187 10 3494 https://omeka.ibu.edu.ba/files/original/4f33a0849a42d6c0940a073b1e5b8b1c.docx 716b7310d30416f7fd743c80e9aef36d https://omeka.ibu.edu.ba/files/original/2cd1b2102f44c2b9d9ff822701e0d0e1.pdf 92ba67814d68084084ec130d67d4bd91 PDF Text Text A Comparison of Turkish and French Teachers in Terms of Teacher Roles of Status Quo and Progressive Approaches Ayşe Ottekin Demirbolat Gazi University/ Ankara,Turkey Key words: Teacher roles, status quo roles, progressive roles, inter-cultural comparison ABSTRACT Teacher roles pertaining to status quo approach include provision of institutional authority, attaching importance to academic standards, and provision of effective teaching. However, teachers should also pay attention to progressive roles as a result of globalization. Those teachers performing global roles are interested in events at the local, national and global levels, actively try to be informed about these events, have a skeptical approach towards sources of information and exhibit an equitable and supportive approach. On the other hand, these two categories of teacher roles are mostly in opposition. Such a contradiction may lead to role conflict, which is significantly affected by the political, social, and cultural conditions of each society. The purpose of the study is to compare the adaptation level of Turkish and French teachers concerning the teacher roles of status quo and progressive approaches. Through this comparison, the effects political, social, and cultural conditions on the teachers’ professional role orientations will be revealed. The reason for choosing these two groups teachers is that in both countries education is administered at the central level. The study was designed as a qualitative study. Both groups contained twenty teachers. Their views were collected through semi-structured interview forms. The data were analyzed with content analysis. � 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. 1738 Title A name given to the resource A Comparison of Turkish and French Teachers in Terms of Teacher Roles of Status Quo and Progressive Approaches Author Author OTTEKIN DEMIRBOLAT, Ayse Abstract A summary of the resource. Key words: Teacher roles, status quo roles, progressive roles, inter-cultural comparison ABSTRACT Teacher roles pertaining to status quo approach include provision of institutional authority, attaching importance to academic standards, and provision of effective teaching. However, teachers should also pay attention to progressive roles as a result of globalization. Those teachers performing global roles are interested in events at the local, national and global levels, actively try to be informed about these events, have a skeptical approach towards sources of information and exhibit an equitable and supportive approach. On the other hand, these two categories of teacher roles are mostly in opposition. Such a contradiction may lead to role conflict, which is significantly affected by the political, social, and cultural conditions of each society. The purpose of the study is to compare the adaptation level of Turkish and French teachers concerning the teacher roles of status quo and progressive approaches. Through this comparison, the effects political, social, and cultural conditions on the teachers’ professional role orientations will be revealed. The reason for choosing these two groups teachers is that in both countries education is administered at the central level. The study was designed as a qualitative study. Both groups contained twenty teachers. Their views were collected through semi-structured interview forms. The data were analyzed with content analysis. 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/09873a002bc6ab4331c4d67e4e7dc6d1.docx 91bcad15f025847dd14c117c6e6f6d48 https://omeka.ibu.edu.ba/files/original/5d143a4c86f5e82720b9fe32e16cbd8d.pdf c3f67f0a7915a1815e53773808169f1d PDF Text Text Aliya İzzetbegoviç’i Türk Basınında Okumak Seçil Özay Marmara University/ Istanbul, Turkey Key words:Aliya İzzetbegoviç, War of Bosnia Herzegovina, Turkish Press, Yugoslavia, Discourse Analysis ABSTRACT Yugoslavya’nın dağılmasının ardından Bosna-Hersek’in bağımsızlığı ve yeniden inşası aşamasında Aliya İzzetbegoviç, önemli bir siyasi aktör olarak öne çıkmaktadır. İzzetbegoviç, 1992-1995 yılları arasında süren Müslüman Boşnaklar başta olmak üzere bölgede yaşayan tüm dini ve etknik grupların olumsuz etkilendiği iç savaş sırasında ve sonrasında Bosna Hersek’te birleştirici bir etki yaratarak Müslüman nüfusun bölgede varlığını korumasına ve sürdürmesine katkı sağlamıştır. Bu katkı Osmanlı Devleti’nin ortak mirası dolayısıyla Türkiye ile kurulan ilişkiler açısından da önem arzetmektedir. İlgili dönemde Bosna’da yaşanan “dram” ve Aliya İzzetbegoviç, Türk kamuoyu tarafından da takip edilmiştir. Çalışmada Türk basınında Aliya İzzet Begoviç ile ilgili yazılar incelenerek nasıl bir söylem oluşturulduğu tartışılacaktır. Bu amaçla ilgili dönemde tirajı yüksek kitle gazetesi olan Hürriyet, milli ve muhafazakar bir yayın çizgisine sahip Türkiye ve sol eğilimli Cumhuriyet gazetelerinde konuyla ilgili haber ve yorumlarla Türk kamuoyunda yaratılan Aliya İzzetbegoviç algısı sorgulanacaktır. Aliya İzzetbegoviç’in 1991 yılında Cumhurbaşkanı seçilmesinin ardından savaşın sonunda 1996 seçimlerine kadar geçen altı yıllık sürede söz konusu gazetelerdeki içerikler söylem analizi yöntemiyle değerlendirilerek Türk kamuoyunda yaratılan Aliya izzetbegoviç algısı ortaya konmaya çalışılacaktır. � 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. 