<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/2818">
    <dcterms:title><![CDATA[Strategies Used in Producing English Lexical Collocations  by Saudi EFL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Thirty, with two distinct proficiency level, EFL Saudi English majors at Taibah  University participated in this study. Two written elicitation tasks were used: a fill-in-theblank  test which was accompanied by a self-checklist, and a translation test. In addition,  retrospective data was also collected from the participants to elicit their reflections on  their written production.  The qualitative analysis of the data resulted in the development of a taxonomy of the  strategies used by the participants of the study. The taxonomy was divided into five  major categories: retrieval, L1 based strategies, L2 based strategies, reduction strategies,  and test-taking strategies.  The participants‘ overall use of strategies in producing unacceptable collocations was  higher in frequency than their use of the strategies in producing acceptable collocations.  The results also revealed that the participants relied on L2 based strategies more often  than other strategies in producing both acceptable and unacceptable collocations. The  results also showed that the two groups seemed to have chosen the same strategies and  have not differed much in their total number of use. The results revealed that HPS and  LPS differed significantly in their use of strategies in producing acceptable collocations  especially with regard to the retrieval strategy, L2 based strategies and L1 based  strategies in favour of the HPS group. In the production of unacceptable collocations, on  the other hand, there were statistically significant differences between the two groups  especially with reference to the use of the reduction strategies and L2 based strategies in  favour of the LPS group. The implications of the research findings for teaching English  collocations are discussed, along with pedagogical recommendations.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[87]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2819">
    <dcterms:title><![CDATA[Methodology Focused on Child  (Example: Bosnia and Herzegovina)]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the project of the EU reform of general education in Bosnia, very  important place in the profile of the reformed schools definitely take teaching  methods aimed at children. Motivating activities, dramatic teaching and  feedback can have very important role in teaching. There are varied activities  which provide motivation in class and help students to enhance more  knowledge. Dramatic teaching is also very important for to enhance both the  relatonship between us as teachers and our students and relationship between  the students themselves. At the same time, dramatic teaching can help students  create interest, clarify information, assist in organizing thoughts, promote  understanding and relieve boredom while students work on their cases.  Pedagogical value of different activities may also help in teaching. Feedback  activities help students revise they have learned.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[569]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2820">
    <dcterms:title><![CDATA[Do we need a specific grammar for non-canonical expressions? A  description and analysis of definitions of some NC constituents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Needless to say that from a linguistic point of view a clear and cut distinction  between canonical and non-canonical expressions is to be made for language explanations  but especially for translation analyses, due to the fact that a good number of realizations  belonging to the Gray Areas (GA) of language may arise from recurrent combinations of  specific types of combined lexical items. The resultant lack of interaction between L1  propositions and L2 representations, identical or not, is often explainable and clarified by  the Error Analysis (EA) method. Data collected and analysed here for this presentation  have been chosen at hazard from different sources.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[105]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2821">
    <dcterms:title><![CDATA[Mentor Feedback for the Professionalism of the Teacher Candidate]]></dcterms:title>
