<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/2758">
    <dcterms:title><![CDATA[Parallels and Contrasts between Shaw‘s ―Pygmalion‖  Ibsen‘s ―A Doll’s House‖]]></dcterms:title>
    <dcterms:abstract><![CDATA[Literary works are wide opened for discussions and points of  view. Since its beginnings literature offered to its reader new ideas and  thoughts; it affected society in many manners: way of living,  communication, thinking and re-thinking. Modern Period brought about  many radical changes in economy, politics, sociology, technology and  sciences etc. which were reflected in literature as well. Writers expanded  their way of thinking and writing by giving social characters whose private  behavior was greatly affected by an atmosphere of moral perplexity in  their works. Modern Literature considered the man as constituting simply a  part of the natural world. This birth of Modernism was reflected even in  drama which is the focus of this paper. Two important dramatists who  paved the path to Modern Drama will be synthesized and contrasted  focusing in two of their most famous plays. The Norwegian playwright  Henrik Ibsen and his declared following British one, George Bernard Shaw  will be considered through their famous respective plays ―A Doll‘s House‖  and ―Pygmalion‖. Their dramas came to the public in a very appropriate  climate where other playwrights around Europe witnessed a remarkable  resurgence and brought a relatively new spirit and a new life to the almost  moribund theatre of the nineteenth century. Shaw‘s Pygmalion and Ibsen‘s  A Doll&#039;s House illustrate the kind of drama in which both writers excelled.  Both plays, also called ‗problem plays‘, deal with the common theme of  transformation of individuals focused in the two protagonists, Nora and  Eliza. Both come alive from their inanimate existence to life, Eliza from  the oppressions of her class and Nora from her life under patriarchy. These  and other issues will be browsed within this paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[577]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2759">
    <dcterms:title><![CDATA[The Role of Drama in Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to investigate the role of drama activities in  education, especially in language teaching within the Drama Club of English  Language and Literature Department of Qafqaz University. It is a case study of the  use of drama in a language class, describing the course structure and classroom  procedures. The study was carried out in the second semester of the 2008-2009  academic years during the rehearsals of performance ―Pride and Prejudice‖. It  includes personal experiences of group of students from different departments and  different age groups and language teachers which have successfully performed and  achieved their aims and evaluated the results, presenting setbacks and possible  solutions for teaching language to foreign learners. Finally, it encourages the use of  drama for transformative and emancipatory learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[79]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2760">
    <dcterms:title><![CDATA[Redefining Teaching Approach for Learning  Communicative English]]></dcterms:title>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[593]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2761">
    <dcterms:title><![CDATA[The contribution of KET to achievements of learners studying with the  ELP in reading skills]]></dcterms:title>
    <dcterms:abstract><![CDATA[European Language Portfolio (ELP) recently created by the Council of Europe  not only has an important role in language education policy within Europe and the  expanding world, but also helps partners to describe the levels of proficiency req uired  by existing standards, tests and examinations in order to facilitate comparisons  between different systems of qualifications. Cambridge ESOL exams are aligned to  the Common European Framework of Reference (CEFR) published by the Council of  Europe. This study aims to investigate the contribution of Key English Test (KET)  from Cambridge ESOL exams to achievements of learners studying with the ELP in  reading skills. Firstly, twenty students were selected as the study group according to  the results of questionnaire which contains items of levels A2, B1 and B2 in the  CEFR. And then, self-assessment checklist in CEFR was conducted as pre-test and  post-test to cross-check the study group both at the beginning and at the end of the  fall term. Readings with materials prepared for the levels in CEFR were implemented  to the study group, and extra activities supporting KET were also applied during the  study. Besides, KET as a standardized test was also conducted as pre-test and posttest  both at the beginning and at the end of the study. Then obtained scores were  analyzed by using SPSS 15. T-test analysis of KET scores was computed, and no  significant difference was found out according to the gender. The results indicated that  ELP and KET were effective to improve reading skills of foreign language learners in  Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[14]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2762">
    <dcterms:title><![CDATA[Bosna-Hersek‘te Türkçe]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosna-Hersek‘te Tùrkçenin varlığı bu bôlgenin Osmanlılar tarafından  fethedilmesine dayanır. Fetihten sonra devletin resmi dili olması ve din birliğinden  dolayı Tùrkçe, varlığını artırarak sùrdùrmùĢtùr. Bu sùreçte Osmanlıların fetih, iskân,  eğitim ve kùltùr politikaları ôzellikle etkili olmuĢtur. XIX. yùzyılın son çeyreğinden  baĢlamak ùzere bôlgedeki Tùrk varlığı giderek zayıflamıĢtır. Tùrkçe ise varlığını az  da olsa sùrdùrebilmiĢtir. Bu yazıda Tùrkçenin Tùrk-Ġslam kùltùrù çerçevesinde  Bosna-Hersek‘te ilk varlık gôsterdiği dônemlerden baĢlayarak gùnùmùze kadarki  durumu ele alınmıĢtır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[94]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2763">