1909 Title A name given to the resource Aliya İzzetbegoviç’i Türk Basınında Okumak Author Author OZAY, Secil Abstract A summary of the resource. Key words:Aliya İzzetbegoviç, War of Bosnia Herzegovina, Turkish Press, Yugoslavia, Discourse Analysis ABSTRACT Yugoslavya’nın dağılmasının ardından Bosna-Hersek’in bağımsızlığı ve yeniden inşası aşamasında Aliya İzzetbegoviç, önemli bir siyasi aktör olarak öne çıkmaktadır. İzzetbegoviç, 1992-1995 yılları arasında süren Müslüman Boşnaklar başta olmak üzere bölgede yaşayan tüm dini ve etknik grupların olumsuz etkilendiği iç savaş sırasında ve sonrasında Bosna Hersek’te birleştirici bir etki yaratarak Müslüman nüfusun bölgede varlığını korumasına ve sürdürmesine katkı sağlamıştır. Bu katkı Osmanlı Devleti’nin ortak mirası dolayısıyla Türkiye ile kurulan ilişkiler açısından da önem arzetmektedir. İlgili dönemde Bosna’da yaşanan “dram” ve Aliya İzzetbegoviç, Türk kamuoyu tarafından da takip edilmiştir. Çalışmada Türk basınında Aliya İzzet Begoviç ile ilgili yazılar incelenerek nasıl bir söylem oluşturulduğu tartışılacaktır. Bu amaçla ilgili dönemde tirajı yüksek kitle gazetesi olan Hürriyet, milli ve muhafazakar bir yayın çizgisine sahip Türkiye ve sol eğilimli Cumhuriyet gazetelerinde konuyla ilgili haber ve yorumlarla Türk kamuoyunda yaratılan Aliya İzzetbegoviç algısı sorgulanacaktır. Aliya İzzetbegoviç’in 1991 yılında Cumhurbaşkanı seçilmesinin ardından savaşın sonunda 1996 seçimlerine kadar geçen altı yıllık sürede söz konusu gazetelerdeki içerikler söylem analizi yöntemiyle değerlendirilerek Türk kamuoyunda yaratılan Aliya izzetbegoviç algısı ortaya konmaya çalışılacaktır. 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/c051fdf0014bbce673881dca504ce720.docx 216c38b91189f94c86c0543b26b06f09 https://omeka.ibu.edu.ba/files/original/33114cee2c6040658dc74db3227cec40.pdf 58cef1dc2dcef6cea3a1a585baec2555 PDF Text Text Türkçe Öğrenen Yabancıların Yazılı anlatım Becerilerine Metindilbilimsel Bir Bakış Erdal Özcan Sakarya University/ Sakarya, Turkey Key words: writing, foreign language teaching, Turkish education, cohesion, conjunction ABSTRACT Bağdaşıklık” (coherence) ve “bağlılık” (cohesion) metindilbilim araştırmaları ile birlikte metin incelemede sıklıkla kullanılan iki terimdir. Bağdaşıklık, metnin içeriğinin genel yapısı ile ilgiliyken; bağlılık, metin içi yapıların cümlecikler içinde birbirleriyle olan ilişkileriyle ilgilidir ve her iki terim de bir metinde olması gereken farklı ancak birbirleriyle ilişkili olan özellikleri anlatmaktadır (Koçbaş-Akar, 2007, akt. Erdağı, 2008:14). Halliday ve Hasan (1976), bağlılığı metin yüzeyindeki ilişkileri düzenleyen bir unsur olarak tanımlamışlardır. Başka bir deyişle bağlılık; bir dilsel yapının, yorumlanabilmesi için diğer yapılarla olan ilişkisidir. En basit tanımla bağlılık “bir arada tutma” anlamına gelmektedir (Beaugrande & Dressler, 1981; Halliday & Hasan, 1976; akt. Akıncı, 2007). Erdağı’na göre bir metnin yüzey yapısındaki dilsel birimler birbirlerine dilbilgisel kurallar çerçevesinde ardıl bir biçimde bağlıdırlar ve bu ise, metindeki dilsel, dilbilgisel uyum, yani bütünlüktür (Erdağı, 2008:14). Türkçe öğrenen yabancı öğrencilerin yazılı performansla oluşturdukları metinlerin iletişim amacına hizmet edebilmesi ve tutarlı olabilmesi, oluşturdukları metinlerin bağlılık özelliğine sahip olmasına bağlıdır. Yabancılara Türkçe dersi bağlamında öğrencilerin metin bağlılığı ile ilgili sorunlar yaşandığı bilinmektedir (Çotuksöken, 1983) Bu çalışma, yabancı dil olarak Türkçe öğrenen ve farklı coğrafyalardan gelen öğrencilerin sözcükleri, cümleleri bir araya getirerek bir yazılı metin oluştururken sıralama ve yan tümce bağlaçlarını ne sıklıkta ve hangi tercihle kullanma eğiliminde olduklarını ortaya koymayı amaçlamaktadır. Zira bağlaçlar, bağlama işlevleriden gelen özellik dolayısıyla, cümleler arasında konu ve anlatım bütünlüğünü sağlar. Bu bağlamda Sakarya Üniversitesi bünyesindeki TÖMER’de A2/B1 seviyesinde eğitim gören Bosna-Hersek, Makedonya, Sırbistan ve Bulgaristan gibi Balkan ülkelerinden gelen öğrencilerin sözlü metinlerindeki bağlılık özelliği ile eşdeğer seviyedeki Türkmenistan, Azerbaycan gibi Türkî Cumhuriyetlerden gelen öğrencilerin ürettikleri yazılı metinlerindeki bağlılık özellikleri karşılaştırmalı bir bakış açısı ile incelenmiştir. Çalışma nitel araştırma olup alan araştırması yöntemine dayanmaktadır. Araştırma kapsamında öğrencilere yabancılara Türkçe öğretiminde kullanılan bir kısa film izlettirilmiş akabinde ise öğrencilere filmin konusu ile ilgili 150 sözcüklük bir yazılı anlatım çalışması yaptırılmıştır. Çalışma sonuçları değişik coğrafyalardan gelen öğrencilerin, metin bağlılığını oluşturan unsurlardan “sıralama” ve “yan tümce” bağlaçlarını farklı sıklıkta kullandıklarını ortaya koymuştur � 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. 