170 10 3494 https://omeka.ibu.edu.ba/files/original/870ed8da81ccb6983b4b89b055810919.docx 98fe946606eeb257434c1252e29a4557 https://omeka.ibu.edu.ba/files/original/7e572c1852fb18890c3f81b9002180b6.pdf b289deeb8b29aae729a550c7d26ff7b1 PDF Text Text The Intercultural Sensitivity and Social Self-esteem of High School Students Minela Kerla & Selman Repišti University of Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: social self-esteem, intercultural sensitivity, intercultural competence ABSTRACT The Subject of this study is to examine the intercultural sensitivity and social self-esteem in a sample of adolescent, third and fourth grade students of the International School of Sarajevo. The Instruments will consist of The Social Self-Esteem Inventory (Lawson et al., 1979) and The Intercultural Sensitivity Scale (Chen i Starosta, 2000). The results have shown a positive correlation between these two variables, and statistically significant correlation between social self-esteem with all facets of intercultural sensitivity. The female students reported higher scores in social self-esteem and are greater in intercultural sensitivity than male students. There were no statistically significant differences in these variables between the students of the third and the fourth grade, furthermore the effect of gender or class was not determined. The female students have higher scores in performance on all five aspects of intercultural sensitivity, also third grade students have higher average scores than those from the fourth grade on three facets of this variable (the other two are equal). Pedagogical implications of intercultural communication training and increasing social self-esteem have also been discussed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1894 Title A name given to the resource The Intercultural Sensitivity and Social Self-esteem of High School Students Author Author KERLA, Minela REPISTI, Selman Abstract A summary of the resource. Key words: social self-esteem, intercultural sensitivity, intercultural competence ABSTRACT The Subject of this study is to examine the intercultural sensitivity and social self-esteem in a sample of adolescent, third and fourth grade students of the International School of Sarajevo. The Instruments will consist of The Social Self-Esteem Inventory (Lawson et al., 1979) and The Intercultural Sensitivity Scale (Chen i Starosta, 2000). The results have shown a positive correlation between these two variables, and statistically significant correlation between social self-esteem with all facets of intercultural sensitivity. The female students reported higher scores in social self-esteem and are greater in intercultural sensitivity than male students. There were no statistically significant differences in these variables between the students of the third and the fourth grade, furthermore the effect of gender or class was not determined. The female students have higher scores in performance on all five aspects of intercultural sensitivity, also third grade students have higher average scores than those from the fourth grade on three facets of this variable (the other two are equal). Pedagogical implications of intercultural communication training and increasing social self-esteem have also been discussed. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/7e4eb56107686ddef5947eb717dcef17.docx dbe5ced3cb48269bdd59aed0e61457dd https://omeka.ibu.edu.ba/files/original/b2422c24b691496073a12f3ef81a9635.pdf 67845db7a15e5239a94bb9b6a131c2d6 PDF Text Text YENİKAPI MEVLEVİHANESİ’NİN ŞAİR ŞEYHLERİ Bayram Ali KAYA Sakarya Üniversitesi, Fen-Edebiyat Fakültesi, Türk Dili ve Edebiyatı Bölümü, Sakarya / Türkiye Anahtar Kelimeler: Mevlevîlik, Mevlevî Edebiyatı, Yenikapı Mevlevîhânesi, Şair Şeyhler. ÖZET Mevlânâ Celâleddîn-i Rûmî’nin vefatından sonra kurulan ve zaman içinde sistemli bir tarikat hâline gelen Mevlevîlik, düşünce, kültür, sanat ve edebiyat hayatımıza doğrudan ya da dolaylı bir şekilde etki etmek sûretiyle, pek çok değerli şahsiyetin yetişmesine vesile olmuştur. Bu süreçte Mevlevîhâneler âdeta Mevlevîliğin hayata dönük yüzü olmuş, türlü sanat faaliyetleri de daha ziyâde bu mekânlar vâsıtasıyla gerçekleştirilmiştir. İstanbul’un beş önemli Mevlevîhânesinden, kuruluş tarihi itibarıyla da Galata’dan sonra ikinci sırada bulunan Yenikapı Mevlevîhânesi, Mevlevîlik tarihine damgasını vuran birçok önemli şahsiyetin yetişmesine katkıda bulunmuştur. Bu şahsiyetlerden biri olan ve aynı zamanda mûsikimizin pîri kabul edilen Buhûrîzâde Mustafa Itrî, Câmi Ahmed Dede’nin dervişlerinden olup mûsiki bilgilerini Yenikapı Mevlevîhânesi’nde