    <dcterms:abstract><![CDATA[In Turkey, foreign language teacher candidates, registered at a faculty of  education, have compulsory teaching experience courses which are conducted under  the guidance and supervision of mentors- namely the practicing school teachers and  faculty field supervisors. These experiences are important collaborative processes  between the teacher candidates and their mentors because the constructive feedback  received from the mentors are vital for the teacher candidates‘ professional growth  and success. However, at times the teacher mentor may not be skillful in giving  feedback pertaining to various reasons such as refraining to give knowledge to the  candidate due to avoiding conflict or perhaps even lack of pedagogical knowledge.  Within the framework of such concerns, the aim of the present study is to become  familiar with the types of feedback that the teacher candidates receive from the  teacher mentors during or after the candidates teaching experience performances. In  order to investigate this situation, data collection for the study is comprised of a  questionnaire administered to 70 final year students at a faculty of education English  language teaching department. The questionnaire consisting of 20 items was  originally designed and published by the author.  The results of the study display that the feedbacks are mainly based on the following  dimensions; the ensuring of learner participation and interaction, the development of  communicative competence in learners, the improvising of teaching methodology,  and current trends in language teaching.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[683]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2822">
    <dcterms:title><![CDATA[IRAK’IN YENiDEN YAPILANDIRILMASINDA AİLE EĞİTİMİ ve AİLE  İŞLETMELERİNİN ÖNEMİ VE KATKISI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Irak, Suudi Arabistan, Kanada ve Ġran‘dan sonra ispatlanmıĢ 115 milyar varilin ùzerinde  petrol rezerviyle dùnyada dôrdùncù sırada yer almaktadır. Tùrkiye‘nin Gùneydoğu  komĢusu olan Irak‘ın kuzeyinde çoğunluğu Kùrtlerden oluĢan Kùrt Bôlgesel Yônetimi  vardır ve onlardan kısaca bahsetmek istiyoruz. Nùfusu yaklaĢık 3 ila 6.5 milyon arasında  değiĢen Duhok, Erbil ve Sùleymaniye valiliklerinden oluĢan bu bôlge yaklaĢık 40,000 km  karedir. Bôlgeyi kalkındırma amaçlı dùzenlemeler 2006 yılından itibaren hayata  geçirilmekte ve yabancı sermayeyi çekebilmeyi amaçlamaktadır. Son yıllarda komĢu  Tùrkiye ile ikili ticari anlaĢmalar artmaktadır.  Bu çalıĢmada baĢlıca Irak genelindeki ve ôzel olarak Kùrt bôlgesel yônetimi içerisindeki  Kuzey Irak bôlgesinde ailenin ônemi ve aile iĢletmelerinin ekonomideki yeri ùzerinde  çalıĢtık. Bu çalıĢmamızda devletten ve ôzel sektôrden, birinci elden bilgi toplama  gayretimizle bu bôlgede bulunmanın avantajını kullanmayı hedefledik. Ama ùlkenin  geçirmiĢ olduğu sıkıntılı ve istikrarsız yapısından kaynaklanan nedenlerden dolayı bilgiye  ve istatistiki dataya ulaĢma sıkıntıları hȃlȃ mevcuttur. Kısaca iktisat tarihine değindikten  sonra iĢletmeler için (aile iĢletmeleri ve yabancı yatırımcıları da kapsayan) gerekli olan  kanuni dùzenlemeler ùzerinde duruldu. Yapılan taramalardan 10‘a yakın aile Ģirketiyle  irtibata geçildi. Onlar hakkında kısa malømatlardan sonra içlerinden birinin yôneticisiyle  irtibat sağlanarak yùz yùze mùlakat yapıldı ve detaylı bilgi alındı. Bu çalıĢmanın amacı  Irak‘ta çok sayıda var olan aile Ģirketlerinin durumu, hangi sektôrde ağırlık kazandıkları,  ikinci veya ùçùncù kuĢak devamı var mı? Ne tùr yasal dùzenlemeler vardır? Sorularına  cevap aramaktır. Bu çalıĢma kısmen Irak geneli ama ôzelde Kuzey Irak bôlgesi aile  eğitimi iĢletmeleri ùzerinde durulmuĢtur. Irak‘ın gùney kısımları Bağdat ve Musul gibi  ônemli kentlere gùvenlik sebebiyle gidip gôzlemleme imkanımız olmadı ama Kuzey‘de  bulunan baĢkent Erbil, Sùleymaniye ve Duhok illerinde gùvenliğin varlığından dolayı aile  Ģirketlerini birebir gôzlemleme imkanımız oldu.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[681]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2823">
    <dcterms:title><![CDATA[COGNITIVE PROCESS OF WRITING FOR SECOND LANGUAGE YOUNG LEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Writing is a pleasant and seminal task, but writing is used as multi-leveled  teaching instruments, but instead difficulties, challenging and cognitively demanding.  Writing requires different skills. Students can improve these skills with some outside  support. In this paper, we will try to demonstrate that writing is not only self product of an  individual, but also an outcome of socio-cultural activity, and a cognitive process. In  particular, answers will be sought for the following questions: What factors do affect the  cognitive process of second language young learners‘ writing? How does schema help in  cognitive writing process? How can basic writers be helped to improve their writings?]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[4]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2824">
    <dcterms:title><![CDATA[Raising Language Learners‘ Pragmatic Awareness and Intercultural  Competence  in Increasingly Multilingual Environments]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pragmatic fluency forms crucial part of a language user‘s competence. Norms  of politeness, communicative styles, scripts and preferences differ between languages and  cultures in describable ways, FL realizations of pragmatic functions are often unclear to  the learner where the relevant contextual factors are not self-evident, or are ignored when  they inconceivably grossly differ from the L1 phenomena. Even positive L1 transfer is not  activated if the learner has not been trained, whereas handling pragmatic and discourse  features of the TL in the classroom is conducive to increased operationality in the use  thereof.  