<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/1781">
    <dcterms:title><![CDATA[Code-Switching in the Contemporary Dialects; a Case Study on Raji Dialect Regarding to Different Generations]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: code switching, language loss, dialect, language shift, morphosyntactic  ABSTRACT  In the language shift situation, a dominant language is acquired perfectly. While the minority language is used less and less and is gradually forgotten. Its vocabulary decreases, and the speakers have to insert into their speech words and phrases from the dominant language. This is the situation with the Raji dialect. Only the oldest speakers preserve the language to full extent. Very few people under 40 know their parents&#039; language or they can understand it, but do not speak it. During the interviews conducted in Persian, all informants can speak Persian without switching to Raji. But when speaking Raji, even the oldest speakers don’t use numerous Persian words, but the middle generation switch to Persian rather often, inserting Persian phrases and words that show no phonological or morphosyntactic integration into the Raji dialect. In the speech of the oldest speakers, no code switching pattern was found when they were speaking by Raji dialect while the code-switching pattern was more typical for representatives of the middle generation. They switch to Persian mainly to compensate the insufficiency of their Raji vocabulary. In their casual speech they often insert Persian words that are not integrated into the Raji dialect structure. On the other hand, the attempts of the middle generation to use &quot;as much Raji as possible&quot; during the interview with a researcher confirm that they are conscious of the insufficiency of their language competence. During the interviews they prefer to adapt Persian words to the Raji dialect phonologically and morphologically, sometimes they even try to use Raji numerals that are not used by older people. Such unpredictability of code-switching, together with weakening of sociolinguistic motivation and insertion of Persian words and phrases as a result of the vocabulary reducing, seems to be one of the symptoms of the gradual language loss.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1958]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1780">
    <dcterms:title><![CDATA[How Much Does the English Textbooks of Iran Conform to Universal Characteristics of English Textbooks? a Case Study on English Textbooks of Junior High Schools in Iran]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CLT, evaluation, syllabus design, curriculum, universal characteristics of EFL  ABSTRACT  Any educational system is composed of five important components (students, a teacher, materials, teaching methods, and evaluation) which are closely interrelated. Even in the context of communicative language teaching (CLT), teachers and learners tend to rely heavily on prescribed textbooks which are still a staple in most of EFL classes. Sheldon (1988) has offered several reasons for textbook evaluation. He suggests that the selection of an ELT textbook often signals an important administrative and educational decision in which there is considerable professional, financial, or even political investment. A thorough evaluation, therefore, would enable the managerial and teaching staff of a specific institution or organization to discriminate between all of the available textbooks on the market. In this study, the English textbook of third grade of Iran&#039;s junior high schools will be evaluated based on the current research findings in syllabus design, English language teaching, and the specific language teaching situation and curriculum in Iran. Moreover, this study will be an attempt to determine the extent to which the EFL textbook (English 3) conformed to the common universal characteristics of EFL/ESL textbooks.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1969]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1779">
    <dcterms:title><![CDATA[The Impact of Spatial-Visual Intelligence on Learning Abstract Vocabularies in Junior High School Students of Iran]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Spatial-Visual Intelligence, abstract vocabularies, concrete vocabularies, MI, visual aids  ABSTRACT  Students are individuals with unique strengths, weaknesses, aptitudes, interests, and capabilities. Howard Gardner (1983) is the first person who talked about Multiple Intelligence (MI) and learning styles. His theory suggests that an array of different kinds of “intelligence&quot; exists in human beings. Each individual manifests varying levels of these different intelligences. On the other hand, language is first and foremost an abstraction. Many learning aids and traditional method lessons are ineffective because they emphasis concrete things during the first year of learning. These are all great words, but the most important words in a language are abstract, such as verbs. In the current study, the students were divided into visual experimental and control groups. During ten sessions of the treatment, 90 vocabularies were instructed to the two groups, while the visual experimental group received the words visually and control group traditionally. After comparing the results of post test 1and post test 2 of students in experimental and control group, it was concluded that there is a significant correlation between scores of Visual Intelligent students and their scores in post test1 and posttest 2. While there was not any significant correlation between the scores of control group in post test 1 and post test 2.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1988]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1778">
