<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/2868">
    <dcterms:title><![CDATA[Dickens and his Memorable Characterization]]></dcterms:title>
    <dcterms:abstract><![CDATA[Charles Dickens is a distinguished novelist and an influential figure in the  Victorian period. In spite of that, some superficial observation and generalization is  rife in critical commentaries about his novels. Such repeated assertions are not always  the case when respectively applied to the characters and the novels of the writer. One  of the achievements that Dickens possesses in connection with the art of his novels is  his obvious success in creating memorable characters in his substantial novels. The  power that lies under his striking success is that he uses so many interesting  techniques to describe characters in detail. He uses many fixed phrases, styles of  clothing, parts of jewelry, typical pets, chronic diseases, handy tools, elements of  decorations, positions of the body, and mannerisms in using some external organs and  the manners associated in daily life. Characters are marked with such techniques and  these become indispensable parts of their characterization. Based on the actions and  the manners, characters seen with these objects are easily recognized and remembered  by the reader to the end of a particular novel. The vivid, colorful, credible and lifelike  characters and the techniques used for their creation prove the matchless mastery of  the writer.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[86]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2869">
    <dcterms:title><![CDATA[İki Dilli Ortamlarda Türkiye Türkçesinin Öğretimi (Semerkand  Örneğinde)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Tùrkiye Tùrkçesinin çağdaĢ anlamda yabancı dil olarak ôğretiminin kısa geçmiĢi  olmasına rağmen bu alanda çok ciddi geliĢmeler kaydedilmiĢtir. Dùnyadaki değiĢim ve  geliĢmeler Tùrkiye Tùrkçesinin evrensel ve bilimsel boyutta ôğretimini zorunlu  kılmaktadır. Tùrkiye Tùrkçesinin iki dilli ortamlarda ôğretimine bu açıdan  yaklaĢılmaktadır. Çok dilli ve çok kùltùrlù bir ortam olan Özbekistan‘ın Semerkand  Ģehrinde, Tùrkiye Tùrkçesinin ôğretimi sùrecinde gôzlemlenen bazı problemler ôrneklerle  ortaya konulmuĢtur.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[689]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2870">
    <dcterms:title><![CDATA[Dilde Anlam ve Bağlam]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anlam insan için geçmiĢten gùnùmùze ônemli gôrùlmùĢtùr. Ġnsanoğlu için  anlam sadece bu dùnya ile sınırlandırılmamıĢtır. Ġnsanlık kôkleriyle geçmiĢe  hayalleriyle geleceğe bağlı yaĢamaktadır. Ġnsanın bedeni Ģekil, ruhu anlam olarak  değerlendirilmektedir. Bedensiz ruh, ruhsuz beden olamayacağı dùĢùnùlmektedir.  Dilde de anlam ruhla eĢ değer tutulmaktıdır. Bu çalıĢmada, dilde anlam ve bağlamın  ne ifade ettiği değerlendirilecek, anlam-bağlam iliĢkisi incelenerek, bağlamın  çeviriye ve dil ôğretimine etkisi ùzerinde durulacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[688]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2871">
    <dcterms:title><![CDATA[KARAHANLI DÖNEMĠ TÜRKÇESĠNDE SÖZÜN ETKĠLĠ KULLANIMI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Karahanlı dônemiTùrkçesi‗ninve Ġslami Dônem Tùrk Edebiyatının  temeleserlerinden KâĢgarlı Mahmut‘un Divan-ı Lùgat-it-Tùrk‘ù sadece bir  sôzlùkdeğil; edebiyat ve dil tarihini aydınlatan, sôzùn etkili gùcùnù ve  kullanımını gôsteren ansiklopedik bir eserdir. Aynı dônem eserlerinden  biri de ilk nasihatname ôrneği olan Yusuf Has Hacip‗ in Kutadgu Bilig  isimli eseridir. Bu eser de Ģu ôğùtler sıralanır: Sôzù yerinde sôylemeli,  sorulunca konuĢmalı, iki dinleyip bir sôylemeli, kaba sôze yumuĢak; acı  sôze tatlı karĢıtlık vermeli gibi. Bôylece, toplumsal değer yargıları ve  kutlu saadet bilgileri anlatılırken, sôzler inci gibi dizilerek, etkili ve kalıcı  bir anlatım sağlanmıĢtır. Bu dôneme damgasını vuran ve dilin muhafazası  hakkında manidar bilgiler veren ùçùncù yapıt ise; Edip Ahmet‘ in kaleme  aldığı Atebetù‘l Hakayık‘tır. Her ùç eserde bilimsel olarak incelendiğinde  sôzùn o dônemdeki gùcù ve etkisi ayan beyan gôrùlmektedir.  Bu çalıĢmada: Karahanlı Dônemi Tùrkçe‘ si yapıtlarından, Divan‘ı Lugat  It Tùrk, Kutadgu Bilig ve Atebetù‗ l Hakayık‘ ta sôzùn etkili kullanımı  ùzerine bir inceleme ve tarama çalıĢması yapılarak, çeĢitli bulgulara  ulaĢılmıĢtır. Bu bulgular gùnùmùz eğitimcileri ve eğitim dùnyası için de  ônem arzetmektedir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[576]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2872">
    <dcterms:title><![CDATA[Traces of the Life of Charlotte Brontë in Jane Eyre]]></dcterms:title>