    <dcterms:title><![CDATA[Eğitsel Oyunlar ve Etkinliklerle Yabancılara Türkçe Öğretim Yöntemi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalıĢma, yabancılara Tùrkçe ôğretiminde eğitsel oyun ve etkinliklerin  kullanım yôntemlerini açıklamaktadır. Yabancı dil ôğretiminde konuyla ilgili  materyal taranmıĢ ve yabancılara Tùrkçe ôğretiminde kullanılması dùĢùnùlen  yôntemlerin uygulama Ģekilleri belirlenmiĢtir. Eğitsel oyunların yabancılara  Tùrkçe ôğretiminde ôğrenci motivasyonunu sağlaması ùzerinde de durulmuĢtur.  Makalede elde edilen veriler değerlendirilmiĢ ve yabancılara Tùrkçe ôğretiminde  eğitsel oyun ve aktiviteler bir plan çerçevesinde sunulmuĢtur. Yabancılara  Tùrkçe ôğretirken ôğrenci dikkatini sağlamada problem yaĢayanlara bir fikir  vermesi bakımından bu araĢtırma ônemlidir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[29]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2764">
    <dcterms:title><![CDATA[Two-Level Qazan Tatar Morphology]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper we present a two level description of Tatar Language. Tatar is a  Turkic language and the official language of Tataristan. It is spoken by millions of people  mostly in the world. We describe the Tatar orthography using two level rules of  Koskenniemi. These orthographic rules governing the phonology of the language during  word formation is essential to morphological parsing and generation. We then represent  the Tatar morphotactics using finite state machines. The FSMs for nominal and verbal  morphotactics describe in detail how the words of the language can be formed. The  orthographic rules and morphotactics are implemented in the Dilmac Machine  Translation Framework by encoding them in XML files in an language independent way.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[63]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2765">
    <dcterms:title><![CDATA[Situation Types and Implications of Teaching Single Verb Versus Multiple  Verb Constructions of Tatar to Turkish speaking Students in Higher  Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The significance of verb semantics and aspectual distinctions of verbs within  a specific language is obvious and relevant, as much to language acquisition (Andersen  and Shirai 1996; Aksu-Koc 1978 and 1998; Gôkmen 2003 and 2004; Gôkmen and Lee  2002; Olsen 1999), as to second language acquisition (Bardovi-Harlig 1994a, 1994b,  1998 and 2000; Collins 2002; Salaberry &amp; Shirai 2002; Slabakova 2002).  Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3)  and to involve three types of information, namely the lexical meaning of a verb, its  argument and inflectional structure (Smith 1983, 1986 and 1997). Specifically, the  situaiton types within aspect are important in foreign language teaching since, besides  aspectual type of a single verb, the ways in expressing aspect, and in particular the  situaiton types, also exhibit differences from one language to another. In Tatar, for  instance, the situation types, besides other aspectual information, involve double or  multiple verb constructions, which either identify or modify the aspectual type of a  sentence.  Both Tatar and Turkish are agglutinative languages having SOV word order, and belong  to Turkic linguistic family. As opposed to Turkish which is mostly a language of single  verb predicates, Tatar, though closely related to Turkish, heavily rely upon double or  multiple verb constructions in order to make aspectual distincitions within clauses and  distinctions of situation types in verb meaning.  During the instruction of Tatar courses for more than 8 yeras, based on student  homeworks, term papers and exam papers, I have observed that double verb  constructions with aspectual post verbs is one point in learning Tatar grammar which  students make most of their mistakes. In this paper, I am going to investigate if there are  any meaningful differences between the levels of learning single verb constructions on  one hand and double or multiple verb ones with aspectual post verbs on the other. In this  regard, the preliminary findings point out to the fact that the learning of double/multiple  verb constructions with aspectual post verbs by Turkish speaking students, who do not  have paralel constructions in their native language, are less successfull in comparison to  the learning of single verb perdicates.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[684]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2766">
    <dcterms:title><![CDATA[OYUN VE BULMACA ETKĠNLĠKLERĠYLE YABANCILARA TÜRKÇE  KELĠME ÖĞRETĠM YÖNTEMĠ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Makalenin amacı oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime  ôğretim yôntemlerini açıklamaktır. Yabancı dillerin kelime ôğretiminde ôğrenci  motivasyonun sağlanması için oyun ve benzeri etkinliklere sıkça yer verilmektedir.  Yabancıların hızlı ve kalıcı bir Ģekilde Tùrkçe kelimeleri ôğrenmelerini sağlamak  amacıyla ilgili çalıĢmalar incelenmiĢ, oyun ve bulmaca yôntemi ùzerine dikkatler  çekilmiĢtir. Yabancılara Tùrkçe ôğretenler ôzellikle kelime ôğretiminde bu çalıĢmada  açıklanan etkinlikleri test ederek konuyla ilgili tecrùbelerini geliĢtirebilirler.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[10]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2767">
    <dcterms:title><![CDATA[Undergraduate Level EFL Student‘s Beliefs About Language  Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[By providing quantitative data from the modified EFL version of Beliefs  about Language Learning Inventory (BALLI) completed by the ELT undergraduate  level students in one of the Turkish Universities, the survey was aimed to obtain  generalizable conclusions about beliefs or notions about language learning of  undergraduate level EFL students. The relationships among gender and years of  education in the ELT department, as the impacting factors, and the participants‘ scores  in the BALLI were statistically analyzed. The results were discussed in terms of the  EFL students‘ the most important beliefs and the effect size of the gender and years of  education as the variables on their beliefs about language learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[668]]></dcterms:extent>
</rdf:Description></rdf:RDF>