<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/2668">
    <dcterms:title><![CDATA[Correlation between Teaching Strategy and Students’ value Orientations at Higher education institutions(International University of Sarajevo and University of Travnik)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Old methodology did not pay a lot of attention to the students&#039; needs, interests and value orientation. The reason for that was the fact that the teaching strategies considered a teacher-centred methodology. Nowadays, it is becoming more and more students-centered way of teaching. Students&#039; needs and value orientations are becoming primary doctrine applied within process. Therefore, we can say that they shape the world&#039;s outlook. In practice, it is a bit complicated in the higher education institutions when it comes to matching teaching strategies and students’ value orientations. In depth, the methodology meets various implications of the challenges. Post-war education system in Bosnia and Herzegovina requires comprehensive redesigning reforms, and at the same time requires to be attended to it with earnestness. We claim that the reform of the education system in Bosnia should be taken into the consideration and integrate the students’ value orientation and apply the curriculum done right after the brief analysis of the previous curriculum, syllabus and textbooks. Learners’ ethnic and cultural background should play an important role while teaching. The aim of paper will be to clarify the scope of students&#039; value orientation and teaching strategy, to what extand it is payed attention within education system and the importance of its correlation. Therefore, teaching strategies together with the experiments, lectures and skills integrated activities with the realm of values need to promote the objectives of students’ value orientation. The finding of the research points out to what extents is the correlation between teaching strategy and students’ value orientation important in order to obtain the learning environment and achieve knowledge.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[942]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2669">
    <dcterms:title><![CDATA[Bosna Hersek`te Yabanci Dil olarak Tyrkce Ogretiminin Problemleri Uzerine Bir Arastirma]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalışmanın amacı, Bosna-Hersek’te Türkçe öğreniminin ve öğretiminin problemlerini bir yöntem kapsamında incelemektir. Araştırma evreni olarak Saraybosna, Zenica, Tuzla Üniversitesi Türk Dili ve Edebiyatı Bölümünde okuyan 3. ve 4. sınıf öğrencileri belirlenmiştir ve Bosna-Hersek’te Türkçe öğreniminin ve öğretiminin problemleri anketi uygulanmıştır. Araştırma sonucunda elde edilen veriler faktör analizi yöntemiyle değerlendirilmiştir. Öğretim elemanlarının yetersizliği, ana dilde eğitim verilmesi, konuyla ilgili araç-gereç eksikliği ve eğitim müfredatının yetersiz olduğu gibi temel sorunlar tespit edilmiştir. Bu bağlamda ilk olarak Bosna Hersek üniversitelerindeki Türk dili ve edebiyatı bölümlerinin öğretim müfredatlarının yenilenmesi gerektiği anlaşılmıştır. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[976]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2670">
    <dcterms:title><![CDATA[Two-in-One Instructors…Ikisi bir Arada…The Best of Both Worlds]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper will argue for the benefits and prosperity of native/native instructors as defined by Medgyes. I add that instructors with the knowledge and ability to utilize, for learning purposes, the language, culture, and religion of L1 students as well as a firm grasp of these features in their native culture and language provide the most beneficial English language learning environment; 2 in 1 instructors: those who are both native (foreigners) and native (to the populous they teach). A befitting example: a Canadian/American English instructor who is also a Turkish national, familiar since childhood with the customs and language of Canadians/Americans as well as Turks. This paper will not explore, per say, the strengths or weaknesses of non-native vs. native or vice versa, but the fortes, and if any, the shortcomings of a native/native instructor as well as advocate these types of instructors as being a future asset to the EFL world and thus employers and students of English teaching institutions. Thus, it must be assumed that experience, training, and other EFL qualifications are accorded. It is certainly the case, as Medgyes claims, where variables such as age, sex, aptitude, charisma, motivations, training, and so on play a decisive role in the teaching/learning process…yet he notes, are non-language specific variables. What we are interested in here are the best of both worlds…an instructor with a multitude of variables (charisma, motivation ...) as well as language specific ones. Here I argue that non-natives no matter how much L2 they have acquired will most likely not be completely native as is the case with the native who tries to become non-native. I conclude, contrasting to Medgyes, that native/native instructors are the repositories of NESTness and non-NESTNESS, a rare commodity that should be amplified. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[945]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2671">
    <dcterms:title><![CDATA[Investigating Interaction]]></dcterms:title>