1935 Title A name given to the resource Türkçe Öğrenen Yabancıların Yazılı anlatım Becerilerine Metindilbilimsel Bir Bakış Author Author OZCAN, Erdal Abstract A summary of the resource. Key words: writing, foreign language teaching, Turkish education, cohesion, conjunction ABSTRACT Bağdaşıklık” (coherence) ve “bağlılık” (cohesion) metindilbilim araştırmaları ile birlikte metin incelemede sıklıkla kullanılan iki terimdir. Bağdaşıklık, metnin içeriğinin genel yapısı ile ilgiliyken; bağlılık, metin içi yapıların cümlecikler içinde birbirleriyle olan ilişkileriyle ilgilidir ve her iki terim de bir metinde olması gereken farklı ancak birbirleriyle ilişkili olan özellikleri anlatmaktadır (Koçbaş-Akar, 2007, akt. Erdağı, 2008:14). Halliday ve Hasan (1976), bağlılığı metin yüzeyindeki ilişkileri düzenleyen bir unsur olarak tanımlamışlardır. Başka bir deyişle bağlılık; bir dilsel yapının, yorumlanabilmesi için diğer yapılarla olan ilişkisidir. En basit tanımla bağlılık “bir arada tutma” anlamına gelmektedir (Beaugrande & Dressler, 1981; Halliday & Hasan, 1976; akt. Akıncı, 2007). Erdağı’na göre bir metnin yüzey yapısındaki dilsel birimler birbirlerine dilbilgisel kurallar çerçevesinde ardıl bir biçimde bağlıdırlar ve bu ise, metindeki dilsel, dilbilgisel uyum, yani bütünlüktür (Erdağı, 2008:14). Türkçe öğrenen yabancı öğrencilerin yazılı performansla oluşturdukları metinlerin iletişim amacına hizmet edebilmesi ve tutarlı olabilmesi, oluşturdukları metinlerin bağlılık özelliğine sahip olmasına bağlıdır. Yabancılara Türkçe dersi bağlamında öğrencilerin metin bağlılığı ile ilgili sorunlar yaşandığı bilinmektedir (Çotuksöken, 1983) Bu çalışma, yabancı dil olarak Türkçe öğrenen ve farklı coğrafyalardan gelen öğrencilerin sözcükleri, cümleleri bir araya getirerek bir yazılı metin oluştururken sıralama ve yan tümce bağlaçlarını ne sıklıkta ve hangi tercihle kullanma eğiliminde olduklarını ortaya koymayı amaçlamaktadır. Zira bağlaçlar, bağlama işlevleriden gelen özellik dolayısıyla, cümleler arasında konu ve anlatım bütünlüğünü sağlar. Bu bağlamda Sakarya Üniversitesi bünyesindeki TÖMER’de A2/B1 seviyesinde eğitim gören Bosna-Hersek, Makedonya, Sırbistan ve Bulgaristan gibi Balkan ülkelerinden gelen öğrencilerin sözlü metinlerindeki bağlılık özelliği ile eşdeğer seviyedeki Türkmenistan, Azerbaycan gibi Türkî Cumhuriyetlerden gelen öğrencilerin ürettikleri yazılı metinlerindeki bağlılık özellikleri karşılaştırmalı bir bakış açısı ile incelenmiştir. Çalışma nitel araştırma olup alan araştırması yöntemine dayanmaktadır. Araştırma kapsamında öğrencilere yabancılara Türkçe öğretiminde kullanılan bir kısa film izlettirilmiş akabinde ise öğrencilere filmin konusu ile ilgili 150 sözcüklük bir yazılı anlatım çalışması yaptırılmıştır. Çalışma sonuçları değişik coğrafyalardan gelen öğrencilerin, metin bağlılığını oluşturan unsurlardan “sıralama” ve “yan tümce” bağlaçlarını farklı sıklıkta kullandıklarını ortaya koymuştur 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/4df261675c4351cf5e092b23b49c5af4.docx cffb675170a4c8a73283539a17290848 https://omeka.ibu.edu.ba/files/original/3089b4bfe20407af986e18b51d29695c.pdf e7d894442e0f1153bde6e55831b5c845 PDF Text Text Effects of Computer Use on Motivation in EFL Learning Skills Esin Özdemir Bülent Ecevit University/ Zonguldak, Turkey Key words: Motivation, computer assisted language learning (CALL), grammer, listening, reading ABSTRACT In English as a foreign language (EFL) classrooms, the use of computer networks have introduced unprecedented opportunities for language learners to access and use multimedia materials and to communicate within and beyond the classroom. Over the past 20 years with the application of technology in language classrooms, learners have been expected to be more motivated in a web-based computer assisted language learning program, and improve their comprehensive language ability. Thus, this study aimed to determine the effects of computer assisted language learning (CALL) on motivation of EFL learners in English language learning classrooms. As one of the examples of qualitative study, this paper is a case study and it was used to ascertain four aspects of motivation which were selfconfidence, attention, relevancy with the objectives and satisfaction of EFL learners from the points of grammer, listening and reading skills. The data for this study was collected with the interviews of a sample group including 4 learners of EFL at a University in Black Sea Region. In this qualitative study, with a tape recorder each student was interviewed about the aspects of motivation, and the data was transcribed and coded. At the end of the study it was found that for listening skills the students had a positive attitude toward using computers, but for grammer skills and reading skills they had a negative attitude from the aspects of self-confidence, attention, relavancy with the objectives and satisfaction. Finally, some practical recommendations were noted. � 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. 