<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/1888">
    <dcterms:title><![CDATA[Iran&#039;s Policy of Teaching Foreign Language and Turkey Turkish Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Iran, Foreign Language Planning, Turkish as a Foreign Language  ABSTRACT  States develop policies based on the short-and long-term goals and they make their future plans of their country according to these policies. In addition to this, the plan of education is not excluded of this procedure. In other words, in the determination of educational policies of the Islamic Republic of Iran, politicians became dominant at all times.  Systematically organized and taught foreign languages in Iran are Arabic, French and English. Although French is taught in schools as a foreign language in a very short period, the teaching of Western languages and Arabic language policies has different purposes like French. Keeping in the forefront of Islamic standards, political authorities desire that Arabic should be basic foreign language or a second language. According to them, budget allocation for the teaching of languages such as English, French, Italian and German is nothing but a waste of resources. In western languages teaching (especially English), the only reason can be considered that English-speaking generations can serve Anti-American purposes. Nevertheless, Iranian officials think that English is a language that must be learned in order to follow the innovations in the world of science and to show itself in the international arena in the planning of foreign language. In Iran, however, in the face of teaching English as a foreign language from period to period, changes in the attitudes of managers, sometimes against the spread of the English language appearing in the views cannot be denied.  Although the teaching of Turkish language has not a long history in Iran, various dialects of Turkish language are spoken. Turkish is a foreign language which is heavily favored by the Iranians after the major European languages. However, Turkey Turkish as a foreign language in Iran encountered many problems in teaching. Some of them are originated from Iran’s situation which is a closed country and the other reason is that Turkey Turkish is a relatively new field as a foreign language.  In this study, foreign language teaching policies of the Islamic Republic of Iran will be mentioned and the effects of these policies on teaching Turkey Turkish will be discussed. The study will be supported by the opinions of Iranian officials and Iranians of Turkey Turkish learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1821]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1889">
    <dcterms:title><![CDATA[Türkçe Öğrenen Yabancıların Konuşma Becerilerinde Sosyolinguistik Etkenler  Bekir İnce]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Sociolinguistics, foreign language teaching, Turkish education, cohesion, conjunction  ABSTRACT  Dilbilimsel yaklaşımlar, bir metnin anlamlı ve sağlıklı bir şekilde oluşabilmesi için &quot;bağlılık&quot; özelliğine sahip olması gerektiğini söylemektedir. Bağlılık ile ilgili çalışmalara baktığımızda bağlılığın metnin yüzeyindeki ilişkileri düzenleyen temel bir yapı olduğu görülmektedir (Halliday ve Hasan, 1976). Erdağı’na göre bir metnin yüzey yapısındaki dilsel birimler birbirlerine dilbilgisel kurallar çerçevesinde ardıl bir biçimde bağlıdırlar ve bu ise, metindeki dilsel, dilbilgisel uyum, yani bütünlüktür (Erdağı, 2008:14). Türkçe öğrenen yabancı öğrencilerin sözlü performansla oluşturdukları metinlerin iletişim amacına hizmet edebilmesi ve tutarlı olabilmesi, oluşturdukları metinlerin bağlılık özelliğine sahip olmasına bağlıdır. Halliday ve Matthiessen (2004) bağlılık yaratan dört büyük grup önermişlerdir. Bunlar metin içi göndergeler, eksiltiler, bağlaçlar ve sözcüksel bağlılıktır (akt. Akıncı, 2007). Yabancılara Türkçe dersi bağlamında öğrencilerin metin bağlılığı ile ilgili sorunlar yaşandığı bilinmektedir (Çotuksöken, 1983) Bu çalışma, yabancı dil olarak Türkçe öğrenen ve farklı coğrafyalardan gelen öğrencilerin sözcükleri, cümleleri bir araya getirerek metni oluştururken sıralama ve yan tümce bağlaçlarını ne sıklıkta ve hangi tercihle kullanma eğiliminde olduklarını ortaya koymayı amaçlamaktadır. Zira bağlaçlar, bağlama işlevleriden gelen özellik dolayısıyla, cümleler arasında konu ve anlatım bütünlüğünü sağlayan temel unsurlardır. Bu bağlamda Sakarya Üniversitesi bünyesindeki TÖMER’de A2/B1 seviyesinde eğitim gören Bosna-Hersek, Makedonya, Sırbistan ve Bulgaristan gibi Balkan ülkelerinden gelen öğrencilerin sözlü metinlerindeki bağlılık özelliği ile eşdeğer seviyedeki Türkmenistan, Azerbaycan gibi Türkî Cumhuriyetlerden gelen öğrencilerin sözlü metinlerindeki bağlılık özellikleri karşılaştırmalı bir bakış açısı ile incelenmiştir. Çalışma nitel araştırma olup alan araştırması yöntemine dayanmaktadır. Araştırma kapsamında öğrencilere yabancılara Türkçe öğretiminde kullanılan bir kısa film izlettirilmiş akabinde