<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/1908">
    <dcterms:title><![CDATA[The Teaching of German as a Foreign Language in Consideration with The New Reforms in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Intercultural Comminication  ABSTRACT  In recent Key words: Turkish language policy, EU language policy, multilingualism, foreign language teaching, Education  ABSTRACT  To develop international relationships in the fields of social, political, economic, educational and cultural, the communities are in need of people who speak a foreign language. As a result, multilingualism is an inevitable fact throughout the world. To be able to take place and compete with the developed countries, high and qualitative foreign language education in Turkey must be in the level of the developed countries.  Within the framework of this understanding, the purpose of this study is to describe “Turkey&#039;s approaches to education goals towards multilingualism&quot;. First, the curriculum that the new program covers on the teaching of foreign languages through 4 + 4 + 4 compulsory education reform will be described. As is well known, after the Education Reform in 1997, the teaching of German as a foreign language kept its secondary place following English in our country. In this study, the revision and comparison of both the early 1997 reform and new 2012 reform will be presented and discussed.  Students begin learning a foreign language at an early age in accordance with the law published in March 30, 2012 in the Official Gazette No. 6315 27728. Although this new regulation in “primary education and training” law builds an important ground for the teaching of foreign languages, it hinders the teaching of German as foreign language for it is placed among many selective courses.  This research aims at finding the place of German as a foreign language in the national education in Turkey through legal supports and its structural arrangements. In addition to the qualitative and quantitative applications from the Ministry of National Education, scientific research on the issue is also be benefited to depict the current case.  On account of the fact that 2012 education reform has been so recent, this research will only focus on the schools of `Eskişehir` in understanding the situation of German language teaching. What kind of precautions and requirements are needed in increasing the interest in German courses will specifically be discussed and described.years, with the development of technology and transportation facilities people of different languages and cultures communicate with each other more and more because of such reasons education, trade, tourism, etc. Nowadays, national borders lose its significance. An event anywhere in the world can affect the lives of people who live in the other parts of the world. According to Marshall McLuhan, the world turned to a global village.  To know foreign languages has become a necessity to keep pace with the developments and changes in the world. As a parallel to this situation, the methods developed for the teaching of a foreign language have increasingly diversified. For language teaching, it is not enough to teach specific words and grammar structures. In order to use a language in a competent manner, the language of the dominant culture is also required. A behavior adopted as appropriate in a culture may not be considered appropriate in another culture in accordance with the behavior of a culture, customs, traditions, social experiences, belief systems, etc. Non-verbal communication behavior does not express the same meaning in all cultures. Language learners should have cultural awareness and ability to deal with different cultures. With these needs of foreign language teaching, the concept of intercultural competence came to the fore.  Intercultural competence is ability to communicate effectively among individuals from different cultures. These individuals can learn about different cultures and accept them while gaining awareness of their own culture. The approach of intercultural competence in foreign language teaching aims to get language learners’ curiosity towards the target culture, to understand the others by emphasizing and to tolerate the differences. This situation avoids misunderstandings and conflicts due to the features of different cultures. For effective communication of people learning a foreign language, intercultural competence is of great importance.  In this study, on the basis of the importance of foreign language teaching intercultural competence, the proficiency of the students who learns Turkish as a foreign language in Gazi University TÖMER is tried to be determined. In the survey, some questions are directed to students about Turkish culture and the links between their own culture and Turkish culture as a target culture have been tried to determine. For the interpretation of the questionnaires, Milton Bennet’s Development Model of Intercultural Sensitivity is used as a sample. In this study, the concepts of intercultural competence have been introduced and the importance of cross-cultural competence, cultural interaction in teaching Turkish as a foreign language is discussed. It is stated that it is necessary to promote the acquisition of intercultural competence in foreign language teaching. In recent years, the number of people who want to learn Turkish as a foreign language has been increased and thus, the studies in the field of teaching Turkish as a foreign language are speeding up. In this study, it is tried to make a contribution to the studies conducted in this area.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1806]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1909">
