<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/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:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2069">
    <dcterms:title><![CDATA[MORPHOLOGICAL AND PHONOLOGICAL STRUCTURE OF KALKAN-KAŞ/ANTALYA DIALECT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Turkish main dialect in Turkey is spoken in various forms of regional dialects all over Anatolia. The reasons of dialects are migration, climate, geographical conditions and the features of language. Through communication and media technologies, Istanbul dialect is gradually becoming popular all over the country and regional dialects have been transforming. This situation impacts the regional dialects in terms of phonetics, morphology, and vocabulary. Local dialects, not only in Turkey but also in other countries decrease and disappear. Accordingly, our inherited cultural values and vocabulary of those values and the products of this heritage are forgotten. This study was carried out to protect cultural inheritance of regional dialects, therefore this study aims to demonstrate and provide information of the morphological and phonological structure of Kalkan-Kaş dialect in the region of Antalya/Turkey.    In addition to this study, morphological and phonological examples of data examined and compared with standard Turkish.     Keywords: The Dialects of Anatolia, Dialect, Antalya, Morphology, Phonology, Turkish.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[2874]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1798">
    <dcterms:title><![CDATA[Morphological and Phonological Transformation of Turkish Loan words in Bosnian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Balkans, Turkish lnaguage. Bosnia, Phonology,Transformation,morphology  ABSTRACT  The concepts of culture closely interact with the language. The relations between culture and language are two separate aspects. In fact, two different aspects and opinions can be combined; on the one hand language is living and developing in the culture, on the other hand culture exists in the language.Every culture has its langugae, every langugae has its own culture. In relationship between language and culture, the people speak the language which is representing tradition and beliefs as well as information about lifestyle. Therefore, results of the changes in the lifestyle of people, directly affect people&#039;s life and language. Interaction betwen languages throughout the history of languages in the Balkan region which is the best known linguistic area of old OttomanTurkish culture for hundreds of years is still functioning. In this paper, based on linguistic relationship generated by Turkish speaking community, morphological and phonological transformation of Turkish loan words in Bosnian language in Bosnia and Herzegovina has been studied by indicating how some words have changed either in form or phonetically.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1789]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2078">
    <dcterms:title><![CDATA[Morphology of Bosnian language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Morphology is science that deals with formation of words, types of words and  their forms. Morpheme is smallest language unit or smallest language unit or  smallest part of word which has a meaning. Morphemes are divided base on  their meaning to lexical and grammatical.  Lexical morphemes are non-linguistic wearers of word’s meaning. They are  divided into those of the root and derivative ones. Morphemes of the root  wear basic lexical meaning. It is invariable. This is actually root of word which  reflects its origin and similarity according to meaning within the family of  words. The remaining lexical morphemes are there to derivate new words from  rooted morpheme, and this is why they are named derivative morphemes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1430]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/232">
    <dcterms:title><![CDATA[MOSTARLI HASAN ZÝYÂÎ DÎVÂNI’NDA TEŢBÝH VE ÝSTÝARELER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Farklı bir kültür ortamında doğup, gelişen Divan Edebiyatı bazı insanlarca ağır ve anlaşılması zor bir edebiyat olarak düşünülmektedir. Bu nedenle araştırılması ve özellikle kullanılan dil ve edebi sanatların açıklanması bakımından incelenmesi gerekmektedir. Bu düşünceden hareketle tezimize Divan Edebiyatı’nın önemli şairlerinden Mostarlı Hasan Ziyai’nin divanındaki teşbih ve istiare sanatları konu olarak seçilmiştir. Çalışmamızda Doç. Dr. Müberra Gürgendereli tarafından hazırlanan Mostarlı Hasan Ziyai Divanı esas alınmıştır.Öncelikle 16.yy.da yaşamış Balkan şairlerinden Mostarlı Hasan Ziyai’nin hayatı,edebi kişiliği ve eserleri hakkında bilgi verilmiş daha sonra divanındaki Türkçe şiirler teşbih ve istiare unsurları bakımından incelenmiş ve örnek metinlerle açıklamalı tasnifi yapılmıştır. Toplam 496 gazel, 11 kaside üzerinde yapılan çalışmada 2920 adet beyit taranmıştır. Şairin en fazla kullandığı sanatların Teşbih-i Beliğ ve Açık İstiare olduğu görülmüştür. Tek mısrada kurulan mufassal ve muhtasar teşbihler ile mefruk teşbih ve kapalı istiare sanatları da azımsanmayacak ölçüde fazladır.  Teşbih ve istiare tanımları yapılarak çeşitlerine göre sıralanmış örnek beyitlerle açıklamalar yapılmıştır. Beyitler daha çok Türkçe gazeller ve kişileştirme sanatının yoğun olarak kullanıldığı ‘’Derya, Güneş ve Hazan’’ kasidelerinden seçilmiştir.  v  Örnekler seçilirken benzetme unsurlarına göre sınıflandırılmış çalışmanın hacmini sınırlı tutmak amacıyla birkaç örnek beyit verilerek diğer beyitler numaralarıyla gösterilmiş ve aynı beyitlerin tekrarından kaçınılmıştır. Yapılan inceleme sonucu şairin sanatsal yönü ortaya konulmaya çalışılmıştır.  Anahtar Kelimeler: Klasik Türk Edebiyatı, Divan şiiri, 16.yy. Balkan şairi, Mostarlı Ziyai, Teşbih, İstiare.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3611]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1402">
