235 10 3494 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. 1031 Title A name given to the resource Language Learning Strategies and English Language Proficiency: An Investigation of IUS Students Author Author Almasa, Mulalic Abstract A summary of the resource. Learning strategies are the thoughts and actions that individuals use to accomplish a learning goal. Many researchers have been writing on language learning strategies use in language acquisition (O’Malley and Chamot, 1990; Oxford 1990; Wenden and Rubin 1987). In these studies it has been found that effective learning strategies might contribute to successful language learning. Rubin (1975) and Stern (1977) were concerned about good language learner, and in their studies show that good language learner employ certain language learning strategies in the language learning process. This paper explores Language Learning Strategies used by IUS students when learning English language. The paper will also investigate the relationship between strategy use and proficiency in English between the students of different ethnic background. The gender differences will be look at as well to see if there are any differences in strategy use between male and female students at IUS. Oxford (1990) Strategy Inventory for Language learning (SILL) will be administered to measure learning strategy preferences and proficiency in English language will be based on results on Proficiency English Test. A multiple regression analysis will be conducted to examine relationship among six types of learning strategies and scores on Proficiency Exam Test. The t-test will be employed in order to determine differences between male and female students in strategy use. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 1030 Title A name given to the resource ANALYSIS AND CLASSIFICATION OF GERUNDS (Verbal Adverbs) IN RABIYA Author Author Arnaut , Alica Solak , Edina Abstract A summary of the resource. In this paper, we will try to analyse and classify gerunds. Traditionally, the term gerund in Latin and European grammars is often synonymous with gerundive. In Slavic languages, the distinction is made between gerund (verbal adverb) and gerundive (verbal adjective), which may have an adverbial function as well. Gerunds (verbal adverbs) are verbal forms that have certain features found in verbal nouns and verbs (voice, negation, forms of periphrastic conjugations, modifiers, complements, etc.). In the sentence, they function as adverbials for manner and time. Since the subject in the sentences may be expressed, and since they are semantic equivalents of dependent clauses in European languages, some Turkologists classify them as infinitve predicative (or quasipredicative) forms. One of the issues in contemporary Turkish language studies is gerund classification. Namely, there are other morpho-syntactic forms in Turkish that correspond to gerunds in terms of their function and semantics. They are, therefore, completely or partially classifed as such, without morphological criteria of the classification. These criteria are: they are formed by independent suffixes, they are impersonal and do not accept affixes for case, i.e. they cannot be declined. The examples necessary for the gerund analysis will be taken from Rabiya. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 904 Title A name given to the resource Using Current out-of-class Materials in Teaching Reading Comprehension Author Author Asgari, Majid Abstract A summary of the resource. The studies on the integrating out of class materials with class materials mostly show the crucial role of this task for teachers and its benefits for students. This study investigates the effect of the integrating currents issues of interest into class materials on the students’ reading comprehension. The following question is proposed. Is relating current issues of interest to class materials useful on students reading comprehension? A true and a null hypothesis are given. The true hypothesis is integrating current issues of interest with class materials in teaching reading has a positive effect on reading comprehension. The study is performed at Islamic Azad University in Hidaj with 60 participants--male and female-- who are majoring in ‘mechanical’ and ‘electrical’ engineering. The subjects are randomly divided into two groups, each with 30 students. One of the groups is used as the experimental group (G1) and the other one as the control group (G2). The subjects are taught for two weeks and finally will take an achievement test. After analyzing the results of the test, and by comparing the means of the scores using t-test, the null hypothesis will be testified to show whether integrating current issues of interest with class materials improves reading comprehension of students in English class at university. