<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/1811">
    <dcterms:title><![CDATA[The Attitudes of Students towards Role-Play Based Video Classes: From Multiple Intelligence Perspective]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Video, Role-play, Multiple intelligence  ABSTRACT  As technology is getting more integrated with English language teaching process, using videos has also gained popularity. In addition to the development of technology, great emphasis on communicative language teaching increases the popularity of videos. With the help of videos, students deal with real-life language as well as the rules they are exposed to as part of their curriculum. Sometimes, video is even considered as a separate class as part of the curriculum beside the main course. In spite of its facilitating role, students are generally the passive participants who are responsible for watching the theme, and answer the questions about it. Students are only expected to comprehend the story and catch some words in order to do the exercises on a sheet of paper. However, in a communicative language teaching environment, students need to be the active participants of their learning process. If video is regarded as fundamental to develop communicative skills, students should use it, not the questions. Otherwise, using the language becomes a vehicle instead of a goal. This can be achieved by integrating role-play with video classes.  This study aimed to reveal the attitudes of learners towards role-play in video classes. It was applied with 20 students and lasted for 4 weeks. Different groups were given video scripts and assigned with performing it in an appropriate environment. Then, the rest of the students in the class watched the video and made discussions about it. The data was collected with an attitude scale and a multiple intelligence scale to determine their attitudes considering their intelligence type. At the end of the study, it turned out that while the learners who have linguistic, logical-mathematical, interpersonal and bodily-kinesthetic have find it useful and motivating, intrapersonal learners prefer only to watch and answer the questions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1767]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1810">
    <dcterms:title><![CDATA[The Usage of Exercises in Foreign Language Grammar Lessons]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: exercises, foreign language, grammar, Italian.  ABSTRACT  In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes occurring in the classroom should have a subsidiary function, in order to facilitate the language learning and to contribute more rational and more efficient use of exercises.  After a short review of existing classifications of language exercises, the paper will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1807]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1809">
    <dcterms:title><![CDATA[Stilovi i Strategije Ucenja I Nastava Italijanskog Jezika Kao Stranog]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:stilovi učenja, strani jezik, strategije  ABSTRACT  Learning styles are defined as the preferred techniques of operation of the brain when it faces the acquisition of new information. Thanks to experiments conducted by psychologists and experts in language learning we can conclude that each individual tends to acquire and manage information in different way. After a short presentation of different learning styles, in this paper we will try to use the studies related to learning styles to construct concrete proposals to be used when teaching Italian as foreign language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1793]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1808">
    <dcterms:title><![CDATA[The Evaluation of an Online Practice Tool, the Views of Students and Teachers on How to Better Use the Online  Practice Center]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Online practice, evaluation, implementation, self-study  ABSTRACT  This study aims to investigate the possible reasons behind the unsuccessful implementation of an online practice program by Oxford University Press in Celal Bayar University’s School of Foreign Languages and also attempts to find ways to turn around this unfortunate event in the following years. After looking at the numerical data, which showed that only 8 of the 589 students completed more than half of the practice program, the evaluator decided to set up interviews with select students and teachers to investigate the reasons behind the unsuccessful implementation.These 16 students along with 8 volunteer teachers from the institution were then asked several questions in the format of a semi-structured interview. The results show that there were several different reasons behind the unsuccessful implementation. The participants also offered some insights on how to deal with these issues and achieve a healthier practice program. The researcher hopes that this evaluation would prove useful in providing new ideas for future administrations of the program.  Today most language schools boast big computer labs with state-of-the-art computers for each student, many teachers prefer to ‘hand out’ the external materials on-line, libraries slowly wane while search engines and ‘wikis’ grow to fill in, and students often ‘blog’ for millions to read and comment on instead of writing to their pen-friends who may or may not respond within the month. The self-study books and resources also grew in abundance and students can now easily find many opportunities to practice the target language in a number of paid or free sites which cover the language thoroughly from exercises on form to authentic listening or speaking tasks.  This study aims to investigate the several possible reasons behind the unsuccessful implementation of such an online practice in the Celal Bayar University School of Foreign Languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1986]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1807">
