<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/1958">
    <dcterms:title><![CDATA[MEMLÛK KIPÇAKÇASINDA HÂL EKLERİNİN KULLANIMI ÜZERİNE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Hâl eki, memlûk kıpçakçası, yönelme hâli.  ÖZET  Hâl ekleri, eklendikleri kelimelerin diğer kelime ve kelime gruplarına anlamca bağlanmalarını sağlayan çekim ekleridir. Hâl eklerinin belli işlevleri bulunmaktadır. Bu eklerin bazı işlevleri benzer ya da aynı olabilmektedir. Hâl eklerinin benzer ya da aynı işlevde kullanılmaları, fiillerin zaman içinde farklı çatı ve anlam özelliklerine sahip olmaları gibi sebeplerle hâl eklerinin Eski Türkçe döneminden başlayarak çeşitli metinlerde birbirlerinin yerlerine kullanıldıkları görülmektedir. Memlûk Kıpçakçası, tarihî Türk lehçelerinden Kıpçakçanın Mısır ve çevresinde, Memlûk Devletinin hâkim olduğu coğrafyada kullanılmış olan koludur. Memlûk Kıpçakçası ile atçılık, okçuluk, fıkıh gibi eserlerin yanında sözlük ve gramer kitapları ile edebî eserler yazılmıştır. Bu eserlerde birbirinin yerine kullanılmış olan çok sayıda hâl eki olduğu görülmektedir. Bu bildiride Memlûk Kıpçakçasında birbirlerinin yerlerine kullanılan hâl eklerinin işlevleri ve bu eklerin söz dizimindeki rolleri incelenmiştir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1955]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1959">
    <dcterms:title><![CDATA[Postmodernism Art-Theory; satire, irony and grotesque in anti-war novel Catch-22]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Postmodernism, satire, paradox, black humor, Catch-22  ABSTRACT  This abstract is a study of Catch-22 (1961), a specific early document of American posmodern literature. In particular, this one is going to present the critical argument on this novel as parallel to the wider concept of the postmodernism.  My claim is that, this novel is going to be treated in accordance with postmodern thought to paradox, irony, black humor, which is a line between fantasy and reality and readers of the novel are unsure about the point at which realism fades into fantasy and a collapsed literary possibility, traditional techiques in literature, for these literary issues in fact have come out many interpretations. So to attain best this argument is an approach to Catch-22 of Joseph Heller.  In attempt to, firstly , demonstrate how critics have reduced the potential meaning of the novel in imposing its own notions of a literary‐historical circle and secondly, how readings of Heller’s characters in the novel can reveal an untapped possibility for further exploration of the broadest definitions and interpretations of the project of postmodernism. Through this work will be obviously explained some of the most essential and basic posmodernist devices especially through the art of writing and language used.  Not only marginalized, lateral characters will be on the spotlight of observation and analyses but also the major and protoganist ones will characterize the typical features of postmodern notion.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2085]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1960">
    <dcterms:title><![CDATA[Motivation of Italian L2 Learners in Non-Institutional Settings in Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words :motivation, Italian L2, non-institutional settings  ABSTRACT  The main sources of motivation are obligation, necessity and pleasure. The role of motivation in L2 acquisition in Croatia has been studied mostly through the concepts of affective factors, and attitudes in learning English, and within the institutional context (Mihaljević-Djigunović 1998 and 2002, Scotti Jurić and Ambrosi-Rosandić 2010).  This paper focuses on attitudes of students learning the Italian in foreign language schools, since it is the language that they choose to learn in their free time, enrolling a course that is not a part of the formal education process. It measures some of the factors that motivate course participants in Croatia to learn Italian. For that purpose we developed a questionnaire with five-point Likert scale. The research questions were related to three different topics: sources of motivation, attitudes on the methods of teaching Italian and attitudes on various types of activities accomplished during the course. The participants to the survey were grouped according to their age: children (pre-school, primary school children), teenagers/adolescents (secondary school children), adults (students, employed, unemployed, retired and others). The sample included a total of 120 students (40 for each group) from the Centre for Foreign Languages in Split (Croatia) who were enrolled in the Italian language courses during the summer semester of 2012.  The study will try to answer the following questions: What are the predominant types of motivation?, How is the type of motivation related to age?, Is there a relationship between attitudes, learning dynamics and activities of studying Italian when contrasted to motivation?  The aim of this paper is to provide data on motivation and learning strategies among different age groups of Italian L2 learners in non-institutional settings, as well as to understand the motivation that they already have in order to rethink and improve the teaching of Italian L2 according to their needs.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1882]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1961">
    <dcterms:title><![CDATA[Themes and Motives Of Lullabies in Bosniaks&#039; Oral Literature]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Lulabies, themes, motives, Bosniaks  ABSTRACT  Lullabies as a kind of lyrical songs inside Bosniaks’ oral poetry has been recorded since the second half of the nineteen century in a more intensive way. However, up till now there are no serious theoretical approaches to this kind of lyrical songs. This paper offers an insight into history of recordings of Bosniaks’ lullabies in the oral literature. In addition, the paper aims to analyze poetical characteristic of Bosniaks’ lullabies based on selected examples from manuscripts and collections which were composed during the period of 120 years. The main contribution of the paper is a systematic analysis of themes and motives of these lyrics songs, which is something fully unexplored in the oral poetry of Bosniaks’ literature.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1934]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1962">
