<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/1831">
    <dcterms:title><![CDATA[German as Foreign Language Teaching and the Reflection Oof Intercultural Approaches in the Texts]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Intercultural approaches, Cultural Components, Foreign Language teaching, reading skills course, german textbook.  ABSTRACT  Learning and teaching a foreign language through texts, get on the basis of analysis and interpretation of texts in a language teaching. So, by the teaching of foreign language, texts decisive individuals in the process of language development and are purpose leads to the main tool. Therefore, the purpose of this texts must be qualified to take the individuals to the aim.  The general purpose of this study is to determine german as a foreign language teaching and the reflection of intercultural approaches in the texts by utilizing descriptive method. The research universe of the study consists the cultural elements in texts from the approach of intercultural communication in the textbook “Themen neu 2” at Program in German Language Teaching, Department of Foreign Languages, Anadolu University during 2012-2013 academic year by the reading skills course.  In our studies, it is defended that while teaching german to foreigners, it is necessary to find cultural elements in texts from the approach of intercultural communication, which we use. It is researched if that aforementioned textbook “Themen neu 2” the aspects, related to target language culture, through authentic texts includes.  In the evaluation, it has came to a conclusion that there is no criteria of presenting priority and amount of cultural elements among books. It was seen that “Themen neu 2” language teaching set has sufficient qualities in terms of teaching German as a foreign language from the point of the reflection of intercultural approaches in the texts.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1968]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1830">
    <dcterms:title><![CDATA[Correction of the Negative Feedback in Teaching Italian Language as L2 at the University of Banja Luka]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Explicit correction, recast, prompt, acquisition, Italian language, techniques of correction  ABSTRACT  Focusing on three types of corrective feedback strategies in the acquisition of Italian language as L2, namely explicit corrections, recasts and prompts, the current paper’s aim is to demonstrate how these strategies improve the acquisition of L2 in learners whose level is B1/B2. Which one give the best effects in the correction techniques?Which strategy is mostly accepted by the learners? Can these strategies be used in the written feedback? Some answers demonstrate that the effects of explicit corrections, recasts and prompts have rarely been examined from learners’ own perspectives and more studies in this direction are needed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1720]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1829">
    <dcterms:title><![CDATA[The Effect of Turkish Series on the Bosnian Culture and the Language Learning Process]]></dcterms:title>
    <dcterms:abstract><![CDATA[The role of the media, in general, in the process of language learning is undeniable.  Turkish media, in particular, is extremely popular among Bosnian people. Various soap operas provided by Turkish media are enjoyed by a large number of people ranging from child to adult.  This research will serve for the analysing the effect of media (especially soap operas) for putting on the map of every societies and countries – especially Turkey. So , this research will conduct the question of how and in which way Bosnian people are affected by media, and if they are affected by Turkish soap operas how this condition reflects the way of their impress to the other societies. Additionally, the interview was made with the Turkish soap opera watchers while the essay was preparing. So, we can say that this essay is the work of the main area(Bosnia).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1932]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1828">
    <dcterms:title><![CDATA[The Image of The Turk in Shakespeare’s Plays]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Images, &#039;Turks&#039;, Shakespeare, Discourse Analysis  ABSTRACT  The communality of the problem of ‘adoption’ of the ideas and the surrounding notions in a piece of literature can be solved by teaching ‘discourse analysis’ whose fundamentals can be delved into by teaching atmosphere in which a piece of literature was/is written. This paper is set out to examine the image of the Turk and Turkish material culture in Shakespeare’s play in perspective of ‘the historical background’, ‘Renaissance moulding the medium of the era’, ‘rediscovery of the ancient texts’ and ‘the history of emotions’. In order to appreciate the ‘essentia’ of what it means to be the Turk in Renaissance period, the image of the Turk is to be interrogated with the embodiment of historical background that is conflated with Ottoman Empire’s expansion into the lands long owned by the Christians.The prominent factor dominating the Rennaissance era and Reformation was the dichotomy of Catholic Church and Protestants. While unfolding the religious dichotomy, the reader should take cognition of not only the tensions within the Christianity but also the conflicts between what is known as Islam and its prophet and Christianity.It is not a coincidence that the history of emotions and religious difference are the profound motives.The play ‘Othello’ begins with the Ottomans’ preparation for intervening in Cyprus, however it is also pointed out that the Ottoman fleet changes the route to Rhodus. The feature of ‘changability’ is always associated with what is ‘negative’ in Eurocentric literature. Changeability had been associated with the mood of alterity, femininity and african (Mediterranean). Renaissance is the period when the antique (conglemoration of ancient Greek texts) texts were reopened and translated. The association of wisdom and rationality with the God Apollo (West), and the association of emotional explosion, mood, and changeability with Dionysus (East) is what the clasical texts reveal to the literate Renaissance men. All of these images and impressions can be delved into through a deep discourse analysis which should be the first aim while teaching a foreing a piece of literature to the Muslim or other types of audience who do not have/have not had the chance to intervene and breath in within the milieu of Eurocentrism.