<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/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/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/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/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/2867">
    <dcterms:title><![CDATA[Improving Reading Comprehension Skills in ESL Classes through  Newspaper Articles]]></dcterms:title>
    <dcterms:abstract><![CDATA[Newspapers offer good chances of reading  practice for ESL learners of  different proficiency levels.Since newspaper articles are authentic in terms of language  they use,experiences they report,and culture they reflect they may attract ESL learners‘  attention with their headlines,content areas,and pictures.On the other hand, they are  difficult to handle for exactly the same reasons. To start with, we had beter take a close  look into the nature of reading comprehension.  Traditionally, in the study of second language comprehension, it has been the text  (language to be comprehended)to blame for failures to comprehend not the reader or  listener.Failures to comprehend a well-formed text passage have been attributed to some  unknown language elements like words and gramatical rules.But today it is believed that  it is not the text but the previously acquired knowledge that makes the comprehension  possible.Immenual Kant claimed as long ago as 1781 that  ‘new information,new  concepts,new ideas can have meaning only when they can be related to something the  individual already knows‘(Rumelhart:1980).  One of the obvious reasons why a reader fails to understand a text is that the schema  involved is culturally specific and does not exist for the reader.If the implicit culture  content knowledge presupposed by a text interacts with the reader‘s own background  knowledge of content, that text is easier to read and understand than rhetorically and  syntactically equivalent text based on a less familiar and more distant culture (Anderson:  1979). ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[541]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2866">
    <dcterms:title><![CDATA[Two-Level Description of Kazakh Morphology]]></dcterms:title>
    <dcterms:abstract><![CDATA[Koskemnieni‘s two-level model has received a lot attention in modeling  morphology. In this paper we present an ongoing study on a comprehensive two-level  description of Kazakh morphology. Our description is implemented using the  morphological parser in the Dilmaç Machine Translation Framework. A lexicon  containing the root words of contemporary Kazakh is used in the testing.  Phonological and morphological special cases and exceptions have been considered in  nominal, and verbal conjugations. To out knowledge this is the first time Kazakh  phonological rules and morphotactics are computationally described which makes it  possible to implement other linguistics applications such as machine translation  systems.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[85]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2865">
    <dcterms:title><![CDATA[ENGLISH LANGUAGE TEACHING THROUGH CONTENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[:Most linguists will agree that the natural process of language development  does not happen in isolation but through a process of understanding the socio-cultural  surroundings. Traditionally, second language education is taught in isolation where  the focus was on grammar. Research has since found that language is learned most  effectively for communication and purposeful social interactions. The merging of  purposeful meaning with language allows for the student grasp onto a tangible topic  not only helping to further language development but also cognitive development.  Cummins discusses this idea of content language learning by separating language  tasks as either context reduced or context embedded. Context reduced tasks lacks  meaning for communication and is not cognitively challenging. On the other hand,  context embedded tasks provides meaning for communication and requires in depth  analysis. Merging content with language education requires students to not only learn  the content information but to develop Cognitive Academic Language Proficiency  (CALP). The academic application of the language being learned makes the language  useful and applicable allowing for greater retention of the language. Past research  has also shown that English Language Learners lack native like proficiencies due to  the over emphases on grammar. In order for content language education to work,  content cannot supersede language goals. Language functions such as grammar,  vocabulary, and writing are taught alongside content in a way that makes sense for  that topic.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[16]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2864">
    <dcterms:title><![CDATA[Revision books in ESP: Myths and Reality]]></dcterms:title>
    <dcterms:abstract><![CDATA[The term LSP is commonly used when referring to teaching and research of language  in relation to the communicative needs of speakers of a second or foreign language  used in a particular workplace, academic, or professional context thus LSP courses  usually focus on the specific language needs of relatively homogeneous groups of  learners. They may be addressed to students at, most often, tertiary level of education  or to people who already completed formal education but need to use a foreign  language to communicate in professional target situations.  The starting point of every ESP course design is a detailed needs analysis which  allows to define linguistic requirements of learners, competence gaps in relevant  areas, set the required level of knowledge and specify the ways of achieving it.  Therefore courses of languages for specific purposes may vary in the choice of  language skills, functions and topics taught. The need for individualization of the  teaching process requires also decisions regarding teaching materials to be used.  McGrath (2002:4) notices that ‗ when experienced teachers teach using a course book  that they know well, they will have a sense of what to use and what not to use, what to  adapt and where to supplement‘. But how important for such decisions are the  preferences of learners?  The aim of the article is to present revision books - didactic material highly valued by  learners but not so much by teachers - and to outline some of the reasons for this  discrepancy.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[82]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2863">
    <dcterms:title><![CDATA[Politics of English in the Arabian Gulf]]></dcterms:title>
    <dcterms:abstract><![CDATA[The number of American, English and Australian branch campuses in the  Middle East and North Africa (MENA) region almost doubled between 2000–2007  from 140 to 260, and Qatar and the United Arab Emirates (UAE) alone have  established over 40 branch campuses during this period. The language of instruction  at these institutions is primarily English, which is creating some tensions in the  region related also to the rapid influx of other expatriate language groups including  Urdu, Nepali, and Tagalog. Not only do native Arabic speakers fear the loss of  cultural and linguistic heritage, as Gulf governments begin heavily investing in  biotechnology, ITC capacity and research output (patents and peer-reviewed  scientific papers) educated elites in the GCC countries are confronting the  widespread use of English on the internet and the international science community.  Policy makers, particularly in Qatar, UAE, and Saudi Arabia, are responding to the  growing use of English by sponsoring cultural heritage museums and libraries,  programs in digitization of Arabic heritage books, and funding research into real-time  Arabic-English and English-Arabic machine translation. This contribution outlines  the debates found both in scholarly journals as well as popular regional newspapers  in English and Arabic on the use of the English language, and analyzes the cultural,  political, and social context of these arguments.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[13]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2862">
    <dcterms:title><![CDATA[Bilingual education: the road to multilingualism]]></dcterms:title>
    <dcterms:abstract><![CDATA[Globalisation emphasizes the importance of foreign languages by influencing the  development of national strategies for learning languages, thus contributing to  conservation or harmonization of language ecological balance in the world.  The increasing attention given to language issues in Europe resulted from the intention to  overcome numerous problems related to language, communication, interaction and multilayered  international cooperation and understanding in the context of ethnic, religious and  cultural differences on global level, but also to promote the integration processes  enhanced by various forms of mobility. What also contributes to this is an overall  democratization of public life and raising awareness in different minority groups, as well  as parallel processes of globalization, localization and glocalization: comparison,  permeation, survival and adaptation of local environment to global context.  At the same time, there are concerns based on the prejudice that globalization trends  could endanger citizens&#039; needs at individual and local level of identification with their  people, country, religion, cultural specificities and so on. In the area of foreign language  teaching policy there have been inappropriate reactions to the &quot;danger&quot; threatening the  dominant language and culture that are allegedly jeopardized by the presence of other  cultures and languages in a formal education system and environment.  Bilingual education (in Serbia since 2004) promotes multilingualism, with the belief that  it contributes to overcoming linguistic, cultural and communication barriers and develops  tolerance. This paper, as an appendix to the introduction of bilingual teaching, interprets  the results of research on the importance of learning foreign languages, cultural and  linguistic bias in students of bilingual and regular classes. The aim of the paper is to  identify similarities and differences in the attitudes of bilingual and regular students.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[106]]></dcterms:extent>
</rdf:Description></rdf:RDF>