<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/1771">
    <dcterms:title><![CDATA[Text Types and EFL Readers&#039; Strategic Processing]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: reading strategies,text types, coding,reading proficiency, think-alouds  ABSTRACT  Research in L2 reading strategies has reported various factors affecting ESL/EFL readers’ cognitive and metacognitive processing of texts. These include variables related to the reader, the text and the task assigned. Although L2 readers’ variables (e.g., L2 reading proficiency, vocabulary knowledge, prior background knowledge) have received considerable attention from L2 reading investigators, there still remains lack of qualitative studies that investigate how variations in text types and reading purposes can impact the strategic processing of L2 readers with varying reading proficiency. Hence, this study, through think-aloud reporting and retrospective interviews, explored the reading problems and strategies reported by Saudi EFL readers processing expository and narrative texts for two purposes for reading. The qualitative coding of the verbal protocols yielded a constructed taxonomy of seventy strategic processes.  Of the three variables, text types (expository vs. narrative) proved to be the most influential, yielding significant differences for four out of six major categories and specific strategies, especially five bottom-up strategies. Generally, frequencies were found higher for the narrative text for the reading problems, word-attack strategies and bottom-up strategies, and higher for the expository text for the top-down strategies. With respect to the reading problems, the study findings are not consistent with those from previous studies which concluded that readers often encounter difficulties processing the expository than the narrative text due to the differences in readers’ formal schema about text types. Second, differences in L2 reading proficiency showed some significant differences between good and poor readers in three major problems being monitored and three top-down strategies. Nonetheless, the qualitative findings revealed that EFL good and poor readers differed in how they employed the strategies. Finally, the most used strategy was the cognitively undemanding strategy of rereading, then paraphrasing in L1, followed by reading on, adjusting reading rate/speed of reading, and paraphrasing in L2]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1984]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1770">
    <dcterms:title><![CDATA[Specifičnosti Odnosa Ortografske i Ortoepske Norme U Nastavi b/h/s Jezika za Strance]]></dcterms:title>
    <dcterms:abstract><![CDATA[Uobičajeno je shvatanje da su b/h/s jezici obilježeni jasnim provođenjem načela „piši kao što govoriš“, odnosno „čitaj kao što je napisano“. Ovaj model koji se često navodi kao prednost b/h/s jezika u odnosu na druge jezike koji nemaju fonetski pravopis zapravo se pokazuje otežavajućim faktorom u nastavi b/h/s jezika, kako u osnovnoj, tako i u srednjoj školi pa čak i na univerzitetskoj razini, a posebno kada je riječ o kursevima b/h/s jezika za strance, kojima slijepo slijeđenje ovog pravila može znatno otežati stjecanje govorne i kompetencije pisane uporabe jezika. Iz tog razloga ovaj rad, nastao na osnovi savremenih promišljanja o odnosu ortoepske i ortografske norme na našem podneblju, bavi se međusobnim odstupanjima ovih dviju normi jedne od druge na fonološkoj i morfofonološkoj razini b/h/s jezika. To rezultira formiranjem modela koji će ovu problematiku jasnije osvijetliti i omogućiti polaznicima sličnih kurseva da brže i potpunije steknu jezičnu kompetenciju usmenog i pisanog izražavanja na b/h/s jezicima.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1735]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1769">
    <dcterms:title><![CDATA[An Office of One&#039;s Own: Analysis of the Use of the Female Artist Figure in Alice Munro&#039;s Story &quot;The Office&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Postcolonial literature, Alice Munro, short story, female artist, a woman writer  ABSTRACT  While much of Alice Munro’s artistic ability may be attributed to natural talent, the simple fact that a good number of her stories contain female artists as main characters convinces me that this matter of a fictional aesthetic warrants scrutiny. In my paper, I argue that these female artists reflect certain issues which are central to Munro’s own work and to her life as a woman writer. The women in these stories concern themselves with such practical matters as the need for a woman to have a room of her own and the difficulty of balancing marriage and family with a writing career. Power and narrative authority and the tension between fiction and reality are issues which are examined by Munro’s women artists. Interestingly enough, a study of the interviews and essays, in which she denies possessing a fictional aesthetic, reveals that Munro’s own thoughts about writing are similar to those voiced by her characters.  