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1693]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1827">
    <dcterms:title><![CDATA[Instructional Materials Appreciated By EFL Teachers at Elementary Schools]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is an undeniable fact that teaching a foreign language is a hard task for foreign language teachers as it requires a well prepared teacher who is up to date. To facilitate this task both teachers and learners need to use a lot of instructional materials in EFL classes. Due to the rapid advancement of technology, several technological devices have appeared to be utilized for the benefit of language teaching. Most of the learners, digital natives, expect to be provided with these instructional materials as well as the traditional ones. This paper stresses on the question “what kind of instructional materials are employed by the foreign language teachers at elementary schools?” To do this, during the course of School Experience, 128 prospective English teachers majoring at ELT department observed 38 teachers of English working at 14 elementary schools. While observing, they were required to fill in the Classroom Evaluation Form which included the items regarding the use of instructional materials that a foreign language teacher should use. The descriptive results have revealed that most of the teachers are still reluctant to use many of the materials because of some reasons (excuses) such as overcrowded classes, lack of time for preparation, time constraint of the curriculum, working load, burnout etc. It is unfortunately true that coursebook still remains the only indispensible instructional material that most of the teachers posses whereas some other materials are rarely appreciated. The study suggests that apart from coursebooks teachers should use other instructional materials to motivate learners and offer an interactive teaching atmosphere.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1785]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1826">
    <dcterms:title><![CDATA[NAZİM DİVANINDA İSTEK ÜZERİNE YAZILAN GAZELLER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: ısmarlama şiir, şiir yazma sebebi, şiir başlığı.  ÖZET  Bir işin yapılmasına yol açan gizli veya açık bir sebep vardır. Şairleri de şiir yazmaya sevk eden sebepler bulunması tabiidir. Her şiir için farklı bir durum veya olay o şiirin yazılması için şairi harekete geçirir. Bu sebeplerin bilinmesi şiirde yer alan ifadelere şairin kastettiği yönde mana verilmesinde yardımcı olur. Bazı şairler eserlerinin dibacelerinde şiir hakkındaki genel görüşlerini açıklar. Mesnevilerin sebeb-i telif bölümlerinde şairi o eseri yazmaya teşvik eden sebeplerin belirtildiği örnekler vardır. Şura tezkirelerinde şairlere ayrılan bölümlerde bazı şiirlerinin yazılış sebepleri ile ilgili bilgilere de rastlayabiliyoruz. Nazım şekli veya türü bir şiirin neden yazıldığı konusunda bir fikir vermesi bakımından yardımcı olur. Bazı şiirlerin daha yakından incelenmesi net olmasa bile yazılış sebebi hakkında tahminde bulunmamıza yarayabilir. Bazı şiirlerin başında neden yazıldıklarına dair açıklamalara nadir olarak yer verilir. Yazılanların tamamı dikkate alındığında bu bilgilere ulaşılabilen şiir sayısı oldukça azdır. Divan şairleri şahsi sayılabilecek bilgileri açıklamamayı tercih ederler. Var olan notlar da müellif hattı olan nüshalar veya müsveddelerde bulunur. 18. yüzyıl divan şairi Nazim Divanı’nda birçok şiirin başında yazılış sebeplerini açıklayan açıklamalar yer alır. Bunlardan bazıları uzun sayılacak ölçüdedir. Şair dört gazelinin başında o şiirlerini arkadaşlarının isteği üzerine yazdığını belirten açıklamalara yer verir. Ismarlama kabul edilen bu durumu şairin açıkça belirtmekden çekinmemesi önemlidir. Çalışmamızda Nazim Divanında istek üzerine yazılan şiirlerin şairin diğer şiirlerine kıyasla sanat değeri üzerinde durulmuş ve istenen hedeften sapmalar olup olmadığı ortaya konulmaya çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1947]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1825">
    <dcterms:title><![CDATA[Action Research as a Tool to Enhance Professional Development of Prospective Efl Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[ABSTRACT  In order to learn anything during teacher education, pre-service teachers must have personal concerns about teaching and they must have encountered concrete problems. It has been well established that learning only takes place if the learner has some personal goals (Skemp, 1979). The purpose of this study is to describe a course in a language teacher education programme that uses action research, and to provide evidence of the effects that action research had on pre-service teachers’ learning and practice through reflection, in particular, on the changes in their self-efficacy beliefs. Instead of providing a preset agenda, the prospective teachers are encouraged to study what is important to them in their own school situation for their own purposes. The course is designed in a way so as to help prospective teachers improve their classroom practice, understand of that practice, to contribute to the knowledge base of teaching and learning, and to help them adopt an inquiry based approach to learning and teaching. The classroom-based collaborative action research is adopted. In order to ensure pre-service teachers a more active role in their professional development, participants are provided opportunities for active interpretive processes that help them examine the complex contexts of classrooms and schools. Participants are fourth year students attending a language teacher education programme in Turkey.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1908]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1824">
