<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/1898">
    <dcterms:title><![CDATA[The Online Co-Mentoring Practices in the Turkish Efl Context: Benefits and Challenges]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: mentoring, pre-service teachers, constructive feedback, challenges, online practices  ABSTRACT  Mentoring is considered to play a significant role in the formation of the pre-service teachers” emerging identities during the practicum period. A lot of studies into teacher education indicate its beneficial impact in many significant ways such as introducing them into the discourse community of the profession, providing them with constructive feedback on their lesson plans and practice teaching performances, providing moral support for the novice teachers during the practicum, acting as a facilitator and a guide in their transition from the student role to the teacher role. However, there have been some problems in the proper fulfillment of all the abovementioned roles. The affective concerns and some procedural concerns of the student-teachers have generally been reported as challenges in the mentoring process.  Therefore, alternative practices are needed enrich the existing mentoring experiences at the tertiary level. The present study, which has a mixed method research design, aims to investigate the benefits and challenges of online co-mentoring practices in a 14-week school experience course offered in the senior year of an undergraduate level in the fall semester of the 2012-2013 academic year in a Turkish EFL context . The participants are 28 EFL pre-service teachers of English and 8 co-mentors assigned to these students in addition to the school-based mentors. The data was collected via an expectation paper at the beginning of the study, a questionnaire administered at the end of the term and a semi-structured interview. The quantitative data was analyzed through the SPSS 18 and the quantitatve one through the content analysis. The results indicated a relatively high level of satisfaction among the student-teachers in terms of detailed feedback provision, the development of alternative viewpoints into the teaching and the learning process, valuable insights into the materials development, and some challenges concerning the online nature of the study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1800]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1899">
    <dcterms:title><![CDATA[Developing Communicative Competence of ESL Leearners through Task-based Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Nurtured, experiential, transitional, interactional, paramount, authentic, panacea, communicative competence.  ABSTRACT  Task-based Language Teaching (TBLT) has been developed as an effective language teaching method since Candlin and Murphy’s seminar collection of papers in 1987 (Ellis, 2009) and Prabhu’s Communicational language teaching Project in Bangalore from 1979 to 1984. Since inception of TBLT, it has emphasized meaning focused rather than form focused learning. It is assumed that learners’ natural Language learning ability can be nurtured through meaning focused with appropriate context and authentic tasks. Every learner can share their personal experiences and opinions through active learning in task-based language teaching (Nunan, 2004). Moreover, TBLT is more specific on communicative tasks through which learners are enabled to develop their transitional as well as interactional skills. In TBLT, tasks are regarded as units or modules which are believed to link between the learners’ real world and classroom world through pedagogy. Collaborative learning is adopted in task-based language learning teaching approach to enhance their communicative competence. TBLT is based on Socio-Cultural Theory (SCT) of Vygotsky in which learners need to interact with their peers, and teachers in order to solve problems and to develop cognition. Constructivists argue that language learning is related to society. Language learning process starts from interpersonal to intrapersonal Vygotsky (1978). Learners can easily communicate in real world situation if they are taught through authentic tasks in TBLT. Holistic learning is approach is followed by the language teachers to develop language skills and linguistic competence of learners in task-based language teaching. It is paramount importance to develop communicative competence of second language learners. The learners can develop communicative competence through holistic activity Samuda &amp; Bygate, 2008). Thus, task-based language teaching can be panacea to develop communicative competence for ESL learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1915]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1900">
