<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/195">
    <dcterms:title><![CDATA[Pre-Primary Teachers’ Beliefs about Early Foreign Language Learning in Slovenia]]></dcterms:title>
    <dcterms:abstract><![CDATA[The introduction of foreign languages into the early years has spurred a need for qualified teachers. Most of the recent studies (e.g. Garton, Copland &amp; Burns, 2011; Mourão &amp; Lourenço, 2015; Murphy &amp; Evangelou, 2016) reveal that there are not enough teachers who would be proficient in a foreign language and at the same time have thorough knowledge of the preschool curriculum and methodology of teaching foreign languages to young learners. More pre-service and in-service teacher training in this area is highly recommended. In Slovenia, there is currently only a two-year in-service teacher-training programme for pre-primary teachers who wish to gain a formal certificate to teach English to children from the ages of 3 to 6 and only a few teachers have finished it. Nevertheless, the research shows that in 2009/2010 almost half of Slovene kindergartens (47,5%) offered some form of foreign language teaching to children and we can assume that this number has grown in the last six years. Ideally, foreign languages would be taught by trained pre-primary teachers, proficient in foreign languages and early language teaching methodology, and therefore we have conducted a research among 369 pre-primary teachers, asking them about their beliefs about early foreign language learning. Questionnaires were administered to all the participants in the study. The results show that most pre-primary teachers have a positive attitude to early foreign language learning. Most of them think that children should start learning a foreign language in kindergarten and that foreign language learning should be integrated into the preschool curriculum. They think that foreign languages should be taught by qualified pre-primary teachers and approximately half of them are willing to train for early FL teaching. Their attitude to early foreign language learning brings an optimistic forecast into the future, but there is still a lot to be done for effective inclusion of foreign languages into pre-primary education.    Keywords: preschool children, pre-primary teachers, foreign language learning]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-12]]></dcterms:date>
    <dcterms:extent><![CDATA[3266]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/196">
    <dcterms:title><![CDATA[Language learning through Facebook: A descriptive case study]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the statistics as of 15 November 2015 in Italy there are about 28,000,000 Facebook subscribers, which means a 46.1% penetration rate.  Facebook is also the most commonly used social networking tool among university students: their involvement and the hours they spend on this popular networking site should encourage educators in higher education institutions to consider it as a place for learning and to integrate it in the academic practices. This paper reports and analyzes the data collected using a questionnaire concerning students’ perceptions of language learning possibilities on Facebook. The survey was conducted at the University of Naples “L’Orientale” (Department of Literary, Linguistics and Comparative Studies) during the academic year 2015-2016 and involved students enrolled in three different courses. At this step, students’ perceptions and attitudes were measured through a questionnaire including several questions about demographic information, their perceptions of Facebook and their use and behavior on this social network site. The main purpose of this study was to find out the role and benefits of Facebook in students’ language learning processes, whether Facebook is able to improve students’ language skills and whether students use specific Facebook groups to facilitate language learning. The study was limited only to the generic social networking site Facebook, excluding all the other social networking sites (including the relatively new Language Learning Social Network Sites (LLSNSs) too, such as Babbel, Busuu, italki; Polyglotclub, etc.)    Keywords: Social networking sites, Facebook, Foreign language learning, Engagement]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-10]]></dcterms:date>
    <dcterms:extent><![CDATA[3265]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/197">
    <dcterms:title><![CDATA[Overcoming EFL Obstacles to (Reading) Academic Texts – Class Observation]]></dcterms:title>
    <dcterms:abstract><![CDATA[What are the obstacles that impede understanding and decrease proficiency in reading academic texts in ESP? Correspondingly, how can they be overcome to achieve learning outcomes of EFL courses at tertiary level? Broadly speaking, academic texts are used in numerous learning processes across various stages of study. They are designed or aimed at such a purposeso as to facilitate instruction and the transfer of knowledge in academic subjects studied at the university level by providing textual input for the conceptualization and presentation of facts and hypotheses related to students’ respective fields of study. In ESP teaching they are used to introduce academic language through relevant academic content, aiming to draw upon the students’ existing vocabulary base, build new lexical-semantic connections and raise the students’ overall foreign language proficiency level. Upon direct class observation, the authors have found that students