    <dcterms:title><![CDATA[The Research on Multiple Intelligence Profiles, Learning Styles and Critical Thinking Abilities of the Students of Bulent Ecevit University Preparatory School According to Different Variables]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Multiple Intelligence Theory, Learning Styles, Critical Thinking, Foreign Language Preparatory School, Student profile  ABSTRACT  The aim of this study is to determine how advanced the Multiple Intelligence sub-dimensions, determine the learning styles and critical thinking abilities of students of foreign language preparatory school and to find out how these values differ among each other and according to other variables such as the gender, types of OSS (Exam for admission to university) scores, departments of the students and the kind of high school they graduated from. In this study, a multiple intelligence inventory, a learning styles inventory and a critical thinking scale were used as measuring tools. The study was carried out on 391 students from the Compulsory Foreign Language Preparatory School of Bulent Ecevit University in 2008-2009 Fall semester. The data gathered were analysed with t-test and One-way ANOVA. When observed from the perspective of different variables, differences in favour of females, students of Faculty of Economy and Administrative Sciences, quantitative score type of University Entrance Exam and graduates of Anatolian High Schools were found out.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1731]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1806">
    <dcterms:title><![CDATA[Arabic Education in the Ottoman Madrasas until the Reign of Sultan Mehmed II the Conqueror]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Ottoman Education System, Madrasas, Arabic Language Education, Teaching Methods, Arabic Grammar Books.  ABSTRACT  In this study, from the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror, the methods and books used in the education of the Arabic language in the curriculum in the Ottoman madrasas are examined. In this context, this study also determines the position of Arabic in the education of Ottoman madrasas.  The study population of this research constitutes the educational system of madrasas having been the higher education institutions during the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror. Described as the part of the study population, the sample of the research is mainly composed of Arabic education in these madrasas. In this study, upon using cluster sampling from the sampling techniques, Arabic education is divided into three groups, morphology (sarf), syntax (nahiv) and rhetoric (belâgat).  In this research which is a qualitative study, data acquisition methods, used in the qualitative studies as data sources, such as document collection and its analysis, the survey and the evaluation of the work pertaining to this area are applied. As the data of this research is qualitative, “documentary survey” is used as data collection techniques.  Studies indicate that the Arabic language, in the Ottoman madrasas, had a position to prepare the students for the religious sciences and it was taught so as to comprehend the religious texts. In the light of this information, it is proposed that whilst carrying out the modern education methods, the classical Arabic grammar books used by the Ottoman scholars be applied.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1734]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1805">
    <dcterms:title><![CDATA[ESKİ VE ORTA TÜRKÇEDE GEÇEN BAZI FİİLLERİN ÇEŞİTLİ ALTAY DİLLERİNDEKİ GÖRÜNÜMLERİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Altay dilleri, Eski Türkçe, Orta Türkçe, Fiiller.  ÖZET  7. yüzyıldan 16. yüzyıla kadar, “Eski Türkçe” ve “Orta Türkçe” olarak anılan dil devreleri içinde ortaya konmuş çeşitli dil yadigârlarından alınmış bazı fiil örnekleri, çağdaş Altay dillerinin (Turki, Moğolca, Tunguzca, Mançuca vs.) sözvarlığında hâlihazırda bulunan benzer şekil ve örneklerle karşılaştırılarak ses bilgisel ve yapıbilgisel açıdan incelenmiştir. Elde edilen sonuçların ışığında, Eski ve Orta Türkçede geçtiği tespit edilen bu örnek fiillerin etimolojik yapısı ve geçiş yolları ortaya çıkarılmıştır. Bu vesileyle Altay dillerinin bazılarında bulunan ses ve yapı açısından değişime uğrasa da aynı kökten türemiş veyahut eşasıllı olması kesin ya da muhtemel olan fiillerin durumuyla ilgili olarak genel bir değerlendirme yapılmış, Altay dillerinin ortak söz varlığı Eski ve Orta Türkçeden seçilmiş fiil kök ve gövdelerinin baz alındığı bir zeminde karşılaştırmalı olarak irdelenmiştir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1961]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1804">