    <dcterms:title><![CDATA[A Competent English Language Teacher in Bosnia and Herzegovina: A Lifelong Journey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: competences of foreign language teachers, intercultural communicative competences, teacher development  ABSTRACT  This paper tries to propose a holistic approach to the areas of competences within which English language teachers to very young, young and teenage learners in Bosnia and Herzegovina should professionally evolve. The defined areas from subject specific to educational and life-long learning competences, with special attention given to intercultural communicative competences, and thus shifting away from merely focusing on the linguistic skills and broadening the scope of skills relevant for a competent 21st -century teacher. Such a holistic approach aims to raise the awareness of the roles and accountability of all institutions responsible for the individual integral parts of teacher education (from the beginning steps in pre-service to life-long, in-service teacher training programs). The defined competences point to the necessity of the mutual collaboration and orientation of all institutions responsible for professional teacher development to work towards the common goal, which should be to achieve and nurture high levels of professional commitment and excellence, pedagogical and psychological knowledge, intercultural competences, and motivation for life-long learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1810]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1901">
    <dcterms:title><![CDATA[Facilitation Potential of the Mnemonics for the Teaching of Japanese Vocabulary]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Mnemonics, memory strategies, Japanese vocabulary, Turkish Learners, materials development  ABSTRACT  Vocabulary is the most important component in learning a foreign language. Use of mnemonic devices can facilitate and speed up the learning process. Therefore, learners and teachers should be taught how to produce effective mnemonics. Whether this strategy education can be simplified is a question worth exploring. The same holds true for the teaching of Japanese in Turkey.  The aim of this study has been to analyze and explore patterns in the qualities of the mnemonics sample prepared by the researchers conducting the study aiming to facilitate the Japanese vocabulary learning of Turkish students. The target words were selected randomly from a Japanese-Turkish dictionary. Investigating the sample, it has been detected that it is possible to build connections in terms of both phonological similarity and semantic relations.  Teachers of Japanese can gain insight from the research on form meaning connections as they are believed to have a positive impact on learning a foreign language.  Out of the foreign languages taught in the formal teaching settings in Turkey, English is the most common one. If those taking English classes are taught how to use memory strategies, its effects will transfer to the learning of another foreign language considering the positive effects of prior learning. Previously learned English vocabulary can be used in writing mnemonics in case Turkish words can not be used to make mnemonics.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1728]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1902">
    <dcterms:title><![CDATA[To Teaching Turkish for Foreigners, Additional Verbs with Training, Teaching And Application Samples]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teaching Turkish to foreigners, teaching of an additional verb, the functional instruction.  ABSTRACT  Turkish as a foreign language teaching continues to increase with each passing day date. Addition to the actual state of teaching Turkish to foreigners, teaching and textbooks application like? First reading, writing and the reading, writing, speaking can be evaluated in comprehension terms of the situation? Teaching method, teaching Turkish to foreigners in a functional language, you must first determine a method of student-centered, then according to this method of text selection, application examples, to determine the effectiveness of teaching and learner, and then to study the application and sampling should be based on. At this point, the current sample application and sample books, teaching Turkish to foreigners due diligence studies will be. In particular act is referred to as a verb addition to teaching Turkish to foreigners focusing on how to function with a function that will take place, as well as how to teach and where to find the distribution of the subject matters will be discussed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1900]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1903">
    <dcterms:title><![CDATA[Multiple Authorship Online and a Future of Text]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: hypertext, authorship, multimodality, culture, social presence  ABSTRACT  The present paper discusses theoretical concepts on the depth of linear and non-linear text in the context of teaching. It also discusses how multimodality can be adopted for activating an intercultural exchange when sharing common referential frameworks to enhance reading for translation. In particular, this paper proposes that converting linear texts to non-linear applications could be more beneficial to foreign language students.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1924]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1904">
    <dcterms:title><![CDATA[Learner Autonomy-Expectations and Perceptions of South-East Europe]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: autonomy, perceptions,succes, students, teachers  ABSTRACT  Autonomous learning is now almost universally supported all around the globe by teachers and students. The South Eastern European countries are trying to follow this trend. The question is how much do teachers and learners of the South East Europe really value it? This paper reports on a study conducted at the South East European University (SEEU), in Macedonia (FYROM) analyzing teacher and learner perceptions on autonomous learning. Applying content analysis (Silverman, 2006) to identify themes biases and meaning, the study explored student and teacher attitudes towards autonomous learning. The study was conducted across one semester (15 weeks), in the year 2012. Acknowledging convenience sampling, the 63 subjects who participated in this study were students and teachers from the English Department of the Languages Cultures and Communication Faculty and from the Language Center]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1878]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1905">
