<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/2398">
    <dcterms:title><![CDATA[THE STUDY OF BURNOUT AMONG ENGLISH LANGUAGE INSTRUCTORS WORKING AT THE PREPARATORY SCHOOL OF A TURKISH STATE UNIVERSITY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Burnout in any field is a crucial issue which should be taken into consideration seriously. Teacher burnout which is a type of burnout is dealt with its all facets in this paper. More specifically, the English instructors (N=27) working in a state university preparatory school contributed to this study with their participation to the questionnaire (N=27) and interview (N=3). The result of the study shows that age and work experience are not determining factors of teachers‟ burnout and more than half of the participants display the burnout at different levels to some extent. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1043]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2399">
    <dcterms:title><![CDATA[Bağlama Dayalı Dil Öğretimi ve Çağdaş Yöntemler]]></dcterms:title>
    <dcterms:abstract><![CDATA[Eski çağlarda dil dendiğinde akla gelen ilk ve en önemli yapılar sözcükler olmuştur. Dil öğretimi salt sözcüklerin ezberlenmesi şeklinde algılanıyordu. Sözcükler bağlamdan soyutlanarak ya da akla gelen ilk anlam ve algılarıyla öğretiliyordu. Zamanla düşünce sistemleri her alanda olduğu gibi dilde de değişti ve gelişti. 19. yy’da yapılan tipolojik dil çalışmaları dillerin evrensel yönlerinin ortaya çıkmasına sebep oldu. Tipolojik dil çalışmalarının sonucunda 20.yy’da F. De  Saussure dile sistem düşüncesini getirdi. Dildeki sözcükleri bir sistem içerisinde birbiriyle ilişkilendirerek sözcüklerin muhtevalarının(içerik) kavram ve kapsamını dil içi ve dil dışı bağlamla betimlenmesine kapı araladı.  Saussure’ün ardından gelen dilbilimciler bunu daha da geliştirdi. Dildeki sistem düşüncesi bağlamın ortaya çıkmasına sebep oldu. Bağlam ise en belirgin şekilde dil öğretimi alanını etkilemiştir. Eski yöntemlerle yapılan dil öğretiminde sözcüklerin anlam tasnifi dikkate alınmadan daha çok onların şekli yönleri nazarda tutulurdu. Bu gelenek Saussure’la başlayan dile bakış açısının değişmesine paralel olarak yerini modern yaklaşımlara bırakmıştır. Günümüzde yeni yaklaşımlarla dil öğretim yöntemleri uygulanmakta ve dil öğretim araç gereçleri dil içi ve dil dışı bağlamı dikkate almaktadır. Bu bildiride  bağlama dayalı dil öğretimi, dil öğretim materyalleri ve yöntemleri açısından değerlendirilecektir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[771]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2400">
    <dcterms:title><![CDATA[COGNITIVE LINGUA-CULTURAL ASPECTS in TEACHING TRANSLATION for INTERCULTURAL COMMUNICATIVE COMPETENCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article is dedicated to the application of cognitive lingua-cultural aspects in training future translators to come over the problems emerge form especially cognitive and cultural differences of different origin societies. The essences of intercultural competence of an interpreter as well as its specific features are determined necessary for translation work. The author reveals the features of education of future interpreters and translators for the requirements of intercultural interpretation in globalized world. He also states the necessity of culturally centered linguistic, didactical and translational paradigm forcing us to seek new ways to improve the training of translators in intercultural communication. The explanation and function of translation is stated like ‘Interpretation must be instrumental in transmitting culture’ and ‘indeed, interpretation is a very important medium for cultural exchange between people using different languages’. ‘High level of intercultural interaction for translation analysis of a source text in target language provides adequate translation activities and promote the act of dialogue between cultures, an important role in which plays a translator of sense, expressed in one language, by means of another verbal code’.  As for the education of translation it is determined that ‘A clear lesson to be learnt from translation studies is that the teaching and assessment of translation need to be based on a far wider range of criteria than those involved in simply labelling individual lexical and grammatical items as right or wrong.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1039]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2401">
    <dcterms:title><![CDATA[THE USE OF CARTOONS AND COMIC STRIPES IN TEACHING FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Nowadays a lot of methods have been searched to be able to find out the better, easier and more beneficial, techniques and principles of teaching a language more effectively. In this article you can see one of these studies. Writer presents and discusses here ‘Using Cartoons and Comics in Teaching a Language’ to make it more sensible and concrete that we can have the sense of touch and we can apply practically he gives each step of appliance of the lesson and its principle he also uses methods of asking and answering the questions to make it be more understandable. As a result he mentions that they may not be used as main resource but at least supplementary materials to make the lessons more comfortable, profitable and less stressful]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1040]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2402">