    <dcterms:title><![CDATA[Henry James&#039;s the Turn of the Screw: A Gothic Novella with a Modernist Twist]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Henry James, Gothic, Modernism, narration, experimentation  ABSTRACT  Henry James was a very prolific writer who tried his skill in writing about topics varying from the Gothic fiction to early Modernism, from fiction to essay. He was careful enough to make his own twist even when writing a story that could seemingly belong to the Gothic subgenre, as with his novella The Turn of The Screw. It has all the necessary Gothic elements, but its ambiguity and openness is rather a characteristic of Modernism than of a simple Gothic ghost story.  In this paper, I will analyze if this novella could be considered a Modernist type of writing and to what degree. Elements that convey the Gothic tradition are noted and discussed with the notion of James’s own approach to the genre. James’s narrative strategy in The Turn of the Screw serves the purpose of ambiguity, where the unreliable narrators are rather characteristics of Modernism than of the novels that convey the Gothic genre. In this sense, the importance of the narrative strategy and unreliable narrators are the major sub-topics of this paper. It will also be discussed to what extent these features contribute to Modernism, and abandon, or deviate, the Gothic subgenre.  This paper also explores the question of the narrator, especially the relation between the governess’s manuscript and the unnamed narrator’s retelling of Douglas’s reading from her manuscript. James’s use of various experimentations deviated from Gothic norms prove that he was Modernist in his approach to the story telling and the narrative technique. In addition, the reliability of the governess’s narration is discussed through a Freudian reading.  Gothic conventions in the novella are closely observed in this paper. It is stressed that Gothic novels have some similarities with the traditional realist writing. Gothic prose is mostly based upon a riddle where the truth and resolution are delivered at the end, thus bringing the story to its end, whereas Modernist writing tends to end with open questions and ambiguity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1717]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1963">
    <dcterms:title><![CDATA[A Study of First Person Singular Pronouns in Malay Child Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: First Person Singular Pronouns, Malay Child Language  ABSTRACT  This study had been carried out in order to investigate the first person singular pronouns used by children in Malay. In this language, the most prominent first person singular pronouns are &quot;saya&quot; and &quot;aku&quot;. However, for kids, the usage of these pronouns sometimes has been substituted by other pronouns. This research used a comedy drama entitled &quot;Lontong&quot; as a text to seek for the findings. The results showed that besides &quot;saya&quot; and &quot;aku&quot;, children also use &quot;kita&quot; as well as their own names as the first person singular pronouns. In terms of politeness, using names is considered as the most humble way, followed by &quot;kita&quot; and &quot;saya&quot;. Hence, using &quot;aku&quot; is deemed as impolite. Nevertheless, it is not unusual to see &quot;aku&quot; used by kids among their close friends.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1907]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1964">
    <dcterms:title><![CDATA[The Accessibility of Transfer in the Acquisition of Wh And Yes/No Questions by Albanian Secondary School Learners in Struga]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Contrastive Analyses, interlanguage, language transfer, positive negative transfer,  ABSTRACT  As an English teacher with twelve years teaching experience in Macedonia, I have very often noticed that most of my students have difficulties in asking questions in English especially WH questions. Their most common errors are failure to include an obligatory auxiliary or if they do include the auxiliary, they fail to invert it before the subject.  The focus of this study is one parameter of universal grammar, syntactic movement, the inversion of auxiliary and the subject, which I believe is important because it would shed light into Albanian secondary school intermediate learners ‘strategies in coping with parametric differences between L1 and L2. This study also points out the possible differences in terms of syntactic movement parameter in the formation of WH and Yes/ No questions.  Assessing the contrastive analysis hypothesis as an approach about SLA it could be said that these kinds of difficulties that Albanian intermediate secondary school students have may provide some account of transfer. Some contrasts between languages are inappropriate and they lead to negative transfer where as some of them are appropriate and lead to positive transfer.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1985]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1965">