    <dcterms:abstract><![CDATA[‗‗Details, situations which I do not understand and cannot personally inspect, I  would not for the world meddle with. Besides not one feeling on any subject, public or  private, will I ever affect that I do not really experience.‘‘ (Smith, 2000) This confession  settles the question whether the books written by Charlotte Brontë are drawn from what  came within her own world of experience. This paper wants to show the influence of the  life and experiences of Charlotte Brontë on her famous novel Jane Eyre. The first part of  the article provides a brief summary of the life of Charlotte Brontë. The second part  provides information about the schools she attended to which are Cowan Bridge and Roe  Head and their similarities to the novel. The third part of this paper provides Charlotte  Brontë‘s working experience as a governess in Stonegappe. The fourth part provides  information about Henry Nussey, Mr. Heger and Hathersage, which have important  influences on the novel. The paper concludes that a close acquaintance with Charlotte  Brontë‘s life shows that the story of Jane Eyre is largely her own experience.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[561]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2873">
    <dcterms:title><![CDATA[The Problem of Conceptualization in Rhetoric:  A case of Ittisâl, Mülâyim and Cihet-i câmia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Today, there are some difficulties in understanding the old rhetoric (belâgat) books by modern people. Today, although the basic rhetoric terms are known by the majority, the supporting terms used in the old rhetoric books to define these terms are not known by everyone. For us, that is the reason for our classical rhetoric not to be understood sufficiently. Indeed, there have been many attempts to define the rhetoric terms since 20th century, but as the supporting terms, used (that should be used) in defining these terms, were not clearly defined, yet all those studies fill the void, as they are not systematic, they are useless in teaching them.  In this study, we will focus on three terms, used in the definitons of the rhetoric terms in the old rhetoric books but not known properly today, and we will try to explain these terms in relation with their usage in rhetoric books. Among the three terms we will deal with; (ittisâl, mülâyim) is related with beyân (figure of speech) and cihet-i câmia with meânî (word order).  Ittisâl is a term used in the explanation of the teşbih (simile) in the beyan chapter of the rhetoric books. It means a set of intersection to be based on the metaphor, created by the components through which the müşebbeh (likened) and müşebbehün-bih (likened-to) in create meaning. For example, &quot;Ali is a lion.&quot; In this teşbih sentence, ittisâl is made up of courage, which exists between the components of meaning of the two elements (likened and likened-to) and based on the this teşbih.  Mülâyim is the term used in the definition of istiâre in the beyân chapter of the rhetorical books. In a broader sense, istiâre is the word, used with the istiâre word and by which the metaphor is understood (İstiare is a kind of allegory). It also indicates the feature of the metaphor belonging to one of the two elements of the sentence.  Cihet-i câmia, a term related with vasıl and fasıl (conjuction and disjunction) topics of meânî, is used to describe the connection of sentences or common elements in the connected sentences and it means the partnership between the semantic elements of to-be conected elements.  We suppose that the seeds and the principles of the meaning unit (anlam birimciği-séme), one of the most basic branches of the modern semantic, can be said to exist in our classical rhetorical books or at least in ittisâl, mülâyim and cihet-i câmia by looking the descriptions below.  As we also suggest, it is quite apparent that; not only the study of the basic terms but also the study of the terms used in their definitions will contribute a lot to the understanding of our rhetoric.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[687]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2874">
    <dcterms:title><![CDATA[Teaching English as a ―lingua franca‖ to achieve intercultural  communicative competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Raising intercultural communicative competence has gained a  central place in many considerations and discussions in the globalized  world. The present paper therefore examines and analyses approaches to  achieving intercultural competence proposed by a number of prominent  authors from the American and European cultural environment, such as  E.T. Hall, Gert Hofstede, R.D. Lewis, Anna Wierzbicka, Elsa Oksaar,  Michael Byram, Manuela Guilhelme. They base their theoretical and  applied methods of teaching, as well as their approaches to raising  intercultural awareness in the intercultural dialogue, while highlighting  slightly different levels of communication, thus also suggesting somewhat  different conclusions. As a consequence two approaches have been  developed: cross-cultural and intercultural communicative approach. We  could say that even considerations about the intercultural dialogue show  signs of cultural conditioning.  Furthermore, the paper deals with the application of such theoretical  premises in the English classroom at the tertiary level. Building on  language teaching methods, the paper suggest ways of extending the theme  to cross-curricular units, since actualization of theoretical insights in the  classroom lends itself nicely to intertwining both a critical cultural  awareness of multilingualism in ones own environment and the  intercultural communicative competence, leading thus to an &quot;intercultural  citizenship&quot;.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[567]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2875">
