<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/2761">
    <dcterms:title><![CDATA[The contribution of KET to achievements of learners studying with the  ELP in reading skills]]></dcterms:title>
    <dcterms:abstract><![CDATA[European Language Portfolio (ELP) recently created by the Council of Europe  not only has an important role in language education policy within Europe and the  expanding world, but also helps partners to describe the levels of proficiency req uired  by existing standards, tests and examinations in order to facilitate comparisons  between different systems of qualifications. Cambridge ESOL exams are aligned to  the Common European Framework of Reference (CEFR) published by the Council of  Europe. This study aims to investigate the contribution of Key English Test (KET)  from Cambridge ESOL exams to achievements of learners studying with the ELP in  reading skills. Firstly, twenty students were selected as the study group according to  the results of questionnaire which contains items of levels A2, B1 and B2 in the  CEFR. And then, self-assessment checklist in CEFR was conducted as pre-test and  post-test to cross-check the study group both at the beginning and at the end of the  fall term. Readings with materials prepared for the levels in CEFR were implemented  to the study group, and extra activities supporting KET were also applied during the  study. Besides, KET as a standardized test was also conducted as pre-test and posttest  both at the beginning and at the end of the study. Then obtained scores were  analyzed by using SPSS 15. T-test analysis of KET scores was computed, and no  significant difference was found out according to the gender. The results indicated that  ELP and KET were effective to improve reading skills of foreign language learners in  Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[14]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2760">
    <dcterms:title><![CDATA[Redefining Teaching Approach for Learning  Communicative English]]></dcterms:title>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[593]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2759">
    <dcterms:title><![CDATA[The Role of Drama in Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to investigate the role of drama activities in  education, especially in language teaching within the Drama Club of English  Language and Literature Department of Qafqaz University. It is a case study of the  use of drama in a language class, describing the course structure and classroom  procedures. The study was carried out in the second semester of the 2008-2009  academic years during the rehearsals of performance ―Pride and Prejudice‖. It  includes personal experiences of group of students from different departments and  different age groups and language teachers which have successfully performed and  achieved their aims and evaluated the results, presenting setbacks and possible  solutions for teaching language to foreign learners. Finally, it encourages the use of  drama for transformative and emancipatory learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[79]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2758">
    <dcterms:title><![CDATA[Parallels and Contrasts between Shaw‘s ―Pygmalion‖  Ibsen‘s ―A Doll’s House‖]]></dcterms:title>
    <dcterms:abstract><![CDATA[Literary works are wide opened for discussions and points of  view. Since its beginnings literature offered to its reader new ideas and  thoughts; it affected society in many manners: way of living,  communication, thinking and re-thinking. Modern Period brought about  many radical changes in economy, politics, sociology, technology and  sciences etc. which were reflected in literature as well. Writers expanded  their way of thinking and writing by giving social characters whose private  behavior was greatly affected by an atmosphere of moral perplexity in  their works. Modern Literature considered the man as constituting simply a  part of the natural world. This birth of Modernism was reflected even in  drama which is the focus of this paper. Two important dramatists who  paved the path to Modern Drama will be synthesized and contrasted  focusing in two of their most famous plays. The Norwegian playwright  Henrik Ibsen and his declared following British one, George Bernard Shaw  will be considered through their famous respective plays ―A Doll‘s House‖  and ―Pygmalion‖. Their dramas came to the public in a very appropriate  climate where other playwrights around Europe witnessed a remarkable  resurgence and brought a relatively new spirit and a new life to the almost  moribund theatre of the nineteenth century. Shaw‘s Pygmalion and Ibsen‘s  A Doll&#039;s House illustrate the kind of drama in which both writers excelled.  Both plays, also called ‗problem plays‘, deal with the common theme of  transformation of individuals focused in the two protagonists, Nora and  Eliza. Both come alive from their inanimate existence to life, Eliza from  the oppressions of her class and Nora from her life under patriarchy. These  and other issues will be browsed within this paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[577]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2757">
