<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/2738">
    <dcterms:title><![CDATA[Nastava leksike stranog jezika na akademskim studijama]]></dcterms:title>
    <dcterms:abstract><![CDATA[Cilj ovog rada je da pruņi teorijski uvid u dosadańnja istraņivanja koja se tiĦu  metodike nastave leksike stranog jezika (L2).  PolazeĤi od ovog opńeg okvira pokuńaĤemo da se u nastavku rada posebno zadrņimo na  akademskoj leksiĦkoj kompetenciji stranog jezika. Naime, uzimajuĤi u obzir specifiĦan  nastavni kontekst, kakav je filolońki fakultet uopńte, i ciljnu grupu, odnosno studentsku  populaciju, potrudiĤemo se da definińemo leksiku stranog jezika koji se uĦi u akademskom  okruņenju kao i pojedine aspekte njenog poduĦavanja. O usvajanju ovakve leksike treba  razmińljati kao o neodvojivoj komponenti kurikuluma buduĤih nastavnika i prevodilaca. U tom  smislu, postavljaju se brojna pitanja: Na koji naĦin moņemo najbolje da pribliņimo studentima  leksiku stranog jezika? Kako organizovati plansko (odvojeno) uĦenje leksike, buduĤi da je i  proces usvajanja leksike, u okviru usvajanja L2, odvojen segment? Koji je, ili kakav treba da  bude, krajnji cilj uĦenja i usvajanja leksike stranog jezika u fakultetskom kontekstu? Kako Ĥe  se nova leksika koristiti? Gde Ĥe se takva leksika koristiti? Kada Ĥe se takva leksika koristiti? i  sliĦno.  Dakle cilj nam je da definińemo okvire ovog bitnog jeziĦkog nivoa ali i odgovorimo na pitanje:  kako treba da bude organizovana nastave leksike L2 u vezi sa potrebama studenata filolońkih  studija.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[102]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2739">
    <dcterms:title><![CDATA[PRISONERS OF DREAMS AND DEFEATED DREAMERS: DESIRE  UNDER THE ELMS VS. THE CONSUL, THE TANNER, AND THE  ACTRESS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present paper attempts to offer a comparative study between Eugene O‘Neill‘s drama Desire under  the Elms and Diplomatul, tãbãcarul Ģi actriţa (The Consul, the Tanner, and the Actress) by Carol Ardeleanu. I  will undertake to compare two stories about aspiration towards high-class status, beauty, happiness, freedom,  and justice paid for by sacrifice, suffering and extreme passion that dominate the characters‘ lives.  Both in Desire under the Elms and in The Consul, the Tanner, and the Actress the characters are  prisoners of their own passions, vices and dreams. The walls, the ground, the protagonists‘ manner of speaking,  etc. become signs of imprisonment as well. Eugene O‘Neill‘s drama and The Consul, the Tanner, and the  Actress therefore draw their ‗life‘ from what is genuine in the human experience and existence.  In the end, the characters cannot find a way to escape from their houses and environments, and  become prisoners of disillusionment, coffins, or unrealistic aspirations. Both authors share a tragic vision of  existence, and focus on tragic stories about ―prisoners‖ of dreams and defeated romantic dreamers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[696]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2740">
    <dcterms:title><![CDATA[INTERCULTURAL COMMUNIVATIVE COMPETENCE  - Intercultural Dialogue in Teaching Foreign Language Literature-]]></dcterms:title>
    <dcterms:abstract><![CDATA[In all European countries pluralism and diversity has become an every day  reality. To ensure a harmonious interaction between people and groups with different  cultural and religious identities, respect for cultural diversity, tolerance, dialogue and  cooperation are becoming basic social skills needed by every European citizen.  Intercultural learning, intercultural dialogue, intercultural competence must be  understood as one of the preconditions for individuals to cope with the new  challenges of having to build societies that must be based on respecting people in  their diversity.  Intercultural learning is an experience which involves all senses and levels of  learning, knowledge, emotions, behaviour in an intensive way. Language is one of  the most visible elements of culture and in that sense a central aspect in intercultural  communication. That is why it must not be used as a means of dominance, but can be  one tool of communication. Teaching foreign languages means not only teaching the  language itself but to constantly develop intercultural awareness through intercultural  communicative competence and intercultural skills. We cannot be competent in a  foreign language if we do not understand the culture that has shaped it and how that  culture relates to our first language culture. It is not only essential to have cultural  awareness, but also intercultural awareness. Intercultural communicative competence  is an attempt to raise students` awareness of their own culture, and in doing so, help  them to understand other cultures.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[596]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2741">
    <dcterms:title><![CDATA[Fransız ġâiri ġarl Verne‘nin Hayatında Türk  Dilinin Yeri ve Önemi]]></dcterms:title>
