<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/2751">
    <dcterms:title><![CDATA[Dreaminess in the Poetry of Baudelaire, Verlaine and Petre Stoica]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this paper is to highlight how the dreaminess occurs in the  poetry of Petre Stoica, Charles Baudelaire and Paul Verlaine. The method of  diacronics followed by the symbolic one, have been used in the scientific stage of the  work. Through an analytical approach there have been comments made on the lyrical  vision, which expresses a passion for dreaming. Thus we have observed the favorable  context for dreaming, that is the night. Night is the time dimension that opens an  imaginary universe like a Russian doll, and poetry itself becomes a dream you do not  want to ever wake up from. No wonder the poet is associated with the myth of  Scheherazade, who has to tell a story every night in order to survive. The theme of  death is present in the poem as it is said that during sleep the soul leaves the body and  travels (this is a Romantic specific motif), from which emerged the idea that, because  of its journey, the soul which returned to its body that was let to sleep, might not  recognize the body and the man is fated to die.  The motif of the mirror is also one that expresses duplication and also the gateway to  a mysterious beyond. Thus, the dream imagery of the three poets mentioned  previously is recognized by a variety of images whose isomorphisms reflect  overflowing exultation. One of them is the product of an agreement by which the  poetic spirit forgets its own finitude, living the bliss of integration into an  indeterminate reality, which is present in the isomorphic images of light, a dreaming  that integrates it.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[76]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2750">
    <dcterms:title><![CDATA[RUTHENIAN-SERBIAN DICTIONARY]]></dcterms:title>
    <dcterms:abstract><![CDATA[After publishing the biligual Serbian-Ruthenian Dictionary (Српско-русински  речник / Сербско-руски словнїк), in two volumes (Department of the Ruthenian Studies,  1995; Institute for Textbooks, Department of the Ruthenian Studies, 1997), the Julijan  RamaĦ`s team started a new project – Ruthenian-Serbian Dictionary (Русинскo-српски  речник / Руско-сербски словнїк). In about ten years the team that consisted of four  members succeeded in accomplishing the project sponsored by the Ministry of Science.  The result is a voluminous bilingual dictionary published under the same title by the  Institute for Culture of the Vojvodinian Ruthenians and the Department of the Ruthenian  Studies in 2010.  The characteristics of the Ruthenian-Serbian Dictionary are: 1. stating the precise  meaning of Ruthenian words followed by explicite explanations in Serbian; 2.  grammatical remarks, including a detailed elaboration of undeclined words; 3. the  presence of abbreviations pointing to stylistic use, the use for special purposes, and the  frequency of Ruthenian words; 4. tolerance in using synonyms or variants (especially  those from Kucura); 5. the presence of rich Ruthenian phraseology, unregistered so far; 6.  the endevour to present as many Serbian equivalents as possible.  The Ruthenian philology has by all means been placed on a higher level among Slavic  philologies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[558]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2749">
    <dcterms:title><![CDATA[Misrepresentations of Turks in Early Modern Drama and Motivations  Underlying This Denigration]]></dcterms:title>
    <dcterms:abstract><![CDATA[There is no uncertainty about the popularity of the Ottoman Turk in Early  Modern Drama. This study will discuss the biased representations of and allusions made  to the Ottoman Turk in several early modern plays, the whole of which exceeds 40 in  number, and a distinct focus will be drawn on the playwrights‘ exploitative attitudes and  the reasons motivating such attitudes towards the Turkish material, together with their  impacts on the playgoers of the time, consequently, the society in general.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[126]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2748">
    <dcterms:title><![CDATA[Anlambilim Çerçevesinde Kelime ve ÇağrıĢım ĠliĢkisi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalıĢmanın amacı; dilin anlam çerçevesinde yadsınamaz bir yeri  olan çağrıĢımın, anlambilim içerisindeki yeri ve ônemini ortaya koyarak  dili kullanan bireylerin kelimelerin farklı anlamlarını daha iyi  kavramalarını, temel anlam dıĢındaki sôyleyiĢleri daha bilinçli  kullanmalarını sağlamaktır. Bu araĢtırmada nitel araĢtırma yôntemlerinden  olan dokùman analizinden yararlanılmıĢtır. AraĢtırmada anlambilimin  dilbilim, ruhbilim ve mantık ile olan iliĢkisi gôz ônùne alınarak dil ve  çağrıĢım arasındaki iliĢki ortaya konmuĢtur. AraĢtırmanın sonucunda;  dilbilimin konusu olan dilin ortaya çıkıĢı, geliĢim ve değiĢim sùreçleri  çağrıĢım çerçevesinde incelenerek dile ait ilk kelimelerin ortaya çıkıĢının,  kelimelerin yan anlam kazanmasının, aktarmaların oluĢumunun çağrıĢım  unsuruna bağlı olduğu ortaya konmuĢtur.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[565]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2747">