almıştır. Klâsik Türk şiirinin son büyük şairi kabul edilen Şeyh Gâlib ve ünlü bestekârlarımızdan Hammâmîzâde İsmail Dede Efendi de Ali Nutkî Dede’nin elinde yine bu dergâhta yetişmiştir. Yenikapı Mevlevîhânesi’nde, kuruluşundan kapanışına değin, 20 ismin şeyh olarak atandığı belirlenmiştir. Esasen şeyh efendilerin neredeyse tamamı sanatın bir veya birkaç dalı ile hem-hâl olmuş olmakla birlikte, bildirinin amacı ve çerçevesi gereği bunlardan sadece, kaynaklarda şairlik yönü bulunduğu belirtilen ve aynı zamanda birkaç beyit de olsa şiir örneklerine yer verilenler üzerinde durulmuştur. Bu meyanda dergâhın tarihçesinin yanı sıra, aralarında Kemâl Ahmed Dede, Doğânî Ahmed Dede, Sabûhî Ahmed Dede, Câmi Ahmed Dede, Nâci Ahmed Dede, Nesib Yusuf Dede, Ârifî Ahmed Dede, Sâfî Mûsâ Dede, Ali Nutkî Dede, Abdülbâki Nâsır Dede, Abdurrahim Künhî Dede, Mehmed Celâleddin Dede ve Abdülbâki Baykara Dede’nin de bulunduğu on üç ismin hayatları, edebî kişilikleri ve eserleri üzerinde ana hatlarıyla durulmuş, ayrıca şiir örneklerine yer verilmiştir. Böylece hem şeyh efendilerin şairlik yönlerine, hem de aynı zamanda bir edebî muhit olan Mevlevîhânelerin dil ve edebiyamızın gelişimine sağladığı katkılara dikkat çekilmeye çalışılmıştır. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1948 Title A name given to the resource YENİKAPI MEVLEVİHANESİ’NİN ŞAİR ŞEYHLERİ Author Author KAYA, Ali Bayram Abstract A summary of the resource. Anahtar Kelimeler: Mevlevîlik, Mevlevî Edebiyatı, Yenikapı Mevlevîhânesi, Şair Şeyhler. ÖZET Mevlânâ Celâleddîn-i Rûmî’nin vefatından sonra kurulan ve zaman içinde sistemli bir tarikat hâline gelen Mevlevîlik, düşünce, kültür, sanat ve edebiyat hayatımıza doğrudan ya da dolaylı bir şekilde etki etmek sûretiyle, pek çok değerli şahsiyetin yetişmesine vesile olmuştur. Bu süreçte Mevlevîhâneler âdeta Mevlevîliğin hayata dönük yüzü olmuş, türlü sanat faaliyetleri de daha ziyâde bu mekânlar vâsıtasıyla gerçekleştirilmiştir. İstanbul’un beş önemli Mevlevîhânesinden, kuruluş tarihi itibarıyla da Galata’dan sonra ikinci sırada bulunan Yenikapı Mevlevîhânesi, Mevlevîlik tarihine damgasını vuran birçok önemli şahsiyetin yetişmesine katkıda bulunmuştur. Bu şahsiyetlerden biri olan ve aynı zamanda mûsikimizin pîri kabul edilen Buhûrîzâde Mustafa Itrî, Câmi Ahmed Dede’nin dervişlerinden olup mûsiki bilgilerini Yenikapı Mevlevîhânesi’nde almıştır. Klâsik Türk şiirinin son büyük şairi kabul edilen Şeyh Gâlib ve ünlü bestekârlarımızdan Hammâmîzâde İsmail Dede Efendi de Ali Nutkî Dede’nin elinde yine bu dergâhta yetişmiştir. Yenikapı Mevlevîhânesi’nde, kuruluşundan kapanışına değin, 20 ismin şeyh olarak atandığı belirlenmiştir. Esasen şeyh efendilerin neredeyse tamamı sanatın bir veya birkaç dalı ile hem-hâl olmuş olmakla birlikte, bildirinin amacı ve çerçevesi gereği bunlardan sadece, kaynaklarda şairlik yönü bulunduğu belirtilen ve aynı zamanda birkaç beyit de olsa şiir örneklerine yer verilenler üzerinde durulmuştur. Bu meyanda dergâhın tarihçesinin yanı sıra, aralarında Kemâl Ahmed Dede, Doğânî Ahmed Dede, Sabûhî Ahmed Dede, Câmi Ahmed Dede, Nâci Ahmed Dede, Nesib Yusuf Dede, Ârifî Ahmed Dede, Sâfî Mûsâ Dede, Ali Nutkî Dede, Abdülbâki Nâsır Dede, Abdurrahim Künhî Dede, Mehmed Celâleddin Dede ve Abdülbâki Baykara Dede’nin de bulunduğu on üç ismin hayatları, edebî kişilikleri ve eserleri üzerinde ana hatlarıyla durulmuş, ayrıca şiir örneklerine yer verilmiştir. Böylece hem şeyh efendilerin şairlik yönlerine, hem de aynı zamanda bir edebî muhit olan Mevlevîhânelerin dil ve edebiyamızın gelişimine sağladığı katkılara dikkat çekilmeye çalışılmıştır. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/fda2d75e35306f8b0e9209c9b6163fab.docx d893da4c35b5aecbf398eacea651e4c6 https://omeka.ibu.edu.ba/files/original/d8f5548f8fbde0bda8ec27b80d1b88d2.pdf bfd6a7396daf7b0169630e5989bf213d PDF Text Text Teaching Languages to International Students Vineet Kaul DA-IICT University, India ABSTRACT There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the Englishspeaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility. The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both. It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2103 Title A name given to the resource Teaching Languages to International Students Author Author KAUL, Vineet Abstract A summary of the resource. There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility. The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both. It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/a933aa72e72cfcc3c0bf3b4ed17b594c.docx f56eee9ed0045fd5c216b444bf000205 https://omeka.ibu.edu.ba/files/original/08bde4efc8ca8ad30398721787da7a3e.pdf 