<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/1868">
    <dcterms:title><![CDATA[Through Translating to the Similarities of Syntactical Functions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: syntax, contrastive grammar, translation, language, literature  ABSTRACT  Due to expansion of knowledge and education, there was a need for translating certain written works and novels and all because of the thorough and detailed study and familiarity of the mentioned written works. Besides bringing the new semantic aspects of translated works, there are also a variety of new syntactical changes and transformations. With the close-up and review of different translations of the same literal work, we tend to emphasize the similarities between syntactical functions and also some of the differences. This work aims to unite two different language field, translation and syntax through contrastive grammar and to associate literature as the third language field within, as well as to establish the possibility of innovations and conclusions into the world of language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1772]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1869">
    <dcterms:title><![CDATA[Postmodern Drawings on Language Teaching: Cartoons]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words : Language Education, Cartoon, Education  ABSTRACT  Mehmet Kaplan, modern sanatın binlerce yıllık tecrübeden meydana geldiğini ifade etmektedir. Bugün her sanat dalının kendi içerisindeki tecrübelerine ek olarak bir de sanat disiplinleri arasında bağlar kurulmuştur. Dille uğraşan bireyler olarak bu sanat dalları arasında bizlerin dikkatini çeken iki tür vardır: Edebiyat ve karikatür. Yazının ve çizginin bir şeyleri anlatma ve estetik çabası, onları yan yana getirmektedir.  Edebiyatta başta hiciv, taşlama olmak üzere pek çok alanın karikatürle ilişkisi söz konusudur. Yazar ve şairler imge unsurlarıyla karikatüristler de çizgiler aracılığıyla sanata ve topluma açılırlar. İki alan arasında belli bir katkıdan da söz edilebilir. Öncelikle edebiyat karikatüristlere ilham kaynağı olurken karikatürler de edebiyat âlemini zenginleştirmekte ve eğlenceli kılmaktadır. Bazen pek çok sanatçının portrelerini karikatüristlerin kaleminde görebilir, bazen de bir karikatürden esinlenerek yazılmış pek çok hikâye okuyabilmekteyiz.  Sergilerde görmeye alışılan karikatürlerin aslında çok geniş bir kullanım alanı vardır: Gazeteler, dergiler, reklam afişleri, TV’ler ve tişörtler bunlardan bazılarıdır. Bu iletişim aracına bazen sadece gülünüp geçilirken, bazen üzerinde tartışılır, bazen de uzun uzadıya düşünülür. Yani karikatür, haber verir, eleştirir, eğlendirir ve eğitir.  Karikatürler eğitim sürecinde çok önemli bir yere sahiptir. Güldürürken düşündürerek insanlara bakmayı değil, görmeyi öğretir. Bireyleri aydınlatarak, toplumların olumlu yönde ilerlemesine yardımcı olur. Eğitim ve öğretim boyunca ne kadar çok duyumuzu kullanarak bilgileri öğrenirsek, bilgiler o derece kalıcı ve verimli olur. Bu yönüyle de karikatürlerin eğitimde yararlı olacağı düşünülmektedir.  Karikatürler, dil eğitiminin yapısına uygundur. Dil eğitiminde amaç ve kazanımların gerçekleştirilmesinde yardımcı bir materyal olup derste verimin arttırılması, öğretilenlerin kalıcılığının sağlanması ve temel dil becerilerinin geliştirilmesi gibi birçok fayda sağlayacağından dil eğitiminde kullanılması gerekmektedir.  Çalışmamızda, karikatürün dil eğitiminde nasıl kullanılabileceği sorusuna ilişkin cevaplar aranmıştır. Bunun için öncelikle karikatürün tanımı, tarihçesi, çeşitleri, amaçları ve kullanım alanları irdelenmiş, daha sonra bireye ve topluma etkisinden bahsedilmiştir. Ayrıca eğitimde karikatür kullanımının yararları nelerdir ve dil eğitiminde karikatür nasıl kullanılmalıdır? şeklindeki sorular cevaplandırılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1700]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1870">
    <dcterms:title><![CDATA[Teaching Young Learners: The Importance of voice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Young Learners Voice Chant  ABSTRACT  This workshop will look at the imporatnce of voice in teaching young learners. It is based on an actual lesson given to fourth year students on a Teaching Young Learners course. It will take as its premise a quote from a British voice coach: &quot;Everyone comes into this world with a beautiful voice but then it becomes blocked. The natural voice wants to come through but it gets stopped by the habitual voice.&quot; Participants will be led through a series of drama techniques which focus on the voice (taken from Maley and Duff 2009). These will then be applied to a children&#039;s chant. After which the participants will be asked to incorporated the chant into a lesson plan. The feedback discussion will focus on the appropriacy of using the activities both in training teachers and in teaching young learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1890]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1871">