    <dcterms:title><![CDATA[In Top Notch: English for Today’s World I, the Effectiveness of Verbal -Linguistic Intelligence on Teaching English through Multiple Intelligences Theory]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Multiple Intelligences Theory, Verbal-Linguistic Intelligence, Top Notch: English for Today’s World I.  ABSTRACT  This study represents the effectiveness of Verbal-Linguistic Intelligence through related activities in Multiple Intelligences Theory introduced by Howard Gardner. In Top Notch: English for Today’s World I, Verbal-Linguistic Intelligence is the most mainly analyzed of all the intelligences, so through activities, the impacts of Verbal-Linguistic Intelligence on Multiple Intelligences Theory will be taken into consideration in Teaching English for Top Notch: English for Today’s World I. It will be pointed out whether Top Notch: English for Today’s World I has any impact and effectiveness through Verbal-Linguistic Intelligence on Teaching English in Multiple Intelligences Theory.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2063]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1777">
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1952]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1776">
    <dcterms:title><![CDATA[4;0-5;6 Year-Old Turkish Children&#039;s Usages of Event Types]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: event types, states, activities, acquisition  ABSTRACT  While language development emerges together with cognitive development, cognitive development is quicker than language acquisition. In another words perception develops before production in language acquisition process. In this study the kinds of verbs children produce will be analyzed, while they retelling the cartoons shown so that it will be determined that the reflection of perception into production of utterence in terms of verbal kinds and verbal diversity.  According to Langacker (1987a) and Smith (1983) there are a number of conceptual differences between acts and states (Frawley, 1992). States are static, with no dynamics and no internal structure whereas acts have physical or mental motion, dynamics and sometimes internal structure. Acts are categorized as activities, accomplishments, achievements and semelfactives (Smith, 1991).  This study is aimed to assess the usages of states and activity types of verbs in the narratives by the children whose mother tongue is Turkish. It’s known that each six-month-period is important and has distinctive features in language acquisition and production. So 8 subjects were randomly-selected from 4;0-5;6 years of age preschool children whose mother tongue is Turkish. The study is mainly based on direct observation, content analysis and statistical analysis. Subjects watched three cartoons of Tom and Jerry and then were asked the question “What is happening in these cartoons?” Narrative data were transcribed and compiled using Microsoft Excel 6.0 and then all event types were analysed and categorised as activities and states according to Smith&#039;s classification (1991).  Major findings are as follows:  • The children’s age is parallel to the number of events and event diversity.  • The children used activities more than statives depending on both the cartoons’ having patterns of motion and children’s generally acquiring acts before states due to the utterance time.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1906]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1775">
    <dcterms:title><![CDATA[The Analysis of the Gains in Turkish Teaching Programme According to the Revised Bloom’s Taxonomy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Revised Bloom’s Taxonomy, Gains in Turkish Teaching Programme  ABSTRACT  There are many classifications used in the field of education. It is Bloom’s Taxonomy that is the most widely used in the classifications. Bloom’s taxonomy has been used by many researchers for many years. Revising of the taxonomy has been raised. Seven educators led by Anderson and Krathwohl collaborated and then updated taxonomy.  Revised Bloom’s taxonomy consists of Knowledge Dimension and Cognitive Process Dimension. Knowledge Dimension consists of Factual Knowledge (Knowledge of Terminology, Knowledge of Specific Details and Elements), Conceptual Knowledge (Knowledge of Classifications and Categories, Knowledge of Principles and Generalizations, Knowledge of Principles and Generalizations), Procedural Knowledge (Knowledge of Subject-Specific Skills and Algorithms, Knowledge of Subject-Specific Tecniques and Methods, Knowledge of Criteria for Determining When to Use Appropriate Procedures), Metacognitive Knowledge (Strategic Knowledge, Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge, Self-Knowledge) categories.  Cognitive Process Dimension consists of Remember (Recognizing, Recalling), Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining), Apply (Executing, Implementing), Analyze (Differentiating, Organizing, Attributing), Evaluate (Checking, Critiquing), Create (Generating, Planning, Producing) categories.  The aim of this study is to determine levels of listening, reading, writing, speaking gains in 6, 7 and 8 Class of Turkish Teaching Programme according to the Revised Bloom’s Taxonomy.  The data (gains) will be resolved by two researchers separately via SPSS 15.0 package program. In order to test the inter-rater reliability, a formula; Reliability = (The number of agreements) / (The number of agreements + the number of disagreements) will be used. Category analysis will be done.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1732]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1774">