0ac880b73a4098e6bd7f52fb0555960c PDF Text Text The Teaching of German as a Foreign Language in Consideration with The New Reforms in Turkey Gönül Karasu & Fatma Şükran Kürkçüoğlu Anadolu University/ Eskisehir, Turkey Key words: Turkish language policy, EU language policy, multilingualism, foreign language teaching, Education ABSTRACT To develop international relationships in the fields of social, political, economic, educational and cultural, the communities are in need of people who speak a foreign language. As a result, multilingualism is an inevitable fact throughout the world. To be able to take place and compete with the developed countries, high and qualitative foreign language education in Turkey must be in the level of the developed countries. Within the framework of this understanding, the purpose of this study is to describe “Turkey's approaches to education goals towards multilingualism". First, the curriculum that the new program covers on the teaching of foreign languages through 4 + 4 + 4 compulsory education reform will be described. As is well known, after the Education Reform in 1997, the teaching of German as a foreign language kept its secondary place following English in our country. In this study, the revision and comparison of both the early 1997 reform and new 2012 reform will be presented and discussed. Students begin learning a foreign language at an early age in accordance with the law published in March 30, 2012 in the Official Gazette No. 6315 27728. Although this new regulation in “primary education and training” law builds an important ground for the teaching of foreign languages, it hinders the teaching of German as foreign language for it is placed among many selective courses. This research aims at finding the place of German as a foreign language in the national education in Turkey through legal supports and its structural arrangements. In addition to the qualitative and quantitative applications from the Ministry of National Education, scientific research on the issue is also be benefited to depict the current case. On account of the fact that 2012 education reform has been so recent, this research will only focus on the schools of `Eskişehir` in understanding the situation of German language teaching. What kind of precautions and requirements are needed in increasing the interest in German courses will specifically be discussed and described. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1806 Title A name given to the resource The Teaching of German as a Foreign Language in Consideration with The New Reforms in Turkey Author Author KARASU, Gönül KURKCUOGLU, Fatma Şükran Abstract A summary of the resource. Key words: Intercultural Comminication ABSTRACT In recent Key words: Turkish language policy, EU language policy, multilingualism, foreign language teaching, Education ABSTRACT To develop international relationships in the fields of social, political, economic, educational and cultural, the communities are in need of people who speak a foreign language. As a result, multilingualism is an inevitable fact throughout the world. To be able to take place and compete with the developed countries, high and qualitative foreign language education in Turkey must be in the level of the developed countries. Within the framework of this understanding, the purpose of this study is to describe “Turkey's approaches to education goals towards multilingualism". First, the curriculum that the new program covers on the teaching of foreign languages through 4 + 4 + 4 compulsory education reform will be described. As is well known, after the Education Reform in 1997, the teaching of German as a foreign language kept its secondary place following English in our country. In this study, the revision and comparison of both the early 1997 reform and new 2012 reform will be presented and discussed. Students begin learning a foreign language at an early age in accordance with the law published in March 30, 2012 in the Official Gazette No. 6315 27728. Although this new regulation in “primary education and training” law builds an important ground for the teaching of foreign languages, it hinders the teaching of German as foreign language for it is placed among many selective courses. This research aims at finding the place of German as a foreign language in the national education in Turkey through legal supports and its structural arrangements. In addition to the qualitative and quantitative applications from the Ministry of National Education, scientific research on the issue is also be benefited to depict the current case. On account