    <dcterms:title><![CDATA[Intercultural Communicative Competence in Lingua Franca, Multilingualism and Plurilingualism]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this paper is to understand, from a psycholinguistics approach, how a foreign language may be understood at least partly on the basis of knowledge of one’s native language and perhaps on other languages one has previously learnt. An example of such a situation would be a Romanian native speaker who knows French as a foreign language and English and tries to understand Spanish. The respective speaker would try to make various connections between similar words in Romanian and French mostly as these are languages from the same family as Spanish when trying to infer the meaning of various words. Theories of language comprehension may help in the understanding of the process. A modular view and an interactive view of sentence processing will both be taken into account. “A modular view of sentence processing assumes that the stages involved in reading a sentence function independently in separate modules” while “an interactive theory of sentence processing, such as a constraint-based lexical approach assumes that all available information contained within a sentence can be processed at any time.” (Wikipedia). Theories of language acquisition may also help in explaining this situation, as trying to understand a language one doesn’t know is a first step in beginning to learn the respective language. What is more, this situation helps support the theory of the universal grammar, which states that everybody has an innate language faculty. The abstract system of the Spanish language in our case doesn’t have to be learned, it is already there. Of course, learning is necessary in order to completely master the language, yet there are some intuitive means of understanding it at least partly, based on analogies with other languages. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[889]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2403">
    <dcterms:title><![CDATA[Energizing Reading Classes: Collaborative Games]]></dcterms:title>
    <dcterms:abstract><![CDATA[Reading is of great importance in basic linguistic knowledge acquisition and English language learning. However, there is a big challenge for teachers to create new and engaging tasks for reading classes. The aim of this workshop is to illustrate collaborative and motivating activities for studying reading passages in class with students. The activities aim to help students examine texts closely to comprehend them, to reinforce grammar and vocabulary, to distinguish details from the main idea while interacting with each other in different contexts through games and/or competitions. They require little or no preparation on the part of the teacher. Moreover, they can be adapted to other skill classes (speaking, listening, grammar, and vocabulary teaching) to be employed as warm-up activities or to increase student participation and interest.   The workshop will begin with an activity that teachers can use in their own classes to energize students. Then several activities (4- 6 as time allows) will be presented and performed with the participants. The first three activities are called Hexagon Race, Horse Race, and S.O.S. Game. They are competitive games in which different question types, such as scanning, grammar, reference, vocabulary, spelling, pronunciation, True/False, word formation, and word collocation can be asked. Run to Win is the next activity which especially lends itself to scanning as the idea is to encourage the students to read as quickly as possible in a race. The next activity is Find Your Match. It appeals to kinesthetic learners, as well. Finally, Stump the Teacher enables students to generate questions to ask their teachers. All these activities have different versions to be adapted according to students’ needs and classroom size. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[841]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2404">
    <dcterms:title><![CDATA[Online Forum Discussions as a Post-Reading Vocabulary Development Tool]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the language acquisition, especially EFL learners feel themselves quite unattained to native-speaker performance in learning words in the target language although they are exposed to the formal education for years. The fact that they are deprived of native-speaker performance in their vocabulary knowledge after so many years has taken the attention of many educationalists and linguists.  Vocabulary knowledge in L2 is essential to enable learners to speak fluently (Nation, 1993). In other words, vocabulary size indicates the proficiency level of the learners in all of the skills; writing, listening, speaking etc. (Bear, Invernizzi, Templeton &amp; Johnston, 2008). Most of the research findings concluded that vocabulary teaching should be regarded as a part of reading skill rather than an isolated activity as context-free isolated vocabulary teaching does not result in long-term retention. In addition to that, interactive post-reading tasks can enhance vocabulary growth (Atay &amp; Kurt, 2006).  Integrating target vocabulary items in a reading text enhances learning those vocabulary items; apart from that with the use of less-structured post-reading activities, words exhibited in the reading text can be  dealt with more in detail, which, as a consequence, helps learners to cluster these vocabulary items in their lexicon.      In the current study, 32 university prepatory year students’ (15 in the experimental group, 17 in the control group) performances were observed after 3 forum discussion post-reading activities during which students were assigned to use the target vocabulary items while answering discussion questions which were related to reading texts covered beforehand.   Students’ vocabulary performances were scored with a post-vocabulary test after each forum discussion session.  It was observed that students in the experimental group over performed in all of the post-vocabulary tests with a significant difference ratio. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[779]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2405">
