<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/2438">
    <dcterms:title><![CDATA[Teaching Turkish From Multicultural Perspectives]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study explains why multicultural in-service teacher training is important for teachers, who teach Turkish as a foreign language, and proposes approaches  for their professional development. This in-service training is required for the purpose of constructing improved communication between teacher and students. The theoretical framework was based on Vygotsky’s sociocultural theory. It provides social and cultural basis of teaching through social mediation that provides teachers with a flexible instructional environment. This flexibility gives teachers several opportunities such as “modelling, contingency management, cognitive structuring, task structuring”, etc.  The research was conducted in Mustafa Germirli Anadolu İmam Hatip Lisesi, Kayseri, which was one of the multinational high schools sponsored by Ministry of National Education and Turkish Religious Affairs Foundation. This qualitative study examined the attitudes and beliefs of teachers towards language education in a multicultural environment. The five study participants were in-service, high school Turkish language teachers, who have made efforts to match the curricular objectives with students&#039; needs. Data were collected through semi-structured, face-to-face interviews using open-ended questions and classroom observation sheets.  As a result of interpretive analysis, we focused on understanding how in-service learning process could be shaped on behalf of professional growth, and could be more responsively implemented through multicultural education. Implementation of national curriculum, adaptation of textbooks, culturally adjusted activities, student writing portfolios based on CEFR were all responsibilities of teachers that they had to take care at multicultural instruction. We also studied how they adjusted to these components of  instruction through facilitations and collaborations they themselves discovered at this in-service learning process. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[850]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2439">
    <dcterms:title><![CDATA[İki Dilli Türk Öğrencilerin Ürettikleri Metinlerde Görülen Bir Sözcüksel Bağdaşıklık Sorunu - İsim Tamlamaları]]></dcterms:title>
    <dcterms:abstract><![CDATA[Metin dilbilim, metinlerin yapısını, anlamını, metni oluşturan öğelerin birbirleriyle ve metinle olan ilişkilerini başka bir deyişle metnin metin olma özelliklerini gerek dilsel gerekse dil dışı etkenler çerçevesinde irdeleyen bilimdir. Dilsel etkenler açısından bir metnin doğru kurgulanmış ve anlamlandırılmış bir metin olabilmesi bağdaşıklık özelliğine sahip olmasıyla yakından ilgilidir. Bir metnin anlamlı bir metin olabilmesi, metinde geçen sözcükler arasında belirli bir mantık çerçevesinde kurulmuş anlamsal bir ilişki olmasıyla ve sözcüklerin dizilişinde yapıya ilişkin birtakım kurallar silsilesine uyulmuş olmasıyla yakından ilgilidir. Çeşitli türdeki sözcüksel girdilerin seçimi, bir metnin metinselliğine katkıda bulunur (Abushihab, 2008). Sözcüksel bağdaşıklıkla ilgili olarak, yazarlar metinlerde anlamsal veya sözcüksel diziler yaratırlar ve söz konusu diziler bir binayı ayakta tutan tuğlalar gibi işlev görürler (a.e.). Tamlamalar ise kurdukları iyelik, ilgi, benzerlik, nitelik gibi bildirimler nedeniyle metnin bağdaşıklığında önemli bir yer tutmaktadır. Demir’e göre Çağdaş dilbilim, kelimelerin ve kelime gruplarının sadece biçimsel boyutu ile değil, daha çok bunların bağlam içinde ürettiği anlam ile de ilgilenmektedir (Demir, 2007:27). Dolayısıyla isim tamlamalarının anlam boyutu metindilibilim çalışmalarında ele alınması gereken önemli bir konu olarak karşmıza çıkmaktadır.   Öte yandan Avrupada yaşayan iki dilli Türk öğrencilerinin kendilerini anadilleri Türkçede ifade ederken sözlü ve yazılı dili kullanma bağlamında ciddi sorunlar yaşadıkları öteden beri bilinen bir gerçektir (İnce, 2011; Akıncı, 2007). Sözcüksel bağdaşıklık iki dilli öğrencilerin dil ve metin edinçlerine etki eden önemli bir etkendir. Bu çalışma, iki dilli Türk öğrencilerin ürettikleri metinlerde görülen bazı dil yanlışlarının sözcüksel bağdaşıklık boyutuyla incelenmesini ve inceleme sonucunda elde edilen verilerden hareketle anadili eğitimi politikaları ile ilgili bazı öneriler sunulmasını amaçlamaktadır.   Betimsel nitelik taşıyan bu çalışmada veriler doküman incelemesi yöntemi ile toplanmıştır. Çalışma kapsamında öğrencilere kısa bir video film izlettirilmiş ve öğrencilerden izledikleri filmde geçen olaylarla ilgili açıklayıcı ve öyküleyici türde metinler oluşturmaları istenmiştir. Çalışmanın evrenini Avrupada yaşayan iki dilli Türk öğrencileri, örneklemini ise Fransa/Paris’te öğrenimlerine devam eden ilköğretim seviyesindeki yaklaşık 30 öğrenci oluşturmaktadır.  Çalışmanın sonuçlarına göre; iki dilli Türk öğrencilerin sözcüksel bağdaşıklık bağlamında isim tamlamaları oluşturmada bir sıkıntı yaşadıkları ve verilmekte olan anadili eğitiminde bu durumun göz önünde bulundurulması gerektiği söylenebilir.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[775]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2440">