    <dcterms:title><![CDATA[An Analysis of Students’, Teachers’ And Parents’ Views About Lack Of Success in Teaching English at Public High Schools in Turkey (Antalya Province Sample)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English Teaching, Reasons for Lack of Success, Students’ / Teachers’ / Parents’ Views  ABSTRACT  The aim of this study is to find out the reasons for the lack of success in English subject at public high schools by taking students’, teachers’ and parents’ views into consideration and put forward solutions and implications for the problems on the subject.  The population of the research is teachers of English, students and parents in public high schools throughout Turkey in 2011-2012 educational year. The sample of the study is comprised of 402 students studying at fifteen public high schools which are located in five central counties (Aksu, Döşemealtı, Kepez, Konyaaltı and Muratpaşa) in Antalya province, 58 parents and 50 teachers of English who are currently working at the aforementioned fifteen public high schools. Random sampling method is utilized in the process of comprising student, teacher and parent samples. As data collection tool, Students’ / Teachers’ / Parents’ Views on the Problems Encountered at Public High Schools in Teaching English Questionnaire developed by the researcher was used.  As for the results of the study, crowded classrooms in English lessons affect teaching negatively; forming homogeneous level classrooms in English lessons would affect learning positively; student books and workbooks should be prepared taking into consideration student concerns and levels; weekly English lesson schedule is insufficient; weekly English lessons should be increased and English should be presented to students as an elective subject together with the compulsory English lesson; providing contemporary audio-visual tools which can contribute to teaching process in classrooms and using these tools affect learning positively; subject contents, books and programmes appropriate for revised class levels studying English and revised weekly schedule for English lessons should be prepared are reached.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1780]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1906">
    <dcterms:title><![CDATA[Semiotic Analysis of Advertising Texts]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: semiotic, language, advertising, linguistics, analyze, media  ABSTRACT  Cultural background is an important part of one’s communication skills. This background develops as a result of an individual’s interaction with their environment and contributes to the quality of his/her communication skills. Language, which is an important element of culture, reflects various aspects of a community’s cultural values. Individual expression is interpreted according to word choice and syntax. Words convey shared common culture, and they can sometimes be used along with their figurative meanings or connotations. Thus, idioms, proverbs, song lyrics, and so on convey the past and background of a culture. These culture-laden elements play an important role in both reciprocal relationships and mass communication. Advertisement texts are a linguistic communication device supported by our cultural heritage that function effectively in communicating that heritage. Advertisement texts, which sometimes appear in daily life as a new expression largely based on an already existing one, contribute to updating common cultural memory. Because advertisement texts appear in popular culture with recognisable linguistic and cultural dimensions, they are important indicators of how society is perceived. Therefore, the expressions used in advertisement texts can be analysed from different aspects and with various methods.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1977]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1907">
    <dcterms:title><![CDATA[Teachers&#039; Beliefs on the Use of Music and Song in EFL Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: music and song, ELT, teachers&#039; beliefs, EFL classes  ABSTRACT  The purpose of this study is to examine the beliefs of English language teachers about the importance of music and song in language teaching. The study found that teachers’ beliefs were influenced by personal experiences, classroom experiences and in-service trainings. Additionally, teachers’ musical knowledge was highly related to their confidence of implementing activities with music and song in their teaching practice. The teachers’ concerns about integrating music and song were considered to be an important factor on the integration of music and song in EFL classes. Implications of the study were mainly on teacher education to provide teachers with trainings to increase the use of music and song in EFL classes.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1765]]></dcterms:extent>
</rdf:Description></rdf:RDF>