    <dcterms:title><![CDATA[‘Let’s make that tower even higher’: A task-based approach to directive speech acts in spoken EFL interactions.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite Bardovi-Harlig (1999) calling for the inclusion of more diversified naturalistic data collection methods in the study of interlanguage discourse, studies on the production of L2 speech acts still rely heavily on experimental data. Methodological comparisons in speech act research have revealed differences between naturally occurring data and language elicited in experimental conditions (cf. e.g. Beebe and Cummings, 1996; Golato, 2003; Yuan, 2001). The omnipresence of the discourse completion task and other - what Jucker (2009) calls - laboratory methods in interlanguage pragmatic research allows for comparability of both speaker variables (such as L1, length of acquisition, exposure to target language and more general sociolinguistic factors) and test conditions (such as pre-test post-test design). On the other hand, it - at least - has the potential to generate language which is not necessarily representative of what learners are capable of doing in situations with actual communicative intent.    The present paper therefore integrates the advantages of traditional laboratory methods in a more naturalistic approach to data collection in interlanguage speech act research. In order to elicit and analyse directive speech acts (i.e. speech acts with which the speaker wants the hearer to carry out a future action, cf. Searle 1976), a task-based experimental design was chosen. Participants were asked to negotiate meaning in their foreign language English while being engaged in a problem-solving non-verbal task. Participants‘ focus on achieving the goal and their involvement in the task seemed to have diminished the observer effect (cf. Labov, 1972; Kasper, 2000) which surfaces in different realisation patterns than those observed in DCT-based studies on interlanguage requests (cf. Faerch and Kasper 1989; Trosborg, 1995; Barron, 2005; Schauer, 2007). The present paper will discuss the differences found and moreover present preliminary findings on the conversational structures and the sequencing of directive speech acts in spoken learner discourse.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[879]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2406">
    <dcterms:title><![CDATA[A Study of the Frequency of Language Related Episodes (LREs) in Homogeneous and Heterogeneous Dyadic Interaction and its Comparative Role in Improving EFL Learners’ Writing Ability]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study compared the relative frequency of the Language Related Episodes (LREs) in the pair talk data of homogenous and heterogeneous pairs of English learners and investigated the effect of two types of dyadic interaction on the learners’ writing ability. Ninety-eight female students of TEFL participated in the study. The participants’ English language proficiency was initially tested by First Certificate English (FCE) test the results of which were the basis for designing two groups of pairs. In the heterogeneous group, 15 participants who had low scores were paired with partners who had high scores in the test while in the homogeneous group, 15 participants were paired with partners who had similar English proficiency test scores. The pairs in both groups were assigned to perform six oral pair works including picture description and table description tasks. The transcribed pair-talks were analyzed for the frequency of the LREs. The Independent-groups t-test analysis showed a significantly higher occurrence of LREs in the heterogeneous pairs. Furthermore, the participants’ writing scores in the writing section of the FCE test, as the pretest, were compared with their writing scores in another version of FCE test considered as the posttest. The Paired samples t-test and the Univaiate Analysis of Variance analyses showed significant increases from pretest to posttest for both groups but no significant difference between the two groups’ gains.  The findings of the study were explained in reference to Vygotsky’s notion of ZPD within the Socio-cultural theory. The study had several pedagogical implications and suggestions for further research.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[993]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2407">
    <dcterms:title><![CDATA[Ambiguity Tolerance, Emotional Intelligence, Listening Comprehension, EFL learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to examine the role of ambiguity tolerance and emotional intelligence in listening comprehension of second language learners. Sixty freshman students who are majoring in English teaching in Arak University are chosen. Oxford placement test (1994) was administered to homogenize students. Thereafter, Second Language Tolerance of Ambiguity Scale (SLTAS) (Ely 1995), Norton&#039;s Measurement of Ambiguity Tolerance (1975), and Bar-On Emotional Quotient Inventory (EQ-i; Bar-On, 1997) were administered to analyze the level of ambiguity tolerance and emotional intelligence of students, respectively. Moreover, the listening part of OPT was used to investigate the students’ listening comprehension. The results of the study reveal that there is a relation among ambiguity tolerance, emotional intelligence and listening comprehension.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[998]]></dcterms:extent>
</rdf:Description></rdf:RDF>