    <dcterms:title><![CDATA[The Importance of a Corpus-Based Study in Revealing the Precise Meaning of the Collocation Make Mistake]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: semantic preference, semantic prosody, collocation, corpus, corpus linguistics  ABSTRACT  Previous corpus-based studies have shown that semantic preference and semantic prosody can be of crucial importance in identifying the meaning of various lexical items (Sinclair, 1996; Partington 2004; Begagić, 2013). Since such research would be impossible without the advent of computers as well as specialized programs used for searching million-word corpora, the lexical items are examined within the scope of corpus linguistics.  This study presents a corpus-based analysis of the meaning of one of the most common V-N collocations in the Corpus of Contemporary American English (COCA) in two different registers, the newspaper and the academic one. In order to make the study as objective as possible, every second occurrence, of the first 100 randomly selected occurrences, is examined and all the word forms of the collocation make mistake are included, i.e. make mistake, makes mistake, made mistake and making mistake. All the word forms are carefully observed in the span of ten.  The OALD does not offer any definition under the both entries, make and mistake, however there are several examples of its usage under the entry of mistake, implying the existence of collocation. The present study indicates that at least two definitions should be placed under the entry of make mistake. The results also suggest that the meaning of the collocation is contingent upon the registers in which it is used. Moreover, the pivotal role of semantic preference and semantic prosody in identifying the meaning of make mistake is pointed out as well as the fact that million-word corpora are the only true sources that provide accurate and objective information about natural language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1893]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1803">
    <dcterms:title><![CDATA[Some Evaluations about the Place and Importance of Nasreddin Hodja Jokes in the Teaching of Turkish as Foreign Language in Bosnia And Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching language to the foreigners is a field requiring professionality in all aspects in our days. The studies done in the field have focused on the language teaching methods overall rather than the general traits of the language aimed to teach. The language to be taught in terms of the learner&#039;s profile, learning materials, motivation and age groups, methodologies applied, location, how and to whom it will be taught is totally another field of study.  In this paper, Nasreddin Hodja&#039;s jokes will be studied in terms of their place and importance in Turkish language teaching especially in Bosnia and Herzegovina which still survive from far past to our day within the verbal folk tradition in Anatolia and Bosnia and Herzegovina.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2091]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1802">
    <dcterms:title><![CDATA[English Language Teaching with Web 2.0 and Faculty 2.0]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Language Learning, Information/Communication Technology  ABSTRACT  The Internet has the potential to enhance the collaborative and communicative goals of English language teaching. Use of online resources in language learning has dramatically increased in recent years with online courses and use of smart technology within the classroom. “The problem,” as reported by the Pew Higher Education Roundtable at the dawn of this information age in 1994, continues to be “that faculty—and hence the institutions they serve—have approached technology more as individual consumers than as collective producers.”  This paper considers the risks and rewards with creating and integrating information and communication technology into the English language classroom. Benefits to using online resources for language learning will be considered: authentic language, contact with a wider world of English speakers, motivating, entertaining, current, and applicable to content based-instruction. At the same time various drawbacks will be discussed: slow or non-functioning websites, navigation problems, high cost, and inadequate resources for language teaching.  Brown and Alder (2008) applaud the paradigm change brought about by recent instructional technology from “what we learn” to “how we learn.” Other issues, of course, that must be addressed include the “who”, “where”, and “why” of learning. This discussion about innovations forces us to rethink the process of “learning about learning.”  The presenter will discuss how online resources can be accessed through the use of computers, tablets, mobile phones, and other electronic devices as well as demonstrate free online resources he has developed for teaching pronunciation and vocabulary. He will also distribute an annotated “Webliography” of resources for teachers and students. This presentation will suggest that use of online resources can increase democracy and equity in the English language classroom while making these spaces more student-centered.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1817]]></dcterms:extent>
</rdf:Description></rdf:RDF>