    <dcterms:abstract><![CDATA[ġarl Verne (Charles Verney), 19. Yùzyılda, Fransa‘da yaĢamıĢtır.  Kùltùrlù bir aile ortamında yetiĢen Verne, divânında belirttiği ùzere, kısa  bir sùre içinde Latince, Ġtalyanca, Ġspanyolca, Ġngilizce, Almanca,  Yunanca, Arapça, Farsça ve Tùrkçe ôğrenir. Henùz çocuk denebilecek  yaĢta, Doğu dilleri ve edebiyatları ile ilgilenen Verne, kendi kendine  Osmanlı Tùrkçesi‘ni ôğrenir, ardından Tùrk kùltùr ve edebiyatına âĢık olur  ve klâsik tarzda Tùrkçe Ģiirler yazmaya baĢlar.  Daha on bir yaĢındayken anadili olan Fransızca ile yazdığı  Ģiirlerini bu yaĢlarda kitap olarak bastıran Verne; Ġtalyanca, Tùrkçe ve  Farsça yazdığı Ģiirlerini de 16 yaĢında litografya usølù ile Paris‘te bastırır.  Verne‘nin divânı, 112 sayfadan ibaret olup, uzun bir dibâce ile birlikte,  Tùrkçe ve Farsça Ģiirlerden oluĢur. Farsça Ģiirler, yaklaĢık 20 sayfadır.  Bu makalede, ġarl Verne‘nin hayatı, Ģâirliği, dil ôğrenmeye olan  merakı, ôzellikle Tùrkçe‘ye olan ilgisi, bunun ôtesinde de Klâsik Tùrk  Dili‘ne olan hayranlığı ve bunun Ģiirlerine olan etkisi hakkında bilgi  verilecektir. Bôylece edebiyatımızda ve cemiyetimizde Fransız tesirinin  yoğun olduğu 19. Yùzyılda, Fransa‘da kendi kendine Tùrkçe ve Farsça  ôğrenen ve her iki lisanda Ģiirler yazan genç Fransız Ģâiri ġarl Verne‘nin -  bir divân ortaya koyacak kadar- Tùrk diline ve kùltùrùne olan hayranlığı  ortaya konmuĢ olacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[588]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2742">
    <dcterms:title><![CDATA[A SITUATED LEARNING PRACTICE FOR LANGUAGE TEACHING  CLASSES: TEACHING SPOKEN ENGLISH WITH AUTHENTIC]]></dcterms:title>
    <dcterms:abstract><![CDATA[Situated Learning is a term first proposed by Jean Lave and Etienne Wenger as a  model of learning in a community of practice. According to Lave and Wenger learning should  not be viewed as simply the transmission of abstract and decontextualised knowledge from  one individual to another, but a social process whereby knowledge is co-constructed; they  suggest that such learning is situated in a specific context and embedded within a particular  social and physical environment. Foreign language teaching is proved to be most effective  and optimal only when it is performed in a setting of real communication and performance.  The exposure to spoken language and cultural elements of foreign language is the best way of  teaching the language itself rather than grammatical patterns and rules of the language.  In this study, we aim to review ‗situational learning approach‘ in context with its role and  efficiency of teaching spoken language.  An experimental study was conducted on the university students in the prep classes at the  School of Tourism in Erzincan University. 12 male and 11 female students in the control  group and 14 male and 10 female students in the experimental group took part in the research.  The language levels of the students were determined by a language proficiency test which  is used as pre-test of the study. Language proficiency test composed of mainly dialogues  including spoken language patterns. After 8 weeks of lectures with authentic sketches which  were used as reading materials in experimental group and classical reading materials in  control group, the students were given the same language proficiency test as post-test. When  pre and post-test results were evaluated, we found that there was a significant difference  between the pre and post-test results of the subjects on behalf of the students in the  experimental group. In view of the findings obtained from the study, we can conclude that  spoken language can be achieved by authentic sketches which are designed to serve as a  situated learning setting.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[59]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2743">
    <dcterms:title><![CDATA[The Use of Literature in Teaching English Grammatical Structures as well  as Some Linguistic Components]]></dcterms:title>
    <dcterms:abstract><![CDATA[Literature is one of the most important resources supporting the grammatical  structure of English as a Foreign Language/as a Second Language ( EFL/ESL) learners as  well as the linguistic components of English language, and thus literature help students  improve their English and at the same time reach communicative competence. Therefore,  the aim of this study is to show how literature can be used effectively for students to  improve their English and how it can support the grammatical structure of EFL/ ESL  learners as well as linguistic components of English language. Throughout the study,  previous research and its relationship with present study has been given in detail.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[74]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2744">
    <dcterms:title><![CDATA[Awareness of Referential Devices in Text and Reading Comprehension]]></dcterms:title>
    <dcterms:abstract><![CDATA[Hassan‘s (1976) classification of these devices as personal, comparative,  and demonstrative on the reading ability of the present study explored the role of learners‘  awareness of referential devices in texts based on Halliday and learners. To support this,  30 male students aged between 13 and 20 were selected out of 180 students studying  English at Iran Language Institute.All the subjects were elementary 3 students and were  chosen considering their final reading scores they got in elementary 2 to make the sample  almost homogeneous. They were randomly divided into two groups of 15 subjects.  Through a 20-session term,10 passages were taught to both experimental and control  groups through a similar methodology for teaching reading at this Institute. The only  difference was that we made our experimental group practice finding referents. We  helped them through oral questions, group work, and also taught them specific strategies  taken from TOEFL FLASH SERIES .The subjects in the control group only received the  method common in the Institute. We gave them a post-test on the last session. This was a  multiple-choice reading test including two short passages each followed by 5 questions. A  t-test was taken to compare the mean scores of the groups. The results confirmed the  hypothesis and showed a significant improvement on the reading ability of subjects in the  experimental group. In the end, some pedagogical implications were made.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[5]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2745">
