<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/2741">
    <dcterms:title><![CDATA[Fransız ġâiri ġarl Verne‘nin Hayatında Türk  Dilinin Yeri ve Önemi]]></dcterms:title>
    <dcterms:abstract><![CDATA[ġarl Verne (Charles Verney), 19. Yùzyılda, Fransa‘da yaĢamıĢtır.  Kùltùrlù bir aile ortamında yetiĢen Verne, divânında belirttiği ùzere, kısa  bir sùre içinde Latince, Ġtalyanca, Ġspanyolca, Ġngilizce, Almanca,  Yunanca, Arapça, Farsça ve Tùrkçe ôğrenir. Henùz çocuk denebilecek  yaĢta, Doğu dilleri ve edebiyatları ile ilgilenen Verne, kendi kendine  Osmanlı Tùrkçesi‘ni ôğrenir, ardından Tùrk kùltùr ve edebiyatına âĢık olur  ve klâsik tarzda Tùrkçe Ģiirler yazmaya baĢlar.  Daha on bir yaĢındayken anadili olan Fransızca ile yazdığı  Ģiirlerini bu yaĢlarda kitap olarak bastıran Verne; Ġtalyanca, Tùrkçe ve  Farsça yazdığı Ģiirlerini de 16 yaĢında litografya usølù ile Paris‘te bastırır.  Verne‘nin divânı, 112 sayfadan ibaret olup, uzun bir dibâce ile birlikte,  Tùrkçe ve Farsça Ģiirlerden oluĢur. Farsça Ģiirler, yaklaĢık 20 sayfadır.  Bu makalede, ġarl Verne‘nin hayatı, Ģâirliği, dil ôğrenmeye olan  merakı, ôzellikle Tùrkçe‘ye olan ilgisi, bunun ôtesinde de Klâsik Tùrk  Dili‘ne olan hayranlığı ve bunun Ģiirlerine olan etkisi hakkında bilgi  verilecektir. Bôylece edebiyatımızda ve cemiyetimizde Fransız tesirinin  yoğun olduğu 19. Yùzyılda, Fransa‘da kendi kendine Tùrkçe ve Farsça  ôğrenen ve her iki lisanda Ģiirler yazan genç Fransız Ģâiri ġarl Verne‘nin -  bir divân ortaya koyacak kadar- Tùrk diline ve kùltùrùne olan hayranlığı  ortaya konmuĢ olacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[588]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2740">
    <dcterms:title><![CDATA[INTERCULTURAL COMMUNIVATIVE COMPETENCE  - Intercultural Dialogue in Teaching Foreign Language Literature-]]></dcterms:title>
    <dcterms:abstract><![CDATA[In all European countries pluralism and diversity has become an every day  reality. To ensure a harmonious interaction between people and groups with different  cultural and religious identities, respect for cultural diversity, tolerance, dialogue and  cooperation are becoming basic social skills needed by every European citizen.  Intercultural learning, intercultural dialogue, intercultural competence must be  understood as one of the preconditions for individuals to cope with the new  challenges of having to build societies that must be based on respecting people in  their diversity.  Intercultural learning is an experience which involves all senses and levels of  learning, knowledge, emotions, behaviour in an intensive way. Language is one of  the most visible elements of culture and in that sense a central aspect in intercultural  communication. That is why it must not be used as a means of dominance, but can be  one tool of communication. Teaching foreign languages means not only teaching the  language itself but to constantly develop intercultural awareness through intercultural  communicative competence and intercultural skills. We cannot be competent in a  foreign language if we do not understand the culture that has shaped it and how that  culture relates to our first language culture. It is not only essential to have cultural  awareness, but also intercultural awareness. Intercultural communicative competence  is an attempt to raise students` awareness of their own culture, and in doing so, help  them to understand other cultures.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[596]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2739">
    <dcterms:title><![CDATA[PRISONERS OF DREAMS AND DEFEATED DREAMERS: DESIRE  UNDER THE ELMS VS. THE CONSUL, THE TANNER, AND THE  ACTRESS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present paper attempts to offer a comparative study between Eugene O‘Neill‘s drama Desire under  the Elms and Diplomatul, tãbãcarul Ģi actriţa (The Consul, the Tanner, and the Actress) by Carol Ardeleanu. I  will undertake to compare two stories about aspiration towards high-class status, beauty, happiness, freedom,  and justice paid for by sacrifice, suffering and extreme passion that dominate the characters‘ lives.  Both in Desire under the Elms and in The Consul, the Tanner, and the Actress the characters are  prisoners of their own passions, vices and dreams. The walls, the ground, the protagonists‘ manner of speaking,  etc. become signs of imprisonment as well. Eugene O‘Neill‘s drama and The Consul, the Tanner, and the  Actress therefore draw their ‗life‘ from what is genuine in the human experience and existence.  In the end, the characters cannot find a way to escape from their houses and environments, and  become prisoners of disillusionment, coffins, or unrealistic aspirations. Both authors share a tragic vision of  existence, and focus on tragic stories about ―prisoners‖ of dreams and defeated romantic dreamers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[696]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2738">
