<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/2591">
    <dcterms:title><![CDATA[The Development of Intercultural Communicative Competence through Community-Service Learning in the Hispanic Community]]></dcterms:title>
    <dcterms:abstract><![CDATA[This pilot study investigates the effects of community-service learning (CSL) in the development of the intercultural communicative competence (ICC) among intermediate level Spanish learners.    The ICC highlights the importance of appropriate and effective interaction in communicative contexts between non-native speakers (NNS) and native speakers (NS), which is relevant for the teaching-learning of foreign languages (Coperías Aguilar, 2007). For this communication event to occur, the incorporation of CSL into the foreign language curriculum makes it possible. As cited by Hale’s (1997), a volunteering service in the target language (TL) community “enable[s] students to learn from a different segment of society than that which he or she would normally interact with; [and] (...) teach students the meaning of service, patience, cross-cultural understanding, interdependence, humility, and simplicity” (Slimbach, 1995:10).    Using Fantini’s (2006) theoretical framework of ICC, this study uses a quantitative method to measure university-level, intermediate Spanish learners’ intercultural competence in the TL before and after experiencing their volunteering service. To that end, fifteen students who were registered in an undergraduate course on Service Learning in the Hispanic Community participated in this study. Throughout the semester they were required to volunteer total of 35-40 hours of community service outside of the classroom in several nonprofit organizations in Lexington (Kentucky, USA). The participants completed pre and post questionnaires which explored their intercultural competence in Spanish.     The ﬁndings of this study point to a need to encourage further civic engagement in an explicit manner throughout Spanish CSL courses and curricula (Bruno, 2003). By having the opportunity to be exposed to a continuous vernacular input in meaningful interactions (Kinginger y Blatter, 2008), the results show a clear-cut connection between the instruction methodology and the ICC development.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[828]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2590">
    <dcterms:title><![CDATA[A Crosslinguistic Perspective on Amount Relative Clauses (English vs. Romanian)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to present some aspects pertaining to the interpretation of a special kind of relative clause construction, which is distinguished from restrictive and non-restrictive (appositives) relative clauses, namely amount relatives.     It all started with a work by Carlson (1977) called “Amount Relatives,” in which he proposed that there was a third type of relative clause besides the traditionally recognised appositive and restrictive relatives – amount (Carlson 1977) or degree (Heim 1987) or maximalizing (Grosu &amp; Landman 1998) relatives. The questions linguists have been trying to answer for the last 30 years is why they are called “amount” relatives and how they are different from ordinary (restrictive/non-restrictive) relatives.     In the first part, we examine the approaches proposed in Carlson (1977), Heim (1987), Grosu and Landman (1998), Von Fintel (1999), McNally (2005), Herdan (2005) and Grosu (2000, 2002 and 2009). In the second part, we will briefly introduce the basic syntactic properties of the amount relatives, focusing on similarities and differences between English and Romanian. Amount relatives show restriction in the relativizers they allow, in the determiners that can combine with them (the determiners acceptable on the relative head to the ones that can be followed by an amount expression (Carlson, 1977) or to the definite and universals (Grosu and Landman, 1998)) and in their stacking possibilities. Data from Romanian seem to support these properties.    Alongside with these common features, there exist in Romanian a construction which has been recently discovered (Grosu, 2009) and which will be discussed in the third part. We will present the contrasting elements that allow us to call this construction ‘a strange relative of the Romanian kind’ or a ‘Romanian unexpected relative’ (RUR) if we follow Grosu (2009). The open questions and further research topics conclude our discussion about the amount relative constructions.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[781]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2589">
    <dcterms:title><![CDATA[Time, Space, and Memory in the Teaching and Learning of English as a Foreign Language within a Brazilian Juvenile Detention Center]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper investigates the way students within a Juvenile Detention Center in Brazil, experienced the learning of English as a Foreign Language (EFL). If a youth under 18 violates some of the Brazilian laws, the “Statute of the Child and the Adolescent” (ECA) establishes that he/she may be sent to a Juvenile Socio-Educational Center where English is taught as a mandatory subject. This study analyzes the nature of the actions involved in teaching-learning EFL within this space. The investigation explores the notion of memory related to the notion of space as a central point to the understanding of this educational setting. It also shows how the institutional and discursive spaces are established and negotiated by the teacher and students involved in this practice. In order to do so, one lesson is analyzed to show the way the participants take the word to build the physical and discursive spaces as their identities and relationship.  The lesson was audio-recorded and transcribed, additionally, a structural map was designed. A triangulation of the data was developed by relating the themes found from the analysis of the lesson to the themes found from the journals and interviews, also gathered during the data collection. The study is conducted by the Discourse Analysis methodology. The analysis points to a constitution of a confused space formed by the way the educational and the incarcerated settings are confronted by the (participants’) memory. It is also formed by the way the teacher and students assume or deny their discursive positions. Besides, it is noticed that the confused space is also established by the effect of suspension, from which the current moment seems to be in suspense by the repetition of some linguistic content or dependent on what happened somewhere else brought to the classroom by the work of memory.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1023]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2588">
