<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/2028">
    <dcterms:title><![CDATA[Parasocial Interaction in Twitter Context]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CMC,Netspeak,Parasocial Interaction, Microblogging,Twitter  ABSTRACT  Internet, being the most significant advent of new technologies, has fundamentally changed the way people interact. The purpose of the Internet goes beyond communication into virtual social spaces or third places. Some of the third places where socialization takes place are chatrooms, social networks and microblogging services. Among the latter,one of the most popular is Twitter, an online microblogging site.  The present study aims to explore the complexities that a computer-mediated , Internet based platform for communication and socialization such as Twitter presents. By problematizing follower- followed asymmetrical parasocial relationship, it is argued that through the use of hashtags and re-tweets, which is intertextual and dialogic. It has mainly been contended Twitter features instantiate Parasocial Interaction Theory, elaborated means being Internet lingo or Netspeak.  In order to explore the Parasocial Interaction Theory and the employment of Internet lingo in Twitter context, a digital corpus of 1000 tweets was built (around 25, 900 words approximately) by taking screenshots of Twitter timeline. In order to carry out the analysis, the sample under scrutiny was tabulated and finally classified according to the categories of analysis. Two criteria have been looked into, Netspeak features elaborated and functions of Twitter features like Hashtag and re-tweet in constructing and maintaning a parasocial interaction. The variables selected within each system have been explored both quantitatively and qualitatively.  As a result of the analysis, it is seen that Twitter context encourages the use of Netspeak features, like abbreviations, acronyms and letter homophones. And features like RT and # serve to carry on the parasocial interaction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1884]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2029">
    <dcterms:title><![CDATA[Practice and Application in the SIOP Model and the Role of Meaningful Activities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:The SIOP Model, Practice and Application, Meaningful activities, English Language Learner  ABSTRACT  Sheltered Immersion Observation Protocol or SIOP is a contemporary method of teaching content-based ESL at schools all over the world. Developed by Echevarria, Vogt and Short (2013), the model quickly adapted by many language teachers in the USA. The method is accepted to be an empirically validated approach to teach all English learners. There are eight interrelated components to The SIOP® Model (Echevarria, Vogt &amp;Short , 2012) .  Lesson Preparation  Building Background  Comprehensible Input  Strategies  Interaction  Practice and Application  Lesson Delivery  Review and Assessment  In this article I have mainly focused on the component Practice and Application of the SIOP Model and the role of meaningful activities for English language learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2087]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2030">
    <dcterms:title><![CDATA[Association of Poem and Music in Turkish Culture Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Poems, Music, Dance, Bektashisim, Shaman  ABSTRACT  If we consider the historical development of Turkish culture language, it is seen that association of poem and music has begun with ceremonies of religious-mystical types called as Shaman. As far as we follow, dances of Shamans also have gone with this association that has begun twenty-four centuries ago. In this context, Shamans are the oldest and the first poets, music lovers and artisans of Turkish culture. We have been able to carry this period, in which poem, music and dance performed together, to the tenth century that is the century Turks begun to accept Islam. As of this date, increasing of work sharing and number of profession branches in Turkish communities put an end to this collocation of poem, music and dance in ceremonies of Shamans and then of Kams afterwards Islam. By leaving this association, poem and music created a particular form apart from dance. The increasing dominance of Islamic religion among Turks has deepened this separation also in sense of language. As from XI century, therefore, encomiasts grown by Arabic and Persian language and culture began to take the places of Shamans, Kams and Ozans in the palaces of Ghaznavid and Seljuk. Afterwards Islam, as from XIII century in particular, as a result of increasing number of sufistic religious orders originating from Arabic and Persian, such as Mevleviyeh and Alevi-Bektashisim, it is seen that association of poem and music was dragged in a more different channel and continued. While “Mevlevi Sema Ceremony”, which appears again in accordance with Mevleviyeh morals, accompanies with the poem and music came together in context of Mevleviyeh tradition; “Alevi-Bektashi Semah Ceremony” accompanies with the poem and music in context of Alevi-Bektashi tradition. As from XVI century, as a result of decreasing effects of sufistic movements; minstrels who perform their non-religious poems in company with their instruments, has grown up in context of the tradition that we called as “Minstrelsy Tradition”.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2005]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2031">