    <dcterms:title><![CDATA[ORHUN ABĠDELERĠNDEKĠ TAMLAMALARIN TÜRKĠYE  TÜRKÇESĠNDEKĠ KULLANIMI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Orhun abideleri, Tùrk dili ve edebiyatının ilk yazılı kaynaklarıdır. Bu  taĢlar, hem maddi hem de manevi bakımdan Tùrk dili, kùltùrù ve tarihinin en  değerli anıtlarıdır. Gôktùrkler dôneminde ve Gôktùrkçe olarak yazılmıĢ  kitabelerde gùnùmùze ıĢık tutan ônemli mesajlar bulunmaktadır. Kitabelerde  Tùrk dilini tùm ôzellikleriyle bulmak mùmkùndùr. ġiir lezzetinde ve sağlam  bir Tùrkçeyle Tùrklùk Ģuuru gelecek kuĢaklara aktarılmıĢtır. Ebedi taĢlar  denilen kitabeler ùzerine kazınmıĢ metinler, Tùrk dilinin geçirdiği evreleri ve  değiĢimi takip etmek bakımından dikkate değerdir. Orhun Abideleri ùzerinde  yerli ve yabancı olmak ùzere pek çok çalıĢma vardır. Bu çalıĢmada Orhun  abidelerinin ùç ônemli yazıtı olan Kùltigin, Bilge Kağan ve Tonyukuk yazıtları  tamlamalar bakımından incelenmiĢ olup yazıtlardaki tamlamalar teker teker  tespit edilmiĢtir. Bu tamlamaların gùnùmùz Tùrkiye Tùrkçesindeki  kullanımları ele alınmıĢtır. Birkaç kùçùk ses ve ek değiĢimi dıĢında  tamlamaların birçoğunun tarihi sùreç içerisinde değiĢmeden gùnùmùze kadar  ulaĢtığı gôrùlmùĢtùr.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[582]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2746">
    <dcterms:title><![CDATA[The Process of Foreign Language Acquisition in Azerbaijani Learners of  Different Ages]]></dcterms:title>
    <dcterms:abstract><![CDATA[The research paper is dedicated to the process of foreign/second language  acquisition in children and adults. The problem of foreign or second language  acquisition is not only the research area of applied linguistics, but also psychology,  psycholinguistics, TEFL. The process of acquiring foreign language by children and  adults, the stages of this process, some problems while acquiring and learning English  as a second language by Azerbaijani learners are studied in the paper.  People can acquire a second or foreign language under many different circumstances.  We may have learned a second language when we began elementary school,  secondary school or even university. Moving to a new country usually means  acquiring a new language which we call a second language. Also people live in  different communities, environments or families in which more than one language is  spoken and may acquire two or even more languages at the same time. No doubt that,  foreign language acquisition has its historical background and aspects. Current  theories of foreign or second language acquisition are based on years of research in a  wide variety of fields, including linguistics, psychology, sociology, anthropology, and  psycholinguistics. The article concerns one of the most important issues concerning  foreign or second language acquisition in both children and adults.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[91]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2745">
    <dcterms:title><![CDATA[Western pedagogical models of writing center tutorials: Can they be effective  in the Middle East?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents the findings of a study of writing center tutorial practices  in a Middle Eastern university where the language of instruction is English. Data from  stimulated recall activities, written observations, and interviews were analyzed to assess  the effectiveness of writing center tutorials in a Middle-Eastern Writing Center. The data  revealed that tutees noticed an improvement in their assignments, believed that their  concerns had been addressed, and that they had acquired transferable skills. Most tutees  assessed their tutors positively, valuing tutors who inspired confidence and were able to  explain concepts clearly. Although tutees appreciated knowledgeable tutors, they valued  egalitarian peer-tutoring relationships. Tutors reported that tutorial sessions improved  their tutees‘ assignments and that tutees had acquired transferable skills. Nevertheless,  tutors were critical of their own performance. Some tutors admitted to lacking the  knowledge necessary to explain certain writing concepts, including grammatical  concepts; some felt they dominated the tutorials, and others felt their approach was too  directive. The data revealed that both tutors and tutees preferred the directive approach  for lower order concerns and a non-directive approach for higher order concerns. This  study shows that diverse tutoring models that accommodate the background and  experiences of Middle Eastern students, and their particular strengths and weaknesses,  should be considered. It recommends tutorial training that emphasizes flexibility and  recognizes the distinctive nature of each tutorial situation and the opportunity it presents  to address the needs and expectations of individual students. These findings could signal  a direction for the development of writing center pedagogy that focuses on the  linguistically and culturally diverse students in the Middle East.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[116]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2744">