    <dcterms:title><![CDATA[Teaching Languages to International Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility.  The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both.  It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2103]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1910">
    <dcterms:title><![CDATA[YENİKAPI MEVLEVİHANESİ’NİN ŞAİR ŞEYHLERİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Mevlevîlik, Mevlevî Edebiyatı, Yenikapı Mevlevîhânesi, Şair Şeyhler.  ÖZET  Mevlânâ Celâleddîn-i Rûmî’nin vefatından sonra kurulan ve zaman içinde sistemli bir tarikat hâline gelen Mevlevîlik, düşünce, kültür, sanat ve edebiyat hayatımıza doğrudan ya da dolaylı bir şekilde etki etmek sûretiyle, pek çok değerli şahsiyetin yetişmesine vesile olmuştur. Bu süreçte Mevlevîhâneler âdeta Mevlevîliğin hayata dönük yüzü olmuş, türlü sanat faaliyetleri de daha ziyâde bu mekânlar vâsıtasıyla gerçekleştirilmiştir. İstanbul’un beş önemli Mevlevîhânesinden, kuruluş tarihi itibarıyla da Galata’dan sonra ikinci sırada bulunan Yenikapı Mevlevîhânesi, Mevlevîlik tarihine damgasını vuran birçok önemli şahsiyetin yetişmesine katkıda bulunmuştur. Bu şahsiyetlerden biri olan ve aynı zamanda mûsikimizin pîri kabul edilen Buhûrîzâde Mustafa Itrî, Câmi Ahmed Dede’nin dervişlerinden olup mûsiki bilgilerini Yenikapı Mevlevîhânesi’nde almıştır. Klâsik Türk şiirinin son büyük şairi kabul edilen Şeyh Gâlib ve ünlü bestekârlarımızdan Hammâmîzâde İsmail Dede Efendi de Ali Nutkî Dede’nin elinde yine bu dergâhta yetişmiştir. Yenikapı Mevlevîhânesi’nde, kuruluşundan kapanışına değin, 20 ismin şeyh olarak atandığı belirlenmiştir. Esasen şeyh efendilerin neredeyse tamamı sanatın bir veya birkaç dalı ile hem-hâl olmuş olmakla birlikte, bildirinin amacı ve çerçevesi gereği bunlardan sadece, kaynaklarda şairlik yönü bulunduğu belirtilen ve aynı zamanda birkaç beyit de olsa şiir örneklerine yer verilenler üzerinde durulmuştur. Bu meyanda dergâhın tarihçesinin yanı sıra, aralarında Kemâl Ahmed Dede, Doğânî Ahmed Dede, Sabûhî Ahmed Dede, Câmi Ahmed Dede, Nâci Ahmed Dede, Nesib Yusuf Dede, Ârifî Ahmed Dede, Sâfî Mûsâ Dede, Ali Nutkî Dede, Abdülbâki Nâsır Dede, Abdurrahim Künhî Dede, Mehmed Celâleddin Dede ve Abdülbâki Baykara Dede’nin de bulunduğu on üç ismin hayatları, edebî kişilikleri ve eserleri üzerinde ana hatlarıyla durulmuş, ayrıca şiir örneklerine yer verilmiştir. Böylece hem şeyh efendilerin şairlik yönlerine, hem de aynı zamanda bir edebî muhit olan Mevlevîhânelerin dil ve edebiyamızın gelişimine sağladığı katkılara dikkat çekilmeye çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1948]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1911">
    <dcterms:title><![CDATA[The Intercultural Sensitivity and Social Self-esteem of High School Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: social self-esteem, intercultural sensitivity, intercultural competence  ABSTRACT  The Subject of this study is to examine the intercultural sensitivity and social self-esteem in a sample of adolescent, third and fourth grade students of the International School of Sarajevo. The Instruments will consist of The Social Self-Esteem Inventory (Lawson et al., 1979) and The Intercultural Sensitivity Scale (Chen i Starosta, 2000). The results have shown a positive correlation between these two variables, and statistically significant correlation between social self-esteem with all facets of intercultural sensitivity. The female students reported higher scores in social self-esteem and are greater in intercultural sensitivity than male students. There were no statistically significant differences in these variables between the students of the third and the fourth grade, furthermore the effect of gender or class was not determined. The female students have higher scores in performance on all five aspects of intercultural sensitivity, also third grade students have higher average scores than those from the fourth grade on three facets of this variable (the other two are equal). Pedagogical implications of intercultural communication training and increasing social self-esteem have also been discussed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1894]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1912">
    <dcterms:title><![CDATA[Gender in the Written Media: A Comparative Study between English and B/C/S]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: gender, stereotype, advertisement, culture, media  ABSTRACT  The paper deals with the relationship of gender stereotypes and advertising language in women’s magazines in particular. First, some general theoretical background of gender and stereotype issues will be given. Types of stereotypes along with their classification will be elaborated on, though the focus will be on gender stereotypes. How women and men see themselves but also how they see each other is important in the process of identity and society formation. We attempt to make a connection between cultural stereotypes and their representation in the media. Does the media stimulate already existing stereotypes or produce new ones are questions we intend to answer in this paper. What is gender and does it influence the media and the language of media are some of the points that will be discussed in this paper as well. Further, research will be conducted on advertisements in both the English and B/C/S corpora, and compared and contrasted. Are there any differences and similarities between the two cultures? If yes, what they are and what messages they convey are also working issues of this paper.  Gender advertising is set on two patterns. Firstly, socially accepted behaviour of women and men differs significantly. Secondly, the notion of men&#039;s dominance and woman&#039;s passiveness is culturally influenced and deeply embedded in consumers&#039; minds. Sexual objectification of women just adds to this theory. Masculine roles in advertising are highly valued and appreciated. Feminine roles in advertising are, contrary to that, devalued and derogatory.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1966]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1913">