    <dcterms:title><![CDATA[Attitudes of Foreign Language Students towards Environment]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Environmental, environmental awareness, attitude, attitude scale  ABSTRACT  Researches conducted so far demonstrated that environmental pollution increases every passing day. Sustainable development and habitable future will only be possible with individuals sensitive towards environment. In developing awareness about environment in an individual, education has a great impact in addition the family and friends. While important studies are conducted in relation to environmental education and protection of environment in some countries, environment is almost ignored in human activities in the other countries. Wrong practices and developments in the surrounding environment indicate that the awareness towards environment is low in our country. At this point, our schools and teachers play an absolutely crucial role. This role does not only belong to the teachers of geography and biology courses where related topics are addressed. Teachers of the other branches should also possess an awareness concerning environment and convey this to their students in a way related to their branches. Foreign language teachers have a crucial role in raising environmental awareness in order to convey studies conducted in foreign countries and make comparisons between countries. To this end, foreign language teachers should have a good environmental awareness. It is beyond doubt that a teacher who does not have a positive attitude towards environment can not raise individuals with high environmental awareness. In this context, this study was conducted to investigate the attitudes of Foreign Language students towards environment. Within the scope of the study, a five-point likert type attitude scale developed by Bilgi (2007) and a questionnaire containing variables which are thought to affect attitudes towards environment were applied to freshmen and seniors studying at the Department of Foreign Languages of Education Faculty of Gazi University. The obtained data were analyzed by SPSS (Statistical Package Program for Social Sciences) and the impacts of sex, type of settlement where students lived for the most of his/her life, education statuses of parents and university education and class level, in particular, on the attitudes of Foreign Language students towards environment were examined.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1942]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2032">
    <dcterms:title><![CDATA[The Polarization between &#039;Us&#039; And &#039;Them&#039; From The Perspective Of Immigrant Women In Germany: An Analysis Of Feridun Zaimoğlu&#039;s Kafa Örtüsü]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: metaphor, immigrant, in-group, out-group, polarization  ABSTRACT  In this paper, the main purpose is to attempt to analyze how the metaphors of IMMIGRANTS ARE ANIMALS, IMMIGRANTS ARE DEBASED PEOPLE and IMMIGRANTS ARE ALIENS are employed within Feridun Zaimoğlu’s book Kafa Örtüsü in order to address ‘the Other’. And the result of the study highlights that the writer makes use of these metaphors to create a negative image for immigrants, which is a reflection of the thoughts of an immigrant character about how s/he is perceived by the dominant society. One of the most salient and central metaphors in the book, as has been revealed, is IMMIGRANTS ARE ALIENS metaphor, by which the ‘exoticness’ meaning is attained to the immigrant it refers to. It can be premised that metaphors are used implicitly, but are potentially instrumental within the genre to attain meaning of any sort to a certain party, and the investigation of them can give various clues about the polarization between in-group and out-group.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1802]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2033">
    <dcterms:title><![CDATA[Effects of Genre-Based Framework on Students’ Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to Hyland [1] genre has become “one of the most important and influential concepts in language education (p 5). There have been several approaches to genre Hyon [2], Paltridge, [3], Johns [4], however the ESP approach has been widely used, especially with advanced L2 graduate students Johns [5]. Even though, one of the important goals of genre analysis is to improve students’ writing, few studies have focused on how students analyze and produce genres in genre-based writing classes Cheng [6]. The studies by Henry and Roseberry [7], Pang [8], Swales and Lindemann [9] did examine students’ writing performance. However, they did not provide in depth insights into how the students analyzed the target genres before they engaged in the writing tasks Cheng, [10)]  The objective of this presentation is to explain a genre-based framework for teaching thesis writing, particularly the introduction, and to explore its effect on graduate students’ writing performance. A modified version of Swales’ ESP genre analysis framework formed the basis for students’ engagement with the target genre. In addition, students engaged in tasks from the course textbook “Research Writing: A Workbook for Graduate Students” by Lee, W.Y.; Ho, L. &amp; Ng, E.T.M. [11] for a further application of the concepts taught. Besides, students in their discipline–specific groups also analyzed extracts of thesis introductions for a further reinforcement of these concepts. Students then went on to write the components of the introduction chapter, as part of their writing assignments.  The presentation will be in two-parts. The first part will present the genre-based framework used for teaching and its application to tasks and texts with reference to thesis introductions. In the second part, using the same framework, samples of students’ writing will be analyzed to show how students applied these concepts in their own writing. The presentation will conclude by discussing the implications for teaching and learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1725]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2034">
    <dcterms:title><![CDATA[The Study of Intercultural Competence Profiles of Students in Learning Turkishas a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Intercultural Comminication  ABSTRACT  In recent 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[1805]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2035">
