<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/2638">
    <dcterms:title><![CDATA[Roles of Investment and Innovation in Business Cycle from Kalecki’s Perspective with a Schumpeterian Approach: An Empirical Analysis for Turkey and Greece]]></dcterms:title>
    <dcterms:abstract><![CDATA[Business cycles are one of the best sources to understand current situation of a country’s economy. Michal Kalecki denotes investment as the best explanatory for the dimension and reason of cycles; on the other hand Schumpeter considers that innovation should be placed in a different position in this regard. In addition, both Kalecki and Schumpeter verify that investment and innovation are related with each other because innovation is also an important subject for investment. It is expected that investment and innovation have the effect in the same direction on output. In this study, business cycles have analyzed for 1971-2009 period by using the yearly data in Turkey and Greece and it has been dealt effects of investment and innovation on cyclical fluctuation. In this paper which growth rates have been discussed, ordinary least square estimation method has been used. In this respect firstly, it has been examined that the effect of innovation on investment and income. After that examined that effect of investment on output and finally innovation and investment have been evaluated by considering the effects on the output. It has been found that the obtained results support the views of Kalecki for both of the countries.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1390]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2639">
    <dcterms:title><![CDATA[Taking the Bull by the Horns: A Cognitive Linguistic Approach to Teaching Idioms]]></dcterms:title>
    <dcterms:abstract><![CDATA[During the course of their English language studies, many students are asked to learn various kinds of idiomatic expressions in English, ranging from phrasal verbs to idioms. While learners may be able to memorize the standard meanings of such phrases, they frequently lack the contextual knowledge in order to use them appropriately. This presentation will describe a series of classroom activities conducted with 20 first-year English language students at the University of Tuzla in Bosnia &amp; Herzegovina.  The activities are designed based on cognitive theory of metaphor and metonymy (Lakoff and Johnson 1980, Kövecses 2002, Radden &amp; Kövecses 1999) and are intended to bridge the gap between learners’ understanding of meaning and usage of idioms.  Specifically, these activities will encourage learners to hone their fluency via appropriate use of idioms while also suggesting ways for instructors to devise assessment mechanisms for appropriate use of these phenomena. The benefits of linking cognitive linguistic theory to meaning-focused classroom approaches and materials design will also be discussed. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[982]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2640">
    <dcterms:title><![CDATA[Motivation and Student Perception of Acquiring L2 in the Tertiary Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research concerns the study of the perception of the importance of motivation in English language learning. It aims to find out how important students perceive the importance of motivational factors in arousing their motivation learn EL. Motivation in learning has captured a lot of attention from researchers as a complicated, yet important phenomenon that decides learners’ learning performance. Dornyei (2001, pp.1-2) states that motivation is what influences people’s behavior and it has been largely agreed to play a very important role in determining the success or failure of learners in any learning context. Language learning is, of course, not an exception. In particular, the overall findings of research in ELT show that learner’s positive attitudes and motivation are related to success in second language learning (Gardner, 1985, cited in Lightbown &amp; Spada, 1999). As a result, understanding factors that have impacts, either negative or positive, on learners’ motivation is of great importance.     Having given the general content of the significance of motivation in education, it is important to take into consideration that motivation plays a significant and a decisive role in language learning, and the motivational factors are regarded as effective in determining the success or failure of language learning. Among the important contextual factors is the environment where students should have the chance to participate and decide on their learning, students&#039; curiosity should always be aroused and their attention must be attracted in order to guarantee a successful acquisition of the foreign language. Other motivational factors considered important in language learning are personality factors, related to the learner himself such as his anxiety, his self feeling and how far his interests are met in the course of learning foreign language. The other important side of motivational factors is related to the instructional factors, and how far the teacher is capable to enhance students&#039; motivation to learn through proper interaction. The issue of motivation in language learning and student perception of studying English language will be discussed in further details through my paper.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[978]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2641">
    <dcterms:title><![CDATA[EFL Teacher Trainees&#039; Perceptions of the Sufficiency of the Coursebooks in terms of Proverb Instruction]]></dcterms:title>
