99 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. 1077 Title A name given to the resource An Approach to Studying and Teaching the Novel: A Practical Student Guide Author Author Karakuzu, Melih Abstract A summary of the resource. What can be the ideal way of teaching a novel? This practical guide was intended to show how to go from one step to another, from “What is worthy of teaching in a novel?" to "How will students be able to be involved in the issue and understand this book? How will progress be assessed? What may be the indication of students’ understanding plot, story, theme, characters and so on? “This book will provide examples of materials, resources on the Internet, and approaches which were admitted successful in teaching settings. Publisher An entity responsible for making the resource available International Burch University Publications Date A point or period of time associated with an event in the lifecycle of the resource 2012-04-01 Keywords Keywords. Book PeerReviewed PN Literature (General) 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. 829 Title A name given to the resource Has Turkish Become a Language which is Written as It is spoken? Author Author Şan, Funda Abstract A summary of the resource. Turkish is a language which is written as it is spoken. We have heard this sentence since primary school. But is it really true? Is Turkish really a language which is written as we speak? I think it is not exactly true. For example, we have one letter for “e”, but we have more than one sound for it. In other words, when we say “beni” and “elma”, we see one vowel, but two different sounds in these words. While first is exiting from front of the mouth, the latter one is exiting from back of the mouth. We can also see same position in some different sounds. Moreover, we use close vowels for some suffixes when we speak, while we do not write as it is. For instance, we write “yap-acak”, but we say “yap-ıcak”. When we studied on some writings of students who is in high school, I saw that there is no difference between writing language and speaking language for them. Most of them tend to write words as they hear. For these reasons, it will be a controversial problem of Turkish in the future and the new generation will not write the words as we write today. In this notice, I want to show the difference between writing language and speaking language among adolescents and their trouble when they face to real sounds and use them. 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. 885 Title A name given to the resource A Research about Intercultural Communication In Textbooks Which Are Used For Teaching Turkish As A Foreign Language Author Author İnan , Kayhan Yüceer , Duygu Abstract A summary of the resource. Learning a foreign language has been the most important way of communities’ familiarizing and comprehending each other for ages. Nowadays, in our rapidly globalizing world as high level technological vehicles are making shorter distances, booming communication means causes communities to become closer and that makes teaching a foreign language more important. These conditions have brought on intensive interaction between civilizations and so it has made necessary to learn other languages in the world. Learning a foreign language needs learning not only words and grammar structure but also acknowledging that language’s representing culture. Just as in each field in teaching a foreign language it is compulsory accommodating changing conditions and needs. Nowadays, the concept of being intercultural has being one of the most important particle of teaching foreign language but teaching grammar is still seen focal point at teaching Turkish for foreigners. This attitude has also seen in the textbooks which are used to teach Turkish as a foreign language. In this study “Yeni Hitit” and “Gökkuşağı Türkçe” which are widely used books of teaching Turkish for foreigners will be compared in terms of interculturality whereby scientific scanning method and their qualification will be determined. 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. 782 Title A name given to the resource Propagandna Funkcija Jezika u Jezičko-Kulturnim Dodirima Između Autrougarske Monarhije i Bosne i Hercegovine Author Author Čović-Filipović, Alma Abstract A summary of the resource. Dodiri između dvije kulture oduvijek su ostavljali tragove i na jezike tih kultura. Ti tragovi nisu vidljivi samo na leksičkoj građi ili strukturi jezika, već se kulturni kontakt odražava i na samu uporabu jezika, način na koji on funkcionira u jednom takvom kulturološkom kontaktu. U ovom radu istražuje se jedna od funkcija jezika u komunikaciji dviju kultura, i to funkcija propagiranja. Cilj rada je pokazati da jezik, poglavito kada je riječ o jeziku propagande ne odražava samo stvarnost već je i konstruira. U dodiru dvaju kultura nužno se susreću i dva pogleda na svijet. Ona se mogu nadopunjavati, isključivati, ili pak nadmetati jedan s drugim. Cilj rada je da pokaže kako se putem komunikacije jedna kultura nametala drugoj predstavljajući joj zajedničku stvarnost iz vlastitog ugla. Dvije kulture o kojima je riječ su Austrougarska monarhija i Bosna i Hercegovina u vrijeme austrogarske uprave na području Bosne i Hercegovine. Korpus za empiričku analizu jezika propagande čine članci austrougarskih novina „Sarajevoer Tagblatt“ koji su objavljeni uoči ankesije i tematiziraju istu iz ugla ideološki konformne redakcije lista. Metoda rada predstavlja kombinaciju tekstofunkcionalne analize i analize diskursa. 