perceive such texts as unnecessarily complex and the language they employ as obsolete and overly pretentious to be considered instrumental. The underlying reasons for this potentially disallowing perspective can be linked to insufficient knowledge of advanced professional vocabulary, elaborate grammatical structures and rhetorical organization patterns, coupled with affective factors, often manifested in the acquired bias toward more “everyday” texts employed in previous language instruction, which provide only a limited representation of language. The role of the teacher is thus to stimulate and channel the students’ professed interest and curiosity for their field of study by exploiting academic texts and various language acquisition techniques in order for students to successfully tackle demanding content and acquire new vocabulary and structures. This paper will aim to determine the common features of texts used in tertiary level ESP, namely in applied health sciences and international relations, and to explore and design effective reading techniques and language exercises that might help develop a comprehensive approach to the multilayer pattern that is academic text.     Keywords: academic text, tertiary level ESP, learning obstacles, reading techniques]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-09]]></dcterms:date>
    <dcterms:extent><![CDATA[3264]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/198">
    <dcterms:title><![CDATA[The image of the Flying Dutchman inthe literature of Romanticism]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper touches upon the peculiarities of the so called “marine theme” in Romantic art as a whole, and its central image – the Flying Dutchman, in particular. The etymology of this image, as well its numerous literary interpretations make up the subject of the research. Three key literary works of Romanticism, the ballad by S.T. Coleridge, the libretto by R. Wagner, and the novel by H. Melville, are in the spotlight of the given paper. The roots of the Flying Dutchman can be traced in the texts by Apollonius of Rhodes and Homer – their legendary books“Argonautica” and “Odyssey”respectively, as well as in the Norse mythology, in Edda  –a notorious Naglfar, the ship made of deadmen’s nails. At the Age of Discovery the story of a mysterious ship came to its final form. Being first mentioned in various European folk tales, with the course of time the plot became highly popular in late XVIII – XIX centuries. In Romantic literature the legend of the Flying Dutchman transformed into the allegoryof a man punished by Heaven for being too proud to resign himself to God’s will – a symbol of purgatory for sinners begging for mercy and forgiveness to rest in peace.    Keywords: Flying Dutchman, Romanticism, Coleridge, Wagner, Melville.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-07]]></dcterms:date>
    <dcterms:extent><![CDATA[3263]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/199">
    <dcterms:title><![CDATA[Tense and Gender production in Arabic-Speaking Aphasics]]></dcterms:title>
    <dcterms:abstract><![CDATA[The current study aims at examining the tense and agreement patterns as produced by agrammatic Palestinian-Arabic speakers using sentence completion tasks. The participants were presented with two sentences and asked to work on them. The first sentence included an inflected verb for both tense and agreement. In the second sentence, the participants were requested to complete a missing verb, where the temporal adverb or the subject’s person, gender, or number was changed. The findings revealed that the agrammatic speakers showed a significant dissociation between tense and agreement, whereby tense was significantly more impaired compared to agreement inflections. Similar results are reported from other languages. The results provide further evidence of Tree Pruning Hypothesis (TPH) that functional categories associated with upper nodes in the syntactic tree are more impaired than functional categories associated with the lower nodes of the tree. The selective deficits of the morpho-syntactic structures suggest that specific morphemes should be targeted in therapy programs.    Keywords: Palestinian Arabic (PA); Agrammatism; Aphasia; Tense and Gender; Tree Pruning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-05]]></dcterms:date>
    <dcterms:extent><![CDATA[3262]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/200">
    <dcterms:title><![CDATA[Attitudes Toward Humanities and Social Sciences and Their Relationship   With English Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Humanities and social sciences are mostly regarded as &#039;&#039;soft sciences&#039;&#039;. Females have greater interest in them compared to males. Because linguistic (in this paper, English language studies) belongs to both humanities and social sciences, the present study aims to examine the relationship of students&#039; estimates of English competence and their attitudes toward humanities and social sciences. The sample consists of 157 participants (88 females and 69 males).Who are at tertiarry level in Turkey. The obtained results reflect no gender differences in students&#039; attitudes toward English and Turkish language; however, significant gender differences were found in their attitudes toward literature, psychology, sociology and pedagogy. Participants&#039; attitudes toward humanities and socal aciences were in significant relationships with all aspects of self-reported English competence. In addition, self-reported grammar skills were the best predictor of attitudes towards the English language.  Keywords: English competence, humanities, social sciences, gender differences.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-02]]></dcterms:date>
    <dcterms:extent><![CDATA[3261]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/201">
    <dcterms:title><![CDATA[PASSENGERS’ SATISFACTION IN COACH TRAVEL IN BOSNIA AND  HERZEGOVINA - STUDY ON PERCEPTION OF UNIVERSITY STUDENTS  IN SARAJEVO]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Transportation of people was always very important aspect of human life.  Today, there are many ways in which people can travel. This paper was occupied with  coach travel, and passengers’ satisfaction in it in Bosnia and Herzegovina. A coach  is a type of vehicle used for carrying passengers on excursions, touristic journeys and  trips, and on other long distance journeys such as intercity or international bus lines.  The goal of this study was to find out level of passengers’ satisfaction in coach travel  in Bosnia and Herzegovina, and what is most important for passengers when they use  coach travel services - is it price, speed, safety, comfort, or something else.  Study was performed on perception of university students in Sarajevo, because they are  representative sample of passengers’ population in Bosnia and Herzegovina. Focus of  the study was on “on board experience”, which is actually experience of passengers  while they are inside of the vehicle. Research clearly indicated what aspects of coach  travel are most important for passengers, and also suggested some proposals that can  make coach travel more competitive and attractive.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016-04]]></dcterms:date>
    <dcterms:extent><![CDATA[3306]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/202">
    <dcterms:title><![CDATA[Adpositions Derived From Nouns In Iranian Languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study is to explore the noun-derived adpositions in Persian language and other living Iranian Languages in the light of the relevant literature. To accomplish that, first the existing works that deal this type of grammaticalization will be discussed. Next, seven languages from the Iranian language family will be examined to reveal how adpositions develop out of nouns.       Keywords: adposition, noun, grammaticalization, Iranian Languages, Persian]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-22]]></dcterms:date>
    <dcterms:extent><![CDATA[3260]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/203">
    <dcterms:title><![CDATA[Theoretical review of the inclusive approach of the learning difficulties in the ESL classroom in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning difficulties (LDs) refer to a range of complex and often misunderstood neurological-based processing challenges. In most cases, these processing cause challenges to the acquisition of basic skills such as reading, writing and math. Different teaching methods may need to be applied to compensate for the specific aspects of learning that children find challenging to a process of learning.  In most ESL classrooms, there are  no qualified special needs teachers or teachers who are trained to work with students with learning difficulties. Even if there are, only a few teachers are trained on how to deal with learning disabilities in an ESL classroom and there is very little information on the subject. This paper will introduce the research concerning the difficulties and the education in the inclusive system among the teachers in Bosnia and Herzegovina.    Keywords: inclusion, specific learning difficulties, dyslexia, ADHD, special education, teacher training]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-20]]></dcterms:date>
    <dcterms:extent><![CDATA[3259]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/204">
    <dcterms:title><![CDATA[The meaning and use of phrasal verbs at C1 level]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite the fact that phrasal verbs are used in everyday English, foreign learners avoid learning and using them for their complexity and impossibility to understand the meaning of a phrasal verb from its separate parts (a verb itself and a particle separately).  As a result of that many learners at C1 level, although being fluent speakers, experience various difficulties using them. The focus of the paper is placed on the meaning and the use of phrasal verbs and the difficulties which students find at C1 level of the English language. The analysis in this paper is based on the phrasal verbs used in the book “Objective CAE” (O`Dell &amp; Broadhead, 2008, Cambridge University Press).   In this paper we are also interested in finding out why it is so difficult to understand and use phrasal verbs, the interaction between their meaning and understanding considering their polysemоus features. The results of this analysis may be useful for all ESL teachers to help them understand the difficulties their students face when dealing with phrasal verbs, especially at C1 level. Furthermore, it can be a valuable source for teachers how to introduce the phrasal verbs to their students and thus help them master phrasal verbs in both spoken and written discourse.    Keywords: phrasal verb, meaning, use, difficulty, English.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-13]]></dcterms:date>
    <dcterms:extent><![CDATA[3258]]></dcterms:extent>
</rdf:Description></rdf:RDF>