<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/1168">
    <dcterms:title><![CDATA[CONTRIBUTION OF TRUE COGNATES TO  MATERIAL DEVELOPMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[After we had discovered that there were nearly 2500 English cognates in the Turkish language and  seen the facilitating role of true cognates in teaching English to Turkish students, we designed some  cognate-based teaching materials. Thus, the purpose of this paper is to illustrate how we can construct  cognate-based teaching materials to teach English to Turkish learners. The use of cognate-based material in  Turkish classes indicates us that they not only increase the students’ motivation but also enhances their  performance. Briefly cognate-based materials prove to play an extremely affective and facilitating role in  teaching English.  Keywords: cognate, material development, contextualize, transfer]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3347]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1167">
    <dcterms:title><![CDATA[ANONİM ORTAKLIĞIN HAKLI SEBEPLE FESHİ  GİRİŞ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anonim şirketler çoğunluk ilkesine göre yönetilirler1. Pay sahiplerinin  veya temsilcilerinin katılımı ile oluşan ve anonim ortaklığın iradesini temsil  eden genel kurulda alınan kararlar toplantıya katılsın ya da katılmasın tüm  ortakları, organları ve ortaklığı bağlar. Ancak şirkette çoğunluğa sahip pay  sahipleri ile azınlık pay sahipleri arasında demokrasilerde olduğu gibi bir  denge kurulması gerekir. Nitekim bu konuda pay sahiplerine bireysel olarak  genel kurul kararlarına karşı iptal davası açma hakkı tanındığı gibi bazı  konularda karar alınabilmesi için ağırlaştırılmış toplantı ve karar yetersayıları  öngörülmüştür. Çoğunluk ilkesine karşı temel bir ilke olan eşitlik ilkesi de bu  anlamda bir denge unsuru olarak kabul edilmektedir2. Çoğunluk ilkesinin  yaratacağı olumsuz sonuçları engellemek amacıyla önemli bazı konularda  sermayenin belirli bir oranını temsil eden azınlık pay sahiplerine de bazı  haklar tanınmıştır. Bu haklar yoluyla kimi zaman belli konularda çoğunluğun  karar alması önlenebilmekte (olumsuz azınlık hakları)3 kimi zamanda  çoğunluğa rağmen ortaklık adına bazı işlemler gerçekleştirilebilmektedir  (olumlu azınlık hakları)4. Anonim ortaklığın haklı sebeple feshi olumlu  azınlık haklarından biridir. Çalışmamızda bu hakkın özellikleri üzerinde  duracağız.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3074]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1166">
    <dcterms:title><![CDATA[THE ROLE OF CONCEPT ANALYSIS IN STUDYING ENGLISH (ON THE BASIS OF AMERICAN POLITICAL DISCOURSE)]]></dcterms:title>
    <dcterms:abstract><![CDATA[“Every language is a temple in which the soul of those who speak it is enshrined.” Oliver Wendell Holmes    Language is a means of communication between people. It is inextricably bound to the life and development of people who use it. It is a human being who perceives and understands the world through various senses and creates a worldview on the basis of this experience. Having received the results of such a perception, people pass their knowledge to other people with the help of language. That is why one can argue that language, thinking and culture are so closely interconnected that they exist in the state of unity.     Language does not only reflect people’s worldview and culture but among its key functions one can also name preserving culture and passing it on to the next generations. In this respect it goes without saying that it is necessary to turn to language analysis when teaching foreign culture to students. People see the world around them differently: their worldview depends on what has become traditionally important to them. The peculiarities of the vocabulary of a language should be noticed by teachers of language and culture and explained to students.    As a result of world perception one can observe the appearance of concepts in culture. Their nature has been defined by such prominent Russian linguists as V.A.Maslova and Y.S.Stepanov. Then their theory has been applied to a great variety of languages (see Levenkova E.R., Ter-Minasova S.G., Vishnyakova O.D. and others). As a result of their research it has become clear that an important peculiarity of a concept, which helps to distinguish it from the lexical meaning, appears to be the fact that a concept is “felt through”, i.e. it carries some special emotions and reflects a person’s attitude to it (positive or negative). Moreover, concepts are connected with the norms of people’s behaviour since they also fix the peculiarities of native speakers’ culture.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3557]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1165">