    <dcterms:title><![CDATA[MOSTARLI ZİYÂÎ VE ŞİİRLERİNDEKİ ORİJİNAL SÖYLEYİŞLER]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Mostarlı Ziyâî, Divan Şiiri, Orijinal Söyleyişler. ÖZET  XVI. yüzyılda yaşamış olan Mostarlı Hasan Ziyâî Boşnakların en eski divan şairlerindendir. Divan şairleri yüzyıllar boyunca yeni ve orijinal sözler bulma gayreti göstermişlerdir. Ziyâî’de de bu gayret açıkça görülmektedir. O, şiirlerinin kendisinden önce yazılan şiirlerden daha orijinal olduğunu iddia eder. Kasidelerinde de alışılmış kaside tarzının dışına çıkan şair, süslü ifade ve abartılı övgülerden uzak durmuş, divan şiiri geleneği içinde görülmeyen tasvirler yapmıştır. “Hane-i Vîrâne, Sengistân ve Şitâiyye” kasideleri hem şekil hem de içerik olarak klasik kasidelerden farklıdır. Bu kasideler daha çok realist, sembolik ve mizahi anlayışla yazılmış şiirlerdir. Ziyâî, bazen kendisi bazen de çevresiyle ince ince alay eder. Ziyâî, divan edebiyatında örneğine az rastlanan “Hasb-i Hâl” tarzı bir kaside de yazmıştır. Ziyâi’nin alışılmışın dışına çıkma gayretiyle yazdığı bu şiirler onun klasik edebiyata yeni bir soluk getirme çabasının bir sonucudur. Bildiride Mostarlı Ziyâî hakkında bilgi verilmiş ve divan şiirine getirmeye çalıştığı yeni söyleyişler ele alınmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2236]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/233">
    <dcterms:title><![CDATA[Mostarlı Ziya’i Divanı’nda Deyimler  The Idioms In Mostarli Ziya’s Divan]]></dcterms:title>
    <dcterms:abstract><![CDATA[ÖZET  Türk dili; atasözleri, deyim ve halk söyleyişlerinin sıkça kullanımı bakımından zengin bir dildir. Klasik Türk edebiyatı şairleri de bu zenginlikten yararlanmış ve edebiyatımıza bu konuda önemli eserler kazandırmışlardır. Mostarlı Ziya’i Divan’ı atasözleri ve deyimlerin zengin kullanımı bakımından önemli bir eserdir. Bu çalışmada 16.yy. balkan şairi olan Mostarlı Hasan Ziyai’nin divanı deyimler açısından incelenmiştir. Ziya’i Divan’ında toplam 393 adet deyim tespit edilmiştir.   Divanda yer alan bu deyimlerin çoğu günümüzdeki kullanımlarıyla birebir örtüşmektedir. Bazıları divanda kelime değişiklikleri ile yer almış bazılarının ise günümüzde karşılığı olmadığı ve kullanılmadığı tespit edilmiştir. Bunların divanda geçtiği yerler örnek verilerek gösterilmiştir. Ayrıca deyimlerin yanısıra divanda oldukça fazla atasözü ve halk söyleyişleri de yer almaktadır. Bunlardan 26 adet atasözü de çalışmada kaydedilmiştir. Bu deyim ve atasözleri Ziya’i’nin şiirlerine özgün bir anlatım ve akıcılık kazandırmıştır. Ayrıca şairin Türkçe’ye hakimiyetini göstermektedir.   Anahtar kelimeler: Klasik Türk edebiyatı, Divan şiiri, 16.yy. Balkan şairi, Mostarlı Ziya’i, Deyimler.    ABSTRACT    Turkish language; is a rich language in terms of the frequent use of folk proverbs, idioms and common public sayings. Classical Turkish literature’s poets also have benefited from this wealth of literature and have contributed significant works of our literature on this subject. Divan of Mostarli Ziya is an important work in terms of the rich use of proverbs and idioms. In this study the Divan of Hasan Ziya was analyzed in terms of idioms , who was one of the 16th century Balkan poets. A total of 393 idioms have been identified in the poems of Ziya.   Many of these statements in the Divan coincides exactly with the use of today. Some of the idioms have taken place within the poem by changing some words where as some of the idioms used in poems are not in use anymore. These changes have been highlighted by giving examples in the poems. In addition to the idioms, many proverbs and public sayings are also included in the Divan. 26 proverbs are identified in this study. These idioms and proverbs have given a unique expression and fluency to Ziya&#039;s poetry. It also shows the poet&#039;s Turkish language domination (power of use).  Key words: Classical Turkish literature, Divan poetry, 16th century Balkan poets, Mostarli Ziya, İdioms.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3600]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1091">
