<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/2838">
    <dcterms:title><![CDATA[Being an English Teacher in Turkey: Future Teachers‘ Perspectives]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study aims at identifying prospective teachers‘ perceptions with  respect to positive and negative aspects of being an English teacher in Turkey. To  this end, a qualitative research design was used and the participants were future  teachers (n=40) studying at the department of English language teaching in Turkey.  In order to gather data, each participant was interviewed via structured questions.  During these interviews, the prospective teachers were asked to put forward their  negative and positive associations with the terms: ―teacher‖, ―English teacher‖ and  ―English teacher in Turkey‖. The collected data imply those prospective teachers‘  beliefs and values as well as perceptions over teaching and working as an English  language teacher in Turkey. The results also denote how future teachers evaluate the  present conditions, which are financial and moral, the practitioners work in Turkey  today.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[589]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2839">
    <dcterms:title><![CDATA[THE IMPLEMENTATION OF COLLABORATIVE WEB 2.0 TOOLS IN ELT  CLASSROOMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The internet applications first labeled by Tim O‘Reilly in 2004 as Web 2.0  have offered numerous new opportunities for the English teachers. Blogging, wikis,  podcasting, and social networking are a few examples of the so-called Web 2.0  technologies that language teachers are currently exploring. However, not only many  ELT teachers currently working at the schools but also a good number of prospective  English teachers‘ awareness of Web 2.0 tools in ELT is far from satisfactory (Usluel  and others, 2009). This paper aims to provide awareness for the educators for the  potentials of Web 2.0 tools in language learning and teaching. A theoretical  foundation for a technology enhanced pedagogy is outlined, one that places Web 2.0  within a social constructivist and connectivist context. Also the importance of Web  2.0 tools in providing comprehensible input to the language learner is emphasized.  Finally, an overview of relevant technologies applicable to ELT is provided, along  with successful classroom usage models and links to online resources.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[28]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2840">
    <dcterms:title><![CDATA[USING LITERATURE IN EFL CLASSES: SHORT STORY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to investigate underline the benefits of using  literature in EFL classes. Short Stories can be used as a good source in ELT classes in  almost all levels depending on the difficulty status of the story. Due to their length  which is very appropriate for language classrooms, students can make good use  of short stories in learning the target language. Using short stories in ELT classrooms  is an effective technique for teaching linguistic system as well as the life in relation to  the target language. Choosing the right short story is an important part of the process.  At this point, students‘ proficiency level, age, and interests should be taken into  consideration. Another important thing is the course objectives and appropriateness of  the story as content.  In this study the importance of using Short Stories in ELT classrooms and points to  be considered while choosing the right short story was discussed at the opening part  of the study. On the next part, teaching discrete language skills by using short story in  ELT classrooms is studied and a sample application is build up in order to share  practical ideas.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[27]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2841">
    <dcterms:title><![CDATA[Gestures as a Peer-Assistance Mechanism in Collaborative Tasks]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although research on the learner-learner interactive processes has shown how  collaboration may result in provision of developmentally appropriate assistance, the  mechanisms providing or obtaining assistance during language learning tasks have been  little examined. In addition, EFL research has been scarce when nonverbal  communication, including gesture, is concerned. The purpose of this qualitative  exploratory study is to explore to what extent, in what ways and in what types are  gestures are used as a mechanism of obtaining and providing assistance amongst peers to  complete collaborative language learning tasks in an ESL classroom. The study is  conducted in a school in Bosnia. To collect data, collaborative tasks in an ESL classroom  were observed for nine days and video-tapped. The participants were interviewed about  their gestures. The results of this research suggest that many types of gestures are used to  a great extent as a mechanism of obtaining and providing assistance amongst peers to  complete collaborative language learning tasks. These gestures are mainly synchronized  with speech. The results have some pedagogical implications.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[115]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2842">
    <dcterms:title><![CDATA[Aspects of intercultural communication in Romania]]></dcterms:title>
    <dcterms:abstract><![CDATA[Education in our country must take into account cultural diversity. Diversity in  which we live can be regarded as a source of conflict as well as wealth, that problem (that  needs solving), but as resource (generating development). This diversity requires special  education policy that addresses the relationship between people belonging to cultures and  different ethnic groups. Multicultural and intercultural education is of particular interest.  The difficulties of social policies in different systems can be overcome if social reality  known and accepted. A social life quality is not possible other than understanding,  dialogue as a means of resolving the conflict, ability to open to other cultures and  understanding differences as richness.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[89]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2843">
