<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/2038">
    <dcterms:title><![CDATA[Effective Way to Teach Chinese as a Second Language (L2)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Chinese has been regarded as one of the most difficult languages in the world, especially Speaking and writing Chinese characters have made many foreigners quit studying. How to help foreigners to learn this language easily? In decades, more researches focused on Chinese characters and patterns, but seldom to help foreign students to organize the knowledge they have learnt and the mind to express properly. Based on the theory of Tony Buzan’s ‘Mind Map’, this research focused on the application of visual tools and computer technology to teach Chinese as L2. It includes two parts: a) Teacher: to design the colourful Mind Map on the language points of each lesson (situation/context, new words and patterns), starting from the centre (Topic), connected with the flow chart of the story. With it, the teacher is able to introduce all the knowledge without text book. b) Students: during the whole learning process, they will be guided by the teacher’s introduction with the new knowledge linked judiciously while also taking more detailed notes on Mind Map. With it, they can review easily on it after class. Taught by Mind Map, students have learnt the organized knowledge, rather than pieces, which is helpful for them to memory the situation/story and organize the knowledge and express properly. After practised for a few years, Mind Map does work for Language teaching &amp; learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1917]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2039">
    <dcterms:title><![CDATA[Exploring our Linguistic Intuition or Implicit Knowledge with Sentence Recasting and Repair]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: tacit knowledge, gut-feeling, judgment  ABSTRACT  Language teachers use their own intuition to guide them in respect to of their own tacit, impicit, procedural knowledge of the target language in their daily proffesional life . Although much research is directed towards the goal of turning the conscious into the unconscious, or how explicit or declarative knowledge can become automatic or implicit knowledge for language learners, relatively little research focuses on how knowledge moves the other way - in other words, how teachers are expected to make explanations from raw intuitive insights about language that emerge during classes, in preparation and evaluation of materials, in oral assessment, proofreading, interpretation of corpus or of non-standard forms and in many other ways. This workshop focusses on ways in which language teachers could build a framework to help them understand how we tend to respond linguistically, to the unexpected jalts and bumps that inevitably occur in the exchange of knowledge in and around the language classroom.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2057]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2040">
    <dcterms:title><![CDATA[PLN: Teachers&#039; Use of Social Media for Professional Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teacher education, continual professional development, social media, social networking, personal learning networks  ABSTRACT  This paper explores teachers’ use of Personal Learning Networks (PLN) for professional development purposes. On the basis of research conducted in an ESL environment, this paper demonstrates why a PLN is a necessary tool for language teachers. It also illustrates how they may exploit a variety of social media in order to enhance their knowledge and skills. In the digital era Personal Learning Networks are becoming increasingly significant as a means of acquiring new knowledge and enhancing one’s skills as a language teacher. In the 21st century teachers from all over the world are finding it much easier to create networks whose main purpose is that of facilitating the process of continual professional development. Using as its foundation the results of a study on secondary school teachers&#039; use of social media, this paper will allow the audience to understand how teachers make use of their PLN. It will seek to show that the immediate effects of a PLN in language teaching are connected teachers who are constantly in tune with the most recent developments in the field and who are better able to contribute and share innovative ideas with a network of people that extends beyond the physical confines of the classroom. This paper will illustrate how some of the social media that teachers might already be using for non-educational purposes can be exploited as a means of achieving professional development. It will also provide the audience with the opportunity to discover social media that might not yet be so popular but which can redefine the way a teacher thinks about the process of acquiring knowledge and skills.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1722]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2041">
    <dcterms:title><![CDATA[Types of Derivational Affixes in both English and Albanian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: affixation, semantic domain, derivation, linguistic relativism, wordformation  ABSTRACT  The lexical structures of English and Albanian language have their pecularities, which appear among others, even in the different volume of lexical, semantic and idiomatic wealth. However, a mutual characteristic of English and Albanian language is the potential to create new words by means of derivation. There are a lot of prefixes and suffixes by which Albanian and English language create new words by adding a prefix or a suffix to the existing root.  This study covers the main affixation semantic domains of wordformation in both languages, especially focusing on the prefixes which are borrowed from English language such as: de, dis, super, anti, trans, i, re, ultra, pan, pro. What do these prefixes mean and how they are translated into the Albanian respective equivalents also basing on linguistic relativism theory.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1936]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2042">
