts to „English their music and music there English‟.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1939]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1854">
    <dcterms:title><![CDATA[Developing Cross-Cultural Reflections: Exploring French Culture through Stereotypes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: cross-cultural awareness, French, stereotypes,  ABSTRACT  The foreign language teaching profession widely recognizes the central place of culture in foreign language learning and the need for learners to develop intercultural understanding and cross-cultural awareness (Agar, 1994; Block, 2003; Omaggio Hadley, 2001; Schulz, 2007; Su, 2011). But how should foreign language teachers go about it? Sercu (2002) observed that the tendency when teaching culture is to focus on facts and information using a teacher-centered approach rather than a student-centered hypotheses-refining approach more conducive to developing critical perspectives. This presentation introduces a series of tasks, designed for the early stages of French language instruction and articulated around the notion of cultural stereotypes. The goal is to propose a practical approach to broaden learners’ frame of references, foster interest in the French culture, and encourage critical reflection by providing opportunities for teachers and learners to jointly critique and assess stereotypes across cultures. Stereotypes provide a rich source for the exploration of the notion of culture and the promotion of cross-cultural reflections and understanding in the foreign language classroom because most often stereotyped images of a culture are rendered possible based on information available in that culture. When addressed and brought up to light, stereotypes can trigger a wide range of responses because whether or not they subscribe to them, learners are aware of their native culture’ stereotypes regarding the target culture. The proposed tasks are designed to involve both learners and teachers in developing progressively during the first-semester of French instruction a cross-cultural awareness, thus providing a student-centered learning experience where learners and instructors are both providers of knowledge. Using collectively co-constructed images and cultural representations present in their native culture as a foundation, the tasks move from collaborative discovery in the classroom, using songs and cartoons, to increasingly individual creative exploration through digital storytelling outside the classroom.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1754]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1855">
    <dcterms:title><![CDATA[Foreign Language Learners&#039; Explicit and Implicit Knowledge]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:explicit knowledge, implicit knowledge, foreign language, language acquisition, interlanguage  ABSTRACT  It has been pointed out that linguistic knowledge should always be analysed in terms of two different types of knowledge: explicit and implicit. While the access to explicit knowledge is slow and difficult, the access to implicit knowledge is fast and easy. It is, therefore, implicit linguistic knowledge that enables speakers to communicate spontaneously. Because of that it would be ideal if all knowledge of L2 were implicit. However, L2 knowledge is only partly implicit, and usually, especially in a foreign language context, mostly explicit, as a result of different processing underlying the development of L1 and L2 knowledge. The question that arises is which benefits learners have of explicit knowledge, and whether, although different, these two types of linguistic knowledge are interrelated.  This article reports on a study which analysed the foreign language learners’ linguistic knowledge in terms of both explicit and implicit knowledge. Implicit knowledge was measured by means of an oral elicited imitation test and explicit knowledge by means of an untimed grammaticality judgement test and a metalinguistic test. All tests were administered to a sample of 206 participants, Bosnian EFL learners. 100 participants were learners completing primary school (aged 14-15), and 106 were learners completing secondary school (aged 18-19).The results indicated that learners&#039; explicit knowledge is a bit, although not significantly, higher than their implicit knowledge. However, the correlation analyses showed that there is a large and significant relationship between these two types of linguistic knowledge.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1964]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1856">
    <dcterms:title><![CDATA[Loanwords and Soap Operas: the Return of Turkish to the Language Scene of Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Bosnian, Turkish, loanwords, soap operas, language change  ABSTRACT  Bosnian, Croatian, Montenegrin and Serbian borrowed a considerable number of words from the Turkish language during the reign of the Ottoman Empire. In the ensuing period some of these loanwords were so thoroughly adapted that the speakers of any of the four aforementioned languages no longer recognised them as such. Some of them continued to be clearly recognised as oriental borrowings, which, for the most part, meant the shift towards the present-day colloquial usage, and some were reduced to obsolescence due to their fall from grace with the speakers.  At the moment, Turkish language is making a comeback to the language scene of Bosnia and Herzegovina in two ways: through Turkish private schools operating in Bosnia and Herzegovina, and through an increasing number of Turkish soap operas being broadcast on the TV programmes in the region. This preliminary research concerns the latter, and its aim is to: give an overview of this new phenomenon, start examining how it influences the speakers of Bosnian and consequently the Bosnian language itself, try to predict further developments, and suggest further research.  Methodologically, the research consists of conducting interviews with the speakers of Bosnian who watch Turkish soap operas. The interviewer uses a questionnaire which was previously given to the subjects to think about the questions and examples. The aim is to find out: how and to what degree subjects perceive shared language material, how their awareness of it changes, whether they notice the differences of usage in Bosnian and present-day Turkish, whether elderly subjects perceive loanwords words no longer used in Bosnian etc.  The first part of the research was conducted in the first quarter of 2011 when 46 interviews were conducted, and the second part in 2013 with 20 additional interviews.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1759]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1857">
    <dcterms:title><![CDATA[Is my home (where) my language (is)? on Some Identity Aspects of the Croatian Emigrants Descendents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: identity, Croatian language, heritage language, Croatian emigrants, language biography method  ABSTRACT  Phenomena such are language and identity are often related. For instance, language is one of very important criterion for determining someone’s ethnicity so it is possible to talk about pervasion of ethnic identity and mother tongue.  Reflections on language are often followed by ideas about its diffusion and by that fact state borders don’t have to be criterion of its spatial finiteness. Members of the Croatian minority language communities live in many countries (e.g. Italy, Austria, Hungary). Presence of Croatian language in those countries is, among other, a result of migrations in the past.  People were emigrating from Croatia in several occasions towards different destinations in the world. Despite of a new and broader cultural milieu in distant countries, they kept part of their identity through the communication with their closest family members. Among many questions that Croatian emigrants were confronted with, it is believed that identity is one of the most complex. Many descendants of those emigrants were attending language courses in Croaticum – Centre for Croatian as a second and foreign language in Croatia. In their case Croatian language is their heritage language (Jelaska 2005: 27).  The aim of this paper is description of what kind of images, attitudes and knowledge some Croatian emigrants descendants had when they came to the homeland of their ancestors and how Croatia and Croatian language look like through their newly gained perception. The data for this paper are reached by open-ended questionnaire, unstructured interview and biography method. Qualitative analysis of those data could serve as a model for the interpretation of how the descendants of Croatian emigrants see themselves, among other, through communication in languages that identify them.  Language identity is field of interest of many disciplines (e.g. sociolinguistics, philosophy). In this paper reflections on language identity are gaining ground in glotodidactics experiences.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1923]]></dcterms:extent>
</rdf:Description></rdf:RDF>