    <dcterms:abstract><![CDATA[Verbal interaction has been a research object of several approaches and theories, including discourse analysis, conversation analysis, ethnography of speaking, critical discourse analysis, functional pragmatics, interactional linguistics. Those approaches (some of them deserve to be called theories) have one and the same object of observation: talk. However, as a result of different perspectives, the name of their object varies.     Both discourse linguistics and functional pragmatics are focused on the way in which languages in use function. Ethnography of speaking is concerned with cultural aspects of human production, and the language itself is observed as a part of a culture. Conversation analysis investigates regularities in social activities, whereby language is one of the products of human society.     Different names, different backgrounds and traditions, different scope of interest, different categories, methods and goals, and different naming of one and the same object, are resulting in a general confusion considering study of language interaction. This paper researches both possibilities and limits of the approaches being observed, by analyzing several transcribed talks from outlined perspectives  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[988]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2672">
    <dcterms:title><![CDATA[Maddening Loneliness of “The Man in White Coat” and “Like Life”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Oğuz Atay, regarded as one of the first surrealist authors of Turkish literature, is the pioneer creator of modernist novels of Turkey. He brings a marginal point of view and style in 1970’s, he started to write his works under the light of unusual fiction-style features. In his short story collection “Korkuyu Beklerken”, the most impressive short story “Beyaz Mantolu Adam” (The Man in White Coat) is the one to settle the reader’s mind for the first reading. He is so prosperous and effective about what he wants to deliver to the reader that the main character becomes the focus point although he never utters even a sentence throughout the story. Oğuz Atay consciously creates his main character in this way because his main aim is to reveal the loneliness of modern man in this crowded and noisy world. He highlights chief themes such as: displacement, uncertainty, skepticism, incongruity, independence and more.     Lorrie Moore, a still-living and best-loved author of her generation, collected her short stories in 2008, and one of the most fabulous short stories “Like Life” forces the reader to think on ordinary lives of ordinary people. Her characters in the short story are the ones who seem to have organized and regular lives, but when analyzed in detail, their being incomplete, deficient and unfulfilled are discovered. The characters carry anxiety and doubts inside their souls, and that causes them to be isolated and unhappy. Moore emerges to awaken the reader to point out what they are that makes them unhappy and strange. Limited third person point of view as her stylistic choice contributes to the text and the reader to evoke characters’ inner lives. The main themes used in the story are loneliness, never quite belonging, absenteeism, mode of undefined, and so on.    The aim of this study to compare these widely used themes such as loneliness, isolation, alienation, incongruity in two different short stories by different writers as well as different cultures. The authors’ sex difference also will enrich and contribute to the analysis of these literary works.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[960]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2673">
    <dcterms:title><![CDATA[Bosna Halk Edebiyatındaki Sevdalinkalarda Geçen Türkçe Unsurların İncelenmesi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalışmanın amacı, Bosna-Hersek Halk Edebiyatında önemli bir yer tutan Sevdalinka’larda geçen Türkçe unsurları belli bir sistem içerisinde incelemektir. Boşnakçada geçen Türkçe kelimelerle ilgili çalışmalar yapılmış ancak özel olarak Sevdalinkalarda geçen Türkçe unsurlar üzerine kapsamlı çalışmalar azdır. Sevdalinkalar üzerine Bosna halk edebiyatında yazılan eserler incelenmiş ve bu eserlerde geçen Türkçe kelimeler bir yöntem kapsamında sınıflandırılmıştır. Sevdalinkaların özünü oluşturan ve birçok manalar yüklenen Türkçe unsurların tespit edilmesi, bu alanda çalışma yapacaklara kaynak olacaktır.     ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[947]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2674">
    <dcterms:title><![CDATA[Slang, Bad Language and Press Relationship in Turkish Sports Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is alive; it lives and continuously develops. If we say this it means that discussions about language will continue as long as human beings exist. Every new thing builds up its own language and terminology. However, it is difficult to say that this development is built up appropriately by the rules of the language.    In this study, the affect of media in developing Turkish sports own language will be indicated with examples, especially when football reaches to a position that no one could remain uninterested.    There has been many things written and said aboutthe language usedin the media. But media has to produce and sell. Thus, no matter what the rules of language, article and speech say, it will continue using the language how its customers want. It is obvious that, a commentator who insults and uses the slang words will attract more audience and listener.    