    <dcterms:title><![CDATA[The Oldest Extant Literary Work in Japan as a Sourcebook of Japanese Mythology]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Kojiki, Shinto, myth, international motifs, oral tradition  ABSTRACT  The Kojiki (Records of Ancient Matters, AD 712, three volumes) is the oldest preserved work of Japanese literature. It was compiled by Oo no Yasumaro at the Emperor’s bequest, with an aim to point out the legitimacy of the imperial family and to prove the emperor’s divine origin. It is based on the imperial genealogies, as well as on the ancient myths, tales, legends and poems, transmitted orally throughout the provinces of the then Japan. The Kojiki is closely related to the ancient Japanese polytheistic religion − Shinto. It is on Shintoist thought that the work gives a complex image of the Japanese pantheon, assembled of innumerable deities, the kami. Apart from treating the original cultural heritage of the Japanese people, what also provokes special interest of this valuable work is an abundance of similarities to the familiar myths of the neighboring cultures, but also to the traditions of the peoples living in distant regions, without any contact with ancient Japan. Among many others, there are motifs related to the Land of the Dead, as the third part of the trichotomic cosmic structure: the motif of tasting food in the other world which causes the return to be impossible − widely known as the motif of Persephone, the Orphic motif of violating the forbiddance of looking which leads to permanent separation from the beloved person, or the magic escape motif with characteristic metamorphoses. In other words, the Kojiki contains the large number of universal international themes and motifs, which can be found in the cultures of the peoples worldwide. It is possible to reach them by means of comparative analysis. This kind of research provides a new perspective on the study of literature, mythology, and tradition.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1721]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2036">
    <dcterms:title><![CDATA[Extent of Self-Mention Reference in Serbian Academic Discourse]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: self-mention, academic discourse, research articles  ABSTRACT  The aim of this paper is to investigate the use of authorial self-mention in the corpus of research articles written by the Serbian authors. Recent research of the academic texts published in English has shown that authors tend to represent themselves more explicitly than they used to, being aware that it may improve their communication with readers. Authorial presence can be realized through different linguistic markers such as the use of first person pronouns and metadiscourse. We wanted to see whether there were discrepancies in deployment of these rhetorical strategies in two disciplines, one belonging to hard and the other to soft sciences. The study showed significant underuse of authorial reference by Serbian authors in both fields. Obviously, they opt to avoid representing themselves, especially when making arguments or claims. The reason of this is quite complex. For decades, the authors in Slavic academic community were taught to use exclusively first person plural pronoun, even when they were the only authors of their papers, because “that was the appropriate way to declare themselves as the members of academic community as well as to demonstrate their academic modesty” (Blagojević, 2009). As many linguists have proven that academic prose is not completely impersonal, we think that such stance of the Serbian scholars may impede the impression they make when subsequently writing for the international professional and academic community. Therefore, when teaching academic writing, we, as EAP teachers, should point out the significance of appropriate writing conventions in English language. By introducing self-mention references in their piece of writing, our students, future experts in their disciplines, will gain credibility among the members of their respective discourse communities, displaying confidence in their own evaluations and commitment to their ideas.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2059]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2037">
    <dcterms:title><![CDATA[Student Motivation for Learning English as a Foreign Language at the University of Dubrovnik]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: differences, gender, learning process, study programme  ABSTRACT  The recent theories on second language acquisition (SLA) revolve around the importance of individual factors in language acquisition. Within those factors the importance of motivation is undeniable. Motivation provides the driving force to sustain the long and demanding learning process and all the other factors involved presuppose motivation to some extent. The aim of this paper is to give an insight into student motivation for learning English as a foreign language (EFL) at the University of Dubrovnik. The paper analyses the differences in types of student motivation for learning English as a foreign language in relation to the gender, the year of study and the programme of study. For that purpose the research was carried out among the students enrolled in 3-year undergraduate study programmes at two University Departments: Maritime Department and Mass Communications Department. As the research instrument, the Questionnaire for Measuring Type and Intensity of Motivation of Croatian Students for Learning English as a Foreign Language (Mihaljevic Djigunovic, 1998) has been applied. The results indicate some differences in motivational types according to the gender and the programme of study. This paper suggests further research based on a context-specific approach to understanding motivation in EFL learning, as well as finding practical “formulae” for motivating students depending on their gender, the year of study and the programme of study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1929]]></dcterms:extent>
</rdf:Description></rdf:RDF>