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. 787 Title A name given to the resource Foreign Language Teaching in the Inclusion Author Author Čirić-Delić, Esada Abstract A summary of the resource. This presentation aims to describe dilemmas foreign language teachers have when facing inclusive education, their responsibilities in such classrooms, and possible steps taken to improve foreign language teaching under inclusion concept, with particular reference to Bosnia and Herzegovina. Today when policy makers talk of inclusion they refer to the process of educating children with special education needs. Policy makers look at the inclusion bearing in mind political, financial and, at times, even ideological factors. Yet, teachers are the implementation task force, often pulling the ties between children with learning difficulties and their peers, ensuring recognition of every child's needs. The term learning difficulty is often misunderstood. It is becoming practice for the foreign language teachers to find themselves in the mixed ability classrooms where there is also a child with either/or communication issues, cognitive issues, behavioral issues, with sensory impairment, and/or physical disability. What is the role of the foreign language teachers in the inclusion? And how can they help themselves carry out their role in inclusive education system? Where do they look for support and what approach do they take in foreign language teaching with particular reference to diversity of the mixed ability classrooms? are some issues raised in the presentation. 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. 930 Title A name given to the resource Yabancı Dil Öğretimiyle Gelen Kültürel Yozlaşma Author Author Özçoban , Mesut Çetin, Mustafa Abstract A summary of the resource. İnsan sosyal bir varlıktır. Tarih boyunca insanlık çeşitli nedenlerle birbirinden etkilenmiştir. Özellikle Avrupa’nın coğrafi keşifler sonrasında bazı sömürgeler elde etmesi, bilim ve teknolojideki gelişmeler, düşünce sistemlerine etki etmiştir. Önce dünyada tipolojik dil araştırma ve incelemeleri hız kazanmıştır. Bunların sonucunda akraba diller, dil aileleri ve yakın dillerin tasnifleri ortaya çıkmıştır. Bunlar dünyada farklı dillere olan ilgiyi artırmıştır. Dünya milletlerinde bazen meraktan, bazen ihtiyaçtan, bazen de emperyalist düşüncelerden kaynaklanan başka dilleri öğrenme ve öğretme arzusu doğmuştur. Bu bildiride yabancı dil öğretiminde, dil öğretim materyalleri bilerek ya da bilmeyerek kültürel yozlaşmaya neden olabilecek söylem, tutum, hareket, obje ve imgeler değerlendirilecektir. Batı kültürünün sembolik iletişim dili olan İngilizce öğretim materyallerindeki Türk kültürü ve toplumsal ahlak algıları açısından yanlış değerlendirilebilecek unsurlar üzerinde durulacaktır. İngilizceyi veya Batı kültürünü kötülemek gibi bir amacımız yoktur. Elbette her kültüre saygı duyulmaktadır. Ancak, bazen ortaya konan yaklaşımlar genç nesillerin şuuraltına yerleşerek onu kendi değerlerinden koparmaya kadar gidebilmektedir. Diller ve kültürler iyi yönleriyle de öğrenilip tanınabileceği düşünülmektedir. Bu çerçevede derslikler, okuma kitapları, dinleme materyalleri, görsel araç-gereçler incelenerek bulgular ortaya konulacaktır. 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. 887 Title A name given to the resource Functions of + Da Suffix Though Advertising Texts by Teaching Turkish as a Foreign Language Author Author Özçetin, Kübra Yeşil, Funda Abstract A summary of the resource. Turkish teachers taught grammar subjects through dialogs for a long time. But they didn’t use the texts enough. But today this situation has changed and teachers have started to use original texts which we use in our daily life. So understanding the structures of grammar have become easier. A man who is learning a foreign language man must to reach a certain level of vocabulary and build the structure of grammar. To reach this aim texts have a great role. Materials which using for teaching foreign language should contain different types of texts as possible. So that the students can learn different words about different areas. By using this method the students will learn features of grammar structures and they will see how they can use these words in the texts. +DA suffix has lots of functions. This suffix can indicate time, place etc. To realize the differences of these different using of suffix we need concrete examples. +DA suffix is very common in the advertising texts. Because of that using the advertising texts can be very useful when we teaching the functions of this suffix. In this study we aimed to show the functions of +DA suffix through advertising texts which we choose from various media organs. We also hope to determine how these functions can be useful in area of Turkish as a foreign language. 