<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/2821">
    <dcterms:title><![CDATA[Mentor Feedback for the Professionalism of the Teacher Candidate]]></dcterms:title>
    <dcterms:abstract><![CDATA[In Turkey, foreign language teacher candidates, registered at a faculty of  education, have compulsory teaching experience courses which are conducted under  the guidance and supervision of mentors- namely the practicing school teachers and  faculty field supervisors. These experiences are important collaborative processes  between the teacher candidates and their mentors because the constructive feedback  received from the mentors are vital for the teacher candidates‘ professional growth  and success. However, at times the teacher mentor may not be skillful in giving  feedback pertaining to various reasons such as refraining to give knowledge to the  candidate due to avoiding conflict or perhaps even lack of pedagogical knowledge.  Within the framework of such concerns, the aim of the present study is to become  familiar with the types of feedback that the teacher candidates receive from the  teacher mentors during or after the candidates teaching experience performances. In  order to investigate this situation, data collection for the study is comprised of a  questionnaire administered to 70 final year students at a faculty of education English  language teaching department. The questionnaire consisting of 20 items was  originally designed and published by the author.  The results of the study display that the feedbacks are mainly based on the following  dimensions; the ensuring of learner participation and interaction, the development of  communicative competence in learners, the improvising of teaching methodology,  and current trends in language teaching.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[683]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2820">
    <dcterms:title><![CDATA[Do we need a specific grammar for non-canonical expressions? A  description and analysis of definitions of some NC constituents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Needless to say that from a linguistic point of view a clear and cut distinction  between canonical and non-canonical expressions is to be made for language explanations  but especially for translation analyses, due to the fact that a good number of realizations  belonging to the Gray Areas (GA) of language may arise from recurrent combinations of  specific types of combined lexical items. The resultant lack of interaction between L1  propositions and L2 representations, identical or not, is often explainable and clarified by  the Error Analysis (EA) method. Data collected and analysed here for this presentation  have been chosen at hazard from different sources.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[105]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2819">
    <dcterms:title><![CDATA[Methodology Focused on Child  (Example: Bosnia and Herzegovina)]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the project of the EU reform of general education in Bosnia, very  important place in the profile of the reformed schools definitely take teaching  methods aimed at children. Motivating activities, dramatic teaching and  feedback can have very important role in teaching. There are varied activities  which provide motivation in class and help students to enhance more  knowledge. Dramatic teaching is also very important for to enhance both the  relatonship between us as teachers and our students and relationship between  the students themselves. At the same time, dramatic teaching can help students  create interest, clarify information, assist in organizing thoughts, promote  understanding and relieve boredom while students work on their cases.  Pedagogical value of different activities may also help in teaching. Feedback  activities help students revise they have learned.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[569]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2818">
    <dcterms:title><![CDATA[Strategies Used in Producing English Lexical Collocations  by Saudi EFL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Thirty, with two distinct proficiency level, EFL Saudi English majors at Taibah  University participated in this study. Two written elicitation tasks were used: a fill-in-theblank  test which was accompanied by a self-checklist, and a translation test. In addition,  retrospective data was also collected from the participants to elicit their reflections on  their written production.  The qualitative analysis of the data resulted in the development of a taxonomy of the  strategies used by the participants of the study. The taxonomy was divided into five  major categories: retrieval, L1 based strategies, L2 based strategies, reduction strategies,  and test-taking strategies.  The participants‘ overall use of strategies in producing unacceptable collocations was  higher in frequency than their use of the strategies in producing acceptable collocations.  The results also revealed that the participants relied on L2 based strategies more often  than other strategies in producing both acceptable and unacceptable collocations. The  results also showed that the two groups seemed to have chosen the same strategies and  have not differed much in their total number of use. The results revealed that HPS and  LPS differed significantly in their use of strategies in producing acceptable collocations  especially with regard to the retrieval strategy, L2 based strategies and L1 based  strategies in favour of the HPS group. In the production of unacceptable collocations, on  the other hand, there were statistically significant differences between the two groups  especially with reference to the use of the reduction strategies and L2 based strategies in  favour of the LPS group. The implications of the research findings for teaching English  collocations are discussed, along with pedagogical recommendations.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[87]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2817">
    <dcterms:title><![CDATA[SEMANTIĥKI REGENS I NJEGOVI ABROGATORI U ARAPSKOJ  GRAMATICI ZAVISNOSTI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ovaj rad istraņuje zavisne veze reĦeniĦnih Ħlanova u arapskom jeziku  primarno iskazane promjenom flektivnih formi i interpretira ih u kontekstu  tradicionalnog, izvorno arapskog koncepta zavisnosti reĦeniĦnih elemenata ili  konstituenata, ali i u kontekstu modernih sintaktiĦkih i semantiĦkih teorija. Jedan dio  rada se osvrĤe na al-Ğurğānījev sistem klasifikacije regensa kao upravnih elemenata  unutar razliĦitih sintaktiĦkih konstrukcija, koji je na izvanredan naĦin uspio pomiriti  sintaktiĦke i semantiĦke kriterije klasifikacije. Uglavnom se analiziraju semantiĦki ili  apstraktni regensi koje je postulirala i prepoznala klasiĦna arapska nauka o jeziku, tj.  semantiĦki regens imenske reĦenice, semantiĦki regens indikativa prezenta u okviru  glagolske reĦenice i Ħesto propitivani i od nekih uĦenjaka odbaĦeni semantiĦki regens  modifikatora u imeniĦkoj frazi. U radu se pojańnjavaju razlike koje postoje izmeħu  dviju dominirajuĤih gramatiĦkih ńkola, kufske i basranske, pri analizi rekcije  semantiĦkih regensa i njihovih abrogatora te forme zavisnih Ħlanova. ZakljuĦak  pokazuje da su u tradicionalnoj arapskoj gramatici anticipirani neki pogledi modernih  semantiĦara.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[24]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2816">