    <dcterms:title><![CDATA[Teaching Architectural Vocabulary: Elements of a House Exterior]]></dcterms:title>
    <dcterms:abstract><![CDATA[Every profession has its own vocabulary and every professional would like to use (to communicate rapidly and effectively – orally or in writing) these specialised terms in the language that he/she uses (be it his/her mother tongue or a second language). Given that each specific disciplinary field has its own specialized (or technical) vocabulary or terminology, undergraduates specializing in landscaping should all know such terms related to the components of the exterior structure of a house. To establish the best teaching strategy of such specialised vocabulary, we have carried out a test aiming at assessing our students’ knowledge of architectural terminology. The control group was asked to identify the proper definition of the 29 terms above without any visual aid. The experimental group was asked to do the same, but they were also supplied a visual aid (the view of a house on its site with the components of its exterior structure).  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[838]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2587">
    <dcterms:title><![CDATA[Gender on the Sphere of Written Text; in Persian and English Short Fictions]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article is a field study that tries to verify the effect of gender on the scope of Persian and English written texts. Variables such as color terms, swearing, hedges, intensifiers, tag questions, adjectives of approximation and adjectives are considered for analysis in the study of selected literary texts in the corpus. The findings of this study show that in terms of color terms, both English and Persian female story writers use more color terms in their stories. Male writers are generally supposed to use more swearing in their stories. In terms of the use of hedging devices in the stories, it is shown that hedging expressions are found more frequently in female authored texts. The study of intensifiers (up graders, boosters) in Persian and English stories shows that, the use of intensifiers is more common within women&#039;s writing style. In spite of the very infrequent use of tags in the stories, male authored texts provide more examples of tag questions. Challenging tags are more frequent in men&#039;s writing; female writers on the other hand prefer the use of epistemic tags. Frequency of the use of adjectives of approximation is not a good criterion to differentiate female authored texts from male authored ones in Persian corpus. On the other hand the use of this linguistic feature in English corpus demonstrates that female authored texts use these adjectives more frequently. The study of the use of adjectives in English and Persian corpus shows that female writers use adjectives more frequently in their writing.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1004]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2586">
    <dcterms:title><![CDATA[Using A Moodle Platform In An Online Exchange To Enhance Intercultural Sensitivity: A Practical Experience In Higher Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[As the Council of Europe suggests foreign language teaching needs to comprise not only linguistic performance but also intercultural consciousness and intercultural skills. Despite being grammatically and lexically competent, many university students have limited experience in handling cultural difference due to a lack of exposure to intercultural interaction (Belz, 2006). As O’Dowd (2007) states, online communication tools not only offer more opportunities than before to interact with peers from distant societies but they also provide an authentic and effective way of preparing learners for intercultural enrichment through partnership.    The aim of this talk is to present a summary of the experience and the findings of a semester long online exchange between specialist learners of English at the University of Vic (Barcelona, Spain) and at the University of Opole (Poland) during the 2011-2012 academic year. The immediate objective pursed by both institutions was to establish a closer relationship between third year students both physically and virtually so as to foster a better understanding of their counterparts’ culture. The project rested on the principles of reciprocity and learner autonomy, so the communication was asynchronous and fundamentally developed outside the classroom. In order to test the impact of the online communication on the students’ intercultural sensitivity a small scale study was conducted. During the session, the structure, outcomes, challenges and future of the experience will be discussed and some preliminary results of the research project will be presented.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[770]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2585">
    <dcterms:title><![CDATA[On the Structure of the Lexical Plural in English]]></dcterms:title>
    <dcterms:abstract><![CDATA[In our corpus extracted from LDCE (2003) I have noted some examples of the lexical plurals with s in which s is deleted in back formation or replaced in paradigmatic derivation:          (1a)	scissors &gt; scissor v., barracks &gt; barrack (soldiers) v., handcuffs &gt; handcuff v.        (b)	steelworks &gt; steelworker, environs  &gt; environed adj., thanks &gt; thankful, thankless adj.     These cases are particularly interesting because they involve the reinterpretation of the structure of words which are usually assumed to be simplex.     The theory of Hay (2003) connects the parsing of complex words to the frequency of component morphemes. Assumably the suffix is more easily parsed if the base is more frequent than the whole word. In (1a), however, the forms of lexical plurals are usually more frequent than the infinitives (eg. barracks has the frequeny of 621, and to barrack 4 according to the British National Corpus), and the parsing of -s should not be expected. However, in the cases like (1a), we must also take into account the size of  the family of words containing -s as a plural morpheme - it encourages speakers to interprete the phoneme s as a sign of plurality although s in (1a) is formally not a plural morpheme. By the analogy based on the meaning, position and pronunciation, speakers are encouraged to interprete s as a plural morpheme which can be removed or replaced. In paradigmatic derivations, it is replaced by the suffixes -er, -ed, -ful, -less in (1b). The examples like (1) demonstrate the effects of analogy in the reinterpretation of the structure of words which once have been assumed to be simplex.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1009]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2584">
