<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/2581">
    <dcterms:title><![CDATA[Handphone-Based Project in Improving Speaking Performance]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study was aimed at finding out whether the method of using handphone in project-based speaking instruction could improve students speaking performance. A quasi-experimental method was used in this study. This study involved thirty eleventh grade students of SMA Negeri 18 Palembang in academic year 2009/2010 who were assigned either in experimental or control group. In order to get the data, two instruments were used, test and questionnaire. The result of the test showed that there was a significant difference in student’s speaking performance before and after the treatment. Independent sample t-test analysis showed that t- obtained, 3.633 (df=28, sig=0.05 two tailed) was greater than the critical value of t-table, 2.048 which means that there was significant difference between students’ speaking performance who learned  through using handphone in project-based speaking instruction and the students who did not. The questionnaire distributed at the end of the treatment also showed that the students agreed that using handphone in project-based speaking instruction could be continuously applied as an effective method in speaking activity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[844]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2580">
    <dcterms:title><![CDATA[Literature Circles as a Form of Autonomus Learning in EFL Environment]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper reports on a large-scale study on learner autonomy in literature circles carried out with students and English instructors at Meliksah University in Turkey. The purpose of the study is to research how students attending Meliksah University Foreign Languages Education Center perceive the approach of literature circles as a form of autonomous language learning. This study also discusses how the proficiency level of students influences the students’ perception of literature circles.    Literature circles are “… small temporary discussion groups who have chosen to read the same story, poem, or book” (Daniels 1994, p. 13). “Main feature of literature circles is group meetings on a regular, predictable schedule to discuss their reading. These group meetings aim to be open, natural conversations about books, so personal connections, digressions and open-ended questions are welcome.” (Bulut, 2010). The other key features include the teacher serving as a facilitator, not a group member or instructor, which is the main autonomous perspective of literature circles and lastly, the student performance is evaluated by teacher observation through some basic predetermined criteria (Bulut, 2010).    The data are collected through a questionnaire which is administered to approximately 300 students attending English Preparatory School of Meliksah University and analyzed quantitatively to find out how students at different levels perceive the contribution of literature circles to their language learning as a form of autonomous learning.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1020]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2579">
    <dcterms:title><![CDATA[Benefits of Rubrics in Oral Assessment]]></dcterms:title>
    <dcterms:abstract><![CDATA[What is the purpose of evaluation?  Do we only grade our students because they have to have a grade at the end of the term, or does evaluation reflect other aspects of our jobs?  How do we remain objective while we grade out students’ performances?   Is the grading transparent?    This paper will draw a parallel between the purpose of assessment, objective and transparent grading, as well as meeting the learning outcomes, and the use of rubrics to show the benefits of this authentic assessment tool. First, the paper will address the purpose of evaluation and explain how the evaluation of the students’ performances can reflect our success as teachers.  It will look into the validity and reliability of tests, touching upon norm- and criterion- referenced tests, and provide the readers with some tips on how to use the learning outcomes and standards set by the school or the Ministry of Education to write the lesson objectives.  Then, the paper will point out the importance of fair grading and how rubrics can serve not only as tools for objective evaluation of oral exams, but also as proof of transparency for stakeholders such as parents, school administration, or the Ministry of Education.  Finally, in a step-by-step process, the paper will instruct teachers on how to create their own rubrics and how to use them to grade the students’ performances in an oral exam.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[792]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2578">
    <dcterms:title><![CDATA[Exploring Some Aspects of Foreign Language Learners’ Discourse Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many theoretical models of second language communicative competence (Canale 1983; Van Ek 1986; Bachman 1990; CEFR 2001) seem to include discourse competence as one of its component, albeit differently labelled or encompassing different characteristics. There, however, seems to be an agreement that discourse competence is largely determined by coherence and cohesion. In the field of second language acquisition and language testing, the issue of significance of cohesion and coherence and their influence on overall quality of written production has been addressed (cf. Palmer 1999; Chiang 2003; Dastjerdi &amp; Talebinezhad 2006).    The present study sets out to explore the manner in which learners of English as a foreign language use cohesion and coherence as two essential elements of discourse competence in their written production. The sample includes 90 assignments written by learners of English as a foreign language as part of state school-leaving exam. The analysis will target the number and type of cohesive devices, as well as the appropriateness of their usage. The analysis of coherence will be carried out by examining the internal topical structure of paragraph (cf. Lautamatii 1987). This will include the analysis of progression types (i.e. parallel progression, sequential progression, extended parallel progression and extended sequential progression) used by learners in connecting ideas and thoughts within the paragraph. Finally, a potential role that these elements may play in overall quality of learners’ written compositions will be assessed. The results will be presented and interpreted. In conclusion, theoretical and pedagogical implications will be discussed.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1027]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2577">