I examine Munro’s story “The Office,” a story containing a female artist as a main character, as well as theoretical works by renowned scholars which deal directly with artistic concerns. The story harkens back to Virginia Woolf’s theory that a woman needs money and a room of her own in order to write. Although Munro herself insists that she would feel paralysed if someone set her up in a study, she is extremely particular about the conditions which must exist when she sits down to write. Unfortunately, the office acquired by the main character in “The Office” results in a decrease in her writing output, largely due to the continued invasion of her privacy by the landlord. The fact that this aspiring writer felt the need to seek out an office points to the logistical difficulties which are often associated with being a woman writer.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1752]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1768">
    <dcterms:title><![CDATA[English for Employability Project]]></dcterms:title>
    <dcterms:abstract><![CDATA[My abstract will be about The English for Employability project. The project was run through a partnership between the British council and the ATFP and aimed to enhance the quality of vocational English training and through this the employment prospects for Tunisian youth in vocational education. The ultimate goal of this project is to improve the quality of professional development, in particular teacher training, in the vocational education sector by building trainer capacity at the national level. The program, which contributed immensely in boosting our career and open new horizons to us, consisted of the following key phases: phase 1: teacher training, phase 2: Train the trainer, phase 3: Curriculum development and Materials design while phase deals with mentoring and shadowing.  In my abstract, I will show the impact of the training we had on the quality of our teaching especially in our context of operation in the vocational training sector. Teaching ESP with a huge variety of fields without any coaching or training was a real challenge to us. One of the main problems we were suffering from in the ESP context was the lack of specialized material as well as the inability of the trainers to design the material appropriate to the needs of the learners. This reflected negatively both on the performance of the trainers as well as on our products, who are the learners. Here came the intervention and the input of the British council whose output gave us the confidence needed to carry on]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1712]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1767">
    <dcterms:title><![CDATA[How Do Iranian Teachers Rate Efl Learners&#039; Interlanguage Pragmatic Competence?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Interlanguage pragmatics; Rating; Iranian EFL teachers; Compliment; Compliment response  ABSTRACT  Several researchers have investigated the issue of Interlanguage pragmatics (ILP) from many different perspectives. Still, an under researched area remains to be the rater’s variation in the assessment of pragmatic competence. Consequently, coming up with criteria employed by raters who are in charge to evaluate pragmatic performances of EFL learners is crucial. This study mainly aimed at investigating the patterns and variations in ratings of non-native English speaking raters in relation to the two speech acts of compliment and compliment response. Fifty four Iranian EFL MA holding teachers were asked to rate twenty eight scenarios on the whole (collected through WDCT from undergraduate EFL learners) for the two speech acts of compliment and compliment response based on a Likert scale ranging from &quot;highly inappropriate&quot; to &quot;most appropriate&quot;. The result of the study showed that the main criteria for the teachers included: &quot;politeness (52.68%)&quot;, &quot;sociopragmatic appropriateness (35.68%)&quot;, &quot;interlocutors&#039; characteristics &amp; relationship (33.47%)&quot;, &quot;linguistic appropriacy (23.69%)&quot;,&quot;variety &amp; range (20.07%)&quot;, &quot;complexity (19.32%)&quot;, and &quot;sincerity (15.34%)&quot;. As the results depict, politeness and sociopragmatic appropriateness were the two major criteria provided by the teachers. Moreover what needs to be pointed out is that in many cases the teachers rated the WDCTs only by assigning a number on the Likert scale without providing any criterion and interestingly there were times when teachers stated that they just feel the EFL learners&#039; production is/isn&#039;t appropriate, but couldn&#039;t exactly specify why. This reinforces the need for training on pragmalinguistics and sociopragmatics issues among raters who are to evaluate pragmatic performance.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1845]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1766">