    <dcterms:title><![CDATA[Professional Needs of Efl Teachers at Elementary Schools in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Being a foreign language teacher requires a lot of peculiarities that should be acquired and performed appropriately in the class accordingly. This paper provides the results of research based on the professional needs of the teachers of English at elementary schools in Turkey. It also presents the recent description of teacher development and characteristics of foreign language teachers focusing particularly on the subject of professional needs of English language teachers. In this qualitative study, among the randomly selected participants, 152 teachers of English working at elementary schools in Turkey provided data for their professional needs. The data for this research were collected through the specifically designed survey entitled “Professional Needs Analysis Survey and the views obtained from semi-structured interviews with five participants. The analysis showed that a great amount of EFL (English as Foreign Language) teachers need to be professionally developed in order to be able to perform their professions appropriately, and to keep up with the rapid development in the ICT field that requires teachers to be continuously up to date.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1927]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1823">
    <dcterms:title><![CDATA[Alternative Assessment Tools in ELT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:alternative assessment, constructive testing tools, non-traditional testing, performance based testing  ABSTRACT  There are tests to measure the end-points of any teaching program. Assessment is an inevitable and integral part of teaching and learning process because it is the way teachers monitor student language learning development over time. However, due to the increasing emphasis on teaching the four skills and in an integrated way, testing is also evolving to be more constructivistic. Testing started to focus more on assessing learner’s ability to convey messages in written and oral form. Tests have become more similar to life. Such tests that are more similar to life situations could be regarded as “alternative assessment”, “non-traditional assessment” or “performance based assessment”. Alternative assessment has become an umbrella term for any type of test rather than standardized, high stakes exams. This paper presentation will briefly share alternative, constructive testing techniques with the audience, and provide some concrete samples from the presenter’s current work place: Istanbul Sehir University, School of Languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1750]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1822">
    <dcterms:title><![CDATA[Intercultural Communication and Language in the Context of Halo Effect - Turks in France-Alsace Region]]></dcterms:title>
    <dcterms:abstract><![CDATA[The halo effect as a psychology term, occupies an important place in interpersonal communication. It defines the one’s judgement by the first impression to be permanent or to influence the following judgements.  Migration of Turkish workers into France started at around 1970’s. Workers who sought a role in a new society after migration, struggled for integration with the society. But some issues that were faced during integration process revealed the reality that integration was not a unilateral fact.  The perception of first group of workers by French society in the beginning influenced the judgments in the following years. However, tenacity of Turkish workers during their struggle for existence in business and social life occasionally caused some negative cases.  Experiences about conserving the cultural identity and usage of mother tongue caused some changes on the process of turning into a new society in the 2000s by the help of developing technology.  Now, a new process arose which doesn’t speak about integration but protects the culture and identity as a member of the society they live in and demolishes, more or less, the prejudicies about first generation created by the society.  Turks in Alzas region of France protected their cultural identity and mother tongue by watching television broadcast from Turkey and strengthening their relation with Turkey and Turkish language.  Educational successes scored by the third generation young Turks started to weaken the impression of previous generations as workers only working and earning money. This change has led them to be acknowledged in the society as educated individuals. As sensitive individuals about culture and identity issues, they helped to create “all different all equal” perception by their communication with the society.  In our research, we are going to analyse the evolution process of Turks in Alzas region of France, whose adventure starts being a worker, in accordance with intercultural communication, identity and native language terms]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1701]]></dcterms:extent>
</rdf:Description></rdf:RDF>