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 819 Title A name given to the resource Şiir ve Düşünce İlişkisi Author Author Aslan, Adnan Abstract A summary of the resource. Düşüncede berraklık ve açıklık arayışının önemli kriter olduğu günümüz felsefesinde şiir irrasyonelliğe kaynaklık eden esin ve ilhamın membaı, müphemliğin ve bulanıklığın ifade alanı olarak görülmektedir. Alman filozofu Martin Heidegger ise aksini düşünmekte. Felsefe özellikle Rene Descartes sonrası Modern Felsefe Varlığı tayinde insan algısını merkeze yerleştirmiştir. Bu felsefeye göre düşünme insanın Varlık hakkındaki tespit ve hükümlerini ortaya konulup, tartışılmasıdır. Heidegger Modern Felsefe’de paradigma haline gelmiş bu yönelişe şiddetle karşı çıkar. Düşünmenin Varlığın sesine kulak verme olduğunu söyler. İnsan nasıl varlığın sesine kulak verecektir. Şiirle. Şairler Varlığı terennüm ederler. Bundan dolayı, Heidegger’e göre şairler filozoflardan daha önemlidir. Bu tebliğde daha ziyade Martin Heidegger’in felsefesine dayanarak şiirin düşünceyi nasıl ifşa ettiği meselesini ele almaya çalışacağım. Düşüncenin sesi neden şiirsel olmak zorundadır ve neden şiir Varlığın ifşası ve hakikatin ifadesi olarak görülmelidir. Şairle düşünür arasında köklü bir ayırım yapmak mümkün müdür? Şiir dil ilişkisi nasıl kurulmalı ve neden dil dile geldiği zaman şiirsel olma durumundadır? Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 912 Title A name given to the resource The Effectiveness of Conversation Course books in Developing Learners' Pragmatic Comprehension Author Author Athar , Mehdi Ruhi Damaliamiri , Mehdi sahibzamani , Fatemeh Akbari, Firouzeh Abstract A summary of the resource. The research examined an area of pragmatic competence that is rather underrepresented in the literature of interlanguage pragmatics: pragmatic comprehension. Pragmatic comprehension involves the inferential process of understanding what a speaker intends to accomplish by making utterances . The adopted theoretical framework of pragmatic processing included the comprehension of speech acts, in which the speaker tries to do something , conversational implicatures, in which the speaker expresses attitudes and feelings using indirect utterances that must be inferred by the hearer , speakers' attitudes and registers which are variation of language differing according to the degree of formality, topic, activity, work, profession and mode under discussion ; and communication key that is the tone manner, or spirit in which a speech act is carried out and attitudinal- tone index which is a potentially finite set of continua, each one labeled with a pair of antonymous keys which are super ordinate to the other terms in that continua . Although a growing body of second and foreign language (L2& FL) research has examined learners' abilities to understand speaker’s implied intentions, most previous studies have been confined to speech acts without regarding speakers' attitudes and degree of formality. The present study aimed to fill the gap by adopting a listening instrument that measures pragmatic and linguistic comprehension simultaneously. The instrument incorporated general comprehension questions along with the questions assessing comprehension of degree of formality and speaker’s attitudes. The learner’s pragmatic comprehension, operationalized as the ability to understand appropriate language and register, was compared across advanced students with different textbook backgrounds. Pearson correlation results indicate construct differences between linguistic and pragmatic comprehension. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 826 Title A name given to the resource Doğduğunda Ali Rıza, Yaşamında Ali Kemal ve Son Günlerinde Artin Kemal Lakabı ile İnfaz Edilen Türkçe Sevdalısı Bir Muharrir Author Author Ay, Ferudun Abstract A summary of the resource. Ali Kemal, Türk edebi ve siyasi hayatının en ilginç simalarından birisidir. 1867’de İstanbulda domuştur. Gerçek adı Ali Rıza olan Ali Kemal ilk eğitimine Hacı Kadın mektebinde oradan Kaptanpaşa Mekteb-i Rüşdiyyesi ve son sınıfa kadar Gülhane-i Rüşdiyye-i Askeriyyesi’ne gider. Bu okuldan da devamsızlıktan atılır. Okuldan atılması sebebiyle yatılı okula Mektep-i Mülkiyye’ye kayıt olur.1886’da Mülkiyye yıllarında arkadaşlarıyla Gülşen adlı dergi çıkarır. Ali Kemal, Fransızcasını geliştirmek için dördüncü sınıfta Paris ve Cenevre’ye gider. Eğitim hayatı gibi edebi ve siyasi hayatıda çalkantılı geçen Ali Kemal, siyasi meseleden dolayı Halep’e sürgün edilir. Ali Kemal, beş yıl aradan sonara tekrar İstanbul’a dönerse de izin almadan döndüğü için sürgün edileceğini duyar ve Paris’e kaçar. Burada Jön Türklerle birlikte hareket eder ve İkdam gazatesine yazılar gönderir. Hüseyin Cahit Yalçın ile kalem münakaşasına girer. Padişah Abdülhamid Sani ile anlaşınca 1908’de İstanbul’a döner.