    <dcterms:abstract><![CDATA[Proverbs are formulaic expressions that mirror the culture of a language (Hirsch et al. 2002) and it is said that every native speaker possesses ‘proverb competence’ (De Caro, 1978) which allows them to comprehend and employ those expressions where necessary. When proverbs are used, the speech can become more fluent, natural and colourful (Prodromou, 2003; Sinclair, 1992). For these reasons, proverbs can be influential in the development of communicative competence (CC) which is an essential attribute of a successful language teacher. The research also shows that coursebooks are the main sources in Turkish EFL classrooms where prospective language teachers are learning the language (Can 2011).   Therefore, in this study, EFL teacher-trainees were asked to evaluate the sufficiency of the English coursebooks they used in Anatolian Teacher Training High Schools (ATTHS) in Turkey in terms of proverb instruction. Teacher-trainees as language learners were chosen as a focus group in this study since as the prime users and the reasons why coursebooks are developed they can provide very useful feedback to other stakeholders in the educational system (Cunningsworth 1995; McGrath 2002).   The data for this study were collected using questionnaires and interviews specifically designed for this study. Both qualitative and quantitative analyses of the data were performed and the following results were obtained:  (1)	the bulk of the informants thought that many of their coursebooks did not include a sufficient number of proverbs;  (2)	some students stated that their books incorporated proverbs randomly without adequate instruction;  (3)	all of the informants wanted the coursebooks to include more proverbs and to emphasise the teaching of their various aspects.  The findings of the study highlight the importance of obtaining continuous student feedback for material selection, evaluation and revision; and show how there sometimes might be discrepancies between administrative decisions and users’ needs and perceptions.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[940]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2642">
    <dcterms:title><![CDATA[Analyzing the Educational Objectives in Primary School English Curriculum as to Affective Domain Taxonomy]]></dcterms:title>
    <dcterms:abstract><![CDATA[One of the various purposes of the educational activities in schools is to develop and provide affective features of students. However, it is observed that affective domain is often neglected in the educational system practices (Reece and Walker, 1997) and weight is given on cognitive domain behaviors and sometimes on pyschomotor domain behaviors.     Affective domain involves the dimensions such as “interests, attitudes, appreciations, values and emotional sets or biases” (Krathwohl, 1964). These dimensions are product of the experiences the individual realizes whole of his/her life. Therefore, affective domain behaviors may not be developed only within the school system. School must undertake to function effectively in respect of providing the affective domain behaviors. Reflecting affective features to class environment will also positively change and develop the learning climate in the class (Gömleksiz, 2003).    Situations like student interaction, individual behaviors, cultural structure and social climate of the class are related with affective domain rather than the cognitive. All these enable students to work cooperatively with the teacher and other students and to participate efficiently to the learning process (Cooper ve McIntyre, 1998). Values in the cultural environment where individual takes place can also determine the success in the learning environment.    So educational objectives from affective domain are a vital component in the development of English curriculum for primary students. Our purpose here is to relate research on affective dimensions to foreign language instruction. We will discuss Krathwohl’s Taxonomy of Educational Objectives on the Affective Domain and try to detemine to what extent English Curriculum for Primary Schools in Turkey involve these. We will also state the importance and benefits of affective domain in teaching English. Research data will be collected and analyzed by using document analysis method.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[959]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2643">
    <dcterms:title><![CDATA[Teaching other subjects through English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many children are now relatively proficient in general English by the time they reach secondary school and need something more than simple revision of what they have already learnt. Teaching other subjects through English provides a better preparation for professional life than teaching English as a subject empty of content. There are many motivational advantages in teaching English for a well-defined purpose which is considered to be relevant by the students. Content and Language Integrated Learning (CLIL) has attracted great attention in recent years, especially in Europe. In this paper we are going to show what the advantages of CLIL are and how efficient and useful teaching other subjects through English can be. We are also going to present some of the ways in which we can correlate other subjects and English.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[979]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2644">
    <dcterms:title><![CDATA[Instructive proposals for the most effective teaching of the article in Greek (definite – indefinite – no article) based on the results of the use of a learner corpus]]></dcterms:title>
    <dcterms:abstract><![CDATA[The analysis proposed, although based on the Theory of Error Analysis (Corder 1960’s), tends to establish a different way of approaching language errors (Theodoropoulou &amp; Papanastasiou: 2001, Theophanopoulou – Kontou: 2001, Christidis: 1987, Brown: 1981) in second language acquisition, by maintaining the positive sides that the theory introduced to literature (Norrish: 1983 &amp; Krashen: 1981).    I shall argue about how useful making mistakes can be for the formation of the interlanguage of students and I focus on the acquisition of the article (definite – indefinite – no article) in Greek. The aim of my study is to explore whether the relevant errors on the subject during the acquisition of a language like Greek, which has article, depend on the mother tongue of the student. This is the reason why, in 2008, I conducted a learner corpus with data provided by the Modern Greek Language Teaching Center of the National and Kapodistrian University of Athens, where students of different nationalities (England, Russia, Turkey etc.) study Greek. The learner Corpus consists of 100 compositions with a word limit of 250 words. From these, 38 have stated that they have completed the A2 level, 28 the B2, 19 the C1 and 15 didn’t write the level they had completed. The data was analysed by the use of the Computer Programme “Simiotis.exe”.    My conclusion was that similar errors can be observed in the output of students, which are native speakers of languages with and languages without article. After having completed a contrastive analysis of the article in English and in Greek in order to show that language transfer is not enough to explain the errors considering the article and by analysing the data, I shall propose an effective way of teaching the phenomenon, so that some errors can either be expected by the tutor or even prevented.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[772]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2645">
