<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/2431">
    <dcterms:title><![CDATA[What do I say when I know that you know my language? Communication strategies Turkish EFL learners use when interacting with Turkish and native speakers of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Different kinds of research have been conducted on various aspects of communication strategies (CSs) that non-native speakers use when they lack the required linguistic item(s) in order to be able to maintain communication. Some of these aspects of research include teachability of CSs (Dörnyei 1995, Maleki 2007), the effect of proficiency level (Aliakbari&amp;Allwar 2009; Tajeddin&amp;Alemi 2010), the effect of L1 background (Rababah&amp;Bulut 2007), the use of specific CSs (Bada 2010), and classification of CSs (Tarone 1977, Faerch&amp; Kasper 1983, Bialystok 1983, 1990, Paribakht 1985, Willems 1987, Poulisse 1993, as quoted in Dörnyei &amp; Scott 1997, Rababah 2002, Nakatani 2006). This paper aims to present the results of a descriptive study which investigated the CSs that university level Turkish EFL learners resort to when interacting with their Turkish and native speaker teachers of English. To our knowledge no research has been reported on this aspect of CSs. The study was conducted in the English Preparatory Program of a Turkish university during 2011-2012 academic year. In the program, students study at different levels for 8 weeks and during this period they take 6 oral weekly quizzes. The class selected for this study included 20 B1 level students. Two instructors – one Turkish and one American native speaker of English- took turns to give the oral quizzes. Each student had a 3-5 minute interview with the instructor to talk about a topic which was covered in Speaking/Listening module that week. Interviews were video-recorded, transcribed and coded in order to identify the CSs that students used when interacting with the instructors. The paper ends with the discussion of the results and their implications for second language acquisition and language learning in EFL context. It is hoped that results of this study shed light on the issue of whether learners’ use of CSs is affected by the participants’ coming from the same L1 background or not. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[880]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2797">
    <dcterms:title><![CDATA[What Every Teacher Should Know about It]]></dcterms:title>
    <dcterms:abstract><![CDATA[t is certain that all teachers must possess knowledge. The question, however,  is: „What kinds of knowledge every teacher aspiring to be successful in his or her job  should have?― The purpose of this paper is to provide, if not definitive, than at least an  elucidating answer to this question. The paper deals with three kinds of knowledge all  teachers should possess: content or subject matter knowledge, pedagogical knowledge and  pedagogical content knowledge. Content knowledge refers to the teacher‘s knowledge of  the subject matter he/she teaches, and increases the teacher‘s own confidence, which  directly influences the level of confidence the students‘ have for the teacher. Pedagogical  knowledge, on the other hand, is not directly associated with the subject matter, but can  still have an immense impact on the final results of the learning process. It is concerned  with improving the relationship between the students and the teacher by helping the  teacher recognize a variety of different situations which can appear in the classroom and  equipping the teacher with appropriate techniques which enable him/her to respond  appropriately to each of those situations. The third kind of knowledge, pedagogical  content knowledge, unites the previous two, and helps the teacher find the  methodologically most appropriate ways to present the given content. As elaborated in the  paper, taken together, these three kinds of knowledge improve rapport between the  students and the teacher and maximize student achievement, which is the ultimate goal of  any learning process.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[8]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2513">
    <dcterms:title><![CDATA[What Goes Around Comes Around:  Proverbs in Books Used to Teach English to Future EFL Teachers in Turkey  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[In EFL settings, coursebooks are the main materials teachers depend on to teach the target language. Therefore, these materials should be designed to meet the needs and expectations of language learners (i.e., should help learners develop their communicative competence (CC)) (Celce-Murcia 2001). This need is even more apparent in the case of teacher trainees as language learners; before attaining pedagogic competence in the teacher education institution, teacher trainees need to attain CC so that they are not side-tracked by language weaknesses in their professional development (Cross, 1995:3). The aim of this study was to uncover whether or not the EFL books used in Anatolian Teacher Training High Schools (ATTHS) in Turkey help future language teachers develop their CC by providing enough information and instruction on proverbs, which are claimed to make an important contribution to the development of each of the competences in Bachman’s CC framework (Littlemore &amp; Low, 2006).    