    <dcterms:title><![CDATA[MOTIVATING STUDENTS TO PARTICIPATE IN CLASSROOM DISCUSSIONS THROUGH THE SOCRATIC CIRCLE APPROACH]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the staff of the Department of English Language and Literature at the University of Zenica, second year students are not easily motivated to participate in classroom discussions.  Most of the time, students are encouraged to participate, but only a selected few do.  When asked why that is so, students reported that they feel uncomfortable, mostly because they feel that they have noting important to share or that they are embarrassed to speak in front of their colleagues.  The author of this paper took it upon herself to try to encourage students to open up and participate in classroom discussions.  For the purpose of this research, the author has worked closely with two groups of second year students at the Department of English Language and Literature, introducing the Socratic Circle approach to ensure maximum student participation.  This paper describes the steps that were taken, the results of the first study, and the results of the second study which was conducted a semester later. The author claims that by using the Socratic Circle approach it is possible to motivate every student to participate in classroom discussions on a regular basis, and that the students appreciate the use of the Socratic Circle Rubric because they know what is expected of them, as well as how their participation will be graded.    Keywords: Classroom Discussion Participation, Socratic Circles, Socratic Circle Rubric]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3356]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1983">
    <dcterms:title><![CDATA[Motivating Students to Participate in Classroom Discussions through the Socratic Circle Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: classroom discussion participation, Socratic Circles, Socratic Circle Rubric  ABSTRACT  According to the staff of the Department of English Language and Literature at the University of Zenica, second year students are not easily motivated to participate in classroom discussions. Most of the time, students are encouraged to participate, but only a selected few do. When asked why that is so, students reported that they feel uncomfortable, mostly because they feel that they have noting important to share or that they are embarrassed to speak in front of their colleagues. The author of this paper took it upon herself to try to encourage students to open up and participate in classroom discussions. For the purpose of this research, the author has worked closely with second year students at the Department of English Language and Literature, introducing a new approach to ensure maximum student participation. The Socratic Circle approach was introduced and applied several times throughout the semester, and the students provided feedback each time they participated in the discussions. Two structures were used and the students were given the opportunity to express their opinions about each, as well as to comment about the Socratic Circle Rubric that was introduced for the purpose of grading their participation. This paper describes the steps that were taken over a four-month period and the author claims that by using the Socratic Circle approach it is possible to motivate every student to participate in classroom discussions on a regular basis, and that the students appreciate the use of the Socratic Circle Rubric because they know what is expected of them, as well as how their participation will be graded.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1698]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3168">
    <dcterms:title><![CDATA[Motivating Young EFL Learners Through Effective Classroom  Management]]></dcterms:title>
    <dcterms:abstract><![CDATA[Finding the best way to catch the attention of young EFL learners through  effective classroom management by means of games, realia, role-playing and, drama  is of great significance due to the fact that the world of young learners consists of  visual images, pictures, and games, so they are under the bombardment of all these.  They live in an age of visualization. Depending upon this, it will also be mentioned  that how the ELF teachers will catch the attention of the young EFL learners, which  is actually one of the problematic area in classroom management. The reason is that  just standing in front of the classroom, and trying to teach something to the students  make no sense right now, in the stark contrast, the students themselves want  movement and action, and they would like to be much more involved in the class.  Normally thinking, the learners is not roped to the class. However, the matter is that  in order to learn regularly and peacefully, the students must feel themselves relaxed,  they should be in peace, it shouldn’t be a kind of torture, and the teacher should vary  the activities in the class so as to free from monotonous atmosphere. All of these  things leave an impact on the students’ psychology and their motivational level either  positively or negatively. Therefore, the main objective of the study is to depict how to  motivate young EFL learners through effective classroom management by means of  games, realia, role-playings, drama, and body language of the teacher. From this  perspective, this study will focus on the sustainable development in the foreign  language teaching and learning fundamentally for young EFL learners]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[411]]></dcterms:extent>
</rdf:Description></rdf:RDF>