    <dcterms:title><![CDATA[REALIGNING THE LINGUISTICS-LITERATURE INTERFACE FROM  A CONCEPTUAL STANCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Multimodality in the domain of linguistic and literary research and  teaching emerged imperceptibly and laid the groundwork for an organic and  systemic analysis of language-based phenomena. In this sense, literary theory is an  extension of linguistic processes ensuing from the rudimentary thought-forming  cycles. Nonetheless, linguistics is by no means literatureless and its multifarious  theoretical frameworks can be neither vindicated nor demarcated as autonomous in  their own right. The causality-corollary relation is incontrovertible and easily  demonstrable. However, the notion of inter- and post-disciplinary studies is  routinely dismissed or regarded contemptuously and with grave misgivings.  This paper aims to disprove such viewpoints by dint of theoretical evidence from the  stockpile of cognitive linguistics. Conceptual categories will serve as the linchpin of  the research tenor thus corroborating the premise that the generation of given textual  or verbal discursive sequences inexorably reverts to the source upon its  manifestation. In this manner, both the creative process and its deliverables are  conceptually bound at the cognitive level. For the purposes of this small-scale  survey, samples from fiction, poetry and prose alike, are selected and conceptually  parsed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[62]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2815">
    <dcterms:title><![CDATA[CONTRASTIVE ANALYSES OF POSTPOSITIONS IN TURKISH  LANGUAGE AND PREPOSITIONS IN BOSNIAN LANGUAGE ON THE  EXAMPLE OF THE NOVEL „DEATH AND THE DERVISH―]]></dcterms:title>
    <dcterms:abstract><![CDATA[When transferring from one language, language A, to the other , language B,  similarities and differences can easily be perceived. Very often, some language categories are  found in one language, but not in the other one. In order to detect those similarities and  differences, we need contrastive analyses. Turkish language does not identify category of  prepositions, and instead of prepositions, postpositions or quasi-postpositions are being used,  occasionally even case endings. Subject relations in Bosnian language are expressed by  prepositions, while in Turkish language different morpho syntactic resources and word  classes ( case endings, flex ion, post positions, quasi-post positions etc.) are being used. In  this paper, we shall borrow examples from Mesa Selimovic&#039;s novel „Death and the Dervish―,  and discus the question of prepositional concord in Bosnian with post positions in Turkish.  When listing adverbs in Turkish, we are noticing different words for prepositional  expressions in Bosnian: words and endings, since Turkish language does not identify  prepositions like other Indo European languages do, therefore prepositions are placed after the  correlated word. Hence, the main difference is that prepositions are placed in front of the  autonomous words case form, and post positions after the word to which case ending of that  same post position is implicated. This will be discussed further.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[58]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2814">
    <dcterms:title><![CDATA[The Use of Non-verbal Communication in the classroom]]></dcterms:title>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[587]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2813">
    <dcterms:title><![CDATA[Functional Categories in the L2 Acquisition of English Morpho-Syntax: A  Longitudinal Study of Ten Farsi-Speaking Children(conclusion)]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been considerable debate during the last several decades regarding  child and adult second language acquisition of morpho-syntax. This is a longitudinal case  study of ten Farsi-speaking children learning English. The research deals with the initial  state and further development in the child second language (L2) acquisition of syntax  regarding the presence or absence of functional categories, as well as the role and degree  of L1 influence in this regard. Some studies in the field of child L1 acquisition are  discussed to determine similarities or differences between child L1 and child L2  acquisition. Examining data collected from the children‘s speech over a period of 9  months, the competing claims of the two most prominent hypotheses about early L2  grammars are tested: Vainikka &amp; Young-Scholten‘s (1996) Minimal Trees/Structure  Building hypothesis and Schwartz &amp; Sprouse‘s (1996) Full Transfer/Full Access  hypothesis. Word order, suppliance of copula be are investigated and the conclusion is  reached that functional categories are absent at thei nitial state and that they emerge  without the learners‘ reliance on their L1, consistent with Minimal Trees/Structure  Building.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[563]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2812">
    <dcterms:title><![CDATA[Functional Categories in the L2 Acquisition of English Morpho-Syntax: A  Longitudinal Study of Ten Farsi-Speaking Children]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been considerable debate during the last several decades regarding  child and adult second language acquisition of morpho-syntax. This is a longitudinal case  study of ten Farsi-speaking children learning English. The research deals with the initial  state and further development in the child second language (L2) acquisition of syntax  regarding the presence or absence of functional categories, as well as the role and degree  of L1 influence in this regard. Some studies in the field of child L1 acquisition are  discussed to determine similarities or differences between child L1 and child L2  acquisition. Examining data collected from the children‘s speech over a period of 9  months, the competing claims of the two most prominent hypotheses about early L2  grammars are tested: Vainikka &amp; Young-Scholten‘s (1996) Minimal Trees/Structure  Building hypothesis and Schwartz &amp; Sprouse‘s (1996) Full Transfer/Full Access  hypothesis. Word order, suppliance of copula be are investigated and the conclusion is  reached that functional categories are absent at thei nitial state and that they emerge  without the learners‘ reliance on their L1, consistent with Minimal Trees/Structure  Building.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[562]]></dcterms:extent>
</rdf:Description></rdf:RDF>