    <dcterms:title><![CDATA[Understanding and Misunderstanding Elements of Communication]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: meaning, understanding, misunderstanding, sign, communication  ABSTRACT  This paper ponders certain questions underlying any act of communication, such as: – how do we know that communication is successful? or - how do we know that a group of people really understands written or spoken signs of another group of people? Is it, perhaps, possible that we have gotten used to misunderstandings so much that we do not notice them any more (like the air that we breathe), and become cognizant of them only when they exceed a certain limit? Misunderstandings play an important, sometimes tragic, role in our lives. Among people belonging to the same social group or community, misunderstandings are contingent upon those subjective elements of meaning which vary from one person to another. When it comes to relations among different groups or entire communities, the causes of misunderstanding are specific, group related elements of meaning that differ from one group to another. And yet, despite all these hurdles, people do understand each other in most cases, and often work towards a common goal, sometimes involving a whole group, nation or the population of the globe.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1723]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1914">
    <dcterms:title><![CDATA[Whose Business is it to Teach English Numerals]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaching Numerals, Business, L1interference  ABSTRACT  A queer incident happened at an Arab airport. The immigration officer detected an anomaly in the documents of a minor child. While the passport of the minor indicated that she was born on March 13, the visa issued by the Arab government was for a child born on March 31. The family was stranded. It took several hours for the error to be detected, and many more before the minor was allowed into the country. The error was because of the way numerals are stated and written in Arabic which is distinctly different from that in English.  Teaching numerals is the domain of Mathematics. But teaching the linguistic aspects of the numerals is a language teacher’s task. Most languages employ a uniform method in stating cardinal numbers from 1 to 20. But between 21 and 99, barring the double numbers, there is no uniformity. As an illustration, the number 37 could be stated in five different ways. While some languages state the ‘tens’ first followed by the ‘units’, (thirty + seven), some state the ‘units’ followed by the ‘tens’ (seven + thirty). A third states the ‘tens’ and uses an ‘and’ before the ‘units’ (thirty and seven), while the fourth states the ‘units’ and employs an ‘and’, before the ‘tens’ (seven and thirty). So, when adults learn an L2, learners could face problems, especially in writing these numerals. This researcher, engaged in teaching English as L2 to Arab learners, encountered some problems unique to them. For example, when asked to write the numeral ‘twenty four’, several learners wrote 42. This error could have disastrous consequences in the banking industry. This paper attempts to present this problem to teachers of Business English, account for their occurrence and suggest methods to overcome it.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1905]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1915">
    <dcterms:title><![CDATA[The Necessity of Re-Interpretation of Sources of Literature History With Reference to Two Odes Each From Bâkî Who Is the Repsesentative of Epicurean Philosophy and Nâbî Who Is the Representative of Philosophical Style]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Comparative literature, Epicurean philosophy, Philosophical style, Bâkî, Nâbî.  ABSTRACT  Definitions that are far away from wholesome and deep observations as in “Literature which is distant from public, real life, social tradition, customs and worries…” that is uttered for the Classic Turkish poetry tend to lose their meaning in today’s time and interpretations with much realistic, suitable evaluations began to be made. Doing such interpretations both for sources of classic Turkish literature history and for knowledge that could not rid itself from being a matter of memorization is essential. For such lacking interpretations introduces lots of poets incompletely.  