A promising perspective for successful intercultural and pragmatic training is the  Interface Model, which proceeds from an explication of how relevant principles operate  in the learners‘ L1 (culture) through an explanation of pertinent L2 norms and subsequent  modification of the L1 principle to accommodate L2 data, to practice first expecting the  learner to apply the appropriate FL strategies and speech acts against an L1 (!) context. By  such a gradual, multi-stage method the learner becomes ‗pragmatically fluent‘ before  commencing to use the operational principles in the TL itself. The juxtaposition and use  of L1 and L2 principles alongside lead to successful automatization and internalization of  the material and the development of pragmatic multicompetence – L2 users differ  significantly in their employment of pragmalinguistic strategies from monolingual  speakers of either language, transferring similar speech acts back and forth between the  tongues in their command. The Interface Model enables them to transfer those patterns of  interactional behavior which will be appropriate.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[556]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2825">
    <dcterms:title><![CDATA[Communicative language teaching and socio-cultural competence:  An ongoing process]]></dcterms:title>
    <dcterms:abstract><![CDATA[Communicative language teaching is undoubtfully the most widely  adopted teaching approach, however sometimes the learners turn out to be ‘fluent  fools‘, especially when the balance between language forms (accuracy/usage) and  language functions (fluency/use) are not linked to culture.  Culture should not be considered a fifth skill, neither something to be taught  deductively, reduced to a list of features to be learned. Culture is always in the  background, challenging our ability to make sense of the world around us, so the  teacher must raise students‘ awareness and develop a broad communicative  competence encompassing linguistic, sociolinguistic, discourse and strategic  competences, especially when he/she teaches a lingua franca such as English.  In this paper I will try to formulate a practical model offering some principles that  may prove useful for the development of skills and methods appropriate to a lingua  franca speaker, or rather, an intercultural speaker.  Thus becoming an intercultural speaker implies developing a solid basis of  intercultural awareness, and this implies a shift from description (usually linked to  cross-cultural studies), to modelling, in order to design a process of competence  building.  Descriptions cannot be taught, they can be memorized and are useful only when the  right situation appears, while models can be taught and competences, based on  models, can be developed and adapted to many different situations.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[61]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2826">
    <dcterms:title><![CDATA[LeksiĦke greške u studentskim prevodima sa italijanskog jezika]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper deals with classification and explanation of the reasons of the most  frequent lexical errors which occur in the translations of the undergraduate students of the  Department of Italian Language and Literature (University of Montenegro). The corpus of  the research consists of the written translations from the Italian as a foreign language into  the Montenegrin as a mother tongue. The translations have been made in class, at home  and during the exams on the second and the third year of the mentioned courses of  undergraduate studies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[52]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2827">
    <dcterms:title><![CDATA[Adult Education: Using Motivating Strategies and Techniques]]></dcterms:title>
    <dcterms:abstract><![CDATA[Motivation is a key to success. It helps us understand why we do the things  we do, or why we learn and thrive to further develop our abilities to do something. In  language learning motivation plays a crucial role, because only the motivated students  will succeed. Without motivation our performance is diminished. Learners who are  not motivated tend to be distracted, bored, unfocused, and even frustrated. On the  other hand, motivated learners are eager to find out more, learn new things, pay  attention in class and conduct additional research at home in order to better  understand a given topic. That is why many teachers/instructors consider motivation  a crucial part of the instructional process. As teachers/instructors, we can certainly  contribute to the motivation of our students. We can motivate learners through  interesting classes, positive attitude as well as attractive exercises. This paper will  look into different types of motivation and their influence on the learners as well as  some techniques and strategies teachers/instructors can use to motivate their students]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[18]]></dcterms:extent>
</rdf:Description></rdf:RDF>