1756 Title A name given to the resource Effects of Computer Use on Motivation in EFL Learning Skills Author Author OZDEMIR, Esin Abstract A summary of the resource. Key words: Motivation, computer assisted language learning (CALL), grammer, listening, reading ABSTRACT In English as a foreign language (EFL) classrooms, the use of computer networks have introduced unprecedented opportunities for language learners to access and use multimedia materials and to communicate within and beyond the classroom. Over the past 20 years with the application of technology in language classrooms, learners have been expected to be more motivated in a web-based computer assisted language learning program, and improve their comprehensive language ability. Thus, this study aimed to determine the effects of computer assisted language learning (CALL) on motivation of EFL learners in English language learning classrooms. As one of the examples of qualitative study, this paper is a case study and it was used to ascertain four aspects of motivation which were self-confidence, attention, relevancy with the objectives and satisfaction of EFL learners from the points of grammer, listening and reading skills. The data for this study was collected with the interviews of a sample group including 4 learners of EFL at a University in Black Sea Region. In this qualitative study, with a tape recorder each student was interviewed about the aspects of motivation, and the data was transcribed and coded. At the end of the study it was found that for listening skills the students had a positive attitude toward using computers, but for grammer skills and reading skills they had a negative attitude from the aspects of self-confidence, attention, relavancy with the objectives and satisfaction. Finally, some practical recommendations were noted. 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/332fc2383d78e2ee62e4488740d09986.docx 3b741e52b9c26605d1f94dffd2ddd860 https://omeka.ibu.edu.ba/files/original/9991857dea22f27205d0cf20b93f8597.pdf c657d8f550cd13cdff66d8aff89a8c63 PDF Text Text Teaching Science Vocabulary to Esl Learners Mehmet Özdemir & Çağrı Tuğrul Mart Ishik University/ Iraq ABSTRACT Without gaining knowledge of science vocabulary, understanding of scientific concepts can be difficult. Though, learning science vocabulary is a field of discomfort, and a difficult task for ESL learners, a student's understanding of vocabulary is essential in science classes. Through giving effective instructions that facilitate learning science vocabulary, learners can improve their vocabulary knowledge for a better comprehension of scientific texts. This article suggests some useful strategies to enhance learners’ science vocabulary. � 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. 2104 Title A name given to the resource Teaching Science Vocabulary to Esl Learners Author Author OZDEMIR, Mehmet MART, Çağrı Tuğrul Abstract A summary of the resource. Without gaining knowledge of science vocabulary, understanding of scientific concepts can be difficult. Though, learning science vocabulary is a field of discomfort, and a difficult task for ESL learners, a student's understanding of vocabulary is essential in science classes. Through giving effective instructions that facilitate learning science vocabulary, learners can improve their vocabulary knowledge for a better comprehension of scientific texts. This article suggests some useful strategies to enhance learners’ science vocabulary. 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/b72b22470395c417a27c777ce9d1e36e.docx 98e2daa9e5543719b8e58c357b53a207 https://omeka.ibu.edu.ba/files/original/df80ed1ed5008ddc093404342e0a48cf.pdf fb9aeab90e444be7a8403b34269a3e9d PDF Text Text The Opinions of English Language Teachers towards Language Assessment and Evaluation in Turkey Tuba Ozturan & Zafer Susoy Erzincan University/ Erzincan, Turkey Key words: Assessment, Evaluation, English Language Teachers’ Opinions ABSTRACT Assessment is an indispensable part of education and carries importance as well as teaching. Teachers’ believes and opinions have great impact on assessment and test types. The authors’ aim is to investigate English language teachers’ opinions towards language assessment and evaluation. In this regard, a questionnaire has been adapted from the study of Brown (2002) and