According to this world-view known as Epicurean philosophy, one needs to make good use of his short life, needs to enjoy life by putting aside sorrow, grief and sadness. In philosophical style, it’s essential that social and political events stating advice and counsel should be uttered wisely, sayings and idioms reflecting the life style of society and some concepts should be told in an advice giving matter. In classic Turkish poetry, Bâkî is accepted as the representative of one of the ode styles known as “Rint”, and Nâbî as philosophical style. Thinking that Bâkî, who is the representative of Epicurean philosophy known as the life philosophy, which is suitable to “Rint”, in classic Turkish poetry, would write poems based on a single mood of his is contradictory to human psychology and sociological practices. While moods showing variances is a scientific reality, defining it as “Rint is a poet.” for Bâkî would be an incomplete interpretation thus emphasizing the necessity of more realistic interpretations and definitions by carrying the main goal of this study beyond the boundaries of such classic, parrot fashion interpretations. The knowledge, which is Rint style odes of Bâkî greatly aggregate, is not wrong but doesn’t mean that Bâkî cannot write or may have not written in philosophical style (pulpy, wisely, erudite) – just as Nâbî, the representative of the philosophical style. Similarly, it’s not plausible to say that Nâbî may not have written in Rint style odes on the psychology of his scientifically presenting variability. For this, putting the info in literary history books stating that poets may write poems in different styles will serve better for poets to be understood completely.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2107]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1916">
    <dcterms:title><![CDATA[Use of Literary Texts in Language Classrooms: A Fun Way of Teaching English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: motivation, literature, language teaching  ABSTRACT  Use of literary texts in language classrooms has long been a concern for researchers. Underlying rationale for the use of different genres of literature lies in the fact that they familiarize language learners with different uses of the target language through authentic materials. Furthermore, literary texts provide a student-friendly atmosphere which is conducive to meaningful and entertaining learning.  Language learning is considered to be a demanding endavour for language learners. Included in the challenges associated with language learning are affective variables. However, literary texts, while exposing the learners to the imaginary and calming world of literature, help learners cope with anxiety or stress which might be exerted and witnessed in the process of language learning. Along with the aforementioned advantages, literary texts promote higher level of thinking skills such as synthesizing, analyzing and critical thinking.among language learners.  The first part of the presentation will be devoted to the rationale for using literary texts in the language classrooms with an emphasis on their potential benefits. In the second part, the presenter will provide information on a number of literary genres which can be employed in language classrooms.  The presenter will end up the session with an exemplary demonstration as to how short stories ,as a literary genre, can be utilized in language classrooms. The last part of the presentation will be interactive through the participation of the audience.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1808]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1917">
    <dcterms:title><![CDATA[Translation Science as an Aid to Second Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: translation, SLT, skopos, cultureme, meme  ABSTRACT  In line with the findings of authors such as Cook (2010), Widdowson (2003), Malmkjær (1998), who have advocated integrating translation in second language teaching (SLT), the paper proposes adopting selected approaches from translation science as teaching strategies aimed at enhancing learners’ cross-cultural communicative competences. Firstly, the functionalist perspective with the “skopos” theory (Reiss and Vermeer 1984) is presented, according to which translation can take a number of forms and pursue different strategies to best fulfil its intended purpose and thus enable effective cross-cultural communication. This theory introduces the concept of the cultural embeddedness of language, which was also at the core of the so-called cultural turn in translation science and according to which a message can fully be understood only if embedded in the context of the culture underlying it. Furthermore, to fully envisage the interrelatedness of language and culture I suggest viewing communicative situations in the light of the “cultureme theory” (Oksaar 1988, Kocbek 2012) where culturemes are defined as patterns of communicative behaviour, i.e. as socio-cultural categories realised through realisational and regulatory “behaviouremes”. Realisational behaviouremes refer to verbal, paraverbal and non-verbal aspects of a communicative act, while the regulatory ones involve extra-linguistic factors, such as time, space, status, social order, culturally-specific norms and conventions, etc. The concept of cultureme as a teaching tool can be applied in SLT at different levels and with varying degrees of complexity – from simple communicative situations such as greeting customs to complex communicative acts requiring the use of culture-specific text types. Finally, to acquaint learners with ideas, concepts, conventions and cultural practices which have no corresponding counterpart in their culture (i.e. memes), translation is proposed as the vehicle for transferring such culturally-bound concepts across cultural and linguistic boundaries (i.e. as a survival machine for memes) in accordance with Chesterman’s theory of memes (1997).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1703]]></dcterms:extent>
</rdf:Description></rdf:RDF>