ise öğrencilerle film hakkında 4 dakikalık bir mülakat yapılarak öğrenci görüşleri ses kayıt cihazı ile kaydedilmiştir. Daha sonra çözümlenen ses kayıtları üzerinden elde edilen verilerin analizi yapılmıştır. Çalışma sonuçları değişik coğrafyalardan gelen öğrencilerin, metin bağlılığını oluşturan unsurlardan “sıralama” ve “yan tümce” bağlaçlarını farklı sıklıkta kullandıklarını ortaya koymuştur. Çalışmanın sonuçlarına göre yabancılara Türkçe öğretiminde öğrencilerin ürettikleri metinlerde bağlılık oluşturma işlevi taşıyan unsurların öğretimine ilişkin etkin stratejiler belirlenmesi gerektiği ve değişik dilsel yapıların öğretilmesinde sosyolinguistik özelliklerin de göz önünde tutulması gerektiği söylenebilir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1736]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1890">
    <dcterms:title><![CDATA[Metaphors and Metonymies in the Poem “Santa Maria Della Salute” and Their Translation into the English Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to shed a new light on translation of metaphors and metonymies into the English language. For this purpose, the author has chosen one of the most prominent poems, “Santa Maria della Salute”, written by the famous poet, Laza Kostić. By using the contrastive approach, the author, who is at the same time the translator of this poem into the English language, has endeavoured to give a new insight into the area of translation and semantics. Many examples of metaphor and metonymy will be compared and thoroughly analyzed in order to determine their similarities and differences in both languages. This also represents an attempt to outline the basic components and universality in metaphor. The conceptual metaphors are considered to be largely or mostly universal, more universal than either language or social reality. This paper deals with cultural variation in metaphor, especially its cross-cultural dimension. A general-level conceptual metaphor is, according to Kövecses (2006: 158), instantiated in culture-specific ways at a specific level. Many of our metaphors vary because our experiences as human beings also vary. On the other hand, our metaphors vary, because the cognitive processes we put to use for the creation of abstract thought may also vary. Another important factor for the use of metaphor is the context around us. It includes the physical environment, cultural context and also, communicative situation. All the culturally unique concepts and values that characterize cultures, including the governing principles and the key concepts, make the cultural context broader. For this reason, it was very difficult for the translator to transfer the Kostić’s metaphors adequately into the English language. As much skilled as the translator may be, he or she would certainly come up to certain cultural obstacles which are contained within culture-specific terms.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2083]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1891">
    <dcterms:title><![CDATA[ESL Teachers&#039; Professional Development on Facebook]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Facebook pages, ESL teachers, online communities ,professional development, social networks  ABSTRACT  ESL teacher from around the world can create or join Facebook pages, groups or clubs for ESL teachers for free. Those pages are online learning communities that provide opportunities for in-depth peer-to-peer interaction. They help teachers exchange knowledge, information and experiences. They create social inter-personal rapport among the participants. They foster dialog among teachers, promote asynchronous self-directed learning, peer support and greater involvement in teaching-learning and student-teacher issues. They provide opportunities for cognitive, social, and teaching presences and are essential for the successful development of online learning communities. Members of the Facebook ESL teachers&#039; pages constitute a homogeneous group of teachers from different countries and cultures and the climate of interaction is warm and positive. Members are inclusive, supportive and receptive of each other&#039;s ideas and attend to each other&#039;s needs. Members can upload and download resources such as tests, video activities, movies for the ESL classroom, ebooks, lesson plans, software, and worksheets. They post questions and receive answers about teaching and learning English such as: how to become a teacher, teaching via skype, grammar usage rules, improving students’ accent, ideas for increased comprehension, communicative activities, how to reinforce speaking, problems in teaching writing, reading, grammar, pronunciation…etc. Facebook teachers&#039; pages also enhance teachers’ awareness of non-conventional ESL teaching issues such as: Teaching business with no teaching certificate, Facebook pen-friends, teaching in rural schools in China, online tutoring, testing private students at Euro levels, using songs in TEFL, ideas for teaching presentation with 600 students, and others. The presentation will give examples of Facebook pages, groups or clubs for ESL teachers, kinds of topics, issues and problems posted about the teaching and learning of English to students of all ages, the role of Facebook teachers&#039; pages in professional development as perceived by a sample of ESL teacher members.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1921]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1892">
    <dcterms:title><![CDATA[Enhancing EFL Students&#039; Reading Skills with Inspirational Quotes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: insirational quotes, reading, EFL, integration,global culture  ABSTRACT  Many ESL students have reading comprehension problems in English, have difficulty identifying main ideas and supporting details, identifying, verifying or recalling ideas that are explicitly or implicitly stated in the text, making predictions, inferring the meaning of difficult words from context, and making inferences. The presentation proposes the integration of inspirational quotes in the teaching of English to L2 students in class, or as an extension activity. It will show the following: (i) advantages of integrating inspirational quotes by authors from around the world and different cultures in reading instruction; (ii) sources of global inspirational quotes; (iii) Criteria for selecting global inspirational quotes such as length, topic familiarity, difficulty level, students’ proficiency level, students’ interests and their local culture; (iv) Instructional phases with inspirational quotes: (a) Before reading an inspirational quote: Introducing the inspirational quote, vocabulary overview; giving pre-questions, setting goals for the tasks, what students need to do and focus on, predicting the topic on the part of the students and giving the order in which tasks will be completed. (b) While reading an inspirational quote: Students read for the main idea, pay attention to specific vocabulary, imagery and figures of speech while reading, answer a question while reading and use contextual clues to infer meaning of difficult words; (c) After reading an inspirational quote: Discussing answers, summarizing or retelling orally the main idea, discussing difficulties, commenting on the topic, giving their impression, giving the morale or lesson learnt, providing feedback on areas of improvement, a summary of the tasks that were performed; (v) evaluation and assessment; (vi) recommendations for integrating of inspirational quotes in reading instruction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1919]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1893">
    <dcterms:title><![CDATA[Type of Language and Learning Abilities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: types of languages, ability, learning, acquisition  ABSTRACT  In topological classification of languages linguists use to divide them in five main types: isolating languages (analytical or root languages), agglutinating languages, inflecting languages, polysynthetic or incorporating languages and analytic languages. However, it is hard to say that any language belongs to only one group, since none of them is one pure variant.  According to Edward Sapir (2000), it has already been observed that one language runs to tight-knit synthesis where another contents itself with a more analytic, piece-meal handling of its elements, or that in one language syntactic relations appear pure which in another are combined with certain other notions that have something concrete about them. Even though there are many researches with regard to similarities and differences between five major types of languages, only a few of them are trying to discover if type of language can influence second language learning abilities.  The major aim of this paper is to analyse whether the type of native language influence second language aquisition, especially in situation when second language belongs to other group. Statistical learning approach, as well as evolutionary approach are used in order to explain the major aim. Also, cognitive theories of learning are applied to explain mechanisms that can  hinder learning and acquisition.  It is concluded that different structure of five groups of languages can influence language acquisition when learning language that belongs to group other than native language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1695]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1894">