conducted to 45 language teachers at state universities in Turkey. The participants are from four different departments: English Language Teaching/Linguistics/Literature/Translation and Interpretation. Results have been analyzed under four main components of assessment: Improvement, school accountability, student accountability and irrelevance. In addition, experience of the participants, if they took any assessment course during bachelor degree and/or master/PhD degree cycle education or not have been analyzed. The results of the study are as follows: It has been found that the teachers graduated from English Language Teaching department show great tendency towards assessment improvement component; the teachers graduated from Linguistics department show great tendency towards both student accountability and irrelevance; the teachers graduated from Translation and Interpretation show great tendency towards school accountability. In terms of experience, the English Language Teachers who have experience 0-2 year/s and 5-15 years show positive correlation with assessment and evaluation. Taking a course based on assessment and evaluation during 1st and/or 2nd cycle/s education affects the results. � 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. 1990 Title A name given to the resource The Opinions of English Language Teachers towards Language Assessment and Evaluation in Turkey Author Author OZTURAN, Tuba SUSOY, Zafer Abstract A summary of the resource. Key words: Assessment, Evaluation, English Language Teachers’ Opinions ABSTRACT Assessment is an indispensable part of education and carries importance as well as teaching. Teachers’ believes and opinions have great impact on assessment and test types. The authors’ aim is to investigate English language teachers’ opinions towards language assessment and evaluation. In this regard, a questionnaire has been adapted from the study of Brown (2002) and conducted to 45 language teachers at state universities in Turkey. The participants are from four different departments: English Language Teaching/Linguistics/Literature/Translation and Interpretation. Results have been analyzed under four main components of assessment: Improvement, school accountability, student accountability and irrelevance. In addition, experience of the participants, if they took any assessment course during bachelor degree and/or master/PhD degree cycle education or not have been analyzed. The results of the study are as follows: It has been found that the teachers graduated from English Language Teaching department show great tendency towards assessment improvement component; the teachers graduated from Linguistics department show great tendency towards both student accountability and irrelevance; the teachers graduated from Translation and Interpretation show great tendency towards school accountability. In terms of experience, the English Language Teachers who have experience 0-2 year/s and 5-15 years show positive correlation with assessment and evaluation. Taking a course based on assessment and evaluation during 1st and/or 2nd cycle/s education affects the results. 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/6ffb473f8036bbc34bd9f2d98ebce125.docx c9994af7d67e336b06da159dd9062e92 https://omeka.ibu.edu.ba/files/original/72531860bc9322be563b0f59cc11e812.pdf 224941cdb284f3c51f12fc780e9c9886 PDF Text Text The Factor of Beliefs About Language Learning in Bosnia and Herzegovina. Isak Ozturk International Burch University/ Sarajevo, Bosnia and Herzegovina Key words:Language learning beloefs; language learning strategies; motivation, attitude;personality ABSTRACT The aim of this paper is to study the factor of the Beliefs About Language Learning Inventory (BALLI) and to investigate a sample of 200 Bosnian remote high school EFL learners’ language learning beliefs, their learning strategies, and the relationship between learners’ beliefs and their use of strategies and compare them with the EFL learners in the downtown city schools. This study will also examine the influence of learning variables such as aptitude, attitudes, motivation, anxiety, personality on learner beliefs and strategies. Data will be collected by using questionnaire; the Beliefs about Language Learning Inventory (BALLI) by Elaine Horwitz, the University of Texas at Austin. The findings will help teachers to have some pedagogical implications to increase students’ level of motivation in an English language classroom. For example teachers can set goals for students in learning English, provide required materials regarding language learning, and inspire students to learn. These findings may also help students to improve their level of English and encourage them to study harder. Horwitz (1988) suggests that better understanding of students' beliefs of language learning may allow language teachers to better understand students' expectations and satisfactions with their language class. Once students are able to face their beliefs, they may understand their weakness and try to solve the problem. � 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. 