    <dcterms:title><![CDATA[Formulaic Diction in the 16th century Hungarian Epic]]></dcterms:title>
    <dcterms:abstract><![CDATA[The epic song (históriás ének) is the most prevalent and representative expression of the Hungarian poetry of the 16th century, and it was intended to be recited with musical accompaniment. During the second half of the century these epic songs (rewritings of antique texts, short stories and novels written in verse) were performer at the noble courts where the audience was still inexperienced in literature and well disposed towards the oral communication. These songs were stylistically made according to the expectations of that audience: they contain a remarkable quantity of formulaic iterations and constructions, repeated locutions, etc. even if the rhetorical structure of these texts slowly surpasses the limits of the formulaic style.    The corpus of the Hungarian historical songs of the 16th century contains about 185 texts of different length and metrical structure and it is composed by (1) történeti énekek (songs on past historical events) further divided in tudósító énekek (songs on contemporary events) and krónikás énekek (chronicles), (2) vallásos históriák (religious songs, mostly rewritings of Bible stories), and (3) széphistóriák (romances).    The aim of my current research on Hungarian historical songs concerns the analysis of all of the poems’ repetitions and formulas and their distribution, and what I’d like to present in occasion of the FLTAL 2012 conference is the first results of my computer-aided analysis of a choice of songs to reveal, analyze and categorize the forms of repetitions in this specific corpus.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[883]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2576">
    <dcterms:title><![CDATA[The Relationship between Cognitive Process and Fuzzy Logic in The Process Of Second Language Learning ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Philosophy has been encountering the rules of language acquisition for long time due to the relationship between philosophy and language. Primary proof for this is link between object and subject and how the object is defined. Idealizing, defining and verbalizing are crucial aspects of philosophy and language acquisition as well. These aspects of philosophy have been shaped by Plato and Aristotle in the Antiquity. While Plato put the emphasis on nature regarding acquiring knowledge, Aristotle put it on nurture. Later on philosophy embarked on a linguistic orbit with Wittgenstein.  We had been come across the rules and bases of language acquisition by the early years of philosophy. The essential relationship between philosophy and language is logic and the symbolic acquisition. Logic has been known by everyone as the name of the &quot;truth&quot; of reasoning. Logic can tell us to evaluate the truth or falsity of any statement or group of statements .Aristotelian logic is mainly confined to the analysis of short statements and not to be extended one. Learning of conceptual contents of the surrounding world depends on language and vice versa. The essential point that   recognizing objects in surroundings and understanding the meaning of them for the human mind. Sign and symbols are important for working of human mind. Mostly cultural and religious symbols influenced the language and cognitive process. The perception signals, like teacher talking cognitive involves lots of different sub-process, like symbols and signs mean logic. But logic clarify that the black and white thing, true or false. In learning input, process and output are so important themes for cognitive and learning. So logic tells that this is true and that is false. What about the middle sides? Nowadays this question is being asked by the people. Like fuzzy logic this is black and this is white, what about the grey?    In this paper the relation between logic and language is studied. It analyzes logics are related with language and also second language acquisition. But we are learning not only like classical logic acquisition, but also like fuzzy logic process.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[815]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2575">
    <dcterms:title><![CDATA[Shyness and Foreign Language Anxiety]]></dcterms:title>
    <dcterms:abstract><![CDATA[Communication in a foreign language, as an inevitable component of modern human life, often makes speakers experience anxiety, which may sometimes lead to avoidance of communication. This paper explores whether the students of Italian language courses in two foreign language schools experience foreign language (Italian) anxiety. The sample used in the study consists of students whose mother tongue is Croatian, and they have been learning Italian as a foreign language for a different period of time and at different levels. The authors wanted to examine whether there are differences in foreign language anxiety with regard to the level and the length of learning the Italian language, and whether the students’ levels of shyness correlate with the level of foreign language anxiety. The results showed that among the participants there is a correlation in foreign language anxiety depending on the students’ level of shyness: participants with pronounced shyness showed a higher level of foreign language anxiety when compared with the participants with medium and low levels of shyness. Individual characteristics of each student and various experiences gained in the process of learning a foreign language could be the reason for the absence of other differences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[773]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2574">