İkdam’ın başına geçer ve bir sure sonra İttihat Terakki ve Dr.Behaaddin Şakir ile münakaşaya girer ve 31 Mart vakası ile beraber Parise tekrar kaçar. Ali Kemal 1912 de tekrar İstanbul’a döner.Yazı hayatından asla kopmayan birisi olarak istanmeyen bir adamdır. Viyanaya sürgün edilir. Üç ay sonra tekrar İstanbul’a dönen Ali Kemal, Peyam, Peyam- Sabah dergi ve gazetelerini çıkarır.Kalemini keskinleştikçe karşıt görüşdeki siyasetçi ve muharrirler tarafından daima istenmeyen mualif bir kalem olarak görülür.Bu şekilde anılmasına rağmen herkesçe kabul görülen bir yanı vardı ki en azılı düşmanı bile bunu kabul eder. Türkçe ve Türk dilinin doğru kullanımı hassasiyeti ve dile verdiği önem.Hatta ömrünün son senelerinde yakın çevrelerince bilinen Türkçe bir lügat çalışması ile meşgul olduğudur. İstanbul yönetimi mualif kalem; Ankara ise Artin Kemal olarak adlandırdığı, Türkçe sevdalısı bir muharrirdir. Ali Kemal, bütün olumsuzluklara rağmen Türkçe hususunda üslup hassasiyetini savunması ve kaleminin bol,çabuk,sürekli ve tashihsiz yazması Türk diline olan hakimiyetinin bir göstergesidir. Ali Kemal’in infazına kadar süren edebi ve siyasi hayatı içerisinde ki safhaları ve Türkçe sevdasını, günümüz eğitim ve edebiyat camiasına vermeye çalışdık. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 825 Title A name given to the resource Konuşulan Saf, Sade, Terkipsiz ve Tabii Türkçe İle Ilk Defa Güzel Şiir Yazan Ali Canip Bey’in Milli Dil Fikri ve Yapmak İstedikleri Author Author Ay, Ferudun Abstract A summary of the resource. Ali Canip Yöntem, Yeni Lisan hareketinde yer alan ve Türk Edebiyatında bir dönüm noktası olan dönemde yaşayan ve şahitlik eden şahsiyetlerden biri olmuştur. Ziya Gökalp, Ömer Seyfettin ve Ali Canip Yöntem üçlüsü dilde sadeleşme, milli dil ve buna bağlı olarak Türk Edebiyatındaki milli değişimi gerçekleştirmeyi amaçlamışlardır. Anacak bu üç önemli muharrirlerin şahsiyeti ve eserleri hakkında yapılan araştırmalara bakıldığında Ali Canip Yöntem’e hakettiği itibarın ve ilginin gösterilmediği kanati hasıl oldu.Doğal olarak saf, terkipsiz ve milli dilin gelişmesi için yapmış olduğu mücadele ve çalışmalar bilinmemektedir. Milli Türkçe için yaptığı mücadelesini, ülkenin o dönem içerisindeki şartları da göz önüne alındığında nekadar zor bir ortamda büyük bir başarıya imza attıklarını görüyoruz. Ali Canip Yöntem dil hakkındaki savunduğu fikirlerini eserleriyle de desteklemiştir. Büyük bir bölümünü aruz vezni ile yazdığı şiirleri Milli Edebiyat hareketi içinde aruzun da dilde sadeleşme içerisine dahil edilebileceğini ortaya koymuştur. Ali Canip Yöntem, şiir yazmakla kalmamış bizzat dilde sadeleşmenin neferleri olan muallimlere ve talebelere hitaben ilk batılı edebiyat kitapları anlamında liseler için Türk edebiyatı kitabını yazmıştır. Edebiyat dersi öğretimi ve halk edebiyatının sade bir dille nasıl işleneceği konusunda yöntem vermek adına çalışmalar yaparak bu kitabını yayınlamıştır.Böylelikle dilde sadeleşme ve millileşme hareketini tabana indirmeyi amaçladığını görmekteyiz. Ali Canip Yöntem hakkında yapmış olduğumuz çalışmalar ve araştırmalar neticesinde Türk diline verdiği önem fikirlerinin ehemmiyetiyle karşımıza çıkmıştır. Dilin sadeleşmesi ve sade-saf dilin kaynağı olan halk edebiyatına değer kazadırmaya çalıştığı kanaatine vardık. Edebiyatın dil ve içerik olark millileşmesi konusunda yaptığı çalışmaları inceledik. Elde ettiğimiz bilgiler ışığında muharririn dil hakkındaki fikirlerini vermeye çalıştık. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 784 Title A name given to the resource Impact of Ideology in Daily Bosnian Language in Former Yugoslavia Author Author Ayhan, Ülkü Milišić, Alma Akbarov, Azamat Abstract A summary of the resource. Words are the sounds or the skeleton of ideas. They give the sensation and the color to the thoughts of societies. In our study, our aim is to provide an analysis of impact of ideology in daily Bosnian language in Yugoslavia under the impact of communist ideology. In order to reflect and impose something to somewhere, it is very well known that language which goes beyond being letters, words, expressions, sounds of symbols plays a crucial role. It is actually the name of a construction including the reflections of ideas, thoughts, life styles, public affairs formally or informally, sounds of a society etc. So as to make an inevitable part of life in mind, communist ideology was inserted through the daily use of its patterns consciously and/or sub-consciously. Continuous repetition of certain words in movies, books, newspapers, advertisements even in cartoons of the the period, they were made a way of thinking style. This study searches that impact in language from the foundation of Yugoslavia till today. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 821 Title A name given to the resource Personality Factors According to the Five Factors Model in Accomplished Multilingual Foreign Language Learners Author Author Biedron, Adriana Abstract A summary of the resource. For several decades the issue of personality effects on second language acquisition has been high on the agenda of many second language acquisition researchers (cf. Dewaele, 2009). Nevertheless, personality and other non-intellectual characteristics are considered to be weakly correlated with cognitive abilities and, as a result, they are not likely to explain variance in the outcomes of learning a foreign language (cf. Robinson & Ellis, 2008). On the other hand, some researchers being aware of the potential of personality factors in the development of foreign language aptitude call for research on this neglected field (cf. Dörnyei, 2009, 2010; Hu & Reiterer, 2009; Hyltenstam & Abrahamsson, 2003; Moyer, 2007). The purpose of the study reported here was to analyze personality factors defined according to the “Five Factor Model” (McCrae & Costa, 2003) in accomplished multilinguals. The factors included: Openness to experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism. An instrument used in the study was The Revised NEO-FFI Personality Inventory (Costa & McCrae, 1992) - a Polish adaptation by Zawadzki et al. (1998). The results of 44 accomplished multilinguals were compared to the results of 37 mainstream first-year English philology students. The analysis revealed that the factor of Openness to experience was significantly higher in the accomplished multilinguals than in the mainstream L2 learners. The other factors, that is Neuroticism, Agreeableness, Extraversion and Conscientiousness did not reveal statistically significant differences between the samples. Openness is a factor that is relatively stable and the most genetically determined of all the Five Factors. It includes a cognitive aspect, which means that people who score high on general cognitive ability tend to display openness to new experiences and intellectual curiosity and flexibility (Corno et al., 2002). A suggestion that Openness to experience is a good predictor of the outcomes of learning a foreign language is discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 900 Title A name given to the resource A Model eLearning Solution for Foreign Language Students Author Author Bogdanovic, Fedja Handzic , Meliha Abstract A summary of the resource. Technology is currently driving a profound transformation of the learning industry. In response to the growing demand for education in the knowledge based economy, universities and colleges are offering thousands of online courses, thus changing the traditional classroom-based methods of teaching and learning. Researchers and practitioners are predicting that the current trend will continue. However, while many institutions are developing and using web-based courses, little is known about their value in improving the quality of students’ learning experience. An electronic or e-learning environment is usually defined as a computer-based environment that provides access to a wide range of resources and allows interactions and encounters among participants. Essentially, e-learning combines the individualised learning experience with the communication dimension. Learners can access and utilise different available materials and follow different paths to them depending on their inquiry styles. They can also interact and discuss electronically with other learners and instructors. Typically, on-line environments support learner-centred, modularised and self-paced learning. Some researchers suggest that technology-mediated learning environments may improve students’ achievement, their attitudes toward learning, and their evaluation of the learning experience. Others warn that technology-mediated learning environments may lead to the student feelings of isolation, frustration, anxiety and confusion. The goal of this study is to examine the issue in the context of foreign language learning. An integrated KM framework was used as a theoretical basis for modelling an “ideal” e-learning space for foreign language students. The model was tested among undergraduate students enrolled in English language study programmes. The participants were interviewed about their preferences for different model features, content and tools in supporting their learning experience. Individual responses were encoded and grouped into classes. The results provide some interesting insights into the potential and limitations of information technology in language learning. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics