<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/1014">
    <dcterms:title><![CDATA[ENGLESKI POMORSKI JEZIK KAO FAKTOR SIGURNOSTI  PLOVIDBE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pomorski engleski jezik je specifičan registar i, prema tome, zahtijeva poseban tretman. Ovaj rad podrazumijeva osvrt na važnu ulogu engleskog jezika u okviru sigurnosti plovidbe.  Složen, a u isto vrijeme i jednostavan, pomorski registar predstavlja  lingvistički fenomen koji zahtijeva multidisciplinarni pristup. U tom registru dominiraju dvije suprotne tendencije:  ekonomičnost i kreativnost. Ekonomičnost pomorskog jezika ogleda se u uslovu da mora biti koncizan i nedvosmislen, to jest precizan da bi služio svrsi. Kreativnost, sa druge strane, stvara nove riječi, nova značenja i nove kombinacije postojećih jezičkih elemenata.    Postoji određen broj podregistara, kao što su podregistar GMDSS-a (Global Maritime Distress and Safety System subregister); palubni (deck department subregister); podregistar navigacionog mosta (navigational bridge subregister) ; i mašinski podregistar (engine department subregister). Seaspeak je vitalni instrument za komunikaciju na brodu. Važnost engleskog jezika je oduvjek isticana, a posebno standardizovane pomorske fraze koje se koriste u komunikaciji na relaciji brod – brod i brod – obala.      Na osnovu analize registra engleskog pomorskog jezika možemo zaključiti da je on „ograničeni jezik“ (restricted language) i da posjeduje određene specifičnosti na fonološkom, morfološkom, leksičkom nivou i sintaksičkom nivou. Te osobenosti su najuočljivije na leksičkom nivou, koji obuhvata stručnu terminologiju. Pored toga, leksika je, kao otvoreni sistem, najviše izložena vanlingvističkim uticajima. Složenost engleskog pomorskog jezika otežava njegovo učenje, odnosno usvajanje. Prvo se moraju savladati stručni termini na maternjem jeziku da bi se išlo dalje sa učenjem engleskog pomorskog registra.     Ključne reči: linguistički, kreativnost, ograničeni jezik, leksikologija , pomorski termini, GMDSS,   pragmatika, pomorska komunikacija, posebna svrha, brod, plovidba, kormilo,  samarica, VHF-oprema, analiza potreba.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3533]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1015">
    <dcterms:title><![CDATA[ENGLESKI POMORSKI JEZIK KAO FAKTOR SIGURNOSTI  PLOVIDBE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pomorski engleski jezik je specifičan registar i, prema tome, zahtijeva poseban tretman. Ovaj rad podrazumijeva osvrt na važnu ulogu engleskog jezika u okviru sigurnosti plovidbe. Složen, a u isto vrijeme i jednostavan, pomorski registar predstavlja lingvistički fenomen koji zahtijeva multidisciplinarni pristup. U tom registru dominiraju dvije suprotne tendencije: ekonomičnost i kreativnost. Ekonomičnost pomorskog jezika ogleda se u uslovu da mora biti koncizan i nedvosmislen, to jest precizan da bi služio svrsi. Kreativnost, sa druge strane, stvara nove riječi, nova značenja i nove kombinacije postojećih jezičkih elemenata.    Postoji određen broj podregistara, kao što su podregistar GMDSS-a (Global Maritime Distress and Safety System subregister); palubni (deck department subregister); podregistar navigacionog mosta (navigational bridge subregister) ; i mašinski podregistar (engine department subregister). Seaspeak je vitalni instrument za komunikaciju na brodu. Važnost engleskog jezika je oduvjek isticana, a posebno standardizovane pomorske fraze koje se koriste u komunikaciji na relaciji brod – brod i brod – obala.    Na osnovu analize registra engleskog pomorskog jezika možemo zaključiti da je on „ograničeni jezik“ (restricted language) i da posjeduje određene specifičnosti na fonološkom, morfološkom, leksičkom nivou i sintaksičkom nivou. Te osobenosti su najuočljivije na leksičkom nivou, koji obuhvata stručnu terminologiju. Pored toga, leksika je, kao otvoreni sistem, najviše izložena vanlingvističkim uticajima. Složenost engleskog pomorskog jezika otežava njegovo učenje, odnosno usvajanje. Prvo se moraju savladati stručni termini na maternjem jeziku da bi se išlo dalje sa učenjem engleskog pomorskog registra.    Ključne reči: linguistički, kreativnost, ograničeni jezik, leksikologija , pomorski termini, GMDSS, pragmatika, pomorska komunikacija, posebna svrha, brod, plovidba, kormilo, samarica, VHF-oprema, analiza potreba.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3565]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1768">
    <dcterms:title><![CDATA[English for Employability Project]]></dcterms:title>