1799 Title A name given to the resource The Factor of Beliefs About Language Learning in Bosnia and Herzegovina. Author Author OZTURK, Isak Abstract A summary of the resource. Key words:Language learning beloefs; language learning strategies; motivation, attitude;personality ABSTRACT The aim of this paper is to study the factor of the Beliefs About Language Learning Inventory (BALLI) and to investigate a sample of 200 Bosnian remote high school EFL learners’ language learning beliefs, their learning strategies, and the relationship between learners’ beliefs and their use of strategies and compare them with the EFL learners in the downtown city schools. This study will also examine the influence of learning variables such as aptitude, attitudes, motivation, anxiety, personality on learner beliefs and strategies. Data will be collected by using questionnaire; the Beliefs about Language Learning Inventory (BALLI) by Elaine Horwitz, the University of Texas at Austin. The findings will help teachers to have some pedagogical implications to increase students’ level of motivation in an English language classroom. For example teachers can set goals for students in learning English, provide required materials regarding language learning, and inspire students to learn. These findings may also help students to improve their level of English and encourage them to study harder. Horwitz (1988) suggests that better understanding of students' beliefs of language learning may allow language teachers to better understand students' expectations and satisfactions with their language class. Once students are able to face their beliefs, they may understand their weakness and try to solve the problem. 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/247f190dcb39e56d280899848dbd2be7.docx 19ddac1a8270c94964fb3e6444e41429 https://omeka.ibu.edu.ba/files/original/334960071a2d7f4c71d59d44791007d2.pdf 753fc2b927c96c5e9a83c88645e812d3 PDF Text Text "Paralyzed in Winesburg, Ohio, or Grotesques in Dublin" Defining the Structure of Epicleti M.Kubra Ozturk & Eldin Milak International Burch University/ Sarajevo, Bosnia and Herzegovina Key words: epicleti, epiphany, short story, James Joyce, Sherwood Anderson ABSTRACT In a letter to Constantine Curran, in July 1904, James Joyce wrote: „I am writing a series of epicleti – ten – for a paper ... I call the series Dubliners.“ The term epicleti has been interpreted as a misspelled form of “epiclesis”, the process of transubstantiation as defined by the doctrine of the Roman Catholic Church. This went hand in hand with Joyce’s interpretation of the role of an artist as „a priest of eternal imagination, transmuting the daily bread of experience into the radiant body of everliving life”. Wolfhard Steppe convincingly argued that epicleti was a misreading of Joyce’s handwriting and that in fact the word written is epiclets, but the notion of epiclesis still remains a valuable way of interpreting the works of James Joyce, and McDermott, in a study of Joyce and Raymond Carver, has argued that epicleti itself can be considered a genre of short story. Taking this perspective, the main focus of the paper is to define the very structure of epicleti by systematically examining each of the genre’s key features, including the notion of transubstantiation and epiphany, as well as setting and characters traits. To have a variation of samples, we will use a frequently pointed out similarity between Dubliners (1914) and Winesburg, Ohio (1919) written by Sherwood Anderson. A number of scholars, including Zlotnick and Curry, examined this relation, focusing mainly on the comparison of the works and/or disbanding the possibility of imitation, respectively. Studies such as these offer a useful framework, but do not go in depth with the notion of an epicleti, and what it means for a story to be regarded as one. Using the comparison we aim to isolate the main elements of the structure, examining at the same time the place of a single structure within the frame of the whole collection, defining a genre of short story writing which can be usefully called epicleti � 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. 1824 Title A name given to the resource Paralyzed in Winesburg, Ohio, or Grotesques in Dublin" Defining the Structure of Epicleti Author Author OZTURK, M.Kubra MILAK, Eldin Abstract A summary of the resource. Key words: epicleti, epiphany, short story, James Joyce, Sherwood Anderson ABSTRACT In a letter to Constantine Curran, in July 1904, James Joyce wrote: „I am writing a series of epicleti – ten – for a paper ... I call the series Dubliners.