<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/2648">
    <dcterms:title><![CDATA[Costs and Benefits of the EU Enlargement:  The Impact on the EU and SEE Countries]]></dcterms:title>
    <dcterms:abstract><![CDATA[The south-eastern enlargement of the European Union will be the sixth enlargement since the establishment of the European Community in 1957. This research uses the gravity model to analyze the factors that have an influence on trade flows between the EU and South-east European Countries. The Gravity model explains patterns of trade with GDP, geographical distance and several dummy variables. Using the data from 2010, the gravity model analyzes trade flows between 23 countries from both the EU and South-eastern European Countries. Taking into consideration the costs of enlargement, this paper examines the possible effects of enlargement on trade flows, and its impact on the development of SEEC’s. Moreover, it offers a solution for the South-east European Countries which is the possibility to create the Balkan Union.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1387]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2649">
    <dcterms:title><![CDATA[Autonomous English Activities of Prospective EFL Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study aims to explore whether and how Turkish prospective teachers of English as a foreign language (EFL) engage in English activities outside their undergraduate courses to improve their English language abilities and their reasons for doing so. The research questions include the following: (a) Do the participants engage in out-of-class English activities? (b) If yes, what is the nature of these activities (e.g., the frequency level, the activity type and the reasons)? (c) If no, what are the reasons behind this choice? (d) What is the relationship between their independent English activities and factors such as their personal and educational backgrounds, and year of study?     The study was conducted at the Faculty of Education, in the Department of English Language Teacher Training of a state university in İstanbul, Turkey. Data were collected from 326 Turkish EFL prospective teachers enrolled in all four years of the undergraduate program (90 freshmen, 99 sophomores, 67 juniors, and 70 seniors). A survey consisting of closed-ended and open-ended items was administered to the participants at the end of spring 2011 semester. The survey aimed at obtaining the teacher candidates’ autonomous English use and practice behaviours aside from the departmental requirements.    In order to analyze the data, both quantitative and qualitative methods were employed. Qualitative data gathered from the open-ended items of the survey were grouped under categories and coded. To give an account of the type and frequency of the participants&#039; out-of-class English use and practice, frequency counts of all responses were conducted by using descriptive statistics. In addition, t-tests were run to compare the answers of the teacher trainees at different years of study. The findings of the survey will be presented and implications of the results for teacher education programs will be discussed and recommendations will be proposed.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[957]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2650">
    <dcterms:title><![CDATA[An Analysis of the Azeri Translation of English Collocation of That-Complement]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article deals with collocation in general and then concentrates on grammatical collocations  based on Benson et alʹs category of grammatical collocations. The emphasis is on a study conducted to find out the Azeri translation of collocation of That-complement. The importance of collocation in the learning of a foreign language and the problems that English learners face with in using collocations have been underscored by researchers. However, there have been few studies to take all types of collocations, particularly, the grammatical type, into consideration. Therefore the translation  and production of these collocations  may cause some problems for English learners .  According to Benson et al., collocation could be sorted systematically into two major groups--lexical collocations and grammatical collocations. A lexical collocation could be made up of nouns, adjectives, verbs, or adverbs. On the other hand, a grammatical collocation was made up of a dominant word, such as a noun, an adjective, or a verb, and a preposition or grammatical structure like an infinitive or a clause. Based on Benson et alʹs category of grammatical collocations, there are four collocations for That-complement : noun+ that-clause, adjective+ that-clause, transitive verb +that-noun clause and subject it+ verb+ that-clause. Based on the analysis of English translated materials into Azeri, it has been found that (1) English collocation noun+ that-clause mainly translated as complex sentences in Azeri with the percentage of 70%.Moreover 18% translated as simple sentences involving verbal combinations and 12% translated as simple sentences lacking verbal combinations.(2) Regarding English collocation of adjective+ that-clause,  it can be said that they are translated as complex sentences in Azeri with the percentage of 86%,and also some sentences translated as simple sentences involving verbal combinations with the percentage of 10% .The percentage of sentences translated a simple sentences without verbal combinations is 4%.(3) The results of this research shows that collocation of transitive verb +that-noun clause basically translated as complex sentences with the percentage of 90% and 10% translated as simple sentences involving  verbal combinations.