<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/1902">
    <dcterms:title><![CDATA[To Teaching Turkish for Foreigners, Additional Verbs with Training, Teaching And Application Samples]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teaching Turkish to foreigners, teaching of an additional verb, the functional instruction.  ABSTRACT  Turkish as a foreign language teaching continues to increase with each passing day date. Addition to the actual state of teaching Turkish to foreigners, teaching and textbooks application like? First reading, writing and the reading, writing, speaking can be evaluated in comprehension terms of the situation? Teaching method, teaching Turkish to foreigners in a functional language, you must first determine a method of student-centered, then according to this method of text selection, application examples, to determine the effectiveness of teaching and learner, and then to study the application and sampling should be based on. At this point, the current sample application and sample books, teaching Turkish to foreigners due diligence studies will be. In particular act is referred to as a verb addition to teaching Turkish to foreigners focusing on how to function with a function that will take place, as well as how to teach and where to find the distribution of the subject matters will be discussed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1900]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2792">
    <dcterms:title><![CDATA[To Use or Not to Use: First Language in Tertiary Instruction of English as a  Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The issue of whether first language (L1) use in teaching foreign languages  (FL) is justified can be considered from various perspectives. The diachronic  perspective considers the role of L1 in FL instruction along with the development of  teaching methods and linguistic theories. The taxonomic perspective concerns the  arguments for and against L1 use taking into account its cognitive, social and  affective aspects. The role of L1 can also be viewed from the empirical perspective  considering the effects of its use and examining attitudes, beliefs etc. of participants  in the dynamic process of FL teaching and learning.  The survey presented in this paper aims to investigate and compare the perception of  using Croatian in tertiary English for Specific Purposes (ESP) instruction concerning  L1 use. Two groups of respondents involved in the study were undergraduate nonlinguistic  majors at a Croatian university and ESP instructors in various higher  education institutions in several Croatian universities. The questions that the research  in this paper addresses is 1) whether the tertiary students‘ perception of using  Croatian as L1 in teaching EFL corresponds to that maintained by tertiary language  instructors and 2) whether students and instructors, respectively, support the usage of  L1 in the tertiary EFL classroom. First language use is explored in terms of necessity,  frequency, usefulness and its appropriateness for selected examples of usage. The  presented findings comprise those obtained by quantitative as well as qualitative data  analysis.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[26]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2784">
    <dcterms:title><![CDATA[To write a textbook for teaching a ―little‖ languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this time of domination of English in all fields, including linguistics,  methodology of preparing textbooks for learning and teaching the foreign languages  is also under its influence. This article shows how some achievements in this field can  be well used, but also how it‘s necessary to pay attention to differences, whether  structural, sociolinguistic, or purely pragmatic when writing a textbook for teaching  the &quot;little&quot; languages such as Bosnian. Apart from some theoretical assumptions, this  article offers some very practical advice that can be applied to writing books of other  languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[680]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2610">
    <dcterms:title><![CDATA[Top-down (Qatar) vs. Bottom-up (Poland) in-Service CLIL Teacher Training]]></dcterms:title>
    <dcterms:abstract><![CDATA[The presentation will compare and contrast the two models of introducing CLIL programs - top-down in Qatar and bottom-up in Poland and what implication they have for in-service teacher training as well as the concept of CLIL teacher competencies. The Qatari example will be based on the British Council&#039;s Academic Language Support Programme (2008-2011), while the Polish one will be based on the annual workshops for Geography bilingual teachers organised by the Association of Adult Educators in Torun (since 2006). The Qatari project included courses in General English as well as modules in Classroom Language and CLIL specific methodology. In Poland, however, there are no such governmental programs and the gap is filled in by various institutions, including the one mentioned here. The author was/has been engaged in both programs as a teacher trainer.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[767]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/481">