    <dcterms:abstract><![CDATA[My abstract will be about The English for Employability project. The project was run through a partnership between the British council and the ATFP and aimed to enhance the quality of vocational English training and through this the employment prospects for Tunisian youth in vocational education. The ultimate goal of this project is to improve the quality of professional development, in particular teacher training, in the vocational education sector by building trainer capacity at the national level. The program, which contributed immensely in boosting our career and open new horizons to us, consisted of the following key phases: phase 1: teacher training, phase 2: Train the trainer, phase 3: Curriculum development and Materials design while phase deals with mentoring and shadowing.  In my abstract, I will show the impact of the training we had on the quality of our teaching especially in our context of operation in the vocational training sector. Teaching ESP with a huge variety of fields without any coaching or training was a real challenge to us. One of the main problems we were suffering from in the ESP context was the lack of specialized material as well as the inability of the trainers to design the material appropriate to the needs of the learners. This reflected negatively both on the performance of the trainers as well as on our products, who are the learners. Here came the intervention and the input of the British council whose output gave us the confidence needed to carry on]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1712]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2060">
    <dcterms:title><![CDATA[English for Employability Project]]></dcterms:title>
    <dcterms:abstract><![CDATA[My abstract will be about The English for Employability project. The project was run through a partnership between the British council and the ATFP and aimed to enhance the quality of vocational English training and through this the employment prospects for Tunisian youth in vocational education. The ultimate goal of this project is to improve the quality of professional development, in particular teacher training, in the vocational education sector by building trainer capacity at the national level. The program, which contributed immensely in boosting our career and open new horizons to us, consisted of the following key phases: phase 1: teacher training, phase 2: Train the trainer, phase 3: Curriculum development and Materials design while phase deals with mentoring and shadowing. In my abstract, I will show the impact of the training we had on the quality of our teaching especially in our context of operation in the vocational training sector. Teaching ESP with a huge variety of fields without any coaching or training was a real challenge to us. One of the main problems we were suffering from in the ESP context was the lack of specialized material as well as the inability of the trainers to design the material appropriate to the needs of the learners. This reflected negatively both on the performance of the trainers as well as on our products, who are the learners. Here came the intervention and the input of the British council whose output gave us the confidence needed to carry on]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3574]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2811">
    <dcterms:title><![CDATA[English for Mathematicians: from Language to Tasks]]></dcterms:title>
    <dcterms:abstract><![CDATA[The author describes the language education system implemented at a faculty  preparing professional mathematicians, physicists and IT specialists, paying special  attention to the course for mathematicians. The article also presents a profile of a typical  attendant of the course based on the theory of learning styles, which together with the  stylistic features of the language of mathematics, predetermines the syllabus and  appropriate teaching methodology. The author proposes some essential principles on the  background of the theory of ESP, EAP and task-based teaching and learning, giving a  number of examples from his teaching practice.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[122]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2651">
    <dcterms:title><![CDATA[English for Medicine or Medicine in English?  Transdisciplinarity in Teaching English for Medical Purposes  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although to be able to read and speak English is paramount to future doctors, French medical students have very little time to devote to the learning of English. Therefore, at Pierre and Marie Curie School of medicine, we have opted for an integrated approach whose benefits have been demonstrated by research (Grabe &amp; Stoller, 1997; Wolf, 2003; Hellekjaer &amp; Wilkinson, 2003) and which takes the form of lectures on medical specialities in English but which has also been successfully adapted to the teaching of grammar via biomedical metaphors that serve to explain the functioning of various grammatical tools. Yet, opting for a transdisciplinary approach demands that the language teacher be knowledgeable in both the language and the subject whereas language teacher education in France remains very general and rarely integrates LSP (Language for Specific Purposes), let alone a course in the subject. In addition, designing content-based classes raises issues relative to the part dedicated respectively to the language and the content, and to the structuring of both. This article investigates the extent to which transdisciplinarity can be used as a didactic tool in ESP (English for Specific Purposes) classes, its efficacy in terms of motivation and language acquisition, and its impact on teacher education.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[952]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2627">