    <dcterms:title><![CDATA[The Structure of a Course Book- the Significance and Order of Structural Components of a Coursebook in Foreign (French) Language Teaching and Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teaching methodology, theory of a foreign language (French) coursebook, structural components of a coursebook, general and linguistic competences development, coursebook analysis  ABSTRACT  This work deals with the assumption that not only are teaching objectives accomplished through mere content of teaching materials, but through all its aspects, as well, where the important role is played by the structure, the way of involving and ordering sections of a coursebook. The discussion of this issue is based on the attitudes of authors interested in the theory of a coursebook on one side, and the analysis of certain French coursebooks, on the other side.  The central part of this writing is based on the definition of a coursebook, which implies its structuring, and the definition of a structure, which emphasizes the importance of the appropriate distribution of structural elements. It investigates the importance, function and position of every single component of a coursebook, and offers their analysis which has been carried out in certain French coursebooks using analythic, synthetic, inductive and deductive method. In order to encourage the development of linguistic competences, a couresebook is required to have a preface, contents, lesson introduction, lesson, recapitulation sections and additional sections which need to be carefully and thoroughly designed. More precisely, a coursebook must motivate students through its structure, engage them in intellectual activities and help them think critically, encourage their individual work, develop their ethical and aesthetic values, draw their attention to crosscurricular learning, make them become aware of the system that exists in the materials.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1991]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1765">
    <dcterms:title><![CDATA[TATAR ( KAZAN) TÜRKÇESİ DEYİMLERİNDE “ARAP HARFLERİ”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Arap alfabesi, Tatar (Kazan) Türkçesi, Türkiye Türkçesi, deyimler.  ÖZET  Türkler geçmişten günümüze Köktürk, Uygur, Arap, Kiril, Latin gibi pek çok alfabe kullanmışlardır. Bunlar içinde en uzun sürelisi ve en yaygını yaklaşık bin yıl boyunca tarihî ve bazı çağdaş Türk lehçelerinin yazımı için kullanılan Arap alfabesidir. Söz konusu alfabedeki harfler, Türkiye Türkçesinde olduğu gibi ( “elifi mertek sanmak”, “lâmı cimi yok”, “mimlemek” vb.) Tatar (Kazan) Türkçesinin söz varlığında da kullanılmaya devam etmektedir. Bu söz varlığı içerisinde yer alan deyimler, uzun yıllar birlikte yaşamış toplumların ortak kültür hazinelerinin, öte yandan zaman içinde oluşan farklılıkların ortaya çıkarılması açısından büyük öneme sahiptir. Bu çalışmamızda, Arap harflerinin Tatar (Kazan) Türkçesi deyimlerindeki varlığını incelenmiş Türkiye Türkçesindeki şekilleriyle karşılaştırma yapılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1764">
    <dcterms:title><![CDATA[An Analysis of the Pre-Service Foreign Language Teachers’ Beliefs about Classroom Management in Terms of Several Variables]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Foreign language education, classroom management, teacher training  ABSTRACT  Teachers’ beliefs on teaching and learning reflect their theoretical orientations as well as their teaching practice (Dooley, 1997). Teachers try to provide the optimal learning conditions for their students and to meet their learning needs. Given that teacher training experiences affect the pre-service teachers’ views about teaching, the investigation of their views about classroom management is significant to improve teacher training programs. One of the tools dealing with the pre-serice teachers’ views on classroom management was developed by Martin, Yin and Baldwin (1998). This tool analyses the pre-service teachers’ beliefs on classroom management under three categories: management of teaching, management of people and management of behaviour.  The current study will employ this tool, “The scale of the attitudes towards and beliefs bout classroom management”, developed by Martin et. al. (1998) to collect the data of the study. The major aim of the tool is to identify the teachers’ perceptions and beliefs in regard to classroom management and practices. The adaptation of the tool into Turkish was done by Savran (2002). The participants of the study are third and fourth grade pre-service foreign language teachers attending a public university in Ankara during the acadmic year of 2012-2013. Firstly, their mean scores on the scale will be revealed, indicating their attitudes towards and beliefs about classroom management. Then their mean scores will be analysed and compared based on some variables, indicating the department they are attending, gender, whether or not taking the course of classroom management, whether or not taking the course of educational philosophy, school experience and practical experience. T-test will be employed to see whether or not the mean scores of the participant groups differ significantly. The findings will be discussed in the light of previous findings.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1940]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1763">