    <dcterms:title><![CDATA[Exploring Task-Based Pbl in an Elective Chinese Language Beginner Course in a Danish Context]]></dcterms:title>
    <dcterms:abstract><![CDATA[Chinese as an Asian language is still very new to most institutions in Denmark, it is facing both opportunities and challenges in a Danish context.  Department of Culture and Global Studies at Aalborg University (AAU) has been offering different elective language courses, such as English, French, German and Spanish, and started to include Chinese language course which is taught by the Chinese teachers from Confucius Institute for Innovation and Learning at Aalborg University’s (CI) from 2011. In autumn semester 2012, the number of students in Chinese classes broke record, 174 students chose to study Chinese, which made Chinese the biggest language program at the university. And the students are from different studies, such as health, engineering, computer science, humanities and others. However, most of foreign language courses in Department of Culture and Global Studies are still facing a high rate of drop-out problem.  We agree with Gardner R. C. that students’ motivation plays an important role in the teaching and learning process. What may affect Danish student’s motivation in the foreign language learning? How to meet Danish student’s expectation in a foreign language course? How to motivate them to learn a new foreign language, such as Chinese, by using alternative teaching methods? How to motivate them by integrating language and cultural elements in the language teaching and learning? How to maintain the quality of foreign language teaching and learning with a big amount of participants? To develop and sustain the Chinese language and culture teaching in AAU, the researchers and teachers from CI have been developing a student-centred teaching and learning method Task-based PBL (Xiangyun DU &amp; Mads Jakob Kirkebæk, 2012) in this course, by means of a qualitative research approach weare investigatingthis course and try to find the answers to the questions mentioned above.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1818]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2043">
    <dcterms:title><![CDATA[An Examination Of The Typological Features Of Turkish]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Language, Turkish, Language typology,linguistics, applied linguistics  ABSTRACT  In this study, Turkish is examined in terms of language typologies and the language opportunities to the user of Turkish. Moreover, the easy and difficult characteristics of Turkish are aimed to explore. While attempting to investigate, description and comparison methods were used and the typological features of Turkish were examined in terms of the theory of language richness and perfection. That a language is a magical and perfect system is widely acknowledged by thinkers and linguists. Another agreement among the linguists is that languages resemble each other through certain features, therefore some gene! ralizations can be established. Given the typical instances of agglutinative languages, Turkish is suggested as a developing language of science, education and art, according to “Language Perfection Criteria” and the arguments are thought to provide useful insights to Turkish learners, material designers, language researchers and practitioners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1910]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2044">
    <dcterms:title><![CDATA[Harold Pinter and Orhan Pamuk: Two Radical Voices of our Century]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Harold Pinter, Orhan Pamuk, politics, human rights, Turkey, western societies  ABSTRACT  Introduction: It is interesting to note that Pinter’s association with Orhan Pamuk , Turkey’s only Nobel laureate, goes back to the mid 1980s when he went to Turkey with Arthur Miller in order to investigate the mistreatment and imprisonment of the Turkish writers, intellectuals, trade union and political leaders and allegations of human rights abuses during the military regime on behalf of International PEN. During that fact-finding mission, they were introduced to and guided around Istanbul by that young and unknown novelist called Orhan Pamuk. It is also by sheer coincidence that Harold Pinter received his Nobel Prize for literature in 2005 just the year before Orhan Pamuk won the same award in 2006. In case of these outspoken cultural figures, it was always the search for human dignity and human respect and freedom of the individual that brought them into relentless conflict with the authority. Both of them are friends of the oppressed and enemies of the totalitarian regimes, East and West. Both spoke out on behalf of the oppressed and vigorously criticised the policies of their respective political administrations.  Objectives: This analysis is intended to demonstrate some certain parallels in the political stance and political activism of the above-mentioned writers and to find out important points of contact in their political discourses that give us most of the same concern. It is also part of the contention of this analysis to consider how these internationally acclaimed writers are seen from their respective countries , who we assume, are more honoured everywhere in the world than in their own societies.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1784]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2045">
