<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/2408">
    <dcterms:title><![CDATA[An Attempt to ESLize EFL through Video Making]]></dcterms:title>
    <dcterms:abstract><![CDATA[Leaving aside the subsidiary discussions about specific distinctions between ESL and EFL in literature, ESL as a learning situation in which the learner has a chance to be exposed to the language outside the class stands out more advantageous than its counterpart most of the time. EFL students start the language race with not only this disadvantage but also the lack of real communicative tasks in the class which creates a real gap between ESL and EFL curriculum (Al-Hashash 2007). Specifically in the English language preparatory programs (or year) of Turkish higher education the gap is aggravated by the unmotivated students who consider this year as the Berlin Wall between themselves and their branches of study. In MUYDEM (Meliksah University  Foreign Languages Education Center) which offers such kind of one year extensive English program and has about 650 students as of 2012, Muydem TV started as a project to replace these three problems with a tripod. Compared to the studies describing various criteria and several benefits of video making in ESL and EFL teaching (Cogill, 1999; Hoelker, Nimmannit, and Nakamura 1999; Hada, Ogata and Yano 2002; Ryan, 2003;Goulah 2007; Long &amp; Doughty, 2009; Masats, Dooly &amp; Costa, 2009;Gromik, 2006) Muydem TV rather focuses on encouraging students from different levels and classes to work in video shooting teams organized on Facebook to use English outside the class for authentic purposes and online audiences on Youtube and Moodle. The participants of this workshop will prepare and present an episode whose parts will be merged into the prefabricated format of Muydem TV, and through this, will have a chance to experience communicative, creative, and especially motivational aspects of this method or pack of activities for the teachers in closing the gap between ESL and EFL by immunizing the language for further use outside the class.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[974]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2409">
    <dcterms:title><![CDATA[Yabancı Dil Öğretiminde Sözlük Kullanımının Öğrenme Düzeyine Etkisi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Yabancı dil öğretimi sözlükle başlar. Yabancı dil öğretiminin temelinde sözlükler yatmaktadır. Eski çağlarda yazılan sözlükler hep dil öğretim amacıyla yazılmıştır. Dillerde bulunan sözcüklerin anlam ve kavram kapsamları onlarda kayıt altına alınmıştır. Sözlük aynı zamanda dillerin gücünü, zenginliğini gösterir. Hatta  Cemil Meriç Fransızların kamusu namus saydığından bahseder. Kaşgarlı Mahmut, Divan’ını Araplara Türkçeyi öğretmek için yazmıştır. Ali Şir Nevai de  Lügatini aynı amaçla kaleme almıştır. Yabancı dil öğrenmek meçhul denizlere kulaç atmaktır. Bu süreçte en önemli rehberimiz sözlükler olacaktır. Bu bildiride yabancı dil öğretiminde sözlüklerin gerekliliği üzerinde durulacak aynı zamanda yabancı dil öğrenirken ve öğretirken hangi tarz sözlüklerden faydalanılabileceğine değinilecektir. Yabancı dil öğreniminde sözlükten faydalanma yüzdesi farklı yabancı dilleri öğrenen ortaöğretim öğrencileri arasında uygulanacak bir anketle ortaya konulacaktır.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[766]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2410">
    <dcterms:title><![CDATA[Innovating assessment in language learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[The use of emerging technologies in and out of the classroom is changing the ways in which we interact with our students.  Using different tools is key to interacting with students in new ways and this is especially relevant when trying to reach out students with very different learning styles. A very important part of this is the feedback that we produce for our students and we still need to look further in the role of technology in feedback provision.    This paper would like to present a Pilot Project involving first year students of Spanish and the use of screen capture software to give more detailed feedback on different types of coursework and will analyze the advantages and disadvantages of using video feedback technology when giving feedback to students learning a Foreign Language.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[778]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2411">
    <dcterms:title><![CDATA[Type your abstract here (no more than 300 words excluding references). The abstract must be in English.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Idioms are groups of words in a proper order that have a specific meaning bearing difference from the meanings and connotations of each word understood on its own. They are crucial elements of a language and it is difficult to imagine a language without its idioms. As understood from the definition, their meaning cannot be understood from their elements, but should be learned as a whole. In languages, it is possible to find idioms in any topic and category.   The aim of this article is to compare English and Turkish idioms with food names. Five idioms of English have been chosen, and it has been searched whether Turkish has the same idioms or not. The cultural reasons of these idioms have been searched in both languages. Their meanings and connotations are given. Moreover, similarities and differences are discussed. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[996]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2412">
    <dcterms:title><![CDATA[MISTAKES MADE BY FOREIGNERS TO LEARN TURKISH (SAMPLING OF TURKMEN)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Turkish and Turcoman are two of the Oghuz group Turkic languages. While Turcoman forms the east section in itself, Turkish is one of the Turkic languages that form the west part with Azerbaijani and Gagauz language. In this work, mistakes made by Turkmen students who learn Turkish as a foreign language will be tried to be identified. This paper aims at exemplifying and identifying different kinds of mistakes that Turkmen students do while learning Turkish as a foreign language, although Turkish and Turcoman are under the same subsection of the same language family; that’s to say, although these two languages have the same properties of phonology, morphology and syntax -and even sometimes the same vocabulary-, different kinds of mistakes are done by students while learning Turkish as a foreign language. Students, as the participants of workshop, are the students who learn Turkish as a foreign language in Turkish Language Education, Application and Research Centre of Kırklareli University. Mistakes done by students in written language will be identified and classified, and then solutions will be suggested via a comparative study of vocabulary, grammar, phonology, morphology, syntax of these two languages, namely Turkish and Turcoman.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[971]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2413">
    <dcterms:title><![CDATA[Comparison of two foreign language teaching methods in teaching vocabulary: the case of TPR and GTM]]></dcterms:title>
    <dcterms:abstract><![CDATA[There is general consensus among applied linguists, foreign language teachers/learners and researchers that vocabulary learning is an essential part of mastering a second language (Schmitt, 2008: 329). In order to function adequately in English, some threshold levels of vocabulary knowledge have been proposed in literature. Nation (2006) proposes that for 98% comprehension of a reading text, 8000 to 9000 word-family vocabulary is needed. For oral discourse, a vocabulary of 6000-7000 is suggested by Nation (2006) and that of a 5000-7000 by Schmitt (2008). Many researchers have agreed that knowing a word means much more than knowing its meaning (Aitchison, 1994; Laufer, 1997; Nation, 2001; Schmitt, 2000) and considering the various aspects of knowing a word (e.g. spelling, meaning, grammatical behavior, collocations, register), vocabulary acquisition is an incremental and time-consuming process where learners need multiple exposures in different contexts. Hence, using the most effective methods in vocabulary teaching should be a primary concern for language teachers, given the limited class time and the mass amount of vocabulary to be learned.  This experimental study is a comparison of two well-known methods, Grammar Translation Method (GTM) and Total Physical Response (TPR), in teaching vocabulary by using a famous novel adapted as a graded reader. The participants were 8th low-intermediate 8th graders at a private school in İstanbul, Turkey. The control group (n=19) was taught 80 target words compiled from the assigned book through GTM techniques whereas the experiment group (n=18) through TPR. During GTM explicit vocabulary teaching, left brain activities were mostly used whereas in TPR teaching, mostly right brain activities were preferred. A pre-test and post-test design was used with a 100-item multiple choice vocabulary test for both tests. Results revealed a statistically significant difference on part of the TPR group. Pedagogical implications and a TPR model for vocabulary teaching are discussed.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[861]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2414">
    <dcterms:title><![CDATA[How to Make the Test for the Exam of the Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Modern teaching methods for foreign language insist mostly on communicative skills and this is what the teacher pays the most attention to. Also, the faculties’ rules insist on written form of the exams. The problem is: how to exam the communicative skills by written tests, especially if you don’t wont, or you can’t use the mother tongue of students?    The problem can be solved in several ways: Text with questions about its meaning, pictures of some situation to be describe, the dialog with the gaps to fill… And then, there is one more problem: how much the spell checking is important for the beginners? Which stage of learning some language is the best for insisting on correct spelling? Is it beginning, or later? How much it depend of the type of language? Every answer open more and more questions, but this paper will try to answer at least some of them, including one example of test at the end. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1045]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2415">
    <dcterms:title><![CDATA[Literary Texts in Foreign Language Teaching Didactization of German Ballads]]></dcterms:title>
    <dcterms:abstract><![CDATA[In foreign language teaching can be used appropriate texts. What are “appropriate texts” .in parallel to the velocity and multifunctionality, they are given importance especially in modern technology. Since they are short and multifunctional, in this paper will be treated ballads in the context of foreign language teaching. Ballads, which have  lyrical characteristics, and also epic and dramatic features, provide a good material exercises in order to develop reading, writing, listening and speaking skills. Ballads are also texts that can be used from the content perspective for the acquisition of a historical and cultural, intercultural knowledge and competence. In this  paper the example of attempts by various ballads show that literary texts in foreign language teaching can be used diversely and that  text-selection is relevant.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[777]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2416">
    <dcterms:title><![CDATA[An Investigation into the PCK Development of Turkish Prospective Teachers of English through Lesson Preparation]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pedagogical Content Knowledge (PCK), a type of specific knowledge that teachers possess, involves the synthesis of subject-matter knowledge and pedagogical knowledge (Shulman, 1986). PCK is developed through years of experience in the classroom since how to organize and represent specific content in forms that will facilitate students’ learning is one of the most difficult aspects of learning to teach (Veal, 1999). Although teacher education programs offer courses that aim to broaden prospective teachers’ (PTs) subject-matter knowledge and pedagogical knowledge, teaching opportunities are limited; thus, it may be assumed that PTs have limited or minimal PCK. Studies on the development of prospective teachers’ PCK are scarce and mainly conducted in the fields of science and mathematics education (Ruhama, 1993; Van Driel et al., 2002; Lee et al. 2007). The present study aims to investigate the PCK development of 5 Turkish prospective teachers of English who are currently completing their third year in a teacher education program of a state university in Turkey. Data comprises of lesson preparation tasks based on a literary text and written reflections of participants illustrating their thought processes. Data will be analyzed through qualitative means and the findings of the study will be discussed by referring to the relevant literature. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[948]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2417">
    <dcterms:title><![CDATA[The number of cases in relation to language contact ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The number of cases in the world languages can vary significantly, ranging from no morphological case marking (e.g. English) to more than ten cases (e.g. Ket, language isolate, Siberia). The distribution of the case marking pattern may appear to be random, but it is in fact systematic (Iggesen 2010). This paper examines the number of cases in the productive case paradigm in relation to langauge contact in the past.   There are some areas in the world that saw much intense contact among neighboring languages and dialects of a single language, i.e. intense contacts in the past force the case to be simplified and the total number of cases will be reduced. This is mainly due to the fact that speakers shifted their attention from expressing details of their information to classifying details of information (cf. Durst-Andersen 2011).   This type of contact-induced changes can be found in other areas of grammatical items, such as the creation of definite articles (e.g. Toyota and Kovacevic forthcoming). Thus, contacts have a very significant impact on grammatical structure of modern languages. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[839]]></dcterms:extent>
</rdf:Description></rdf:RDF>