    <dcterms:title><![CDATA[Western pedagogical models of writing center tutorials: Can they be effective  in the Middle East?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents the findings of a study of writing center tutorial practices  in a Middle Eastern university where the language of instruction is English. Data from  stimulated recall activities, written observations, and interviews were analyzed to assess  the effectiveness of writing center tutorials in a Middle-Eastern Writing Center. The data  revealed that tutees noticed an improvement in their assignments, believed that their  concerns had been addressed, and that they had acquired transferable skills. Most tutees  assessed their tutors positively, valuing tutors who inspired confidence and were able to  explain concepts clearly. Although tutees appreciated knowledgeable tutors, they valued  egalitarian peer-tutoring relationships. Tutors reported that tutorial sessions improved  their tutees‘ assignments and that tutees had acquired transferable skills. Nevertheless,  tutors were critical of their own performance. Some tutors admitted to lacking the  knowledge necessary to explain certain writing concepts, including grammatical  concepts; some felt they dominated the tutorials, and others felt their approach was too  directive. The data revealed that both tutors and tutees preferred the directive approach  for lower order concerns and a non-directive approach for higher order concerns. This  study shows that diverse tutoring models that accommodate the background and  experiences of Middle Eastern students, and their particular strengths and weaknesses,  should be considered. It recommends tutorial training that emphasizes flexibility and  recognizes the distinctive nature of each tutorial situation and the opportunity it presents  to address the needs and expectations of individual students. These findings could signal  a direction for the development of writing center pedagogy that focuses on the  linguistically and culturally diverse students in the Middle East.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[116]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2746">
    <dcterms:title><![CDATA[The Process of Foreign Language Acquisition in Azerbaijani Learners of  Different Ages]]></dcterms:title>
    <dcterms:abstract><![CDATA[The research paper is dedicated to the process of foreign/second language  acquisition in children and adults. The problem of foreign or second language  acquisition is not only the research area of applied linguistics, but also psychology,  psycholinguistics, TEFL. The process of acquiring foreign language by children and  adults, the stages of this process, some problems while acquiring and learning English  as a second language by Azerbaijani learners are studied in the paper.  People can acquire a second or foreign language under many different circumstances.  We may have learned a second language when we began elementary school,  secondary school or even university. Moving to a new country usually means  acquiring a new language which we call a second language. Also people live in  different communities, environments or families in which more than one language is  spoken and may acquire two or even more languages at the same time. No doubt that,  foreign language acquisition has its historical background and aspects. Current  theories of foreign or second language acquisition are based on years of research in a  wide variety of fields, including linguistics, psychology, sociology, anthropology, and  psycholinguistics. The article concerns one of the most important issues concerning  foreign or second language acquisition in both children and adults.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[91]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2747">
    <dcterms:title><![CDATA[ORHUN ABĠDELERĠNDEKĠ TAMLAMALARIN TÜRKĠYE  TÜRKÇESĠNDEKĠ KULLANIMI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Orhun abideleri, Tùrk dili ve edebiyatının ilk yazılı kaynaklarıdır. Bu  taĢlar, hem maddi hem de manevi bakımdan Tùrk dili, kùltùrù ve tarihinin en  değerli anıtlarıdır. Gôktùrkler dôneminde ve Gôktùrkçe olarak yazılmıĢ  kitabelerde gùnùmùze ıĢık tutan ônemli mesajlar bulunmaktadır. Kitabelerde  Tùrk dilini tùm ôzellikleriyle bulmak mùmkùndùr. ġiir lezzetinde ve sağlam  bir Tùrkçeyle Tùrklùk Ģuuru gelecek kuĢaklara aktarılmıĢtır. Ebedi taĢlar  denilen kitabeler ùzerine kazınmıĢ metinler, Tùrk dilinin geçirdiği evreleri ve  değiĢimi takip etmek bakımından dikkate değerdir. Orhun Abideleri ùzerinde  yerli ve yabancı olmak ùzere pek çok çalıĢma vardır. Bu çalıĢmada Orhun  abidelerinin ùç ônemli yazıtı olan Kùltigin, Bilge Kağan ve Tonyukuk yazıtları  tamlamalar bakımından incelenmiĢ olup yazıtlardaki tamlamalar teker teker  tespit edilmiĢtir. Bu tamlamaların gùnùmùz Tùrkiye Tùrkçesindeki  kullanımları ele alınmıĢtır. Birkaç kùçùk ses ve ek değiĢimi dıĢında  tamlamaların birçoğunun tarihi sùreç içerisinde değiĢmeden gùnùmùze kadar  ulaĢtığı gôrùlmùĢtùr.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[582]]></dcterms:extent>
</rdf:Description></rdf:RDF>