    <dcterms:title><![CDATA[Wording and Discourse of Conservative Female Columnists]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Discourse analysis,Female Columnists, rhetorical statements,columnists of styles,Turkish press.  ABSTRACT  Along with the improvements in new media and communication technologies, the press that finds a place for itself in the definition of traditional media maintains its importance with detailed news analysis and exclusive news.  Like other forms of media, the printed media also tries to reach its target audience in various ways. It can do this by bringing up news and also through columnists who establish a close and intimate relationship between the paper and its readers, reflecting the newspaper’s identity.  In general, columnists in the Turkish press are the people who comment on and assess recent developments based on their own philosophy of life and their basic references.  Through AKP (The Justice and Development Party) that has been in power since 2002, female columnists with conservative and islamic lifestyles have become more visible in the Turkish press, particularly with their different wording and discourses.  While the majority of these authors have been writing in conservative newspapers, such as Yeni Şafak and Star, others have chosen secular newspapers, such as Taraf or Haberturk.  Sibel Eraslan, Elif Çakır, and Halime Kökçe from Star and Fatma Barbarosoğlu, Hilal Kaplan and Özlem Albayrak from Yeni Şafak can be shown as examples of the first group of writers. On the other hand, Nihal Bengisu Karaca from Habertürk and Hidayet Tuksal from Taraf are the authors of the latter group.  In this study, a month-long articles of these authors will be examined in the axis of the &quot;woman&quot; issue. The ways the authors approach the “woman” issue as well as the common and different aspects of their styles and their rhetorical statements will be tried to be revealed. Through a discourse analysis, the statements they make in their writing pieces and the subtle messages and meanings behind their texts will be exposed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1836]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2046">
    <dcterms:title><![CDATA[Views of Teachers on the Courses of Turkish as a First Language in Western Germany]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Turkish as a First Language in Germany, Mother Tongue, Foreign Language, Teaching of Turkish.  ABSTRACT  The aim of this research is to investigate the views of the teachers of Turkish immigrant students in Germany towards the course of Turkish Language. The research has been carried out in accordance with the relational screening model during the summer of 2011. The population of the research was composed of teachers of immigrant students of Turkish origin between the ages of 11 and 18, who receive education at the 5th to 12th grades in various states of Germany (Baden-Württemberg, Lower Saxony, Bremen, Hamburg and Berlin). The sample included 92 teachers. In the study, two questionnaires prepared by the researcher were used in order to identify certain demographic features of the teachers concerned, as well as their views towards the course of Turkish Language.  The first dimension of the questionnaire consisting of two dimensions includes items investigating personal background regarding the independent variables of the research. Apart from items investigating information related to teachers, in the questionnaires there is another dimension with open-ended items under 3 sub-dimensions entitled as Aims of Teaching Turkish to Students, Teaching and Using Turkish Activities, and Problems Encountered in Turkish Teaching and Suggestions.  The analysis of the data was conducted through SPSS for Windows 15.0 package software. The statements found interesting were selected and interpreted by categorizing the responses to the questionnaire under the titles mentioned above.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1726]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2047">
    <dcterms:title><![CDATA[TÜRKÇE İLE İLİŞKİSİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Saha (Yakut) Türkçesi, kök, ses değişikleri.  ÖZET  Saha (Yakut) Türkçesi, Kuzey Sibirya Türk Lehçeleri içerisinde değerlendirilmektedir. Bu lehçe ana Türkçeden erken bir tarihte ayrıldığı ve coğrafya olarak da uzakta kaldığı için, genel Türkçeden çok uzaklaşmıştır. Bu nedenle birçok bilim insanı Saha (Yakut) Türkçesi’ni ayrı ve bağımsız bir dil olarak ele almaktadır. Saha (Yakut) Türkçesi, lehçe olarak “z”li ve “ş”li (Zetasizm) sesleri kullanmaktadır. Kullanılan bu sesler sözcüklerin kök ve ek yapılarını etkilemiştir. Bunun sonucu olarak, sözcüklerin köklerindeki seslerin özelliklerine göre (Sedalı, Sedasız); ekler değişik biçimde görülür. Bir sözcüğün kökündeki son sesin özelliğine bağlı olarak ekler; 8, 16 bazen de 20 değişik biçimde bu köke eklenir. Bu çalışmada sözcüklerin köklerindeki son sesin özelliği dikkate alınarak, eklerin ses değişmeleri ele alınmıştır. Böylelikle Eski Türkçenin sözcük köklerindeki seslerinin özellikleri de düşünülerek; bu seslerin nasıl korunduğu ve kökteki son sese göre sözcüğün aldığı ekin nasıl bir değişime uğradığı tespit edilmeye çalışılmıştır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1959]]></dcterms:extent>
</rdf:Description></rdf:RDF>