    <dcterms:title><![CDATA[Attitude of Secondary School Students towards Learning English Through Project-Based Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Project-based learning, Humanistic approach, teaching English, active learning, efficiency of PBL  ABSTRACT  In recent years, the methods providing active learning have begun to play a crucial role in the field of education as the result of the humanistic approaches doctrines. One of these methods that help students to be part of the learning process is project-based learning. PBL is a new method offering active learning by engaging students with authentic problems and projects. It encourages creative thinking during learning as it helps students to learn by finding out solutions for everyday problems. It gives learners the opportunity to learn through experience since it includes producing new projects for solving actual problems. In this paper, we deal with the implementation of this method in English lessons by offering a new way of teaching English. English language teaching needs new methods, as the conventional ones are usually considered inadequate in Turkey. Reasons such as the great difference between Turkish language and English language and the difficulty of learning a new language and culture cause English teaching to be a problematic area. Hence, we aim to show the efficiency of another method that is generally used in fields of Science and Mathematics. The benefits of PBL, the problems encountered during implementation of PBL in English classes, and the attitudes of the secondary school students towards learning English through PBL are the main points of this study. We intend to determine the efficiency of PBL and to find out the learners’ opinions and emotions about this promising method by a study carried out among secondary school students learning through PBL.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1811]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1966">
    <dcterms:title><![CDATA[Teachers&#039; Beliefs and ELT Curriclum Intensions: How to Bridge the Gap]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaches&#039; beliefs, contextual factors, curriculum innovations  ABSTRACT  Teachers are key players in the success or failure of curriculum innovations (wedell, 2003). They filter, modify, and implement the curriculum according to their beliefs and to the context where this curriculum innovation is being implemented (Borg 2006, Waters, 2009).  In addition, the literature suggests that curriculum planners and educational policy makers often focus on the planning and initiation issues ignoring the dilemmas and obstacles that might evolve during the actual implementation (Markee, 1997), and that little attention has been given to how teachers implement changes in pedagogy (Carless, 2004).  Given the crucial role of teachers&#039; beliefs and the contextual factors which influence how teachers implement and make sense of ELT curriculum innovations, this paper presents the findings of a study which examines three teachers’ implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this curriculum innovation. It also sheds light on how teachers’ beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum.  In order to study these issues, a qualitative research design was employed as a mode of inquiry. Data collection methods consisted of classroom observations in which audio recordings of the teachers’ actual classroom practices were obtained, and follow up interviews in which teachers commented on their classroom practices and discussed the factors shaping these practices. The interviews with the teachers shed light on the tensions between teachers’ actual classroom practices and the intentions of the curriculum. They also highlighted complex relationships among the curriculum reform, teachers’ practices, teachers’ beliefs, and other contextual factors.  This paper illustrates the value of studying what teachers do while implementing ELT curriculum innovations and how their beliefs and other contextual factors influence the way teachers interpret and implement these innovations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1982]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1967">
    <dcterms:title><![CDATA[Learner Autonomy in EFL classes from the Eyes of Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English language teaching, curriculum reform, learner autonomy, teachers, perceptions  ABSTRACT  The concept of learner autonomy has become popular since the publication of Holec (1981), who defined learner autonomy as “the ability to take charge of one‟s learning” (p. 3). In fact, the related literature is abundant with descriptions of learner autonomy, suggesting that there is no commonly accepted definition of it. A considerable amount of research has been done on the subject of learner autonomy in English language teaching. While some studies have focused on the new role relationship between the learner and the teacher in autonomous learning, some others have concentrated on the issue of age of the learners. Also, there are studies on the readiness level of the teachers and/or learners for autonomy. The purpose of this qualitative study is to take a critical look at a reformist action launched by the Ministry of Education in North Cyprus in English language teaching practice at secondary and high schools. More specifically, the study intends to explore English language teachers‟ perceptions of the four-year implementation of a new teaching approach initiated as a policy to promote „learner autonomy‟ in class. To this end, 48 English teachers with different backgrounds were asked to answer a questionnaire and also interviewed in order to find out their perceptions, what kind of problems and barriers they faced in their classroom practice, and what suggestions they put forward to overcome these problems. In addition, a number of randomly selected classrooms were observed for triangulation purposes. The findings indicate that top-down reforms can be effective only when all stakeholders develop a common understanding and ownership. In addition, the readiness level of the involved people and the availability of physical facilities are important factors to consider in planning an innovative action.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1973]]></dcterms:extent>
</rdf:Description></rdf:RDF>