(4) Based on the findings of this research, it has been cleared that in Azeri ,  the dummy subject &quot;it&quot;is nottranslated at all. Since in English , extraposition construction consists copular verbs  , in Azeri translation of these sentences  instead of copular verbs  , there are  some expressions called &quot;modal words&quot;, functioning like verb phrases, are used according to the meaning of copular verbs. In addition, extraposition constructions followed by that-clause ,  translated as complex sentences in Azeri , with the percentage of  75%. It should be said that the percentage of the sentences which have been translated as simple sentences without verbal combinations is 15% while  the percentage of  sentences translated as simple sentences involving  verbal combinations is 10%. Moreover, it can be said , generally, in Azeri language, collocation noun+that-clause translated as noun +verb+ that-clause, collocation adjective+ that-clause translated as adjective +verb+ that-clause ,collocation transitive verb +that-noun clause translated as transitive verb +that-noun clause and subject it+ verb+ that-clause translated as  (object)+modal words +that clause.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[951]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2651">
    <dcterms:title><![CDATA[English for Medicine or Medicine in English?  Transdisciplinarity in Teaching English for Medical Purposes  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although to be able to read and speak English is paramount to future doctors, French medical students have very little time to devote to the learning of English. Therefore, at Pierre and Marie Curie School of medicine, we have opted for an integrated approach whose benefits have been demonstrated by research (Grabe &amp; Stoller, 1997; Wolf, 2003; Hellekjaer &amp; Wilkinson, 2003) and which takes the form of lectures on medical specialities in English but which has also been successfully adapted to the teaching of grammar via biomedical metaphors that serve to explain the functioning of various grammatical tools. Yet, opting for a transdisciplinary approach demands that the language teacher be knowledgeable in both the language and the subject whereas language teacher education in France remains very general and rarely integrates LSP (Language for Specific Purposes), let alone a course in the subject. In addition, designing content-based classes raises issues relative to the part dedicated respectively to the language and the content, and to the structuring of both. This article investigates the extent to which transdisciplinarity can be used as a didactic tool in ESP (English for Specific Purposes) classes, its efficacy in terms of motivation and language acquisition, and its impact on teacher education.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[952]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2652">
    <dcterms:title><![CDATA[The Role of Learning Styles on the Performance of Learners in ICT embedded Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Information Communication Technologies (ICT) has generated a huge difference in last the few decades in industry, commerce, transportation and obviously everyday life. It is an undeniable fact that education was undergone a great change by the use of information communication technologies in class environment. Traditional teaching methods have far been replaced by tools provided by computers and it now became a wonder if the roles of teachers would ever stay the same in the following year as ICT embedded language teaching came to be widely used. Though information communication technologies provide students with the opportunity to visualize the content they have been exposed to, it is questionable if learners really have the equal chance to get the utmost benefit of this content as they are exposed to the same activities or the same materials paying the least attention to learners own learning styles.     This study aims to explore the extent to which the learners can take benefit from the content information communication technologies provide, whether the kinesthetic learners are left out of the circle of this opportunity as the content is more likely to support visual and audio learners. The study is conducted among eighty adult learners of English as a foreign language at a language course in Istanbul. The findings of the study have not only given the researchers the chance to evaluate the materials and the technologies used but also provided an insight on the process for the betterment of these materials as learning styles were found to play the key role on the performance of the students with the materials they were being exposed to.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[984]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2653">
    <dcterms:title><![CDATA[EFL Learners’ Attitudes towards Intercultural Communicative Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[As a requirement of the rapid globalization and the increase in intercultural communication in many parts of our lives, English has gained a new status as the language of international communication. Following the change in the role of English, integrating culture into English Language Teaching (ELT) has gained in importance and teaching only the target language culture has been questioned with the idea of teaching world cultures which is a necessity for intercultural communicative competence (ICC). Although the attitudes of teachers towards teaching ICC have been studied in different countries, the research on the attitudes of learners towards learning ICC is limited in literature, especially in Turkey.     