    <dcterms:title><![CDATA[Albanians thinking ―Greek‖. Language acquisition within  acculturation process for second-generation Albanians in Greece]]></dcterms:title>
    <dcterms:abstract><![CDATA[The last years in Greece second generation immigrants who study at Greek  schools use Greek language fluently and in many cases they speak Greek in such a  proficiency that are not recognizable as non-Greeks. Primarily this means that these  individuals master the mechanism of parole. Moreover, these persons meet the  demands of education, which signifies the mastering of langue. In a secondary level  of approach the question arising is whether the structural elements of langue i.e. the  archetypes corresponding to abstract notions are similar to those of the greek native  speakers. Considering that young Greeks acquire the ‗greek‘ meaning of a word, the  research is focused on the examination of the way young immigrants acquire the  meanings of words. More specifically, which way young immigrants perceive  abstract meanings? In their own linguistic frame or through dominant language? In  other words, I shall approach the production of langue in its base, i.e. in the level of  the abstract notions.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[666]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2756">
    <dcterms:title><![CDATA[Pedagogies of the Home and International Schools: New Models for (Inter)  Cultural Education?]]></dcterms:title>
    <dcterms:abstract><![CDATA[As an educator at an international school located in a pre-dominantly Balkan  cultural milieu, I see myself crossing several contact zones (sometimes more than one,  simultaneously). While there is a dangerous sense of enjoyment that comes with this sort of  ‗cultural ventriloquism‘, on the behalf of said practitioner, I cannot but help and wonder  about its long-term effects. Exacted through the medium of the English language, students  are encouraged to live out in what seems like a cultural safe-haven: as they are continuously  reminded of dominant social paradigms (gender, race and ethnicity, sexuality, religion, to  name a few) and their operational value within ‗an imagined international community‘, the  cultural identity of their discourse becomes foreign, un-Balkan, yet also un-English  (perhaps a quiet cosmopolitan? a delocalized ‗other‘?). They seem to remain dwellers of a  cushioned ‗non-place‘, a cultural contact zone within a larger contact area, for the duration  of their studies, and even beyond.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[36]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2755">
    <dcterms:title><![CDATA[Infringements, syntactic transgressions and disturbances:  for a linguistic analysis based on a frequential study  of communicative will in Vittorio Sereni&#039;s poetry.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The frequency&#039;s applied linguistics to the study of corpora - already found  in classical tradition - can offer itself as an ancillary tool to stylistic interpretation and  con-tent production of a literary author. The proposed contribution intends to &quot;escape&quot;  from literary critics: the frequency study of certain language particles applied to a  digitized corpus allows to dig deep in the non-grammaticality of Vittorio Sereni, a  twentieth-cen-tury&#039;s major Italian poet, discovering how an &quot;other reading&quot; could  open up meanings that were broken by a &quot;grammatically correct&quot; reading: in other  words, from the signifier to the signified. A systematic study of displacements may  open new ways of interpreta-tions of defined poetic corpora. Relying on the modern  concept of the textual uncon-scious, we discovered in phenomena such as  agglutination, adverbial accumulation or syntactic displacements an evidence of  painful entropy, not otherwise expressible. Sum-ma of these &quot;unintentional poetics&quot; is  the astonishing little poem Un posto di vacanza. The proposed analysis&#039; model is  exportable to any other author, in the same way, with the same aims and results.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[113]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2754">
    <dcterms:title><![CDATA[The role of language in the process of social integration:  from the ancient Cena Trimalchionis to the contemporary world.