    <dcterms:title><![CDATA[YABANCI DİL ÖĞRETİMİNDE ÖĞRETMENİN  MOTİVASYONA ETKİSİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu bildiri ile yabancı dil  öğretiminde öğretmenin öğrenci  motivasyonuna etkisi değerlendirilecektir. Son yıllarda teknolojinin de gelişmesiyle öğrenciler kendi kendine bir yabancı dili öğrenme imkanına sahip olmuştur.  Ancak, yabancı dil öğretiminde hala öğretmenin etkisi önemli  görülmektedir.  Yabancı dil öğretiminde öğrencinin başarı düzeyini öğretmenin birçok açıdan etkilediği düşünülmektedir. Yabancı dil öğretiminde öğrencinin düzeyini belirleyecek, onun yaşına uygun öğretimi planlayacak, tutum ve davranışlarıyla onu motive edecek, öğrencinin öğrenim düzeyini ölçme ve değerlendirmesiyle doğru tespit edecek ve ona yabancı dil öğrenme sürecinde rehberlik edecek en önemli kişinin öğretmen olduğu kabul edilmektedir. Öğretmenin öğrenci motivasyonuna etkisi kuramsal çalışmaların ışığında değerlendirilmekle birlikte  anket uygulamalarıyla da desteklenecektir. Araştırmanın konusuna ilişkin inceleme alanını Saraybosna’da Türkçe, İngilizce ve Boşnakçayı yabancı dil olarak öğrenen  orta öğretim düzeyindeki  öğrenciler oluşturmaktadır.  Bu araştırma ile öğrenci motivasyonuna öğretmenin etkileri belirlenmesi amaçlandığından anket ölçeği kullanılmıştır.  Ölçeğin kapsam geçerliliğinin saptanması amacıyla uzman görüşlerine başvurulup, güvenirlik düzeyinin belirlenmesi için ise ön uygulama yapılacaktır.  Uygulanan anketlerden elde edilen veriler frekans ve yüzdelerle betimlenip, ilgili alan yazına dayanarak yorumlanacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[763]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2441">
    <dcterms:title><![CDATA[Language Teachers’ Own Motivation and Language Learning in Multicultural and Multilingual Settings]]></dcterms:title>
    <dcterms:abstract><![CDATA[Motivation in the second language learning has been widely studied from different perspectives recently. In this article I will have a look from the teachers’ motivation perspective and how this can effects the students learning. Teachers’ motivation plays a very important role in language teaching and  learning so how we can  motivate the language teachers to improve themselves and apply new methods and techniques in their classes will be the main issue of this article.     Another issue that I am going to examine in this article is the language learning in multicultural and multilingual settings.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[806]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2442">
    <dcterms:title><![CDATA[Communication Approach in English Through the Internet]]></dcterms:title>
    <dcterms:abstract><![CDATA[This book is for communicative EFL classes that focus on developing language production skills through using Internet and multimedia resources. Until recently EFL student in-non English speaking country had very limited access to authentic English language materials to study and use in class. With the apperance of multimedia and Internet technology students now have virtually limitless access to a plethora of authentic, educational, informative, and entertaining materials. However, students still need to be taught not only about this tecnology and its applicability to learning English, but also how to research these resources, how to analyze and organize them, and how to use them effectively to develop practical and professional skills in using English.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Cambridge Scholars Publishing ]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1080]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2443">
    <dcterms:title><![CDATA[Differential Effects of Direct vs. Indirect Focused Corrective Feedback on the accurate use of grammatical forms by teenage EFL learners  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[EFL teachers use different written corrective feedback strategies while dealing with error types. As Ellis (2009) points out, written CFs might be provided as direct, indirect, metalinguistic, focused, unfocused, electronic, or in reformulation. It is studied here whether the learners with direct focused CF end up with better results and work better on the specific errors since they get more evidence about their mistakes and the correct form or not compared to the learners receiving indirect focused CF. This article, in short, shows the results of a study which examined the effectiveness of focusing only on direct focused written CF versus indirect focused written CF in order to see which one is more helpful for EFL learners. The three-month study was carried out with 40 intermediate level high school EFL students at International School of Sarajevo in Sarajevo, Bosnia. The students were asked to produce five different pieces of writing, a pre-test, an immediate post-test and three delayed post-tests, in which they completed stories on a different topic each time in their classroom. The practical use of the focused grammatical structure, both regular and irregular past tense in our case, was the target in the feedback process and the study found that the students who received indirect focused written CF performed better than the other group.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[913]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2444">
    <dcterms:title><![CDATA[Introducing the Bottom up approach in teaching the four language skills in an EFL classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Most language teaching methods have closely adhered to the top-to-bottom order (i.e. listening-speaking-reading-writing). This paper examines a revolutionized way of teaching a foreign language in which the traditional order has been reversed. The Bottom-Up Approach is built on the assumption that the bottom of a language is writing which is a private negotiation with the self. It eliminates fear and anxiety, and creates an atmosphere in the light of which students gain confidence as they progress towards total language (Dornyei, 2001) . This study aimed to investigate the effectiveness of such a method to develop the four language skills. An experiment group and a control group participated in the study , 13 students in each group , for six weeks of teaching .. Results showed a noticeable improvement in the skill of listening. It also motivated students to speak more confidently and to read with deeper comprehension. Writing, however, was the least improved skill due to the limitation of time. In line with the results of the study, the EFL teachers are recommended to adopt the Bottom UP method of teaching in classrooms. Also, the researchers recommend the Saudi curriculum designers to adopt the procedures in designing English language books for EFL students.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[856]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2445">