“ The term epicleti has been interpreted as a misspelled form of “epiclesis”, the process of transubstantiation as defined by the doctrine of the Roman Catholic Church. This went hand in hand with Joyce’s interpretation of the role of an artist as „a priest of eternal imagination, transmuting the daily bread of experience into the radiant body of everliving life”. Wolfhard Steppe convincingly argued that epicleti was a misreading of Joyce’s handwriting and that in fact the word written is epiclets, but the notion of epiclesis still remains a valuable way of interpreting the works of James Joyce, and McDermott, in a study of Joyce and Raymond Carver, has argued that epicleti itself can be considered a genre of short story. Taking this perspective, the main focus of the paper is to define the very structure of epicleti by systematically examining each of the genre’s key features, including the notion of transubstantiation and epiphany, as well as setting and characters traits. To have a variation of samples, we will use a frequently pointed out similarity between Dubliners (1914) and Winesburg, Ohio (1919) written by Sherwood Anderson. A number of scholars, including Zlotnick and Curry, examined this relation, focusing mainly on the comparison of the works and/or disbanding the possibility of imitation, respectively. Studies such as these offer a useful framework, but do not go in depth with the notion of an epicleti, and what it means for a story to be regarded as one. Using the comparison we aim to isolate the main elements of the structure, examining at the same time the place of a single structure within the frame of the whole collection, defining a genre of short story writing which can be usefully called epicleti 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/954fb966ae1e7d334bd85533866006d5.docx dc03070988eae1c1613ad2b3c1ca2433 https://omeka.ibu.edu.ba/files/original/961860fba07d4c13dc4ecafcf4596d0c.pdf 2ab57cf29a61d9689b584f0f520847f7 PDF Text Text Elt as a Tool to Bridge Cross-Cultural Gaps Omer Serdar Ozturk The South East European University/Tetovo, Macedonia Key words: inter-cultural gap, cultural awareness, cross-cultural barriers, ELT and culture, sociolinguistics ABSTRACT This paper is a part of an ongoing research, namely “AN ANALYSIS OF THE EFL LEARNERS IN A MULTICULTURAL ELT ENVIRONMENT: THE CASE OF A PRIVATE SCHOOL IN MACEDONIA”. In this part of the study I tried to answer the question, “Can we use ELT to bridge cross-cultural gaps?” My premises are; -Language and culture are reciprocally inextricable. Language is the biggest conveyor of culture. Learning a language is learning that culture. This can be evidenced that members of similar cultures learn each other’s language more easily than members of remote cultures. -English has long been a lingua franca in many parts of the world. The status English language gained today makes it unavoidable in school curricula worldwide. -Our virtually shrinking world faces problems among its various ethnic groups. Misconceptions, prejudices, or stereotypes are prevalent in today’s multicultural world. -One aspect of school education is to help solve the problems of society. Following this thought sequence I asked the research question: Can ELT be used to facilitate its learners to overcome cultural barriers? Can we use ELT to bridge cross-cultural gaps? To explore the question, in the beginning of the academic year 2012-2013, I first added an extra line into the aims section of my annual plan as; “to develop better cross cultural understanding among students.” To achieve this, I planned to use various cross-cultural materials in my classes. Our course-book “Solutions” has been a great help as it has a lot of direct culture related topics. As the implementation of the plan, we studied culture, its aspects and elements like music, food, clothes, reactions and gestures in various instances. As a final stage I conducted a questionnaire to test the change in their perception of the “other.” The analysis of the questionnaire gave encouraging results. Students developed more acceptance towards other cultures. � 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. 1918 Title A name given to the resource Elt as a Tool to Bridge Cross-Cultural Gaps Author Author OZTURK, Omer Serdar Abstract A summary of the resource. Key words: inter-cultural gap, cultural awareness, cross-cultural barriers, ELT and culture, sociolinguistics ABSTRACT This paper is a part of an ongoing research, namely “AN ANALYSIS OF THE EFL LEARNERS IN A MULTICULTURAL ELT ENVIRONMENT: THE CASE OF A PRIVATE SCHOOL IN MACEDONIA”. In this part of the study I tried to answer the question, “Can we use ELT to bridge cross-cultural gaps?” My premises are; -Language and culture are reciprocally inextricable. Language is the biggest conveyor of culture. Learning a language is learning that culture. This can be evidenced that members of similar cultures learn each other’s language more easily than members of remote cultures. -English has long been a lingua franca in many parts of the