    <dcterms:title><![CDATA[BİR DİLBİLİMCİ OLARAK ALİ ŞİR NEVAYÎ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Dil, tarih, Ali Şir Nevayî, Dilbilim, Türkçe.  ÖZET  Dil; duygu, düşünce ve isteklerin aktarılmasını sağlayan doğal bir vasıtadır. İnsanoğlu, tarihin eski çağlarından beri bu vasıtayı kullanmıştır. Kimi zaman sesle, kimi zaman jest ve mimikle kimi zaman da yazıyla anlaşmaya çalışmıştır. Dil, yapısını bünyesinde koruyarak zamanla gelişir. Başka dillerle kelime alışverişinde bulunur. Bu alışveriş bazen yoğun bir şekilde bazen de göze çarpmayacak kadar az bir şekilde olur. Alınan kelimelerin de o dilde uzun zaman kalıp kalmamasına o dili kullanan insanlar karar verir. Tarih, din ve coğrafi ortamlar o dilin şekillenmesi için son derece önemli unsurlardır. Derin bir tarih olgusu, farklı coğrafyalarda yaşamış olmaları ve çeşitli dinlere bağlı olma durumu Türklerin de dilini oldukça şekillendiren konular olmuştur. Bu vasıtalarla dil zaman içinde lehçe dediğimiz çeşitli kollara ayrılmıştır. Bu kollarda farklı ses özellikleri, farklı yapılar ve farklı kelime birikimi oluşmaya başlamıştır. Bu farklı kollar içerisinde Çağatay Türkçesi diye bir kol oluşmuş ve Ali şir Nevayî diye de bir âlim çıkarak Türkçenin bu lehçesi ile çok değerli eserler meydana getirmiştir. Gerek sözlük çalışması yapmış, gerek divanlar hazırlamış gerekse de başka alanlarda birikimlerini gözler önüne sermeyi başarmıştır. Türk dünyasının en önemli şahsiyetlerinden biri olan Ali Şir Nevayî, Türk dilinin ve edebiyatının gelişmesinde önemli katkıları olmuş büyük bir ediptir. Hayatı boyunca Türkçenin diğer diller karşısındaki önemine dikkat çekmiş ve bu doğrultuda eserler meydana getirmiştir. Bu çalışmada dilbilim ve Ali Şir Nevayî üzerinde durulmuştur. Dilbilimin alt kolları olan, anlambilim, sözlükbilim, biçimbilim vb. konuları Ali Şir Navayî’nin eserleri göz önüne alınarak değerlendirilmeye çalışılmıştır. Bu değerli şahsiyetin belirli manzum parçaları anlam itibariyle değerlendirililmiş, yaptığı sözcük çalışması sözcükbilim ve sözlükbilim anlayışıyla irdelenmiş, eserleri günümüz dilbilim anlayışıyla tanzim edilmiştir. Bu çalışmalar yapılarak Ali Şir Nevayî eserlerinin de dilbilim konusunda ne derece önem arz ettiği gözler önüne serilmeye çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1957]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1762">
    <dcterms:title><![CDATA[Morpheme Effect on Guessing from the Context]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Vocabulary, guessing, prefixes, suffixes, strategies  ABSTRACT  Guessing the meaning of an unknown word in a reading text is one way of learning vocabulary. Learners use varied kinds of guessing strategies while reading a text. Many researchers have stated that analyzing the word structure when inferring an unknown word in a certain context is an effective strategy. Learners’ use of strategies may vary depending on learner characteristics. For example, more proficient learners are more successful guessers and use a wider variety of guessing strategies than those who are less proficient. Another factor affecting the ability to guess the meaning of an unknown word might be the learner’s L1. For instance, Spanish speaking learners of English acquire vocabulary faster and more successfully than Arabic and Finnish speakers, because English and Spanish are related languages, sharing many lexical features. However, Turkish and English are unrelated languages with few aspects in common. For example, Turkish does not have any prefixes while English words are combinations of morphemes: prefixes, suffixes, and stems.  In this paper, I will present a finished study of Turkish learners’ attention to the prefixes and suffixes while guessing the meaning of an unknown word in a reading text. The purpose of the study is to determine whether Turkish speakers of English use prefixes when inferring the meaning of an unknown word. In addition, this study will investigate whether they use suffixes more efficiently and successfully than prefixes, due to fact that Turkish does not have any prefixes but has a great many suffixes. In this study, introspective methods will be used in order to give insight as to what Turkish learners of English think and do when they come across an unknown word and how they deduce the meaning of the unknown words. The correctly guessed words from the text will be analyzed in order to understand which English morpheme type, if any, is used more successfully to infer the meaning of the unknown word. The results of this study will be of benefit to language teachers in helping them to understand that whether there is an L1 effect in the use of different word structures in L2 in terms of different word structures in the process of guessing the meaning of an unknown word in a certain reading text.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1788]]></dcterms:extent>
</rdf:Description></rdf:RDF>