    <dcterms:title><![CDATA[Nastava leksike stranog jezika na akademskim studijama]]></dcterms:title>
    <dcterms:abstract><![CDATA[Cilj ovog rada je da pruņi teorijski uvid u dosadańnja istraņivanja koja se tiĦu  metodike nastave leksike stranog jezika (L2).  PolazeĤi od ovog opńeg okvira pokuńaĤemo da se u nastavku rada posebno zadrņimo na  akademskoj leksiĦkoj kompetenciji stranog jezika. Naime, uzimajuĤi u obzir specifiĦan  nastavni kontekst, kakav je filolońki fakultet uopńte, i ciljnu grupu, odnosno studentsku  populaciju, potrudiĤemo se da definińemo leksiku stranog jezika koji se uĦi u akademskom  okruņenju kao i pojedine aspekte njenog poduĦavanja. O usvajanju ovakve leksike treba  razmińljati kao o neodvojivoj komponenti kurikuluma buduĤih nastavnika i prevodilaca. U tom  smislu, postavljaju se brojna pitanja: Na koji naĦin moņemo najbolje da pribliņimo studentima  leksiku stranog jezika? Kako organizovati plansko (odvojeno) uĦenje leksike, buduĤi da je i  proces usvajanja leksike, u okviru usvajanja L2, odvojen segment? Koji je, ili kakav treba da  bude, krajnji cilj uĦenja i usvajanja leksike stranog jezika u fakultetskom kontekstu? Kako Ĥe  se nova leksika koristiti? Gde Ĥe se takva leksika koristiti? Kada Ĥe se takva leksika koristiti? i  sliĦno.  Dakle cilj nam je da definińemo okvire ovog bitnog jeziĦkog nivoa ali i odgovorimo na pitanje:  kako treba da bude organizovana nastave leksike L2 u vezi sa potrebama studenata filolońkih  studija.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[102]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2737">
    <dcterms:title><![CDATA[Yabancı Dil Öğretiminde Dilbilgisi-Çeviri Yöntemi ve ÇağdaĢ Yabancı Dil  Öğretiminde Vazgeçilemezlik Nedenleri]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dilbilgisi-Çeviri Yôntemi, yabancı dil ôğretim ve ôğreniminde kullanılan sistemli ilk  yôntem olarak bilinir. Hedef dilin, dilbilgisi kuralları yoluyla ôğretimi ve buna dayalı olarak  anadile çeviri yapma yôntemiyle, yabancı dil ôğretme geleneğini baĢlattı, hala değiĢik biçim  ve farklı yôntemler içinde varlığını sùrdùrmektedir. Dilbilgisi-Çeviri Yôntemi, yabancı dilin  ôğretiminde dilin, dilbilgisi sisteminin ôğretilmesi gerekliliği ùzerine kurulmuĢtur.  Gùnùmùz çağdaĢ yabancı dil ôğretim yôntemlerinin hem kaynağı hem de tùm  istenmezliğine rağmen yabancı dil ôğretiminin bir vazgeçilemezidir. Bu bildiride yôntemin  tamamen birbirine zıt olan kabul ile ret konumları arasına sıkıĢan Dilbilgisi-Çeviri  Yônteminin yabancı dil ôğretim ve ôğreniminde yeri ve değerinin belirlenmesine  çalıĢılacaktır. Yôntemin temsil ettiği ya hep ya da hiç iki aĢırı uçlu dùzleminin, kabul  tarafında yer alan Dilbilgisi-Çeviri Yônteminin bağımsız bir yabancı dil ôğretim ve ôğrenim  yôntemi olarak yùklendiği iĢlevleri, ôğretim uygulamaları ve ôzellikleri ayrıntılı olarak  incelenecektir. Ret yônùnù oluĢturan Dilbilgisi-Çeviri Yôntemine tepki olarak ortaya çıkan  çağdaĢ yabancı dil ôğretim ve ôğrenim yôntemlerinin içinde bile vazgeçilemez bir parça  olarak yer almasının nedenleri ayrıntılı olarak belirlenmeye çalıĢılacaktır.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[39]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2736">