    <dcterms:title><![CDATA[German and French Borrowings in an EFL Context – A Serbian  Perspective]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper looks into the nature, some specificities of interlanguage usage and  the phonetic adaptation (or the lack of it) in the area of some recent French and German  loanwords and their teaching in a Serbian EFL classroom. It is a commonplace to say that  French, German and English have been in intensive contact for many centuries now, but  the level and direction of influence have by no means been constant. The two main  extralinguistic criteria that trigger the borrowing process, need and prestige, are taken into  account, with the aim of deciding to what extent such newer lexical acquisitions have  been nativised in contemporary English. The nature of the linguistic contact between  French and English, on the one hand, and German and English, on the other, conditions  the selection process in which a loanword enters the English lexicon, and an EFL  classroom. Lastly, a justification for the teaching of borrowings is provided and some  guidelines for their teaching offered, which could easily be implemented in any EFL  context.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[37]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2876">
    <dcterms:title><![CDATA[The Findings upon the Designation of Turkish Words among Balkan  Languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[The presence of the Turks in the geography of Balkans can be track back to  the centuries before Ottomans. The actual impact of the Turkish language and culture  began with the start of Ottoman conquests. With the Ottoman conquest, there have  been great changes on the structure of the Balkan communities. As a result of this  comprehensive and large impact, thousands of Turkish words entered into the  Balkanic Languages. The quantity of Turkish words, their effect of the Balkanic  Cultures and Languages have directed the researchers to search these words. The  researchers who investigated the Turkish words in the Balkanic Languages faced a  fundamental problem. The main problem that the researchers faced was the issue of  designation of these words in question. Due to the appearance of the words of Arabic  and Persian origin along with Turkish, some researchers have applied the term  ―Orientalism‖ for these words in question. Since the vast majority of words in the  Balkanic Languages are Turkish, the researchers, considering the fact that Arabic and  Persian words entered into the Balkanic Languages through Turkish, have preferred  the concept ―Turkism‖ for these words. Researchers, without making a detailed  evaluation on either ―Orientalism‖ or ―Turkism,‖ have stated their more general  preferences. However, the designation issue of these words, which have such effect  on the Balkanic Languages and their numbers getting closer to ten thousand in some  languages, requires a detailed analysis in order to formulate an opinion. The purpose  of this study is to evaluate the words in question in terms of grammatical, cultural and  historical process and to contribute to the issue of designating through Ottoman  institutions and community life. Within the scope of this study, the emphasis is given,  in addition to all the Balkanic Languages, on the Bosnian-Serbian-Croatian and  Albanian Languages where Turkish words are dominantly present.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[71]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2877">
    <dcterms:title><![CDATA[Deyimlerin Kültürel Özellikleri  (Azerbaycan, Türk, Özbek ve Uygur Dillerinde)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bildiride Turk kùltùrùnù; tùrklerin ulusal ôzelliklerini, ayrıca, dùnyaya bakıĢ  açısını, dini gôrùĢlerini, tefekkùr tarzını, psikolojisini, tarihini, inanclarını, ôrf ve  adetlerini, mitoloji ve kosmoloji tasavvurlarını, yaĢam koĢullarını yansıtan deyimlerin  ôzellikleri araĢtırılmıĢtır. ÇağdaĢ Tùrk dillerinde bugùn de iĢlenen deyimlerin  meydana gelme sebepleri incelenerek kùltùrel açıtan semantik anlamları ùzerinde  dayanılmıĢtır. Tùrk dùĢùnce yapısını aksettirmesi açısından bakıldığında deyimlerin  turkçe geleneksel deyimlerin izlerini taĢımakta olduğunu gôrùyoruz. Deyimlerin  kùltùrel temele sahip olması onların toplumun kùltùr yaĢantısından izler taĢıması ve  kanıtlar sunması doğaldır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[81]]></dcterms:extent>
</rdf:Description></rdf:RDF>