<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/2771">
    <dcterms:title><![CDATA[Providing web-based multilingual lexical learning materials with a  regional culture oriented focus]]></dcterms:title>
    <dcterms:abstract><![CDATA[This presentation introduces a CALL Multilingual Visual Dictionary  (MLVD) CALL project which is being developed at Okinawa University, and is funded  by the Japanese Ministry of Education, Science and Technology (MEXT). The project  began in 2005 with a perceived need on the part of teachers and students at the university  for language materials that reflect Okinawan and Japanese culture.  The project involves the compilation of a visual dictionary with entries in three languages:  English Chinese and Japanese. Visuals include still photos and short videos. The  dictionary is organised by themes. These allow us to explore various cultural artifacts and  customs within authentic settings. The organisation of the units differs according to the  main themes. The learning materials are a mixture of web-based and classroom based  materials.  In this presentation I explain the organization of several units, show examples of the  visuals and practice activities.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[99]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2770">
    <dcterms:title><![CDATA[Modal and Modality Notion of Complex Predicate  in German and Bosnian Languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the paper is to highlight by contrastive approach broad issues of  indicative and modal categories in German as target language and in Bosnian language. A  number of examples of complex predicates in both languages were presented with the method  of contrastive analysis with emphasis on the modality. It was found that the Bosnian auxiliary  verbs are not always able to credibly convey all the nuances of meaning of German auxiliary  verbs that are used to express modal and modality notion in general. In addition, other  language categories in Bosnian language contribute to express modal and modality notion  such as adjectives, adverbs, conjunctions, subordinate clause or some other syntactic  structures. It was also important to show the comparison and the use of the verb tense and the  mood in German and Bosnian. Auxiliary modal verbs used to express modality in German  usually stand in present tense and past tense, while in Bosnian language such verbs stand  mainly in present tense and perfect tense. When it comes to the mood, indicative and  subjunctive are most frequently used in German and indicative and ―potencijal‖ verb form  (for the expression of will) in Bosnian language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[551]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2769">
    <dcterms:title><![CDATA[Letter transformation at linguistic understanding of deaf people]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper analyzes the importance of writing in linguistic understanding  of the text, through the transformation of the original programmed hand alphabet as  the font (PC &amp; DEAFNESS). The aim of the research was to examine the  understanding of the correspondence between the deaf children, through comparative  analysis at understanding of the content at transformation of PC&amp;DEAFNESS into  font Times New Roman. To realize the set goal, the combined programs were used to  write two letters at the specially designed software package. Research was conducted  on a sample of 70 subjects of deaf children, which is divided into two equal and  uniform subsample of the 35 subjects, of which one subsample is an experimental  group and the second control group. The experimental group was writing to each  other with programmed alphabet, with the possibility of transformation of the letter,  and the control group with standard script, with no possibility of transformation.  Evaluation of results and testing hypotheses about the significance of the difference  of writing two letters and understanding at deaf children, has been expressed by the  analysis of changes, using canonical discrimination analysis, which showed that the  two samples differ significantly, at a significance level of P = 0.00. It was found that  the respondents of experimental group showed better results in writing programmed  alphabetical letter, with the possibility of transformation of the font.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[92]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2768">
    <dcterms:title><![CDATA[The Use of IT Tools in Everyday Classes Where Foreign  Language is Taught]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims to present the situation of using IT tools in everyday  classes where foreign language is taught. The research is empirical. The survey study  was conducted among students of a new private university in Bosnia and  Herzegovina. The questionnaire was applied to students from 17 to 25, male and  female students learning 2 foreign languages. The results of the study can be the  useful resource for future research and help better practical implementation of IT tools  in the class.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[83]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2767">
    <dcterms:title><![CDATA[Undergraduate Level EFL Student‘s Beliefs About Language  Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[By providing quantitative data from the modified EFL version of Beliefs  about Language Learning Inventory (BALLI) completed by the ELT undergraduate  level students in one of the Turkish Universities, the survey was aimed to obtain  generalizable conclusions about beliefs or notions about language learning of  undergraduate level EFL students. The relationships among gender and years of  education in the ELT department, as the impacting factors, and the participants‘ scores  in the BALLI were statistically analyzed. The results were discussed in terms of the  EFL students‘ the most important beliefs and the effect size of the gender and years of  education as the variables on their beliefs about language learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[668]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2766">