    <dcterms:title><![CDATA[Language of Violence in the Arab Press]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Arab Press, Middle East, Critical Discourse Analysis, Language of Violence  ABSTRACT  The news in the international press about the Middle East mostly cover acts of violence like clashes or wars taking place in the region. The language of violence used in the news creates the Middle East perception and prejudicies against Arabs in different countries. Contrarily in our research, the coverage of violence in Arab press and its discourse will be analysed.  The Middle East region is passing through a period of rapid change and this change leads instability in many Arab countries. Mass demonstrations, clashes between political groups or with security forces and cross-border acts of violence are a few examples of the consequence of the instability in the region. The language of violence in the Arab press is as sensitive as the political situation in the region.  In our research, language of violence in the Arab press will be questioned. For this purpose, news stories covering acts of violence from Al-Ahram newspaper in Egypt, An-Nahar newspaper in Lebanon, Az-Zaman newspaper in Iraq, SANA news agency in Syria and the Pan-Arab newspaper Asharq Al-Awsat from London will be analysed with the perspective of critical discourse analysis. We will seek answers to following questions:   What kind of acts of violence does the press cover?   Is the press biased when covering the violence?   What are the dynamics effecting the bias in the language of violence?   Are there any difference in the language of violence among different Arab countries?   If there are differences, what are the reasons?  Macro and micro level discourse analysis of texts will bring out the ideological background of news stories and express the differences between the newspapers’ approaches. On the other hand, the research will give the opportunity to analyse the language of violence from the “local” newspapers’ point of view. As these are the main sources which inform the Arab population in the region and have –a discussible- effect on the masses, analysis of the language is expected to make a positive contribution to possible revisions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2071]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1872">
    <dcterms:title><![CDATA[Euphemisms in Animated Films]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Euphemisms, animated films, morphology, entertainment, language  ABSTRACT  The subject of this research is based on the study of one of the most prominent morphological word-formation processes in the English language in animated films – the use of euphemisms. The need for the study comes from hypotheses that the language of animated films is different to some extent from other language genres and styles, and that cartoons abound with euphemisms and dysphemisms. The way characters communicate and use language demands harmony and an accurate balance of language elements - formal, informal, colloquial, jargon, vulgar speech, etc. - for animated films are a special type of entertaining program that has educational character and the targeted audience is the youngest. They are quite unaware of a constant change of their language, and they sometimes adopt and assimilate very strange words taken over from their favourite TV programs. These words eventually find the way to the contemporary dictionaries and thesauruses. The change within the language is the result of morphological rule-governed creativity and thus it lends itself to the study from this linguistic aspect. The main goal of this work is to spot, identify, classify, explore and explain morpho-semantic changes and processes that characterize the English language as it is used in animated films. This paper presents an analysis of the sample of euphemisms taken from animated films. The analysis points to the differences in style and genre of the language of animated films.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1711]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1873">
    <dcterms:title><![CDATA[Why Is Five Much More Than Four? On The Description of Numeral Words in Croatian as a Second and Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: numeral words, second language acquisition, morphology, syntax, grammatical description  ABSTRACT  Already at the very beginning of learning a foreign language, there is a need to use numeral words, regardless of which language it is. In three thousand most frequent words of the Croatian language (Moguš, Bratanić, Tadić 1999), there are some thirty numeral words very different in their grammatical properties. In Croatian, as in other Slavic languages, the issue of numeral words is a complex one and several morphological and syntactic rules should be mastered in order to be able to utter a simple sentence with such words. In addition, the knowledge of numeral words that the non-native speakers of Croatian have in their first language often does not correspond to what they need to know about numeral words in Croatian. Therefore, deviations in their interlanguage with regard to numbers are very frequent. In order to achieve better mastery over numeral words in Croatian as a foreign language, one first needs to describe them properly, hence this presentation attempts to answer certain questions about numeral words for the needs of Croatian as a foreign language, e.g. which words in the Croatian language can be included under numeral words, i.e. what the sub-types of numeral words are, which principles the authors of handbooks should be guided by in their description etc. We will briefly describe the classification and description of numeral words in contemporary handbooks of Croatian as the first language.  