    <dcterms:title><![CDATA[Awareness of Referential Devices in Text and Reading Comprehension]]></dcterms:title>
    <dcterms:abstract><![CDATA[Hassan‘s (1976) classification of these devices as personal, comparative,  and demonstrative on the reading ability of the present study explored the role of learners‘  awareness of referential devices in texts based on Halliday and learners. To support this,  30 male students aged between 13 and 20 were selected out of 180 students studying  English at Iran Language Institute.All the subjects were elementary 3 students and were  chosen considering their final reading scores they got in elementary 2 to make the sample  almost homogeneous. They were randomly divided into two groups of 15 subjects.  Through a 20-session term,10 passages were taught to both experimental and control  groups through a similar methodology for teaching reading at this Institute. The only  difference was that we made our experimental group practice finding referents. We  helped them through oral questions, group work, and also taught them specific strategies  taken from TOEFL FLASH SERIES .The subjects in the control group only received the  method common in the Institute. We gave them a post-test on the last session. This was a  multiple-choice reading test including two short passages each followed by 5 questions. A  t-test was taken to compare the mean scores of the groups. The results confirmed the  hypothesis and showed a significant improvement on the reading ability of subjects in the  experimental group. In the end, some pedagogical implications were made.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[5]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2743">
    <dcterms:title><![CDATA[The Use of Literature in Teaching English Grammatical Structures as well  as Some Linguistic Components]]></dcterms:title>
    <dcterms:abstract><![CDATA[Literature is one of the most important resources supporting the grammatical  structure of English as a Foreign Language/as a Second Language ( EFL/ESL) learners as  well as the linguistic components of English language, and thus literature help students  improve their English and at the same time reach communicative competence. Therefore,  the aim of this study is to show how literature can be used effectively for students to  improve their English and how it can support the grammatical structure of EFL/ ESL  learners as well as linguistic components of English language. Throughout the study,  previous research and its relationship with present study has been given in detail.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[74]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2742">
    <dcterms:title><![CDATA[A SITUATED LEARNING PRACTICE FOR LANGUAGE TEACHING  CLASSES: TEACHING SPOKEN ENGLISH WITH AUTHENTIC]]></dcterms:title>
    <dcterms:abstract><![CDATA[Situated Learning is a term first proposed by Jean Lave and Etienne Wenger as a  model of learning in a community of practice. According to Lave and Wenger learning should  not be viewed as simply the transmission of abstract and decontextualised knowledge from  one individual to another, but a social process whereby knowledge is co-constructed; they  suggest that such learning is situated in a specific context and embedded within a particular  social and physical environment. Foreign language teaching is proved to be most effective  and optimal only when it is performed in a setting of real communication and performance.  The exposure to spoken language and cultural elements of foreign language is the best way of  teaching the language itself rather than grammatical patterns and rules of the language.  In this study, we aim to review ‗situational learning approach‘ in context with its role and  efficiency of teaching spoken language.  An experimental study was conducted on the university students in the prep classes at the  School of Tourism in Erzincan University. 12 male and 11 female students in the control  group and 14 male and 10 female students in the experimental group took part in the research.  The language levels of the students were determined by a language proficiency test which  is used as pre-test of the study. Language proficiency test composed of mainly dialogues  including spoken language patterns. After 8 weeks of lectures with authentic sketches which  were used as reading materials in experimental group and classical reading materials in  control group, the students were given the same language proficiency test as post-test. When  pre and post-test results were evaluated, we found that there was a significant difference  between the pre and post-test results of the subjects on behalf of the students in the  experimental group. In view of the findings obtained from the study, we can conclude that  spoken language can be achieved by authentic sketches which are designed to serve as a  situated learning setting.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[59]]></dcterms:extent>
</rdf:Description></rdf:RDF>