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Ancient World melting pot is not so different from the globalized  contemporary society, in which various people and languages are constantly meeting each  others. In particular, language still plays a leading part in the process of social  redemption, integration and cultural identity formation. This fact provides us a prominent  opportunity to compare these two backgrounds, noticing how the hic et nunc could help  explaining the past, which, in turn, could improve our analysis of the present. The  proposed contribution intends to apply some of the most known linguistic models on a  Latin literary text, the famous Cena Trimalchionis in Petronius‘ Satyricon, in order to  investigate its sociolinguistics implications. This system can frame a further  understanding of the passage, which gives back the possibility to outline some evergreen  rules about the relationship between the governing and the emerging class. As the Cena  shows, freedmen, who accorded a high prestige to Latin, aimed to imitate it; yet, they  were at the same time also bound to their mother tongue. Their linguistic choices reveal  both their wishes and their limits. According to this view, a good use of language, with  the consequent sense of being member of a group, granted – and still grants nowadays – a  privilege path towards emancipation to foreigners and lower classes. This presentation  aims to give some examples on the different levels of communication.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[117]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2753">
    <dcterms:title><![CDATA[RASUL RZA- INNOVATOR POET OF THE 20th CENTURY  AZERBAIJANI LITERATURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The prominent Azerbaijani poet Rasul Rza (real name Rasul Ibrahim oglu Rzayev,  1910–1981 ), who wrote his epics and poems in free measure played particular role in  development of poetic conscience of Azerbaijani literature. In modern Azerbaijani  poetry, with his different poetical thinking, special expression skills Rasul  Rza engaged a special place as he brought a new breath to an Azerbaijani  literature with his innovation. His poetry carried inspirational, motivational  as well as thought provoking features.  In today&#039;s globalized world poets often borrow styles, techniques and forms from  diverse cultures and languages. It is undeniable that some forms of poetry are specific  to particular cultures and genres, responding to the characteristics of the language in  which the poet writes. In this regard the poetry of the venerable poet R.Rza was  distinguished with philosophical lyricism, the vividness of the ideas and the emotions  and original poetic characters. His philosophical poems from series of  &#039;Rengler&#039;(&#039;Colours&quot;), lyrical epic poems &#039;Fuzuli&#039; and &quot;Gizilgul olmayaydi(If only there  were not a rose)&quot; are considered to be the best patterns of Azerbaijani poetry.  Notwithstanding the new reference entailed adversities among writers, poets and  readers towards him. Rasul Rza went through all hindrance and critiques, and as a  deduction of his poetic experience he surmounted the difficulties and featured literary  innovator school to the national literature. It must be noted that, the beginning of the  20th century, the period of massive revolutions as well as a cultural revolution,  endowed with Azerbaijani literature a new form and meaning. Rasul Rza resorted to  blank verse, when everybody got used to listen and recite samples of the traditional  poetry. But the overturn of all casts regarding to traditional poetry was a veritable  heroism done by the innovator poet, i.e. the choice of words and figures, pay  attention to elements of poetic diction special to blank verse poetry demanded  competence, skill, audacity and etc. Based on all aforementioned dignities, it can be  concluded that the evaluation of the creativity of Rasul Rza is of paramount  importance to the national heritage of Azerbaijani -Turkic people.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[67]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2752">
    <dcterms:title><![CDATA[ĠSLAMĠYET‘ĠN ĠLK DÖNEMĠNDE  KADINLARIN EĞĠTĠME ANALĠTĠK YAKLAġIMLARI VE  ÇALIġMALARI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Eğitim, insanlığın var oluĢundan bu yana en bùyùk tekâmùl vasıtası olması  yônùyle kadın erkek tùm fertlerin ortak yùrùtmesi gereken sosyal, kùltùrel ve bireysel  sùreçlerin tùmùdùr. Eğitimin, tekâmùl sebebi olması her ferdin eĢit seviyede ona ihtiyaç  duyduğunu gôstermektedir. Ne var ki dinlerin gônderildiği tarihsel sùreçte bu kavramın  gereklerinden tùm insanlık faydalandırılırken dinsel hukukun uygulanmadığı dônemlerde  kadınlar saf dıĢı bırakılmıĢtır. Eski ve orta çağda kadınlar eğitim ve ôğretim hakkından  mahrum edilmiĢ, eğitim konusunda erkekler aktif rol ùstlenmiĢtir. Bu durum Ġslamiyet‘in  geliĢine kadar da bôyle devam etmiĢtir. Ancak Ġslamiyet‘in geliĢiyle kadınlar birçok  konuda olduğu gibi eğitim ve ôğretim konusunda da ôzgùrlùğe kavuĢmuĢtur. Eğitim ve  ôğretim alma serbestîsinin yanı sıra verme hakkı da Ġslami kurallara dâhil edilmiĢtir. Bu  nedenle Ġslam devrinde birçok eğitimci kadın yetiĢmiĢ, gerektiğinde erkeklere de eğitim  ve ôğretim vermiĢlerdir.  Dolayısıyla o dônemden bu yana geçirilen tarihsel sùreçte Ġslam kadınları geri  kalmıĢlıkla itham edilmiĢ olsalar da gerçek bunun tam tersidir. Bu nedenle ôncelikle,  ―Ġslam Öncesi Dônemde Kadın ve Eğitim ÇalıĢmaları‖ ardından, ―Ġslam‘ın Ġlk  Dôneminde Kadın ve Eğitim ÇalıĢmaları‖ son olarak da ―Ġslam‘ın Ġlk Dôneminde  Kadınların Yùrùttùğù Eğitim ÇalıĢmaları‖ irdelenerek bu gerçek kanıtlanabilir.  Kadınlar sahabe dôneminden sonraki zamanlarda da aktif eğitim faaliyetlerini  sùrdùrmùĢlerdir.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[693]]></dcterms:extent>
</rdf:Description></rdf:RDF>