    <dcterms:title><![CDATA[OYUN VE BULMACA ETKĠNLĠKLERĠYLE YABANCILARA TÜRKÇE  KELĠME ÖĞRETĠM YÖNTEMĠ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Makalenin amacı oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime  ôğretim yôntemlerini açıklamaktır. Yabancı dillerin kelime ôğretiminde ôğrenci  motivasyonun sağlanması için oyun ve benzeri etkinliklere sıkça yer verilmektedir.  Yabancıların hızlı ve kalıcı bir Ģekilde Tùrkçe kelimeleri ôğrenmelerini sağlamak  amacıyla ilgili çalıĢmalar incelenmiĢ, oyun ve bulmaca yôntemi ùzerine dikkatler  çekilmiĢtir. Yabancılara Tùrkçe ôğretenler ôzellikle kelime ôğretiminde bu çalıĢmada  açıklanan etkinlikleri test ederek konuyla ilgili tecrùbelerini geliĢtirebilirler.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[10]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2765">
    <dcterms:title><![CDATA[Situation Types and Implications of Teaching Single Verb Versus Multiple  Verb Constructions of Tatar to Turkish speaking Students in Higher  Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The significance of verb semantics and aspectual distinctions of verbs within  a specific language is obvious and relevant, as much to language acquisition (Andersen  and Shirai 1996; Aksu-Koc 1978 and 1998; Gôkmen 2003 and 2004; Gôkmen and Lee  2002; Olsen 1999), as to second language acquisition (Bardovi-Harlig 1994a, 1994b,  1998 and 2000; Collins 2002; Salaberry &amp; Shirai 2002; Slabakova 2002).  Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3)  and to involve three types of information, namely the lexical meaning of a verb, its  argument and inflectional structure (Smith 1983, 1986 and 1997). Specifically, the  situaiton types within aspect are important in foreign language teaching since, besides  aspectual type of a single verb, the ways in expressing aspect, and in particular the  situaiton types, also exhibit differences from one language to another. In Tatar, for  instance, the situation types, besides other aspectual information, involve double or  multiple verb constructions, which either identify or modify the aspectual type of a  sentence.  Both Tatar and Turkish are agglutinative languages having SOV word order, and belong  to Turkic linguistic family. As opposed to Turkish which is mostly a language of single  verb predicates, Tatar, though closely related to Turkish, heavily rely upon double or  multiple verb constructions in order to make aspectual distincitions within clauses and  distinctions of situation types in verb meaning.  During the instruction of Tatar courses for more than 8 yeras, based on student  homeworks, term papers and exam papers, I have observed that double verb  constructions with aspectual post verbs is one point in learning Tatar grammar which  students make most of their mistakes. In this paper, I am going to investigate if there are  any meaningful differences between the levels of learning single verb constructions on  one hand and double or multiple verb ones with aspectual post verbs on the other. In this  regard, the preliminary findings point out to the fact that the learning of double/multiple  verb constructions with aspectual post verbs by Turkish speaking students, who do not  have paralel constructions in their native language, are less successfull in comparison to  the learning of single verb perdicates.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[684]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2764">
    <dcterms:title><![CDATA[Two-Level Qazan Tatar Morphology]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper we present a two level description of Tatar Language. Tatar is a  Turkic language and the official language of Tataristan. It is spoken by millions of people  mostly in the world. We describe the Tatar orthography using two level rules of  Koskenniemi. These orthographic rules governing the phonology of the language during  word formation is essential to morphological parsing and generation. We then represent  the Tatar morphotactics using finite state machines. The FSMs for nominal and verbal  morphotactics describe in detail how the words of the language can be formed. The  orthographic rules and morphotactics are implemented in the Dilmac Machine  Translation Framework by encoding them in XML files in an language independent way.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[63]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2763">
    <dcterms:title><![CDATA[Eğitsel Oyunlar ve Etkinliklerle Yabancılara Türkçe Öğretim Yöntemi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalıĢma, yabancılara Tùrkçe ôğretiminde eğitsel oyun ve etkinliklerin  kullanım yôntemlerini açıklamaktadır. Yabancı dil ôğretiminde konuyla ilgili  materyal taranmıĢ ve yabancılara Tùrkçe ôğretiminde kullanılması dùĢùnùlen  yôntemlerin uygulama Ģekilleri belirlenmiĢtir. Eğitsel oyunların yabancılara  Tùrkçe ôğretiminde ôğrenci motivasyonunu sağlaması ùzerinde de durulmuĢtur.  Makalede elde edilen veriler değerlendirilmiĢ ve yabancılara Tùrkçe ôğretiminde  eğitsel oyun ve aktiviteler bir plan çerçevesinde sunulmuĢtur. Yabancılara  Tùrkçe ôğretirken ôğrenci dikkatini sağlamada problem yaĢayanlara bir fikir  vermesi bakımından bu araĢtırma ônemlidir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[29]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2762">
    <dcterms:title><![CDATA[Bosna-Hersek‘te Türkçe]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosna-Hersek‘te Tùrkçenin varlığı bu bôlgenin Osmanlılar tarafından  fethedilmesine dayanır. Fetihten sonra devletin resmi dili olması ve din birliğinden  dolayı Tùrkçe, varlığını artırarak sùrdùrmùĢtùr. Bu sùreçte Osmanlıların fetih, iskân,  eğitim ve kùltùr politikaları ôzellikle etkili olmuĢtur. XIX. yùzyılın son çeyreğinden  baĢlamak ùzere bôlgedeki Tùrk varlığı giderek zayıflamıĢtır. Tùrkçe ise varlığını az  da olsa sùrdùrebilmiĢtir. Bu yazıda Tùrkçenin Tùrk-Ġslam kùltùrù çerçevesinde  Bosna-Hersek‘te ilk varlık gôsterdiği dônemlerden baĢlayarak gùnùmùze kadarki  durumu ele alınmıĢtır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[94]]></dcterms:extent>
</rdf:Description></rdf:RDF>