    <dcterms:title><![CDATA[Will the Girl in “Hills Like White Elephants” Undergo the Operation?]]></dcterms:title>
    <dcterms:abstract><![CDATA[“Hills Like White Elephants,” set in Spain, is the story of an American man and a girl sitting at an outdoor café in a Spanish train station and waiting for a fast, non-stop train coming from Barcelona to take them to Madrid.    Referred to by the American man as “Jig,” the girl is trying to decide whether or not to have an abortion; the man, while urging the girl to have the operation, says again and again that he really doesn’t want her to do so if she really doesn’t want to.      The girl is trying to be brave but she is clearly frightened of undergoing the operation; the man is clearly insisting that she do so because according to what he’s heard, it’s “natural” and “not really an operation at all.”    Finally, the express train arrives and the two prepare to board without having solved anything. The tension remains and Hemingway put it for the reader to conclude how the story ends: whether the girl undergoes the operation or she lets the child to be born.   Written, like his other short stories, on the principle of Iceberg, “Hills Like White Elephants” provides the reader with the necessary details, and then leaves him to decide what the couple are going to do about the girl&#039;s pregnancy.     The present essay aims at the examination of the ending of Hemingway&#039;s short story “Hills Like White Elephants,” and suggests a radically different outcome from those so far considered - the girl will not indeed have the abortion and afterwards the American will abandon her. Various indications are found in the story to support this interpretation: having the child is always accompanied by “fields of grain and trees along the banks of the Ebro,” a river which signifies creation while aborting the child leads to a life of barrenness and sterility.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[864]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2583">
    <dcterms:title><![CDATA[Violation of the Gender Stereotypes and the Readers&#039; Bewilderment in Shelley&#039;s the Cenci  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Cenci is the embodiment of Cenci and Beatrice&#039;s struggle for power and dominance. From the outset, the reader is informed about Cenci’s making abuse of power to perform whatever he wishes; he exonerated himself from charges by using his money and gold.    Cenci&#039;s daughter, Beatrice, revolts against his absolute power and invites her mother, to disregard the expectations of society with which they should comply. Her speech in the play is at odd with the stereotypical assumptions about the language of women and thus not appropriate for her gender; her behaviour like that of Antigone destabilized gender roles, and her tragic doom might be because her &quot;gender-bending&quot; behaviour; she was not a womanly woman rather she transgressed to the domain of power, which is &quot;always and only patriarchal.&quot;     Her punishment takes place off-stage, in the Cenci&#039;s palace but what the punishment is, is never uttered, yet it can be inferred from the Beatrice’s behaviour that it was sexual violence. Accordingly she decides to venture on parricide. After murdering her father, the authority at home, she has to encounter the authority in society, the church and its administrator, the Pope.    So much like her father Beatrice rejects that she employed Marzio; but in her forcing Marzio with her persuasive speeches, which “according to Payne “is a source of power, she becomes equal to her father. Now through her &quot;resenting eyes&quot; and her persuasive speech she mesmerizes Marzio. It is as if power entails domination and silencing the subordinates.     The reader is afflicted with a kind of indecisiveness and bewilderment for he has already broke with Cenci and comes close to Beatrice but soon understands he has to keep away from her as well for revenge is a blind aimless deed.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[860]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2582">
    <dcterms:title><![CDATA[The Effects of Concept Mapping Strategy Instruction on Reading Strategy Utilization of EFL University Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Charles Dickens and Emily Bronte are among the greatest novelists in the 19th century in English literature. Great expectations and Wuthering Heights can respectively be regarded as their representative works. In these novels both Heathcliff’s love for Catherine in Wuthering Heights and Pip’s love for Estella in Great expectations are considered as obsessive love.Obsessive love is a form of love where one person is emotionally obsessed with another. Obsessive love can lead to dangerous consequences. John D. Moore in his book, Confusing Love with Obsession describes the concept of &quot;Obsessive Love Wheel&quot; (OLW) which is a hypothetical circle. The wheel illustrates the four stages of Obsessive Relational Progression as part of Relational Dependency (RD). Moore suggests that for people who are afflicted with love addiction, codependency, and etc, their relationships often follow the pattern of the wheel. This obsessive love wheel is divided in four phases as: attraction phase, anxious phase, obsessive phase and destructive phase. In the above mentioned novels the characters Heathcliff and Pip followed the obsessive love wheel pattern. This paper is an attempt to examine the characters’ obsessive love through the psychological phases and how its destructive effect causes the downfall of two of the most powerful literary characters of the British literature, Pip in Great expectation and Heathcliff  in Wuthering Heights.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[911]]></dcterms:extent>
</rdf:Description></rdf:RDF>