    <dcterms:title><![CDATA[LEGAL ENGLISH DISCOURSE: GENRE AND  CULTURE-SPECIFICITY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Legal discourse is very much tainted by political, ideological, historical, cultural characteristics, much more so than the language of mathematics or technology. Independently of any culturally, historically and linguistically determined variation, legislation has, however, one and the same function across cultures - it regulates behaviour. The different legal systems have one and the same goal, which is the administration of justice. The aim of this presentation is to discuss the common features of the statutory text in different legislative contexts in terms of its communicative purpose, the participants in the communication, production strategies and then highlight how the diversity in legal ratiocination affects the form and content of legislative expression.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3397]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1164">
    <dcterms:title><![CDATA[A RESEARCH ABOUT “CULTURAL TALKİNG PATTERNS” IN ISTANBUL UNİVERSİTY LANGUAGE CENTRE A1-A2-B1-B2 LEVEL BOOKS ACCORDING ELP (EUROPEAN LANGUAGE PORTFOLİO)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The culture plays a huge role in society formation. Because it includes analysing life style of communities, their traditions, beliefs, language and art. Language learning or teaching activities in connection with the culture helps to understand the characteristics of society which are reflected or not reflected in the language. Because language during the years through the the spirit, brain and conscience of the community reached our days.  “A nation’s history, geography, religious values, folklore, music, art, literature, science which perform worldview and all types of common values filtred through the hundred years by words symbolically flows into the language treasury.” (Barın, 2004). The importance of teaching Turkish to foreigners in Turkey is rising. We should teach not only phonetic features of our language to foreigners, but also Turkish culture and history. Language is the basic mechanism that transfers culture to time and space and refines it (Güngör, 1991:214). Therefore, written and verbal pieces used in language education should comprise cultural talking patterns. Turkey joined Socrates Project, which regulates common education practices in Europe, on 24th of January 2000, with European Council’s decision number 253/2000/EC. For that reason, foreign language teaching practices in European countries are adopted in Turkey (Mirici, 05.02.2014). These practices are being applied in connection with framework programme. One of this common framework programme’s features is cultural diversity. In other words, foreign language teaching practices should also comprise cultural aspects of the language. In this research, we will investigate with scanning method, how much and how the cultural talking patterns of Turkish culture are reflected, on terms of Teaching Turkish as a Foreing language, on the texts of A1-A2-B1-B2 level TÖMER books of Istanbul University.    Keywords: Turkish teaching, ELP, Turkish lesson books]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3520]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1163">
    <dcterms:title><![CDATA[ESKİ VAKIF MALLARININ GÜNÜMÜZDEKİ HUKUKİ REJİMİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Vakıflar, insanın fıtratında varolan başkasına iyilik yapma, insanlar  için yardımda bulunma, karşılıklı yardımlaşma ve dayanışma duygusunu  hukuki statüye kavuşturan ve ona süreklilik sağlayan, düzenli ve koordineli  bir şekilde hayata geçirilmesini temin eden en önemli müesseselerden  birisidir. Çok eski zamanlardan beri insanlar çeşitli nedenlerle vakfetmişler,  ancak İslam’ın vakıf müessesesine verdiği önemden dolayı, gerek teorik  alanda ve gerekse pratikte çok önemli bir yer işgal etmiş, İslâm ve Osmanlı  hukukunda kapsamlı çalışmalar yapılmıştır. Denilebilir ki İslâm hukukunun  ve hukukçularının geliştirdiği ve yaygınlaştırdığı en önemli müesseselerden  biri de vakıf olmuştur.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3057]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1162">
    <dcterms:title><![CDATA[KONTEKST KORIŠĆENJA STRANIH REČI U ZEMLJAMA U TRANZICIJI - KVALITATIVNI INDIKATOR SAMODEFINIŠUĆEG KULTURNOG IDENTITETA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anаlizа rečnikа osobа (kаo i kognitivnih shema) kаko bi se odredilа njihovа ubeđenjа i identitet u odnosu nа &quot;spoljаšnji svet&quot; nije novа stvаr, ne sаmo zа lingviste i kognitivne nаučnike, već i zа klаsične i sаtirične pisce, nаročito kаdа je potrebno dа se predstаve nečijа stereotipnа rаzmišljаnjа o &quot;globаlnom&quot; „zаpаdnom“ kulturnom modelu . Ali upotrebа strаnih i pozаjmljenih reči u kontekstu koji ponekаd ne odgovаrа njihovom etimološkom znаčenju tаkođe pružа drаgocene podаtke zа lingvističke i аntropološke studije jer predstаvljа određen doprinos koji se odnosi nа kulturno okruženje. Ako tаkаv kontekst deli određenа populаcijа preko lokаlnih medijа, ili nа neki drugi nаčin, ondа je ispunjen uslov zа postojаnje rаzličitih podkulturnih grupа. Cilj ovog rаdа je dа pronаđemo kvаlitаtivne rаzloge koji stoje izа upotrebe određenih terminа u Srbiji i nekim drugim zemljаmа u trаnziciji, bilo od strаne nаsumičnih ljudi ili u mаsovnim medijimа. Štа je globаlno, а štа je lokаlno kulturno uslovljeno, štа nаdkulturnа а štа lokаlnаkulturnа pojаvа? Kojа grupа koristi koje termine pri određivаnju svog identitetа ili identitetа neke druge grupe, kаo što je nа primer korišćenje reči „trаnspаrentno“ umesto „jаvno“ , ili reči „nаcionаlizаm&quot; u pohvаlnom ili pogrdnom znаčenju.    Ključne riječi: Identitet, pozаjmljenice, etimologijа, kognitivnа lingvistikа, kognitivnа аntropologijа, globаlizаcijа, nаcionаlizаm]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3510]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1161">