    <dcterms:title><![CDATA[The Foundations of Intercultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[At present, when within the same society, contacts between different  cultures become more and more numerous, the space of the individual existence  surpasses the traditional limits of the original forming, and socializing background,  the intercultural approach to education becomes a disconcerting necessity for the  present and the future. Within the contemporary education, together with the ―new  types of education‖, the intercultural education represents an infusion of new  elements on the traditional contents by advancing an active and participative  pedagogy, centered on the educated person and aiming at cooperation between  groups and equal educational chances.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[90]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2844">
    <dcterms:title><![CDATA[Educational Partnerships and Intercultural Education in Primary School]]></dcterms:title>
    <dcterms:abstract><![CDATA[Within the framework of a research study developed at the University of  Aveiro, a group of educational partners representing local institutions was gathered. The  aim was to conceptualize, implement and evaluate a collaborative research project on  intercultural education. Each of the participants was interviewed (semi-structured  interview), in order to know their perceptions in practices on intercultural and  collaborative work and the reasons that lead to this collaborative participation and their  expectations concerning the work that is still to be done. Their answers revealed that the  intercultural issue is familiar to all participants and that they feel the need to learn more  about this topic motivated them to participate in this collaborative project. Further more,  all of them reported previous experience on collaborative work, acknowledging its assets  in comparison to the work carried out individually. These data will allow us to guide the  work that will be developed by the network of partners and also to analyze the evolution of  their representations of intercultural education and work in partnership, through the  application of a final interview.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[121]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2845">
    <dcterms:title><![CDATA[Some Unresolved Issues in an ELT New Media Age:  Towards building an interlanguage semantics]]></dcterms:title>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[110]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2846">
    <dcterms:title><![CDATA[Screen Literature: gain or loss?]]></dcterms:title>
    <dcterms:abstract><![CDATA[With the advancement in science and technology everything has taken a  different shape. Reading literature that was once considered to be a major source of  entertainment and knowledge has now been transformed into screen literature by  television, video games and movies. As a result of this critics have started debating  the effectiveness of this shift. There are endless examples in this regard and many  blockbusters are in fact based on some written books. Not only classics but also  contemporary literature is now a part of the new genre called screen literature.  Although it cannot be denied that these great stories and characters will live forever  not only on paper but also on screen forever. Yet screen literature is not without its  disadvantages. The aim of this study which is qualitative in nature is to assess the  extent to which the literariness of the original text is affected with particular reference  to the novel – Gone with the Wind by Margret Mitchell which was turned into movie  in 1939 and appreciated as a blockbuster becoming a legendary classic of the  American cinema. It was not only the first movie to bag ten Oscars for the very first  time but maintained that record until Ben-Hur (1959).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[88]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2847">
    <dcterms:title><![CDATA[Enhancing critical thinking in foreign language learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Critical thinking refers to the individuals‘ ability to think and make  correct decisions independently. Critical thinking has been used in first language  acquisition for a long time and has been recently introduced into foreign language  teaching contexts. Nowadays enhancing critical thinking in learners is considered  one of the foreign language teachers‘ tasks due to its high position in foreign  language classrooms. There are various factors affecting language learners‘ critical  thinking skills. Two of these factors are materials used and types of activities  introduced and worked on in the classroom. Therefore, through managing classroom  materials and activities, language teachers can help learners develop critical thinking  skills. This presentations aims at introducing some ways in which language teachers  can enhance critical thinking in foreign language learners through using materials  and activities which require critical thinking on the part of learners. The teacher can  prepare, choose, and/or adapt already existing materials so that they enhance  learners‘ critical thinking ability. Also the teacher can choose activities which  demand learners to develop critical thinking skills since not all activities lend  themselves to critical thinking on the part of learners. In this presentation, some  suggestions for language teachers to make sound choice of such materials and  activities will be presented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[586]]></dcterms:extent>
</rdf:Description></rdf:RDF>