of the fact that 2012 education reform has been so recent, this research will only focus on the schools of `Eskişehir` in understanding the situation of German language teaching. What kind of precautions and requirements are needed in increasing the interest in German courses will specifically be discussed and described.years, with the development of technology and transportation facilities people of different languages and cultures communicate with each other more and more because of such reasons education, trade, tourism, etc. Nowadays, national borders lose its significance. An event anywhere in the world can affect the lives of people who live in the other parts of the world. According to Marshall McLuhan, the world turned to a global village. To know foreign languages has become a necessity to keep pace with the developments and changes in the world. As a parallel to this situation, the methods developed for the teaching of a foreign language have increasingly diversified. For language teaching, it is not enough to teach specific words and grammar structures. In order to use a language in a competent manner, the language of the dominant culture is also required. A behavior adopted as appropriate in a culture may not be considered appropriate in another culture in accordance with the behavior of a culture, customs, traditions, social experiences, belief systems, etc. Non-verbal communication behavior does not express the same meaning in all cultures. Language learners should have cultural awareness and ability to deal with different cultures. With these needs of foreign language teaching, the concept of intercultural competence came to the fore. Intercultural competence is ability to communicate effectively among individuals from different cultures. These individuals can learn about different cultures and accept them while gaining awareness of their own culture. The approach of intercultural competence in foreign language teaching aims to get language learners’ curiosity towards the target culture, to understand the others by emphasizing and to tolerate the differences. This situation avoids misunderstandings and conflicts due to the features of different cultures. For effective communication of people learning a foreign language, intercultural competence is of great importance. In this study, on the basis of the importance of foreign language teaching intercultural competence, the proficiency of the students who learns Turkish as a foreign language in Gazi University TÖMER is tried to be determined. In the survey, some questions are directed to students about Turkish culture and the links between their own culture and Turkish culture as a target culture have been tried to determine. For the interpretation of the questionnaires, Milton Bennet’s Development Model of Intercultural Sensitivity is used as a sample. In this study, the concepts of intercultural competence have been introduced and the importance of cross-cultural competence, cultural interaction in teaching Turkish as a foreign language is discussed. It is stated that it is necessary to promote the acquisition of intercultural competence in foreign language teaching. In recent years, the number of people who want to learn Turkish as a foreign language has been increased and thus, the studies in the field of teaching Turkish as a foreign language are speeding up. In this study, it is tried to make a contribution to the studies conducted in this area. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/ff1718c0e5962a326a86eeffa40c83d1.docx 8bac5416cac4fc4a470c29a560523125 https://omeka.ibu.edu.ba/files/original/fd71232597ee474e55ff8be9fbb01752.pdf 8bf235a39df1f244f68b865e9b19e506 PDF Text Text Teachers' Beliefs on the Use of Music and Song in EFL Classes Emine Karadeniz Recep Tayyip Erdogan University / Rize, Turkey Key words: music and song, ELT, teachers' beliefs, EFL classes ABSTRACT The purpose of this study is to examine the beliefs of English language teachers about the importance of music and song in language teaching. The study found that teachers’ beliefs were influenced by personal experiences, classroom experiences and in-service trainings. Additionally, teachers’ musical knowledge was highly related to their confidence of implementing activities with music and song in their teaching practice. The teachers’ concerns about integrating music and song were considered to be an important factor on the integration of music and song in EFL classes. Implications of the study were mainly on teacher education to provide teachers with trainings to increase the use of music and song in EFL classes. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1765 Title A name given to the resource Teachers' Beliefs on the Use of Music and Song in EFL Classes Author Author KARADENIZ, Emine Abstract A summary of the resource. Key words: music and song, ELT, teachers' beliefs, EFL classes ABSTRACT The purpose of this study is to examine the beliefs of English language teachers about the importance of music and song in language teaching. The study found that teachers’ beliefs were influenced by personal experiences, classroom experiences and in-service trainings. Additionally, teachers’ musical knowledge was highly related to their confidence of implementing activities with music and song in their teaching practice. The teachers’ concerns about integrating music and song were considered to be an important factor on the integration of music and song in EFL classes. Implications of the study were mainly on teacher education to provide teachers with trainings to increase the use of music and song in EFL classes. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/9dcade236d302b6b5a4ad2322fd2f836.docx 82c42f0e200202dc79e9da006b3d7777 https://omeka.ibu.edu.ba/files/original/2f9b66207c21fa8bb313e4af44a09979.pdf 7ea5ba3932409497a9df81eb7ac7cb87 PDF Text Text Semiotic Analysis of Advertising Texts Seref KARA Uludag University/ Bursa, Turkey Key words: semiotic, language, advertising, linguistics, analyze, media ABSTRACT Cultural background is an important part of one’s communication skills. This background develops as a result of an individual’s interaction with their environment and contributes to the quality of his/her communication skills. Language, which is an important element of culture, reflects various aspects of a community’s cultural values. Individual expression is interpreted according to word choice and syntax. Words convey shared common culture, and they can sometimes be used along with their figurative meanings or connotations. Thus, idioms, proverbs, song lyrics, and so on convey the past and background of a culture. These culture-laden elements play an important role in both reciprocal relationships and mass communication. Advertisement texts are a linguistic communication device supported by our cultural heritage that function effectively in communicating that heritage. Advertisement texts, which sometimes appear in daily life as a new expression largely based on an already existing one, contribute to updating common cultural memory. Because advertisement texts appear in popular culture with recognisable linguistic and cultural dimensions, they are important indicators of how society is perceived. Therefore, the expressions used in advertisement texts can be analysed from different aspects and with various methods. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1977 Title A name given to the resource Semiotic Analysis of Advertising Texts Author Author KARA, Seref Abstract A summary of the resource. Key words: semiotic, language, advertising, linguistics, analyze, media ABSTRACT Cultural background is an important part of one’s communication skills. This background develops as a result of an individual’s interaction with their environment and contributes to the quality of his/her communication skills. Language, which is an important element of culture, reflects various aspects of a community’s cultural values. Individual expression is interpreted according to word choice and syntax. Words convey shared common culture, and they can sometimes be used along with their figurative meanings or connotations. Thus, idioms, proverbs, song lyrics, and so on convey the past and background of a culture. These culture-laden elements play an important role in both reciprocal relationships and mass communication. Advertisement texts are a linguistic communication device supported by our cultural heritage that function effectively in communicating that heritage. Advertisement texts, which sometimes appear in daily life as a new expression largely based on an already existing one, contribute to updating common cultural memory. Because advertisement texts appear in popular culture with recognisable linguistic and cultural dimensions, they are important indicators of how society is perceived. Therefore, the expressions used in advertisement texts can be analysed from different aspects and with various methods. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/eb26050df4485231ad3af2291b951f17.docx 6c566852b02194d9de9035e9ed0fd7ef https://omeka.ibu.edu.ba/files/original/aec8f8d885288b03c0d319903f3d09c4.pdf 7cafa3f3de581faa5c02c916cde98594 PDF Text Text An Analysis of Students’, Teachers’ And Parents’ Views About Lack Of Success in Teaching English at Public High Schools in Turkey (Antalya Province Sample) Hamit KAPLAN & Selçuk UYGUN Akdeniz University/ Antalya, Turkey Key words: English Teaching, Reasons for Lack of Success, Students’ / Teachers’ / Parents’ Views ABSTRACT The aim of this study is to find out the reasons for the lack of success in English subject at public high schools by taking students’, teachers’ and parents’ views into consideration and put forward solutions and implications for the problems on the subject. The population of the research is teachers of English, students and parents in public high schools throughout Turkey in 2011-2012 educational year. The sample of the study is comprised of 402 students studying at fifteen public high schools which are located in five central counties (Aksu, Döşemealtı, Kepez, Konyaaltı and Muratpaşa) in Antalya province, 58 parents and 50 teachers of English who are currently working at the aforementioned fifteen public high schools. Random sampling method is utilized in the process of comprising student, teacher and parent samples. As data collection tool, Students’ / Teachers’ / Parents’ Views on the Problems Encountered at Public High Schools in Teaching English Questionnaire developed by the researcher was used. As for the results of the study, crowded classrooms in English lessons affect teaching negatively; forming homogeneous level classrooms in English lessons would affect learning positively; student books and workbooks should be prepared taking into consideration student concerns and levels; weekly English lesson schedule is insufficient; weekly English lessons should be increased and English should be presented to students as an elective subject together with the compulsory English lesson; providing contemporary audio-visual tools which can contribute to teaching process in classrooms and using these tools affect learning positively; subject contents, books and programmes appropriate for revised class levels studying English and revised weekly schedule for English lessons should be prepared are reached. � https://omeka.ibu.edu.ba/files/original/c376d2d690792aba2cfe8b633a13298f.docx 6c566852b02194d9de9035e9ed0fd7ef https://omeka.ibu.edu.ba/files/original/0d863af841ae1fb5604e9a4b1a0d9e70.pdf 7cafa3f3de581faa5c02c916cde98594 PDF Text Text An Analysis of Students’, Teachers’ And Parents’ Views About Lack Of Success in Teaching English at Public High Schools in Turkey (Antalya Province Sample) Hamit KAPLAN & Selçuk UYGUN Akdeniz University/ Antalya, Turkey Key words: English Teaching, Reasons for Lack of Success, Students’ / Teachers’ / Parents’ Views ABSTRACT The aim of this study is to find out the reasons for the lack of success in English subject at public high schools by taking students’, teachers’ and parents’ views into consideration and put forward solutions and implications for the problems on the subject. The population of the research is teachers of English, students and parents in public high schools throughout Turkey in 2011-2012 educational year. The sample of the study is comprised of 402 students studying at fifteen public high schools which are located in five central counties (Aksu, Döşemealtı, Kepez, Konyaaltı and Muratpaşa) in Antalya province, 58 parents and 50 teachers of English who are currently working at the aforementioned fifteen public high schools. Random sampling method is utilized in the process of comprising student, teacher and parent samples. As data collection tool, Students’ / Teachers’ / Parents’ Views on the Problems Encountered at Public High Schools in Teaching English Questionnaire developed by the researcher was used. As for the results of the study, crowded classrooms in English lessons affect teaching negatively; forming homogeneous level classrooms in English lessons would affect learning positively; student books and workbooks should be prepared taking into consideration student concerns and levels; weekly English lesson schedule is insufficient; weekly English lessons should be increased and English should be presented to students as an elective subject together with the compulsory English lesson; providing contemporary audio-visual tools which can contribute to teaching process in classrooms and using these tools affect learning positively; subject contents, books and programmes appropriate for revised class levels studying English and revised weekly schedule for English lessons should be prepared are reached. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1780 Title A name given to the resource An Analysis of Students’, Teachers’ And Parents’ Views About Lack Of Success in Teaching English at Public High Schools in Turkey (Antalya Province Sample) Author Author KAPLAN, Hamit UYGUN, Selçuk Abstract A summary of the resource. Key words: English Teaching, Reasons for Lack of Success, Students’ / Teachers’ / Parents’ Views ABSTRACT The aim of this study is to find out the reasons for the lack of success in English subject at public high schools by taking students’, teachers’ and parents’ views into consideration and put forward solutions and implications for the problems on the subject. The population of the research is teachers of English, students and parents in public high schools throughout Turkey in 2011-2012 educational year. The sample of the study is comprised of 402 students studying at fifteen public high schools which are located in five central counties (Aksu, Döşemealtı, Kepez, Konyaaltı and Muratpaşa) in Antalya province, 58 parents and 50 teachers of English who are currently working at the aforementioned fifteen public high schools. Random sampling method is utilized in the process of comprising student, teacher and parent samples. As data collection tool, Students’ / Teachers’ / Parents’ Views on the Problems Encountered at Public High Schools in Teaching English Questionnaire developed by the researcher was used. As for the results of the study, crowded classrooms in English lessons affect teaching negatively; forming homogeneous level classrooms in English lessons would affect learning positively; student books and workbooks should be prepared taking into consideration student concerns and levels; weekly English lesson schedule is insufficient; weekly English lessons should be increased and English should be presented to students as an elective subject together with the compulsory English lesson; providing contemporary audio-visual tools which can contribute to teaching process in classrooms and using these tools affect learning positively; subject contents, books and programmes appropriate for revised class levels studying English and revised weekly schedule for English lessons should be prepared are reached. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/b2381a914cf2b8862f09a7cf969192b3.docx 50e3c42e3211eae28eca8c844171af7f https://omeka.ibu.edu.ba/files/original/bd14f3c5a817ada636d77b7b7f5b3dea.pdf 2f20d1f7ca024c9cbd1e217dd863bd09 PDF Text Text Learner Autonomy-Expectations and Perceptions of South-East Europe Lulzime Kamberi State University of Tetovo/ Tetovo, Macedonia Key words: autonomy, perceptions,succes, students, teachers ABSTRACT Autonomous learning is now almost universally supported all around the globe by teachers and students. The South Eastern European countries are trying to follow this trend. The question is how much do teachers and learners of the South East Europe really value it? This paper reports on a study conducted at the South East European University (SEEU), in Macedonia (FYROM) analyzing teacher and learner perceptions on autonomous learning. Applying content analysis (Silverman, 2006) to identify themes biases and meaning, the study explored student and teacher attitudes towards autonomous learning. The study was conducted across one semester (15 weeks), in the year 2012. Acknowledging convenience sampling, the 63 subjects who participated in this study were students and teachers from the English Department of the Languages Cultures and Communication Faculty and from the Language Center � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1878 Title A name given to the resource Learner Autonomy-Expectations and Perceptions of South-East Europe Author Author KAMBERI, Lulzime Abstract A summary of the resource. Key words: autonomy, perceptions,succes, students, teachers ABSTRACT Autonomous learning is now almost universally supported all around the globe by teachers and students. The South Eastern European countries are trying to follow this trend. The question is how much do teachers and learners of the South East Europe really value it? This paper reports on a study conducted at the South East European University (SEEU), in Macedonia (FYROM) analyzing teacher and learner perceptions on autonomous learning. Applying content analysis (Silverman, 2006) to identify themes biases and meaning, the study explored student and teacher attitudes towards autonomous learning. The study was conducted across one semester (15 weeks), in the year 2012. Acknowledging convenience sampling, the 63 subjects who participated in this study were students and teachers from the English Department of the Languages Cultures and Communication