    <dcterms:title><![CDATA[TOPIC: ARSCOMBINATORIA IN THE NOVEL “THE NAME OF THE ROSE” BY UMBERTO ECO]]></dcterms:title>
    <dcterms:abstract><![CDATA[The difference between modernism and postmodernism is difficult to make, but we take as a reference the hypotheses of well-known literary theorists and critics like Terry Eagleton, Pavao Pavliçiç, Roland Barthes, Michel Foucault, Jacques Lacan, Gerard Genette, TzvetanTodorov, JurijLotman Julia Kristeva, MiekeBaletc, a hypothesis of the canadian theorist Linda Hachion, as far as my opinion is concerned is very straightfoward and rational, as far as the definition of postmodern art is concerned, where she sees it as a field where the presence of the past in context of the critical reflex over it, dominates. The poetics of postmodernism is the result of the concept of the domination of irony, the contraverse role, great aesthetic, ideological, substantial paradoxes, the post-modern work of art as such represents a subversive and contraversial phenomenon, that builds and ruines the same phenomena it provokes and raises. Unlike previous currents of art, in postmodernism we have the elements of idelogical and gender movements. Postmodernist writers are: Borges, Marquez, Buzzati, Umberto Eco etc. And it is Umberto Eco’s “The name of the Rose” (Ilnomedellarosa) that is the subject of my study, with a new substantial, ethical, aesthetic, ideological, religious form. In the epilogue of the novel Eco uses the phrase “revisiting tradition” because the past, according to the author cannot be undone but it rather needs to be revisited with irony and not innocence, to highlight the dissension within the head of the church, that in the name of triumph of an idea crimes are commited in an abbey and the epicenter of the occurences is the library rich in ancient and modern texts.  The references of our study were libraries, interviews, newspapers, raports and studies published in the internet as well as scientific journals.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2908]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3304">
    <dcterms:title><![CDATA[Toplumsal Değişim Sürecinde Ahmet Mithat Efendi&#039;nin  Eğitim Anlayışı]]></dcterms:title>
    <dcterms:abstract><![CDATA[Türk Edebiyatının en velut yazarlarından olan Ahmet Mithat Efendi, Türk roman ve  hikâyeciliğinin ilk örneklerini veren isimlerdendir. Bir medeniyet değiştirme süreci olarak  değerlendirilen Tanzimat Dönemi’yle birlikte birçok toplumsal algı değişikliğe uğramaya  başlamış, bu süreçte Ahmet Mithat, Namık Kemal’in tiyatro için söylediği “faydalı eğlence”  ifadesini roman ve hikâyeye uyarlayarak halkı eğitmeyi amaçlamıştır. Yazar, eserlerindeki  çeşitli tip ve karakterler üzerinden faydalı olduğunu düşünerek toplumsal mesajlar da  vermektedir. Ahmet Mithat, dönemin okuyucu kitlesini de göz ardı etmeden birçok konuya  temas eder. Ele aldığı konular arasında eğitim meselesi de önemli bir yer tutmaktadır:  Toplumdaki çeşitli bireylerin eğitilmesi, eğitim süreci boyunca takip edilecek yöntemler,  nelerin nasıl öğretilmesi gerektiği, verilen eğitimin insanı ne derece değiştirip  dönüştürebileceği, eğitim sürecince yapılan yanlışlıklar v.b. konular kimi zaman Batılı  toplumlarla karşılaştırmalar yapılarak okuyucuya aktarılır. Bu bildirimizde, Tanzimat sonrası  Türk Edebiyatı’nda sosyal meselelere en fazla yer veren yazarlardan olan Ahmet Mithat’ın,  değişim sürecinde eğitim meselesine nasıl yaklaştığını göstermek istiyoruz. Amacımız, Ahmet  Mithat örneğinden hareketle toplumun edebî eserler vasıtasıyla nasıl değiştirilmek / eğitilmek  istendiğini göstermektir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[427]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1319">
    <dcterms:title><![CDATA[TOPLUMSAL DEĞİŞİM SÜRECİNDE NAMIK KEMAL’IN EĞITIM ANLAYIŞINDAN GÜNÜMÜZE YANSIMALAR]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Namık Kemal, Tanzimat Dönemi Türk Edebiyatı, Eğitim ve Terbiye, Türk Eğitim Tarihi  ÖZET  Namık Kemal’in (1840-1888) öncülüğünü ettiği yeni edebiyat anlayışının, toplumu çağdaşlaştırmayı ve eğitmeyi amaçladığı bilinmektedir. Onun eserlerinde eğitim, yeni bir insan modeli yaratma anlamında ele alınmış; bir çağdaşlaştırma süreci olarak değerlendirilmiştir. Çağdaş eğitim yaklaşımlarından yararlanılarak hazırlanan Türkçe ve Türk Edebiyatı dersi öğretim programının amaçlarından en önemlisi olan düşünen, eleştiren, sorgulayan, yeniliğe açık bireyler yetiştirmek; Namık Kemal tarafından ilk kez Tanzimat döneminde ortaya atılmıştır. Bu çalışmada Namık Kemal’in eserlerinde, Tanzimat sonrası değişen toplumda yerini alan eğitimli, iradeli, sorgulayıcı, vatanını ve milletini seven, kahraman, hamiyet sahibi insan tipi tüm yönleriyle ele alınmış; böylelikle yazarın Türk eğitim tarihindeki yeri tespit edilmeye çalışılmıştır. Çalışmada nitel araştırma tekniklerinden doküman analizi kullanılmıştır. Edebiyatı ve sanatı estetik açıdan değil, sosyal fayda açısından değerlendiren Namık Kemal, tüm eserlerini eğitici bir fikir adamı kimliğiyle kaleme almıştır. Onun makale, mektup, roman ve tiyatro türü eserlerinde doğrudan ya da dolaylı olarak eğitime yer verdiği görülmektedir. Eğlencelerin “en edibanesi” ve “en faydalısı” olarak tanımladığı tiyatroya ayrı bir önem veren yazar; bu tür vasıtasıyla toplumu eğitmeyi ve bilgilendirmeyi amaçlamıştır. Romanlarında da sosyal fayda prensibini savunan yazar, İntibah adlı romanında tek yönlü bir eğitim metodunu eleştirirken Cezmi adlı romanda ise ideal eğitim modelini dikkatlere sunmuştur. Namık Kemal, dil ve edebiyatı yeni insanı eğitmek için bir araç olarak kullanmıştır. Onun arzuladığı eğitim modelinin günümüzdeki eğitim anlayışıyla benzerliği dikkat çekicidir. Onun özellikle kadınların ve çocukların eğitimi, ahlak, aile, terbiye konusundaki görüşleri çağının ilerisindedir. Geleneksel tarzda bir eğitimin karşısında olan Namık Kemal’in düşünen, eleştiren, sorgulayan, bilimin rehberliğini kabul eden, yeniliğe açık bireyler yetiştirme gayreti bugünkü çağdaş eğitimin de en önemli amaçlarından biri olarak karşımıza çıkmaktadır. Çağının ilerisindeki düşünceleriyle dikkat çeken Namık Kemal’in 19. yy. daki görüşleri 21. yy. için de geçerliliğini sürdürmektedir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-17]]></dcterms:date>
    <dcterms:extent><![CDATA[2237]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2203-4548     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3401">
    <dcterms:title><![CDATA[Toplumsal Kimliğin Devamlılığına Dilin Etkisi  ve Boşnakların Türkçe Tercihi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Kimlik tanımı, kişisel ve toplumsal bir ihtiyaç olarak görünmektedir. Kimlikler;  yaşayış ve düşünüş biçimi, dil, töre, gelenekler ve değer yargıları gibi birçok unsurun  birleşmesi olarak kabul edilmektedir. Kişisel ve toplumsal kimliğin devamlılığını  sağlayabilmek önemli görülmektedir. Bu tebliğde Boşnakların toplumsal kimliğinin  demalılığını sağlamada dilin etkisi üzerinde durulmaktadır. Türkizm denilen, Osmanlı  Türkleriyle Bosna-Hersek coğrafyasına gelen Müslüman kişi adları ve günlük diyaloglarda  kullanılan Türkçe ifadeler anlatılmaktadır. Bunların, toplumsal kimliğin devamlılığına  etkisi üzerinde durulmaktadır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[399]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/641">
    <dcterms:title><![CDATA[TORQUE-FLUX PLANE BASED SWITCHING TABLE IN DIRECT TORQUE  CONTROL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Direct Torque Control (DTC) is a preferred method for its fast torque response and easy  implementation in induction motor (IM) applications. However varying switching frequency  and current harmonics are the drawbacks of the method. There are many industrial  applications already using DTC. In this study, a novel switching table is proposed to reduce  current harmonics based on torque-flux plane that can be applied to current motor drives with  software modification, rather than a hardware advancement. The study is illustrated with  Simulink model and motor output results.  Keywords: Direct Torque Control, Torque-Flux Plane, Total Harmonic Distortion, Vector  Selection Table.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-05-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2524]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-36-3     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2477">
    <dcterms:title><![CDATA[Total Physical Response in Young Learners’ Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[This work aims at presenting major advantages and limitations of Total Physical Response as a method of teaching English language in young learners’ classroom. We will also give a discussion on the suitability of this method for different levels of English language acquisition and proficiency.    Focus of the work is on a research carried out with two groups: elementary school teachers with three or more years of working experience, and young teachers just beginning their TEFL experience in canton 7 in Bosnia and Herzegovina. The research will show how present and popular TPR is with teachers of English language and if the use of TPR in the classroom is limited with the curriculum.     We will try to prove the link between Gardner’s theory of multiple intelligences, different brain functions, language acquisition and TPR. In doing so, we will research the evolution of TPR and growingly popular TPR storytelling in an early level of English learning along with current misconceptions regarding the level of TPR students, and its limitation with different English learning skills.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[804]]></dcterms:extent>
</rdf:Description></rdf:RDF>