    <dcterms:title><![CDATA[Teaching Pragmatic Competence in Business English Courses]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: business English, pragmatic competence, students’ needs, tertiary education  ABSTRACT  Students’ needs in the 21 century are different from those ten or twenty years ago. They need more instruction and practice in sociolinguistic and pragmatic competence. Therefore the syllabi for business English courses at the tertiary level of education need to be revised and adjusted to the changing needs of students – future employees of global companies operating in a highly competitive business environment. The aim of the paper is to present these needs, assess and discuss the results of a research study into students’ self assessment of their competence and to give some recommendations on teaching the pragmatics of language use. Pragmatic competence is considered to be even more important now than ever before yet business English courses seem to offer very limited, if any, instruction on the most important pragmatic skills. Firstly, the paper gives examples of typical business situations in which pragmatic competence matters a lot, then it discusses the results of a study into students’ self assessment of their pragmatic competence, and finally it discusses the rationale of teaching pragmatic competence and suggests the ways of teaching it in business English courses at universities. It is hoped that the paper will contribute to increased awareness of the importance of teaching and learning the pragmatic skills in business English courses for adults.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1766]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1895">
    <dcterms:title><![CDATA[The Change of Meaning Of Nouns in the Process of Number Alteration]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English, nouns, meaning, number, alteration  ABSTRACT  Exceptions to the rules phenomenon within a language system have always been a problem in the process of learning a foreign language. There are prescribed rules about the use of language and there are exceptions to these rules which cannot be found in grammar books. As language changes from one minute into another, so do the rules it is governed by. Such is the case of English nouns. English plural invariable nouns which according to the grammar rules can only have plural form also have their singular forms existing in English and they have different meaning from their plural form. This paper addresses this teaching and learning challenge raising awareness of the nouns which change their meaning when they are used in their singular form. The methodology used in the paper is giving the necessary theoretical background and semantic analysis of the example nouns. The results of the analysis show that there is a considerable number of English plural invariable nouns which change meaning in the process of number alteration and therefore represent potential problems for speakers of English language. This paper presents a number of the nouns which undergo such changes and explains the difference in meaning. As such it helps us to identify nouns from this group and helps speakers to avoid possible problems of their misunderstanding.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1769]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1896">
    <dcterms:title><![CDATA[Klasični Jezici I Samovrednovanje Visokoškolske Ustanove]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: klasični jezici, silabusi, Bolonjski proces, autoevaluacija  ABSTRACT  U radu je reč o nekim elementima samovrednovanja visokoškolske ustanove (Filološki fakultet BU), odnosno o (auto)evaluaciji u ovom slučaju kurikuluma neohelenskih studija i silabusa klasičnih jezika u okviru studijskog programa Jezik, književnost, kultura (skraćeno JKK). Postupak samovrednovanja pripada po definiciji „bolonjskom procesu“, što podrazumeva potom institucionalnu spoljašnu proveru kvaliteta. Iskustvo sa akreditacijom implikuje mnogo birokratskog traćenja vremena, ali ako se taj deo posla prepusti onima koji su za to zaduženi, ostaje onaj bolji deo, a to je dalje unapređivanje rada sa studentima, što podrazumeva i sopstveni rad.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1823]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1897">
    <dcterms:title><![CDATA[Error Analysis for Achieving Meaningful Translation]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:error analysis, meaningful translation  ABSTRACT  There seems to be a growing awareness all over the world in translation studies, which are not faced with misunderstanding and opposition. According to Kussmaul (1995: 5), there are two approaches in teaching translation, product-oriented and process-oriented ones. The product-oriented approach includes error analysis and translation quality assessment. Errors are first described, then the reasons for them are found and finally the solutions are given to prevent them.  However, error analysis must be taken with precautions. Making errors must be seen as a way of productive way of making students aware of all the obstacles that they may face while doing translation. This paper deals with the analysis of students&#039; errors (those frequent and less frequent ones) and their transformation into knowledge necessary for successful and meaningful translation.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1920]]></dcterms:extent>
</rdf:Description></rdf:RDF>