    <dcterms:title><![CDATA[English Language and Economic Growth:  Cross-Country Empirical Evidence]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper addresses the effect of English proficiency on economic  growth empirically with Barro-type cross-sectional growth regression.  The empirical results provide evidence of positive correlation between  initial English proficiency and economic growth only for the countries  in the Asia and Europe. Therefore, countries with higher levels of  English proficiency among the fraction of its population are likely to  grow faster. This paper suggests that the ability to absorb knowledge is  positively related to the level of English proficiency. It implies that the  level of English proficiency can be viewed as a component of human  capital.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012-01]]></dcterms:date>
    <dcterms:extent><![CDATA[1063]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1649">
    <dcterms:title><![CDATA[English language as an instrument of globalization]]></dcterms:title>
    <dcterms:abstract><![CDATA[World globalization establishes new standards for foreign language skills as  well as for the teachers of foreign languages. Market globalization  represents one of the main factors that influenced English language to be  international language. In order to have a successful interaction between  foreign companies, market and economy felt a need for the knowledge of  English language. In this way English language became a device, an  instrument of successful management and the most useful second  language. There was also the need to improve knowledge of English  language in every company and business institutions. Increasing the  number of English language speakers, we increase the international  communication in an academic and business level.  Keywords: Globalization, English Language, Market, Business,  Communication]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1480]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2604">
    <dcterms:title><![CDATA[English Language Teaching Quality Criteria in Turkish Secondary Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[Foreign language learning is an unavoidable concept of life in the 21st century. In our daily lives, we are constantly in touch with people with different languages and cultures, and we are living in a multilingual and multicultural world. Competence in one or more foreign languages is not only essential, but also rewarding for the careers of working people. As there is so much demand and need to learn foreign languages, there are many courses and institutions offering language courses. However, finding the right course and support for language learners is not so easy. It is very important to make these courses effective and enjoyable as education in this century is less concerned with the facts or rules of a language, but it is more concerned with learning practical skills that make use of these facts or rules. EAQUALS, the European Association for Quality Language Services, aims to assure the quality of teaching and learning in language schools and departments. The main task of EAQUALS is to ensure that the language teaching and other services provided in the institutions it accredits are of high quality. This qualitative study tries to find an answer to the question of to what extent the secondary education institutions in Turkey are able to apply the quality criteria of EAQUALS in English language teaching. The present study is going to broaden the research on improving and maintaining the quality of foreign language learning and teaching in Turkish secondary education institutions. (245 words)]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1001]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2865">
    <dcterms:title><![CDATA[ENGLISH LANGUAGE TEACHING THROUGH CONTENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[:Most linguists will agree that the natural process of language development  does not happen in isolation but through a process of understanding the socio-cultural  surroundings. Traditionally, second language education is taught in isolation where  the focus was on grammar. Research has since found that language is learned most  effectively for communication and purposeful social interactions. The merging of  purposeful meaning with language allows for the student grasp onto a tangible topic  not only helping to further language development but also cognitive development.  Cummins discusses this idea of content language learning by separating language  tasks as either context reduced or context embedded. Context reduced tasks lacks  meaning for communication and is not cognitively challenging. On the other hand,  context embedded tasks provides meaning for communication and requires in depth  analysis. Merging content with language education requires students to not only learn  the content information but to develop Cognitive Academic Language Proficiency  (CALP). The academic application of the language being learned makes the language  useful and applicable allowing for greater retention of the language. Past research  has also shown that English Language Learners lack native like proficiencies due to  the over emphases on grammar. In order for content language education to work,  content cannot supersede language goals. Language functions such as grammar,  vocabulary, and writing are taught alongside content in a way that makes sense for  that topic.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[16]]></dcterms:extent>
</rdf:Description></rdf:RDF>