world. The status English language gained today makes it unavoidable in school curricula worldwide. -Our virtually shrinking world faces problems among its various ethnic groups. Misconceptions, prejudices, or stereotypes are prevalent in today’s multicultural world. -One aspect of school education is to help solve the problems of society. Following this thought sequence I asked the research question: Can ELT be used to facilitate its learners to overcome cultural barriers? Can we use ELT to bridge cross-cultural gaps? To explore the question, in the beginning of the academic year 2012-2013, I first added an extra line into the aims section of my annual plan as; “to develop better cross cultural understanding among students.” To achieve this, I planned to use various cross-cultural materials in my classes. Our course-book “Solutions” has been a great help as it has a lot of direct culture related topics. As the implementation of the plan, we studied culture, its aspects and elements like music, food, clothes, reactions and gestures in various instances. As a final stage I conducted a questionnaire to test the change in their perception of the “other.” The analysis of the questionnaire gave encouraging results. Students developed more acceptance towards other cultures. 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/a292374af125ba3f6e652a3f9540f334.docx 26d0eb458f912873d0061a2ef3844cc4 https://omeka.ibu.edu.ba/files/original/a308dd4885ba30fefda97cc72d08686f.pdf 2b161ad25dc68277c09306b6551706a3 PDF Text Text The Development of Reading Awareness of Students: A Research on the Role of School Libraries in Students Reading Skills and the Relationship of Students and Literature Books Isaak Papadopoulos & Varvara Peiou Ellinika Ekpaideftiria/ Greece Key Words: Reading Awarness, Books, School Libraries, Survey, Influence ABSTRACT This paper is a comprehensive analysis of the current situation and the relationship of children with reading extracurricular books. It is true that younger students are not interested in reading at school and extracurricular books while it is an undeniable fact that the school and society have a significant impact in this situation. This paper continues with detailed proposals for both teachers and their views on the development of reading awareness of students through creative and constructive activities for that reason. These are activities that can be implemented booth by teachers and the parents of the students. In the search for the attitudes of then teachers towards books and reading books from students survey questionnaire was carried out to teachers in three cities of greece and the results are an important assistant and proof agent of the current relationship of students and books and these results are described and analyzed. The last part of this paper underlines the importance of the activities that can help student develop their reading language skill and the general linguistic skills either in the mother tongue or in the second/foreign language. It is in the hands of the teachers to implement this useful guide and make their students love the language learning process. � 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. 1797 Title A name given to the resource The Development of Reading Awareness of Students: A Research on the Role of School Libraries in Students Reading Skills and the Relationship of Students and Literature Books Author Author PAPADOPOULOS, Isaak PEIOU, Varvara Abstract A summary of the resource. Key Words: Reading Awarness, Books, School Libraries, Survey, Influence ABSTRACT This paper is a comprehensive analysis of the current situation and the relationship of children with reading extra-curricular books. It is true that younger students are not interested in reading at school and extracurricular books while it is an undeniable fact that the school and society have a significant impact in this situation. This paper continues with detailed proposals for both teachers and their views on the development of reading awareness of students through creative and constructive activities for that reason. These are activities that can be implemented booth by teachers and the parents of the students. In the search for the attitudes of then teachers towards books and reading books from students survey questionnaire was carried out to teachers in three cities of greece and the results are an important assistant and proof agent of the current relationship of students and books and these results are described and analyzed. The last part of this paper underlines the importance of the activities that can help student develop their reading language skill and the general linguistic skills either in the mother tongue or in the second/foreign language. It is in the hands of the teachers to implement this useful guide and make their students love the language learning process. 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