    <dcterms:title><![CDATA[English Teachers and Deaf Students inside the Educational Inclusion in Brazil]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the representations that the English teachers from Minas Gerais state (Brazil) public schools have about deaf students’ educational inclusion into regular schools. The research objective is the teacher-subject’s discourse, considering that such a subject is constituted in/by language and historically and socially built.  We focus on teachers’ representations about their teaching practice, the English language, about deaf and hearing students, and also the Brazilian sign language and its interpreters. The results indicates that considering such representations, the way the teachers deal with their practice and with the other people involved in the teaching-learning process can be better understood. This research located in the Applied Linguistics field is based on concepts of Discourse Analysis. The corpus was built through audio-recorded interviews and class observation. After transcribing the interviews, the corpus was linguistically and discursively analyzed, identifying the identity shifts, contradictions on discourse, discourse regularities as well as the representations presented by the teachers about their practice. Through interpretation gestures, a chain of representations have been achieved, to perceive how teachers develop their teaching deaf and hearing students in the classroom. Based on the interviewed teachers’ discourse, the results indicate that the Inclusive Education is seen as an impossible reality. Moreover, those teachers do not see themselves as the idealized teacher who is pictured on political and pedagogical discourses. As a conclusion, the study points that teachers predominantly take two enunciative positions, ranging from that of inhibition to a creative one. In the first position they are inhibited when they face deaf and hearing students in the same classroom. In the second position, though, they are creative in the same situation. The contradiction on different enunciative positions indicates two discursive formation in the teachers discourse  which were defined as inhibi(ac)tion and crea(c)tion.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[961]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2646">
    <dcterms:title><![CDATA[Reflexions about the Metalinguistic Use of Turcisms in Contemporary Slovene]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the paper is to point out the semantic aspects of some selected turcisms used in the linguistic system of contemporary Slovene. From a lessical corpus of loanwords of turkish origin, as classified in the two etymological dictionaries of the Slovene language (ESSJ, SES), the author has identified some items that have developed a semantic value, which is relevant also in an anthropological discourse about the perception of alterity.     By observing the process of acquisition of the selected loanwords, we realize that they entered in the Slovene vocabulary relatively late and mostly through the Serbo-Croatian. Their semantic evolution towards a pejorative meaning, which can be shared, in fact, also by other Balkan languages as Bosnian, Croatian or Serbian, allows to outline a discussion on a metalinguistic level. The most significant case from the point of view of the diversity perception is the item čefur &#039;immigrant from the former Yugoslav republics&#039;, that have been in recent time morphologically tranformed in the Slovene linguistic space. This word carries the highest semantic strength by conveying the definition of the other, moreover it appears in literary works and other typologies of written language with relatively frequent occurrences, if compared with other items.    The examination of this phenomenon from several perspectives will be first an attempt to analyse the question on a metalinguistic level and, at the same time, an exploration of the stereotyps which are conceived as definition of the other in Slovenia today. They essentially represent a result of the interaction with the Balkan linguistic and cultural world in the last century.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[963]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2647">
    <dcterms:title><![CDATA[The Effects of Concept Mapping Strategy Instruction on Reading Strategy Utilization of EFL University Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of the present study was to investigate the effect of instruction of concept mapping (CM) strategy as one of the metacognitive strategies on reading strategy utilization of Iranian EFL university students. Another purpose of the study was determining L2 learners’ attitudes towards use of CM strategy in reading tasks. A pretest-treatment-posttest design and CALLA model for the CM strategy instruction were used. A questionnaire consisting of 30 items (Global Strategies (13 items), Supportive Strategies (9 items), and Problem Solving Strategies (8 items) was used to find out the possible change in participants’ reading strategies utilization. The result of Paired Samples Statistics and t-test showed that after CM instruction participants’ applications of global strategies significantly increased, while the application of other strategies did not change. Moreover, the data obtained from CM questionnaire revealed that participants had significantly positive attitudes towards use of CM in reading tasks. Implications and pedagogical applications for EFL and ESL are discussed.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[902]]></dcterms:extent>
</rdf:Description></rdf:RDF>