    <dcterms:title><![CDATA[Mastering Morphological Competence in the Acquisition of Croatian as L2]]></dcterms:title>
    <dcterms:abstract><![CDATA[During the project “Development of Communicative Competence in the Early Croatian Language Discourse” (2006-2011), a research on the mastering of Croatian as a second language was carried out among the children of Croatian emigrants to Germany. Although all participants were born in Germany and German is their dominant idiom, most of them (76.5%) consider Croatian to be their mother tongue. However, the study has shown that all participants use German as the first language of communication and their Croatian language competences are lower. This means that, despite their personal attitudes towards Croatian as their mother tongue, Croatian is in fact the second language (L2) of these speakers.     The research has been carried out on the sample (N = 100) of participants belonging to different age groups and different groups according to the number of years they had studied Croatian. As Croatian morphology is one of the most difficult grammatical contents, the primary aim of the research was to investigate the mastery of the morphological competence as that segment signals the general level of the mastery of the standard Croatian language. The instrument used in this study was the Test of Communicative competence in the Croatian language. For the purpose of this paper the part dealing with the mastering of the morphological competence of the standard Croatian language was analysed. The data were analysed with the SPSS statistical analysis software. The methods used were Pearson’s and point bi-serial correlation coefficients to show correlation between the dependent variable (mastery of the morphological competence) and the independent variables (participants’ age and years they had spent learning Croatian).      Research results will be used for the purpose of the analysis of language competences in pupils whose second language (L2) is Croatian and the estimation of the successfulness of Croatian language teaching abroad.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[884]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2446">
    <dcterms:title><![CDATA[Upotreba lažnih Prijatelja u Prevodima na Italijanski Jezik]]></dcterms:title>
    <dcterms:abstract><![CDATA[U lingvistici se pod pojmom lažni prijatelji podrazumjevaju riječi ili grafemi u dva jezika ili dijalekta, koji izgledaju ili zvuče isto (ili slično), ali imaju različito značenje. Lažni prijatelji predstavljaju veliki problem ljudima koji tek savladavaju strani jezik i usvajaju njegove reči. Neki izrazi iz jednog jezika mogu se pojaviti u drugom dobijajući značenje koje više nije ni srodno ni blisko izvornom, izazivajući zabunu pri prevodu. Cilj našeg rada je prikazati najčešće greške u prevodima na italijanski izazvane upotrebom lažnih prijatelja.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[906]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2447">
    <dcterms:title><![CDATA[Alternative Assessment for Exceptional Potential Model]]></dcterms:title>
    <dcterms:abstract><![CDATA[Assessment and Evaluation are important teaching techniques .It has been touched upon by some practitioners, researchers and educators recently. It secures important place in ESL class. Although   the teachers face number of challenges to modify their teaching methods of assessment otherwise to introduce and develop new approaches is not an easy task. It has long term benefits for both teachers and students the current study is a combination of different    research methods carried out in language class with the aim of illuminating language learners’ perspectives and reflections on assessment and to create exceptional potential model of competency. Portfolios are the most important   aspect of the alternative assessment. It is a great academic tool. Portfolio-based assessment examines various pieces of writing. Which   have been  written over time under different  conditions ,sometimes in the form of essay ,articles ,and letter writing  rather than a single essay written in the final  exam with the  constraint of time . In order to increase the credibility and validity of the results, the data was collected through different sources including the in-depth semi-structured interview protocols, observations, and survey. The results significantly indicated that students found this method more challenging, vibrant, and motivating than the conventional and routine assessment method. The findings also showed that alternative assessment method also enhanced academic excellence as well as their autonomy, self-confidence and critical language awareness. The majority of the ESL learners endorsed the employment of alternative assessment in their class .These learners started performing, creating or producing good piece of writing with the help of self assessment and peers assessment as far as measuring the outcomes. At the same time it is good for those ESL teachers   who are dedicated to creating meaningful, adaptable. And effective assessment experiences for ESL learners]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1002]]></dcterms:extent>
</rdf:Description></rdf:RDF>