    <dcterms:title><![CDATA[The Analysis of the Gains in Turkish Teaching Programme According to the Revised Bloom’s Taxonomy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Revised Bloom’s Taxonomy, Gains in Turkish Teaching Programme  ABSTRACT  There are many classifications used in the field of education. It is Bloom’s Taxonomy that is the most widely used in the classifications. Bloom’s taxonomy has been used by many researchers for many years. Revising of the taxonomy has been raised. Seven educators led by Anderson and Krathwohl collaborated and then updated taxonomy.  Revised Bloom’s taxonomy consists of Knowledge Dimension and Cognitive Process Dimension. Knowledge Dimension consists of Factual Knowledge (Knowledge of Terminology, Knowledge of Specific Details and Elements), Conceptual Knowledge (Knowledge of Classifications and Categories, Knowledge of Principles and Generalizations, Knowledge of Principles and Generalizations), Procedural Knowledge (Knowledge of Subject-Specific Skills and Algorithms, Knowledge of Subject-Specific Tecniques and Methods, Knowledge of Criteria for Determining When to Use Appropriate Procedures), Metacognitive Knowledge (Strategic Knowledge, Knowledge About Cognitive Tasks, Including Contextual and Conditional Knowledge, Self-Knowledge) categories.  Cognitive Process Dimension consists of Remember (Recognizing, Recalling), Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining), Apply (Executing, Implementing), Analyze (Differentiating, Organizing, Attributing), Evaluate (Checking, Critiquing), Create (Generating, Planning, Producing) categories.  The aim of this study is to determine levels of listening, reading, writing, speaking gains in 6, 7 and 8 Class of Turkish Teaching Programme according to the Revised Bloom’s Taxonomy.  The data (gains) will be resolved by two researchers separately via SPSS 15.0 package program. In order to test the inter-rater reliability, a formula; Reliability = (The number of agreements) / (The number of agreements + the number of disagreements) will be used. Category analysis will be done.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1733]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1773">
    <dcterms:title><![CDATA[Monitoring Teaching Act: the Case of Native Speaker of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: ideal teacher of English , macrostrategic framework  ABSTRACT  Classroom is a place where real practice of learning and teaching is implemented. Monitoring and observing teaching acts are likely to lead to a careful analysis of classroom input and interaction, and a critical evaluation of instructional objectives and outcomes. In this study, one upper-intermediate level class of English as a Foreign Language (EFL) participated. In so doing, all the interactions and events in the classrooms were closely observed and analyzed in detail. The observation of the teaching act was based on &#039;macrostrategic framework&#039; suggested by Kumaravadivelu (2003). According to the results of the study, the native speaker teacher of English failed to both create learning opportunities in the classroom and to use the learning opportunities created by the learners. In addition, some mismatches between teacher intention and learner interpretation occurred in the classroom communication. Besides, this article argues in favor of redefining the ideal teacher of English. This redefinition addresses the priority given to native-speaker teachers of English as the ultimate norms of teaching.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1881]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1772">
    <dcterms:title><![CDATA[An Emic Approach on the Perception of “Woman” By Woman Mistrels]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Minstrelsy Tradition, Woman Minstrels, Lyric Hero, Emic Approach.  ABSTRACT  The Minstrelsy (Âşıklık) tradition has an important place in the Turkish culture and is a live tradition which continues its existence in verbal and written cultural media from centuries ago until today.  Minstrels are folk artists who act as a society spokesman, reflect the world view, taste of art, life order and traditions of the society, maintain them and serve as a bridge to pass them down to the future generations. When the tradition is considered regarding woman minstrels, and to the extent they are determined, many woman minstrels have performed their art within the minstrelsy tradition since 17th century; however, they have not been able to perform many aspects of the tradition (apprenticeship, traveler, being in the assemblies of minstrels etc); the studies on woman minstrels have been of more interest since the last quarter of the twentieth century. Woman minstrels about whom there have been inadequate studies have been considerably neglected. Minstrelsy has been seen as a man’s profession and “woman” as a theme has been widely used by the male minstrels.  In the present study, starting from the folk songs of the well-known woman minstrels (like Telli Suna, Özlemi, Sarıca Kız, Didari, Şahturna, Selvinaz, Sürmelican and so on), the position of the “narrator-lyric hero” will be examined both as a subject and an object. How woman minstrels see “woman” as a narrator-lyric hero will be discussed from an ethical point of view.  The social roles of woman minstrels in the tradition and the problems caused by these roles will be presented; it will also be revealed whether this affects their art as a “narrator-lyric hero”.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1998]]></dcterms:extent>
</rdf:Description></rdf:RDF>