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. 847 Title A name given to the resource Yükseköğretimde Türkçe ve Yabancı Dil Öğretimi (Teaching Turkish and Foreign Languages in Higher Education) Author Author Özer, Hasan Abstract A summary of the resource. Students who took language education are supposed to have a level when they came to higher education. According to this supposition, they should be able to Express themselves in their native language and foreign language. However, this is not the case in practice. Students who havent solved their language problems have come to higher education institutions. Since the problems are not solved in higher education institutions, students are not able to express themselves either in their native language and in the foreign language they studied. It is not difficult to imagine the problems arising from this problem. Foreing language education or native language education should be considered together. Levels in various institutiosn should follow up each other. Course programs, contents, teaching methods and tools should reinforce previous education, and carry the students to an upper level. Language acquisition is varied depending upon student. Success of the students should be evaluated individually at the end of each semester. The results should make up the individual langaueg report of the student. These reports will lead to a beter language education. Success is not possible in a system not measuring levels. In the light of this and similar crtiteria, in order to overcome the problems faced in languages education is the content of this paper 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. 845 Title A name given to the resource Yükseköğretimde Türkçe ve Yabancı Dil Öğretimi (Teaching Turkish and Foreign Languages in Higher Education) Author Author Özer, Hasan Abstract A summary of the resource. Students who took language education are supposed to have a level when they came to higher education. According to this supposition, they should be able to Express themselves in their native language and foreign language. However, this is not the case in practice. Students who havent solved their language problems have come to higher education institutions. Since the problems are not solved in higher education institutions, students are not able to express themselves either in their native language and in the foreign language they studied. It is not difficult to imagine the problems arising from this problem. Foreing language education or native language education should be considered together. Levels in various institutiosn should follow up each other. Course programs, contents, teaching methods and tools should reinforce previous education, and carry the students to an upper level. Language acquisition is varied depending upon student. Success of the students should be evaluated individually at the end of each semester. The results should make up the individual langaueg report of the student. These reports will lead to a beter language education. Success is not possible in a system not measuring levels. In the light of this and similar crtiteria, in order to overcome the problems faced in languages education is the content of this paper. 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. 1029 Title A name given to the resource DİL-COĞRAFYA İLİŞKİSİ ve BALKANLAR Author Author Özder , Adem Abstract A summary of the resource. Dil, kültür ve coğrafya ilişkisi ilim dünyasında ele alınan ve güncelliğini yitirmeyen bir konudur. Özellikle Montesquieu, Braudel ve İbn-i Haldun gibi düşünürler, dilin ve kültürün doğrudan coğrafyayla ilişkili olduğunu ifade ederler. Sosyo-kültürel yapıyı ele alan “Coğrafyası Görüş” kültürel üretimi coğrafyanın elverişliliğine bağlamaktadırlar. Dilin kültürde önemli bir yere sahip olduğu düşünüldüğünde coğrafyanın dil ile ilişkisi önem kazanır. Bir dilde “Lehçe”, “Şive” ve “Ağız” oluşumlarının coğrafyayla doğrudan ilgili olduğu görülmektedir. Türkçenin anavatanı olan Orta Asya göçlerle Anadolu ve Balkanlarda konuşulmaya başlanmıştır. Orta Asya’da konuşulan Türkçe ile Anadolu ve Balkanlarda konuşulan Türkçe arasında farklılıklar oluşmuştur. Bu farklılıklar sonucunda Anadolu ve Balkan Türkçesine Batı Türkçesi, Orta Asya merkezli Türkçeye Doğu Türkçesi denilmiştir. Balkanlarda konuşulan Türkçe ağızlarının diğer coğrafyalarda konuşulan Türkçeden farklı olduğu görülmektedir. Bu farklılık Balkan Türklerinin bölgedeki diğer dillerden etkilenmesinin bir sonucudur. Bu etki sonucu Balkan Türkçesinin ses bilgisi ve söz diziminde farklılaşma ortaya çıkmıştır. Bu tebliğin amacı Balkan Türkçesi örneklemiyle Coğrafyanın dil üzerindeki etkisini ele almaktır 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