    <dcterms:title><![CDATA[HOW TO DEAL WITH CULTURAL SHOCK? – THE CASE OF BOSNIAN  IMMIGRANTS IN THE USA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Question of overcoming the cultural shock and assuming the position in  relation to the new culture is very important, not only for a great number of modern  societies coloured by multicultural elements and need to most adequately answer the  demands of minority groups, but it is also important for understanding the problems  of immigrants and IDP groups within a society. Seen from the perspective of the  sociology of education and sociology of family but also culturally sensitive pedagogy,  understanding the stages of cultural shock is therefore applicable in working with  minority groups, immigrants and IDP families and individuals but also in  understanding the needs of a large number of Bosnians who have fled Bosnia in  recent decades and found a refuge and a chance for a new life in some of the countries  of the EU, the USA or Australia. In our researches, by using Questionnaire of Cultural  Sensitivity with members of two generations, and applying the systematic observation  of behaviour and communication in natural conditions, we came to a number of  interesting conclusions. Specifically, it is obvious that the first generation (today‘s  parents) experienced a cultural shock when faced with the norms of the new society in  which they had to integrate, but for their children, due to the absence of stronger ties  with the country of origin, the cultural shock began the moment they opened up the  process of familiarization with the culture of origin, culture of their ancestors. The  logical consequence of such strategies of facing the new culture, especially because of  the lack of sense of emotional and intellectual capital regarding parents‘ generation,  seeks to compensate with the increased activities in the area of creating social capital.  This capital is most easily achieved through forms of association in a jam, cultural  clubs and the like. Unfortunately, social capital which is not followed by the  accumulation and production of appropriate emotional and intellectual capital, with a  number of immigrants has resulted in placing the position of assimilation on one or  seclusion on the other side as stereotypical strategies to find an outlet in situations of  intellectual encounters.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[21]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2735">
    <dcterms:title><![CDATA[FOREIGN LANGUAGE TEACHING METHODOLOGY IN THE  CONTEXT OF SOCIOCULTURAL DISTANCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[During a research period in Japan I had the opportunity to follow a number of students  learning the Italian language, both from Universities and private contexts.  According to an anthropologic interpretation, meetings between cultures is based on  practices that cannot be reduced to feelings or individual ideas; the sociocultural aspect is  an open system, and not sheltered from external influences; so there is not a privileged  point of view for a detached observation, because a meeting is equal and is an exchange of  meanings produced from both the parts.  Meeting another culture carries a number of differences that can be misunderstood. The  singular knowledge of the foreign language, even if useful, does not constitute a guarantee  to understand the culture of a society.  Incomprehension of attitudes or an improper use of the language are maybe not sufficient  to damage a relationship, but they have the ability to complicate it, and for the same  reason stereotypes often block other possible interpretations.  Teaching implies a bi-directional communication that needs to give an input to the student  but also an understandable feedback for the teacher.  The communicative exchange between two cultures is furthermore difficult when we try to  understand the psychological influence of linguistic signals in verbal and non-verbal  communication. In that way, the relationship between teacher and student is a delicate  balance that can easily be upset, especially in cultures such as the Italian and Japanese  ones which are very far from one another.  I shall illustrate, in a summarised form, the description of the subjects under study by  means of appropriate tables in this report, analyzing the oral production, the learning  processes and the cultural differences that could create misunderstandings.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[35]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2734">
    <dcterms:title><![CDATA[The Difficulty of North American – r: an Analysis as a Pronunciation  Difficulty]]></dcterms:title>