    <dcterms:title><![CDATA[ESP CURRICULUM AT THE UNIVERSITY LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper focuses on the former curricula for English for Special Purposes at the University of Banjaluka. Namely, the old curricula that had been used to teach ESP to students of mathematics, physics, chemistry, biology, geography, and spatial planning had displayed a poor focus on the specific vocabulary. Furthermore, the main focus was one the basic grammar points so the students could not be expected to show deep understanding of specific texts. If we consider the fact that students from the target departments all use different vocabulary in their own fields, it became obvious that the target vocabulary should be included, which had not been the case. Another flaw of the former curricula was that the students did not deal with any original English texts in their subject field or with the translation. Hence, we introduced such texts in the new curriculum resulting in a better understanding of the students&#039; own subject matter. We also considered the fact that most scientific papers and handbooks that the students use during their college years were written in English. Our suggestion was that apart from the grammar points presented to the students, their ESP curricula should more focus on their own scientific language, i.e. on the vocabulary that is typical of their own subject matter and which they might be able to use one day in their own field of research. The new curricula resulted in students being more eager to study ESP and better understand the specific target texts.    Keywords: ESP, curriculum, revision, university level, teaching trends]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3515]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1160">
    <dcterms:title><![CDATA[DESIGNING A TRANSLATION AND INTERPRETATION  DIPLOMA COURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The objective of this paper is to share the experiences regarding the design and implementation of a  Translation and Interpretation Diploma Course (TIDC) in a public university located in central Mexico.  The main point of designing and implementing the diploma course was to start a new generation of  translators and interpreters since a number of BA in ELT graduates from local universities and many other  translators from the region wish to grow professionally in both translation and Interpretation areas. Besides,  the implementation of this diploma course became a necessity since no institutions in this region offer a  course of this kind. Moreover, the TIDC was designed taking into account the demand for professional  translators and interpreters derived from the industrial and commercial growth in the state of  Aguascalientes, Mexico.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3469]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1159">
    <dcterms:title><![CDATA[ARGUMENTATION STRATEGIES IN NEGATIVE ACADEMIC  BOOK REVIEWS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although nobody would deny that academic criticism is an inherent feature of academic communication, most of the existing studies assume that due to the nature of the development of science, collaborative rhetoric is intrinsic to academic discourse and criticism is an exception rather than the rule. In order to check this hypothesis, the present pilot study investigates a sample corpus of 10 book reviews in the field of English applied linguistics, which have a definitely negative character.    Scientific book reviews not only belong to the basic academic genres, but also possess a functionally determined highly evaluative character, thus being potential carriers of academic criticism. They have, unfortunately, received relatively little attention as yet. The study aims at uncovering the argumentation strategies used by review writers in terms of the classical argumentation Aristotelian theory. Within this theory the notion of topic plays a crucial role. There are two basic types of topoi: those based on everydaylogic generic premises and those with conventionalised conclusions, whose subgroups are used as a methodological instrument of the analysis.    The analysis leads to conclusions concerning the surface expression of the argumentation strategies used by writers, the degree to which criticism is based on objective logic and on subjective personal evaluation, the preference for certain topoi, as well as some general concerns in relation to confrontation in the academia.    “ I f y o u h a v e m o ne y t o b u r n, b u r n i t; d o n’ t b u y t h i s b o o k! ”]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3445]]></dcterms:extent>
</rdf:Description></rdf:RDF>