The data collection and analyses for this study were done in three stages: (1) a questionnaire was employed to identify the coursebooks used in ATTHS; (2) an analysis form was designed to identify the number, form of the proverbs and the way (method and purpose) they were presented in the selected coursebooks; (3) a checklist was designed to uncover the aspects of proverbs that were explicitly dealt with in these coursebooks.    The results of the study showed that while the scrutinised local coursebooks contained only a few proverbs, the analysed international coursebooks included a relatively bigger number of proverbs. However, except for some of the semantic and cultural aspects of proverbs, there were hardly any explicit references to other aspects of proverbs in the examined coursebooks and a considerably big number of the proverbs included in the books were not among the frequently used ones by native speakers of English.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[809]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/761">
    <dcterms:title><![CDATA[WHAT Is XBRL (Extensible Business Reporting Language)? Use of XBRL in Balkan Countries and Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[XBRL (extensible Business Reporting Language) is a freely available, digital data encoding language and global standard for exchanging business information electronically between financial data producers and users. The purpose of XBRL is to standardize the automation of business intelligence (BI). Therefore, organizations, companies, firms, government agencies etc., could prepare and exchange their financial statements via XBRL instead of using pdf, html, doc, xls which might create some problems and consumes more and more time.   In this study, there was given an overview, historical development of XBRL, benefits and uses of XBRL. Also it is exemplified the usage of XBRL in the World, with special focus on Balkan countries and Turkey. At the end, some suggestions about XBRL usage are made for Balkan countries and Turkey.  Keywords: XBRL, Electronic Financial Reporting, XML.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2576]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/830">
    <dcterms:title><![CDATA[What User Thinks About Privacy on Social Networks: An Empirical Study]]></dcterms:title>
    <dcterms:abstract><![CDATA[Practically billions of users are using a wide selection of so called &quot;social networks&quot; which serve as a meeting point for individuals, groups etc. Recently, more and more people join multiple social networks on World Wide Web, such as Facebook, Linkedin, Twitter, Google Plus etc. to share information and updates of their lives and at the same time to monitor or participate in different activities. Social networking has become one of the most popular activities on the web, with the top sites boasting hundreds of millions of users, and social networking sites representing an important portion of world’s 100 most-visited web sites.    On social networks, service providers (i.e. facebook, twitter, google plus) have the chance to create unique products or services for each customer where the information provided by users are actually an essential part of the service. For example, we all have a different profile page (and network) based on our information, location etc. and provided by social networking company (service provider). Very sensitive personal data are uploaded to user profiles including but limited to, personal identity, date of birth, photos, job/education information, and location. Scholarship on social networking on World Wide Web is flourishing and privacy issues can be considered as a popular topic on these studies.    In this paper, based on a questionnaire, we try to understand what users think of regarding their private information on social networks. Questionnaire is based on the scale “information privacy: measuring individuals&#039; concerns about organizational practices” developed by Smith, Milberg and Burke (1996). We argue that, if providers can come up with a secure infrastructure, transparent data usage policy and rich privacy options for users to opt-in and out, people will engage in more social networking activities and providers can make more profit.    Keywords: privacy, user, social network, knowledge, management.    ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2603]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1927">
    <dcterms:title><![CDATA[Where has Joyce Carol Oates&#039;s Fiction Gone?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: violence, superficial, realism, gothic, parody  ABSTRACT  This study aims at presenting a chronological view on Joyce Carol Oates&#039;s fiction, and thus its variation and evolution. The title of the paper springs from one of the most acclaimed short stories by the author in question, &quot;Where are you going, Where have you been&quot;. A writing career which started with her first novel, With Shuddering Fall (1964), and continues to the day, speaks for an ongoing process of experimentation with the means of expression. If attempting to find a common thread pervading all her novels, violence can be said to carry the greatest weight in her thematic treatment. However, from the physical violence of the early stages, her novels of the 1980s move towards a more explicit featured violence reaching the phase where characters are able to verbalize violent incidents in the novels of the 1990s. The characters inhabiting her novels are as well a proof of this evolution process. Scholars have criticized the characters of the initial stage as being superficial and inarticulate, who sometimes commit suicide as they cannot bear the burden of their actions. Later novels witness characters, who despite their deficiencies, have learned to make their way through the dark reality of the American society, rarely resorting to suicidal attempts. The paper will also look at the issue of literary movements which have influenced and find reflection in the fiction of Joyce Carol Oates spanning over 5 decades.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1775]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3235">