    <dcterms:abstract><![CDATA[The American-r phoneme, whose IPA sign is , which is a retroflex case of  pronunciation, represents a very serious stumbling block in teaching standard American  pronunciation to Turks. Due to use of different primary articulators (tongue tip vs.  tongue dorsum, the American English phoneme / / has long been associated with  relatively large amounts of articulatory variabilities as tap, flap, approximant, and the  like. The endpoints of the articulatory continuum for / / can be analyzed via functionally  different articulatory configurations with the accompaniment of different primary  articulators (tongue tip vs. tongue dorsum). These endpoints as a different type of / /  have been characterized in the literature as ―bunched‖ which means the use of tongue  dorsum and ―retroflexed‖ that signifies the use of the tongue blade/tip, which gets to be a  pronunciation difficulty for Turkish teachers of English.  The primary purpose of the current study is to investigate the problematic pronunciation  issue of American English /r/ phoneme for Turks. The goal of the present study is twofolded.  The first goal is to solve the serious confusion in the definition of taps and flaps,  and the second is to explore the phonetic context of word-initial-medial-final flapping of  / / into retroflexion in North American English (NAE) and tapping in British English  (BrE) via its ambiguous perception by Turks due to such observable entities, namely,  preceding or following sound, intervocalic positioning through phonotactics and crosslanguage  phonetic interference.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[554]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2733">
    <dcterms:title><![CDATA[Why objectives in teaching English?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Being under constant political, economical and social change  especially after the 90-s our country has had an urgent need to change its  education system. So in recent years, the Albanian Government has shown  great interest in teaching and learning English in accordance with European  standards by amending new laws (law no. 10 307, dated 22.07.2010) to  promote English teaching and learning in order to meet the needs and  interests of students. In order to make English teaching available for our  students it is important to lead EFL teachers towards successful teaching,  which means having a well designed lesson plan via well organized  objectives. As Agni Malderez and Caroline Bodòczky say in their book  (1999, 22), objectives will be addressed concurrently and throughout the  course, which means that without objectives there will be no language  lesson. So the paper deals with the reasons why teachers need to be upgraded  professionally and how objectives help them enhance language teaching in  their language classes. The paper also gives answers to the following  questions: What principles should the language teachers consider while  setting objectives? Why should they follow them? How do students benefit  from a well planned lesson plan? Data collection from these questions  pointed out the importance of professionalism in teaching English in our  schools. Identifying the reasons of the big changes made teachers become  aware of their professional development in order to implement contemporary  teaching methods.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[591]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2732">
    <dcterms:title><![CDATA[Student ―Resistance‖ to Reflection: Pre-service Teacher Training at the  Mostar University, Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Reflection is seen as an important contributor to teacher development, but  many students offer resistance when asked to become reflective. Adopting the principled  framework of Exploratory Practice, we investigated the student reaction when being  asked to reflect on their own learning and teaching in the fourth and fifth year  introductory foreign language acquisition and teaching methods courses at the Mostar  University, (B-H). Some students showed resistance to keeping reflective journal and to  examining their beliefs. This practitioner research is a contribution to current discussions  on how to encourage students to become productively reflective. It is an attempt to help  our understanding of reflection and its role in the professional lives of (E)FL teachers. It  also suggests that the perceived resistance to reflection may involve personal and sociocultural  issues.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[98]]></dcterms:extent>
</rdf:Description></rdf:RDF>