Actually, the language of the news should be simple and neutral. However, the usage of distant, dull and colourless language started to be abandoned all around the world. Herein, it can be said that the sports programs are pioneered. It’s identified that the sports media is more independent in the usage of language, it frequently uses the metaphors, which are taken from many other fields, and personalization are constantly applied. Of course, all these things are to attract the attention of the reader and the audience.    In this study, further clarification of the issue will be aimed by giving some examples of bad language and slang used by the supporters of the football teams, the sports columnists and the titles of news in sports press.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[970]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2675">
    <dcterms:title><![CDATA[Using Stereotypes and Prejudices as a Way to Promote the Intercultural Competence in Teaching Spanish as a Second or Foreign Language    ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Often when we are speaking a foreign language, we focus on its national identity which tends to be embodied in various stereotypes and widespreadclichés. Given the increased cultural heterogeneity of modern society, the cultural diversity awareness has become a key factor in the language teaching profession. Despite the fact that the process of stereotyping impliesthe preconceivedbeliefs, generalizations and often inaccurate judgment towards other people, teachers can use learner’s stereotypical knowledge as a way to promote the acquisition of intercultural competencein classroom practice.Bearing in mind that Spain has always been a multicultural society, as well as thesizeof theSpanish-speaking area, in this paper we will try to show how the most common cultural biases can be used asan effective tool to developthe affective and the cognitive component of language learning experience and ensure the learner’s ability to interact appropriately.In so doing, our starting point will assume that stereotypes and prejudices are ideal as a means of intercultural communicative language teaching approach in two ways. First, they provide dynamic learning opportunities that encourage the cultural criticality method and explicit discussions which lead to integration of the target culture with the learner’s source culture, and secondly, they engender the teacher’s reflective approach to his own culture teaching practice and beliefs.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[983]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2676">
    <dcterms:title><![CDATA[The Type of Communication Strategies of Science Rhetorieque in Foreign Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents the types of communication strategies of science rhetorique in Foreign Language Learning (FLL). The purpose is to facilitate learners’ communicative competence in English. The concept ‘communicative competence’ covers four main aspects: grammatical competence traditionally dealing with syntax; sociolinguistic competence dealing with social appropriateness of communication; discourse competence dealing with cohesive and coherence in discourse; and strategic competence focusing on pragmatic function of communication. The author concludes by giving suggestion of rhetorique component of communicative competence. This aspect of communicative competence have received great attention in language and literacy education, particularly in foreign language learning. However, little attention is given to the ability to employ different tactics by language users in achieving this goal in science rhetorique. This paper examines this neglected area of communicative strategies and their implications for science rhetorique and teaching.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[955]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2677">
    <dcterms:title><![CDATA[Investigating Motivation in Iranian Secondary School ESL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a second language is a multidimensional process in the sense that multiple factors impact upon the learning process and in various ways. In fact, there is a large body of literature investigating the effect of such factors on language acquisition. Previous research has indicated that the motivation and attitude of the learners significantly affect the success, or otherwise of, language learners in acquiring a second language. The present study was an attempt to investigate Iranian students’ motivation and attitude towards learning English. To this end, a sample of 123 students was randomly selected from two secondary schools.  All the participants were in their second academic year. For the purposes of the study, a questionnaire composed of 18 items was developed. The results of an independent-samples t-test revealed that female students were more integratively motivated than their male counterparts. In addition, females had more positive attitudes toward learning English than males. Overall, the results indicated that the females had more potential to integrate into the culture of the second language, in this case English. In addition, they enjoy a higher level of positive attitude that is of utmost important in learning a second language.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[991]]></dcterms:extent>
</rdf:Description></rdf:RDF>