In this paper, I will present the attitudes of English as a Foreign Language (EFL) students towards learning ICC in EFL context. The purpose of the study is to determine whether a) EFL learners support the idea of learning world cultures, b) They are only in favor of learning target language culture, or c) They are opposed to learning values of any foreign culture.  The variables such as gender, age, English proficiency level, major and the medium of instruction at their departments will be taken into consideration to see if they affect students’ attitudes towards learning ICC. Approximately 420 EFL learners studying at the preparatory classes of seven different Turkish state universities located in various parts of the country will take part in the study.  A questionnaire assessing their attitudes towards learning ICC will be administered to those students. The data to be obtained from the questionnaires will be entered into SPSS and analyzed through quantitative methods by running descriptive statistics and ANOVA. The results of the study are expected to be of benefit to policy makers, course designers and text book writers.     ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[985]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2654">
    <dcterms:title><![CDATA[Political, Historical and Environmental Factors at Language Transmission from Generation to Generation: the Model of Uzbek Originated Afghan Immigrants who live in Gaziantep, Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Political, Historical and Environmental Factors at LanguageTransmissionfrom Generation to Generation: the Model of Uzbek Originated Afghan Immigrants who live in Gaziantep, Turkey  Since language has a major role for transmitting the cultural values of the society to the next generations, it is the basic unit of the society that ensures the continuity. Although it is a natural process that the language of the society, which is learnt in the family first, interacts with the other languages and changes throughout this interaction, it cannot be accepted as normal that the members of the society forget their mother tongue and interact through other languages. It is the result of the fact that the members of the society could not transmit their mother tongue to the next generations because of some political, historical and environmental factors. For instance, Uzbek originated Afghan immigrants, who were brought from Afghanistan in 1983 and were housed in Gaziantep in Turkey with a political decision made in 1982, were interacting in Persian not in Uzbek, which is an evidence showing how some political, historical and environmental factors can be effective on hindering language transmission to the next generations. In this study, we tried to investigate the causes and results of the language corruption among these Uzbeks via the survey we conducted on these Uzbeks, even the last members of the royalty ofBukhara Khanate. Consequently, the questions asked in the survey aimed to find out the effect of language corruption on culture change, and the effect of these culture changes on the sense of belonging.     ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[943]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2655">
    <dcterms:title><![CDATA[Volume 2, Issue 2]]></dcterms:title>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[3633]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2656">
    <dcterms:title><![CDATA[Clustering Balkan Countries Based on Competitiveness Factors: A Strategic Perspective2]]></dcterms:title>
    <dcterms:abstract><![CDATA[Prior to directing their investments, strategy makers at national and firm level need to know competitive advantages and disadvantages in a country or region. By bearing this need in mind, this study aims to examine competitive factors in Balkan countries to develop a road map for investors. To do this, we used World Economic Forum’s “Global Competitiveness Index” to analyze the case of Balkan countries as a region to cluster and compare them based on Global competitiveness factors. Analysis results pointed out those Balkan countries were clustered in two groups and scored lower or medium level on almost all competitive factors as the region. Based on these findings, authors suggested various strategic recommendations at micro and macro level.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1396]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2657">
    <dcterms:title><![CDATA[The Communicative Approach and Its Applications in the Modern English Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[In Communicative Language Teaching Approach, the aim of language teaching is to teach the communication process. However, the primary requirement for any communication is the existence of a meaningful input to be got across. If the necessary knowledge of a language is not obtained, then the desired communication may not be realized due to a lack of essential input. Thus, the structure of the target language should be known by speakers to a certain extend if they are non-native speakers of the target language as in the case of English as a Second/Foreign Language (EFL/ESL) learners in Turkey and Bosnia and Herzegovina. At this point the notions of language accusation and language learning step in as EFL/ESL learners may not have the opportunity to be exposed to the target language, in this case &quot;English&quot;, sufficiently. The reasons for this situation may vary according to the primary needs of the students, different educational beliefs and opportunities. In this paper three main topics are presented about Communicative Language Teaching Approach including the application of Communicative Language Teaching Approach in the modern English classes, the effects of this approach on students&#039; motivation and some activities based on CLT.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[944]]></dcterms:extent>
</rdf:Description></rdf:RDF>