The paper is based on insights into numeral words in general and in the Croatian language (Huang et al. 2011; Musolino 2004; Tafra 1989, 1999, 2000, 2004, 2005, 2007, 2011; Pišković 2011; Marković 2011, 2012; all contemporary grammar books of the Croatian language), on insights into interlanguage (Selinker 1992), on the need to teach grammatical rules directly (Novak Milić 2005), and on insights into the lexical approach in teaching foreign languages, with a particular emphasis on Croatian (Bergovec, M. 2007).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1688]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1874">
    <dcterms:title><![CDATA[ÜSKÜDARLI FODLACIZÂDE AHMED RÂSİM VE AHİDNÂMESİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: 19.yy, Fodlacızâde, Tasavvuf, Ahidnâme.  ÖZET  Tarih boyunca tüm milletler ve medeniyetlerce arzulanan imparatorlukların başkenti İstanbul pek çok kavim, din ve kültürün uzun asırlar nefes aldığı uygarlıklar beşiğidir. İstanbul’un en köklü yerleşim birimlerinden biri olan Üsküdar, coğrafi konumu ve çevre güzellikleri sebebiyle toplumun her katmanından insanın teveccühünü kazanmış bir ilçedir. Bu özelliği dolayısıyla asırlar boyunca nice sanatkârın yerleşim tercihi olmuştur. Fodlacızâde Ahmed Râsim 1766 yılında Üsküdar’da doğmuş, iyi bir eğitim almış, devlet kademelerinde önemli görevlerde bulunmuştur. Emekli olduktan sonra da Üsküdardaki evinde kendisini öğrenci yetiştirmeye ve ilme adamıştır. Evini bir mektep haline getirmiş, dini ve tasavvufi kişiliği ile dönemin ve çevrenin saygın bir kişiliği haline gelmiştir. Yazmış olduğu Divânı vefatından sonra hemen basılmış ve çok beğenilmiştir. Divânı dışında manzum bir nasihat kitabı da basılmış ve uzun yıllar dönemin okullarında ders kitabı olarak okutulmuştur. Ahidnâme, yazılı belge veya sözleşme anlamında tasavvufi bir terimdir. Şeyhin müridlere yaptığı tavsiyeleri ve kuralları gösteren yazılı metinlere de genel olarak ahidnâme denilebilmektedir. Üsküdarlı Fodlacızâde Ahmed Râsim’in divânında da 168 beyitten oluşan mesnevi nazım şekliyle yazılmış bir ahidnâme bulunmaktadır. Söz konusu ahidnâmede kâinâtın ve insanoğlunun yaratılışı, peygamberlerden bir kısmı ve gönderiliş gayeleri, hak ile bâtıl arasındaki mücâdele, insanın nefsiyle mücadelesi, ahirette kurtuluşun yolları, tevbe etmenin önemi gibi konular ele alınmaktadır. Bu bildirideki amacımız Üsküdarlı Fodlacızâde Ahmed Râsim’i ve Ahidnâmesini tanıtarak Türk kültür ve tarihine, edebi niteliğine katkıda bulunmaktır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1943]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1875">
    <dcterms:title><![CDATA[CELALEDDİN RUMİ EDEBİ MİRASININ AZERBAYCANDA ARAŞTIRILMASI VE YAYINI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Mevlana,Azerbaycan Türkçesi,Mesnevi,edebiyat,şair.  ÖZET  Büyük Türk bilgini ve mutasavvıfı Celaleddin Rumi ortak kültürümüzün dünya tarihine bahş ettiği en mühteşem şahsiyetlerden birisidir. Mevlana kaleminden çıkan “Mesnevi”, ”Fihi ma fih”, ”Divani-kebir”, “Mektubat”, Mecalisi-seba” gibi benzersiz eserler aradan yüz yıllar geçmesine rağmen bugün dünyanın dört bir yanında yoğun ilgi görmektedir. Rastgele değildir ki, XV yüzyılın ünlü şairi Abdurrahman Cami Mevlana hakkında şunları söylemiştir: Peygamber değil, ama kitabı var”. Azerbaycan edebiyatında Mevlananın etki alanı çok geniştir. Orta dönem edebiyatımızda Mevlana Azerbaycan şairlerinin ilham kaynağı olmuş, bir takım şairlerimiz Mevlana şiiriyatına nazireler yazmışlardır. Daha XIX. Yüzyılda özellikle Mevlana “Mesnevi”si Azeri şair ve ediplerinin ilgisini çekmiş, ünlü Azerbaycan dram yazarı M.F. Ahundzade 1876 yılında “Mollayi-Ruminin tasnifinin babında” isimli bilimsel makale yazmış, doğu edebiyatının iftiharı mertesinde bulunan Mevlanayı yüksek değerlendirmiştir. XX yy başlarında Azerbaycanda Ferudin Bey Köçerli, Ali bey Hüseyinzade, Muhammed Hadi, Abdulla Şaiq, Abbas Sehhet, Ferhat Ağazade gibi şair ve yazarlar sık-sık Mevlanaya baş vurmuş, düşüncelerine, muhtelif beyitlerine istinad etmiş, yahut görüş bildirmişlerdir. Aynı zamanda bu dönemde bazı dergilerde Mevlana edebi mirasından seçmeler de yer almıştır. Sovyet döneminde Mevlana mirasının araştırılması ve yayını birmanalı şekilde yasaklanmıştır, sansorlar bu işi sıkı şekilde takip etmşlerdi. Bu nedenle Mevlana mirasına temas edilmesi çoğunlukla Azerbaycan bağımsızlığına kavuştuktan sonra mümkün olmuştur. 2000`li yıllardan itibaren Azerbaycanda Mevlana edebi mirası araştırılmaya, eserlerli yayınlanmaya başlamıştır. Bilindiği gibi UNESKO tarafından 2007 yılı dünyada Mevlana yılı ilan olunmuştu. Bununla ilgili olarak Mevlana “Mesnevi”sinin Türkiyede basılmış Şefik Can tercümesiden seçmeler şair Azad Yaşar tarafından Azerbaycan türkçesine aktarılmış ve 2010 yılında “Mesnevi”den seçmeler” adıyla yayınlanmıştır. Aynı zamanda Lenkeran Devlet Üniversitesinin hocası Sefer Şirinov Mesnevinin 4 defterini farscadan Azerbaycan Türkçesine aktararak yayınlatmıştır. Biz 2012 yılında “Mesnevi”nin Türkiyede Adnan Karaismailoğlu tarafından yayına hazırlanmış baskısından Azerbaycan Türkçesinde Mesnevinin 3 ciltlik filolojik tercümesini yayınladık.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1946]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1876">