Faculty and from the Language Center Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/84b962486fa11475274887a490c9f421.docx eca9913eecfa1c79708ec9987ca8cb72 https://omeka.ibu.edu.ba/files/original/0fe1d52b3777d5fecc1f113adfeb056d.pdf 016c3cc957d4fba9d7c886579d001a6a PDF Text Text Multiple Authorship Online and a Future of Text Nejla Kalajdžisalihović University of Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: hypertext, authorship, multimodality, culture, social presence ABSTRACT The present paper discusses theoretical concepts on the depth of linear and non-linear text in the context of teaching. It also discusses how multimodality can be adopted for activating an intercultural exchange when sharing common referential frameworks to enhance reading for translation. In particular, this paper proposes that converting linear texts to non-linear applications could be more beneficial to foreign language students. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1924 Title A name given to the resource Multiple Authorship Online and a Future of Text Author Author KALAJDZISALIHOVIC, Nejla Abstract A summary of the resource. Key words: hypertext, authorship, multimodality, culture, social presence ABSTRACT The present paper discusses theoretical concepts on the depth of linear and non-linear text in the context of teaching. It also discusses how multimodality can be adopted for activating an intercultural exchange when sharing common referential frameworks to enhance reading for translation. In particular, this paper proposes that converting linear texts to non-linear applications could be more beneficial to foreign language students. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/4961c0f8beb77cb322a8dcfc2c6cf76b.docx 801594865c27feb02bd4b00f1e32c363 https://omeka.ibu.edu.ba/files/original/d46a3d0c8633b60b0fcc34d3023f67d4.pdf 833acb5732dd5f4c1c48033b9a545f92 PDF Text Text To Teaching Turkish for Foreigners, Additional Verbs with Training, Teaching And Application Samples Mehmet Kahraman Tuzla University/ Tuzla, Bosnia and Herzegovina Key words: teaching Turkish to foreigners, teaching of an additional verb, the functional instruction. ABSTRACT Turkish as a foreign language teaching continues to increase with each passing day date. Addition to the actual state of teaching Turkish to foreigners, teaching and textbooks application like? First reading, writing and the reading, writing, speaking can be evaluated in comprehension terms of the situation? Teaching method, teaching Turkish to foreigners in a functional language, you must first determine a method of student-centered, then according to this method of text selection, application examples, to determine the effectiveness of teaching and learner, and then to study the application and sampling should be based on. At this point, the current sample application and sample books, teaching Turkish to foreigners due diligence studies will be. In particular act is referred to as a verb addition to teaching Turkish to foreigners focusing on how to function with a function that will take place, as well as how to teach and where to find the distribution of the subject matters will be discussed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1900 Title A name given to the resource To Teaching Turkish for Foreigners, Additional Verbs with Training, Teaching And Application Samples Author Author KAHRAMAN, Mehmet Abstract A summary of the resource. Key words: teaching Turkish to foreigners, teaching of an additional verb, the functional instruction. ABSTRACT Turkish as a foreign language teaching continues to increase with each passing day date. Addition to the actual state of teaching Turkish to foreigners, teaching and textbooks application like? First reading, writing and the reading, writing, speaking can be evaluated in comprehension terms of the situation? Teaching method, teaching Turkish to foreigners in a functional language, you must first determine a method of student-centered, then according to this method of text selection, application examples, to determine the effectiveness of teaching and learner, and then to study the application and sampling should be based on. At this point, the current sample application and sample books, teaching Turkish to foreigners due diligence studies will be. In particular act is referred to as a verb addition to teaching Turkish to foreigners focusing on how to function with a function that will take place, as well as how to teach and where to find the distribution of the subject matters will be discussed. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed