<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/2681">
    <dcterms:title><![CDATA[Encouraging Students’ Creativity through Literature in EFL Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Over the years, it has been stated that creativity focuses on how we think and our strong desire to achieve something new or different. It is very important for language as well because the main purpose of language is to conduct the messages during communication. Individuals may wish to transfer their messages through different tools, which they would find out through creation. Therefore, encouraging creativity should be a purpose of language teachers as creative communication is both needed and crucial.     Use of literature is an effective way of encouraging creativity in language classes. A creative context implies an environment of possibility which offers choices and encourages students to play with ideas and words and find innovative ways forward. Teachers want to include form, function and rules of language in those by helping students explore these in meaningful contexts. In this sense, literature is of the greatest help as it provides ways to achieve that.     This paper aims to study the ways to exploit literary texts in order to have students discover language patterns with form and function; as well as the ways to foster students’ creativity through the use of literature. For this purpose, regular language and reading lessons were held with an EFL class of 21 students. The attitudes of the students and the classroom teacher have been identified through interviews and questionnaires. In addition, the academic performances of the students have been evaluated at the beginning and the end of the research process. As a result, it has been seen that both students and the teacher had positive attitudes towards the use of literature in language classes and the academic performances have increased.     In conclusion, this study can help creativity through the use of literary texts be placed in teaching foreign language as a new trend.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[989]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2680">
    <dcterms:title><![CDATA[Issues of Learning the Romanian Language as a Foreign Language among Serbian Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to present the main issues of learning the Romanian language as a foreign language among Serbian students of the Faculty of Philosophy, University of Novi Sad. It is the intention of the authors to detect and discuss the common errors made by students taking the final test. The testing has been done on a sample of thirty students and the target group were A1, A2, B1, B2 level students. The test consisted of reading comprehension, writing and use of language. The language courses have been held twice a week and last ninety minutes each.    Based on research results, it could be said that students create their own mental grammar that suffers changes during the whole language learning process. The common errors that occurred on A1 and A2 level are related to writing of the Romanian specific vowels ă, î, â and use of article and preposition; on B1 and B2 level errors are related to use of the enclitic forms of personal pronoun, use of present tense and order of words in sentence. Having in mind the fact that error making could be a strategy in language learning process, the authors believe that these results could be a reliable indicator of the Romanian language learning process as a foreign language. Analysing the errors, it could be concluded that there is a strong influence of both mother tongue and other languages learned before. Furthermore, it could be underlined that a large number of errors are intralingual in nature due to the fact they occured as a resuls of transfer from mother tongue or other foreign language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[964]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2679">
    <dcterms:title><![CDATA[Language Acquisition as a Cultural Fact and a Translation Process: Is a New Perspective Possible In the Context of Interdisciplinarity]]></dcterms:title>
    <dcterms:abstract><![CDATA[Second language acquisition or foreign language learning is usually associated with various elements including intelligence, motivation, learner beliefs, learning strategies, and some other issues related to teachers or educational associates. These elements have been proven to be essential in second or foreign language acquisition.    However; foreign language acquisition is not solely the process which includes learning of grammar, words, or syntax of a specific language. Second language acquisition is -to some extent- sure to be associated with cultural acquisition of a target language. When the culture of a specific language is the subject of interest, it is probable to assume second language acquisition as a cultural translation process.    In this paper, it will be argued that theories of Translation Studies may put forward some fruitful ideas related to second language acquisition in the context of interdisciplinarity.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[992]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2678">
    <dcterms:title><![CDATA[Interactive Whiteboards: Interacting or Self-Acting?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper reports on a study to be conducted to explore to what extent the use of the Interactive Whiteboards (IWBs) affects classroom interaction in an English as a Foreign Language (EFL) context. The participants will be Turkish preparatory class students in a private university in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[972]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2677">
    <dcterms:title><![CDATA[Investigating Motivation in Iranian Secondary School ESL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a second language is a multidimensional process in the sense that multiple factors impact upon the learning process and in various ways. In fact, there is a large body of literature investigating the effect of such factors on language acquisition. Previous research has indicated that the motivation and attitude of the learners significantly affect the success, or otherwise of, language learners in acquiring a second language. The present study was an attempt to investigate Iranian students’ motivation and attitude towards learning English. To this end, a sample of 123 students was randomly selected from two secondary schools.  All the participants were in their second academic year. For the purposes of the study, a questionnaire composed of 18 items was developed. The results of an independent-samples t-test revealed that female students were more integratively motivated than their male counterparts. In addition, females had more positive attitudes toward learning English than males. Overall, the results indicated that the females had more potential to integrate into the culture of the second language, in this case English. In addition, they enjoy a higher level of positive attitude that is of utmost important in learning a second language.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[991]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2676">
    <dcterms:title><![CDATA[The Type of Communication Strategies of Science Rhetorieque in Foreign Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents the types of communication strategies of science rhetorique in Foreign Language Learning (FLL). The purpose is to facilitate learners’ communicative competence in English. The concept ‘communicative competence’ covers four main aspects: grammatical competence traditionally dealing with syntax; sociolinguistic competence dealing with social appropriateness of communication; discourse competence dealing with cohesive and coherence in discourse; and strategic competence focusing on pragmatic function of communication. The author concludes by giving suggestion of rhetorique component of communicative competence. This aspect of communicative competence have received great attention in language and literacy education, particularly in foreign language learning. However, little attention is given to the ability to employ different tactics by language users in achieving this goal in science rhetorique. This paper examines this neglected area of communicative strategies and their implications for science rhetorique and teaching.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[955]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2675">
    <dcterms:title><![CDATA[Using Stereotypes and Prejudices as a Way to Promote the Intercultural Competence in Teaching Spanish as a Second or Foreign Language    ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Often when we are speaking a foreign language, we focus on its national identity which tends to be embodied in various stereotypes and widespreadclichés. Given the increased cultural heterogeneity of modern society, the cultural diversity awareness has become a key factor in the language teaching profession. Despite the fact that the process of stereotyping impliesthe preconceivedbeliefs, generalizations and often inaccurate judgment towards other people, teachers can use learner’s stereotypical knowledge as a way to promote the acquisition of intercultural competencein classroom practice.Bearing in mind that Spain has always been a multicultural society, as well as thesizeof theSpanish-speaking area, in this paper we will try to show how the most common cultural biases can be used asan effective tool to developthe affective and the cognitive component of language learning experience and ensure the learner’s ability to interact appropriately.In so doing, our starting point will assume that stereotypes and prejudices are ideal as a means of intercultural communicative language teaching approach in two ways. First, they provide dynamic learning opportunities that encourage the cultural criticality method and explicit discussions which lead to integration of the target culture with the learner’s source culture, and secondly, they engender the teacher’s reflective approach to his own culture teaching practice and beliefs.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[983]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2674">
    <dcterms:title><![CDATA[Slang, Bad Language and Press Relationship in Turkish Sports Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is alive; it lives and continuously develops. If we say this it means that discussions about language will continue as long as human beings exist. Every new thing builds up its own language and terminology. However, it is difficult to say that this development is built up appropriately by the rules of the language.    In this study, the affect of media in developing Turkish sports own language will be indicated with examples, especially when football reaches to a position that no one could remain uninterested.    There has been many things written and said aboutthe language usedin the media. But media has to produce and sell. Thus, no matter what the rules of language, article and speech say, it will continue using the language how its customers want. It is obvious that, a commentator who insults and uses the slang words will attract more audience and listener.    Actually, the language of the news should be simple and neutral. However, the usage of distant, dull and colourless language started to be abandoned all around the world. Herein, it can be said that the sports programs are pioneered. It’s identified that the sports media is more independent in the usage of language, it frequently uses the metaphors, which are taken from many other fields, and personalization are constantly applied. Of course, all these things are to attract the attention of the reader and the audience.    In this study, further clarification of the issue will be aimed by giving some examples of bad language and slang used by the supporters of the football teams, the sports columnists and the titles of news in sports press.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[970]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2673">
    <dcterms:title><![CDATA[Bosna Halk Edebiyatındaki Sevdalinkalarda Geçen Türkçe Unsurların İncelenmesi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bu çalışmanın amacı, Bosna-Hersek Halk Edebiyatında önemli bir yer tutan Sevdalinka’larda geçen Türkçe unsurları belli bir sistem içerisinde incelemektir. Boşnakçada geçen Türkçe kelimelerle ilgili çalışmalar yapılmış ancak özel olarak Sevdalinkalarda geçen Türkçe unsurlar üzerine kapsamlı çalışmalar azdır. Sevdalinkalar üzerine Bosna halk edebiyatında yazılan eserler incelenmiş ve bu eserlerde geçen Türkçe kelimeler bir yöntem kapsamında sınıflandırılmıştır. Sevdalinkaların özünü oluşturan ve birçok manalar yüklenen Türkçe unsurların tespit edilmesi, bu alanda çalışma yapacaklara kaynak olacaktır.     ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[947]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2672">
    <dcterms:title><![CDATA[Maddening Loneliness of “The Man in White Coat” and “Like Life”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Oğuz Atay, regarded as one of the first surrealist authors of Turkish literature, is the pioneer creator of modernist novels of Turkey. He brings a marginal point of view and style in 1970’s, he started to write his works under the light of unusual fiction-style features. In his short story collection “Korkuyu Beklerken”, the most impressive short story “Beyaz Mantolu Adam” (The Man in White Coat) is the one to settle the reader’s mind for the first reading. He is so prosperous and effective about what he wants to deliver to the reader that the main character becomes the focus point although he never utters even a sentence throughout the story. Oğuz Atay consciously creates his main character in this way because his main aim is to reveal the loneliness of modern man in this crowded and noisy world. He highlights chief themes such as: displacement, uncertainty, skepticism, incongruity, independence and more.     Lorrie Moore, a still-living and best-loved author of her generation, collected her short stories in 2008, and one of the most fabulous short stories “Like Life” forces the reader to think on ordinary lives of ordinary people. Her characters in the short story are the ones who seem to have organized and regular lives, but when analyzed in detail, their being incomplete, deficient and unfulfilled are discovered. The characters carry anxiety and doubts inside their souls, and that causes them to be isolated and unhappy. Moore emerges to awaken the reader to point out what they are that makes them unhappy and strange. Limited third person point of view as her stylistic choice contributes to the text and the reader to evoke characters’ inner lives. The main themes used in the story are loneliness, never quite belonging, absenteeism, mode of undefined, and so on.    The aim of this study to compare these widely used themes such as loneliness, isolation, alienation, incongruity in two different short stories by different writers as well as different cultures. The authors’ sex difference also will enrich and contribute to the analysis of these literary works.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[960]]></dcterms:extent>
</rdf:Description></rdf:RDF>