    <dcterms:title><![CDATA[&quot;Being addressed &#039;Abla&#039; (Elder Sister) Makes One the Sibling of all Turks&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Turkish, Teaching Turkish, teaching culture, intercultural, competence, crosscultural competence  ABSTRACT  In this paper I will illustrate different cultural meanings attached to terms of address in Turkish in comparison to Finnish in regard to the term ‘abla’ which refers to one’s elder sister in Turkish. As Byram (1997) highlights integrating culture to language teaching is not a new idea but with the aid of globalization and the multi-media in recent decades it is easier to come in touch with the target culture and gain familiarity with the various usages of language by either bringing it into the classroom, or traveling to the target country. Seeing authentic usages enables the learner gain a better understanding of cultural differences and gain competence when experimenting with the specific language belonging o a context. A newspaper article in Finland mentioned about a Finnish journalist who, had studied Turkish in Finland and worked in Turkey, was addressed ‘abla’ in the street in Turkey not understanding why people were calling her like that. She realized that the term ‘abla’ she had learnt did not solely refer to the parental sibling in Turkey, and one easily could become the sister of neighbors, the greengrocer, or the minibus driver. After several months she got used to this term of address and started to use it too. She had gained linguistic and cultural competence by integrating ‘abla’ to her target language productivity. I brought the article to my classes at the University of Helsinki where I teach Turkish language and discussed the additional cultural meanings of the term of address by focusing on ‘abla’ and ‘hocam’ with 8 other terms of address. From that day on, by thinking analytically about the cultural relationships of these terms some students made the unfamiliar usage in Finland starting to address me ‘hocam’ just like my students in Turkey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2007]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1877">
    <dcterms:title><![CDATA[Importance of Pragmatic Competence in ESL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Pragmatics, Presupposition, Implicature,Discourse, Strategic competence  ABSTRACT  The main aim of the paper is to make out a case for the inclusion of pragmatics in the curriculum. It is important to find ways to develop pragmatic competence in addition to linguistic, communicative and strategic competence. The student today violates Grice’s co-operative principles of quality, quantity, relation and manner when he is unable to comprehend how short a précis must be or write a personal /official letter. He speaks as he writes and for him there is no difference between speech and writing. Jokes are beyond his comprehension because he is unaware of the presuppositions underlying them. Learners should be able to understand and produce language appropriate to the context- not merely grammatically correct language. The three definitions of Pragmatics that we might look into are:  • Pragmatics is the study of language from the point of view of users, specially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on other participants in the act of communication.  • Pragmatics is the study of implicature, presupposition, speech acts and aspects of discourse structure.  • The study of intended speaker meaning is called pragmatics.  Pragmatics competence subsumes the three competencies needed to master a language, namely Linguistic competence, Communicative competence and Strategic competence. We cannot really understand the nature of language itself unless we understand pragmatics: how language is used in communication.  The ESL learners do not sound like the native speakers mainly because they lack pragmatic competence. But then linguists believe that neither linguistic nor pragmatic competence is teachable. But they agree that it can be learnt through exposure to the language, eliciting examples and experiencing through role play exercises. This paper will also explore the strategies that will help the students to develop pragmatic competence.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1970]]></dcterms:extent>
</rdf:Description></rdf:RDF>