    <dcterms:title><![CDATA[Which Way is More Suitable for Turkey&#039;s Real Estate Market?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Real Estate Finance or mortgage finance is more popular economic issue around  the World and Turkey. Real estate markets are more productive markets than other markets.  This market energize nearly 200 other main and submain sector. Because of that, after the  economic crises and recessions countries start going to vitalize this sector for accelareting  other sector and whole economy.  Nowadays, Mortgage finance’s negative effects have been shocked to economies. Turkey is  among to countries which effected less than other countries. The question of “ Which  strategy is more sutiable and useful for Turkey’s real estate market?” is more controversial  now adays in Turkey.  Because of that we prepared a survey and studied to detemine more sutiable strategy for  vitalizing to real estate market of Turkey. We applied to survey to certificated or working in  any bank 200 real estate specialists. After the survey, we entered the data to SPSS program  and we found the econometric market, credit structure, funding, demand, strategy models  which suitable to Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[241]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2090">
    <dcterms:title><![CDATA[White box]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Villa Savoye was the culmination of many years of design, and the basis  for much of Le Corbusier&#039;s later architecture. The plan of the building is  square; one of the ideal shapes which the architects so admired. Within this  strict geometry, dynamic curved forms are added, like the staircase and the  solarium on the roof screened by curved walls. Interlocking ribbon windows  are repeated on all sides of the building providing openness and light. The  whole structure is painted in pure colour - white on the outside, a colour with  associations of newness, purity, simplicity, and health and planes of subtle  colour in the interior open living areas. One is never clear as to what is  outdoors and what is indoors: the villa is a homage to light, and air, as well as  a complex geometry and plan that can be quite baffling on first encounter.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1447]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2968">
    <dcterms:title><![CDATA[Who are Our Students? Investigating Learners’ Risk Taking Ability and  Achievement on Second Language Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teachers of second language, to be most effective, should be aware of who their  students really are. It means that teachers must comprehend diversities among their students  in many individual characteristics, such as age, self-esteem, motivation and motivation span,  sex, cooperation, competition, language learning techniques, strategies, styles, and the last and  one of the distinctive individual characteristics is risk-taking ability. All of these variables are  directly related to achievement; however the general purpose of this study is to overview the  links between learners’ risk-taking ability and achievement on second language acquisition in  a comprehensive manner. The study examines three stages. The first part of this paper  presents the general overview of learners’ risk-taking ability and behaviors on language  acquisition process and its effects on learners. The second part introduces how it affects  achievement, the proportion between risk-taking ability and achievement. The third part of the  article is related to advantages and disadvantages of risk-taking on second language teaching.  The article concludes with how teachers and learners use this character positively.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[320]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1955">
    <dcterms:title><![CDATA[Who is America and Where Does She Go? Cognitive Mechanisms in Inaugural Addresses of American Presidents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another.  However, scientific disciplines exploded during the last century and linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains.  Politics is the area which abounds in metaphors and metonymies and from a linguistic perspective it is impossible even to imagine how a serious political speech would look like without these linguistic means.  The paper analyses this aspect of the American society and, as the prototype of the American political discourse, we analyse presidential inaugural addresses. Understanding the importance of this event, it is impossible not to think about the messages and linguistic means inaugural addresses contain. Inspired by these questions, we decided to analyse several inaugural addresses and determine how mataphors and metonymies are used in American political discourse over the last three decades. The analysis focuses on inaugural addresses of Ronald Reagan, George H. W. Bush, Bill Clinton, George W. Bush and Barack Hussein Obama.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1835]]></dcterms:extent>
</rdf:Description></rdf:RDF>