<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/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/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/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/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/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: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/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/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/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/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:RDF>