    <dcterms:title><![CDATA[Dialogical Voices and Construction of the Diasporic Identity]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the last decades, diasporic communities across the world and global shifts in the movement of people have provided critical spaces for both essentialist and traditional binary frameworks of ethnicity, nation and identity encapsulated in colonial and nationalist metanarratives. Worn out researches carried out in the field of post-colonial and diaspora studies have emphasised identity formation of immigrants as a linear process in which non-Western European immigrants reconstitute their identities as citizens of the First World especially by focusing mostly on Edward Said and his Orientalism. However - in the wake of increasing global interactions and border crossings - various discursive practices, cultural and personal positions of the diasporic communities have led to the construction of hybrid identities. This productive hybridity opens up dialogic spaces for diasporic subjectivity where discussions about “identity” challenge unchanging narratives of the stable self and welcomes multiplicity of continuous and discontinuous selves in relation to “other”. This point of view, by challenging set boundaries and silenced others, uncovers importance of different voices in the diasporic evaluation of the ‘self’. In this sense, identity formation of diasporic communities is a dialogical process which involves multiple cultures and histories; never ending moving back and forth movement between incompatible cultural and discursive positions. The construction of diasporic self, just like the characters of different contexts, involves the dynamic relation of the various self-positions in other spaces through dialogue with others. Today the term diaspora has been moving away from its static definition as forced displacement, home and away places, or home and alien place toward transnational, fluid and multiple movements resulting in contemporary transnational diasporic conditions and identities. This paper will specifically discuss the never ending and unstable dialogic identity formation within the context of diaspora experience.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1012]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2573">
    <dcterms:title><![CDATA[Use of Collins WorldBanks Online Corpus in Teaching English as a Second Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper discusses the use of corpus linguistics sources, in particular, the Collins Worldbanks Online Corpus in terms of its characteristics and possibilities for linguistic analyses, which may significantly improve the process of teaching English as a second language at the university level. This Corpus contains 57 million words of written and spoken English, from both American and British sources. It is worth mentioning that, according to our knowledge, the corpus linguistics databases such as the British National Corpus, the Brown Corpus or the Collins Worldbanks Online Corpus, etc. are not available at the faculties in Bosnia-Herzegovina. Therefore, the main goal of this paper is to give a detailed overview of the structure and the basic terminology of the Collins Worldbanks Online Corpus such as query, concordance, sketch-diff etc. with special reference to a practical use of this corpus in a teaching process in terms of studying vocabulary and collocations (e.g. a proper word usage of the nouns man vs. male, or the verbs request vs. require), thus drawing attention to the importance of this significant linguistic tool which, hopefully, will be recognized as such and will be available all across the faculties in Bosnia-Herzegovina in near future.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[914]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2572">
    <dcterms:title><![CDATA[Verbal aspect in SLA – Much More than (just) Grammar]]></dcterms:title>
    <dcterms:abstract><![CDATA[Both L2 students and teacher are well aware of the fact that verbal aspect is one of the most difficult issues to master in Slavic languages. The reason for this is mainly its complexity. Verbal aspect may appear to be a grammatical issue (morphological and syntactical) but it is much more than that.    To master verbal aspect in Croatian, learning verbal forms, i.e. the difference between imperfective and perfective verbs, is just the first step. Verbal aspect is just as much a semantical and pragmatical issue as it is a grammatical one. Therefore its proper use requires good general knowledge of a language and a wide knowledge of the world as it is seen through that particular language.    Using the examples from Swedish and Croatian, the author will show that linguistic markers are important but often not substantial enough for the proper use of verbal aspect in Croatian. She will present “traditional” approaches to the verbal aspect in Croatian as L2 and try to give an insight into approaches that still need to be developed which are based on the fact that verbal aspect cannot be properly learned/acquired unless it is taught on all levels. The influence of L1 on the acquisition of verbal aspect in L2 will also be discussed, i.e. potential markers in L1 that may influence appropriate or inappropriate use of aspect in L2  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[874]]></dcterms:extent>
</rdf:Description></rdf:RDF>