<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/1125">
    <dcterms:title><![CDATA[ISSUES IN ACQUISITION OF NON-TEMPORAL MEANINGS OF TENSES IN ENGLISH BY NATIVE SPEAKERS OF CROATIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Native speakers of Croatian often have problems with appropriate usage of English tenses that do not exist in Croatian, frequently associating past forms in English with perfective meanings in Croatian and non-past forms with imperfective meanings (because Croatian has verb aspect). They also encounter difficulties with non-temporal uses of English tenses.    Apart from the central meaning of tense as temporal reference, there are four non-temporal meanings of English tenses (Tyler, 2000): (1) emotional distance or intimacy; (2) the relative salience or status of the information being conveyed; (3) negative epistemic stance towards a particular scenario; (4) to express requests, commands and invitations.    Although some non-temporal meanings are very similar to those in English, there are also significant differences which cause difficulties to native speakers of Croatian in learning English as L2. Some of the differences are caused by metaphorical and metonymical shifts in meaning between the source domain (time distance) and the target domain (distance between wish and reality, simulating of distance in order to avoid direct appeal, distance of the deictic centre, counterfactual possible situation, etc.). In order to examine those assumptions, 102 students – English learners – were tested. Differences mainly occurred in cases when past tense is used in English to signal (1) a negative epistemic stance towards a particular scenario and (2) tense as an expression of attenuation: invitations, requests and suggestions, because Croatian speakers tended to use present tense in some cases.    We argue that a consistent description of non-temporal uses of tenses in Croatian and English, with analysis of differences, can facilitate the learning of these frequently occurring non-temporal uses of English tenses.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3443]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1126">
    <dcterms:title><![CDATA[ARE YOU A BOOKBURNER? “PEOPLE AND SOCIETY” NEOLOGISMS IN THE SECOND HALF  OF THE 21ST CENTURY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Diachronic study of a language demonstrates how the language changes significantly over a period of time and neologisms are one of the greatest indicators of language transformation. Therefore, the field of neologisms which came to existence in the English language in the period from 1950 to 2000 and which belong to the semantic group labeled as &quot;people and society&quot; is morphologically examined. This semantic group comprises neologisms related to characteristics of people, their habits, social groups as well as typical social phenomena such as human rights, education, religion, etc. Methods applied in this research are method of corpus analysis, method of diachronic and synchronic analysis and method of questionnaire. The main hypothesis is that neologisms in the semantic field of ‘people and society’ have quantitative ascent since the commencement of the 1950s until the year 2000. The supporting hypotheses are related to productivity of each major word formation process and instability of neologisms. Productivity of certain word formations, derivation and compounding in particular, is examined in the coinage of ‘people and society’ neologisms. Stability/instability of neologisms is examined in two ways: through corpus analysis and survey. Namely, research on frequency of neologisms coined in the 1950s in contemporary dictionaries of the English language is carried out. Native speakers’ knowledge of these neologisms is examined by means of survey among native speakers from Canada, Australia, the USA and the UK. The overall aim of this research is thorough analysis of neologisms that entered the English language since the middle of the twentieth century and examination of recent trends in English word formation.     Keywords: word, word formation process, neologism, categorization, people and society]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3531]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1127">
    <dcterms:title><![CDATA[KONCEPTUALNA METAFORIZACIJA STIHOVA SA SOMATSKOM SASTAVNICOM S RC E UNUTAR SEVDALINKI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Rad će se baviti iznalaženjem odgovora dvama pitanjima: dinamikom mogućeg udjela metaforiziranih stihova sevdalinke sa somatskom sastavnicom srce, u kognitivnoj perspektivi, s jedne strane, i pojavnošću odgovarajućih konceptualnih modela, s druge strane. Kognitivna lingvistika u ovom smislu  obuhvata teoriju pojmovne metafore kao sredstava da se konceptualizuje svijet, ali i uže specifično, kao sredstvo perspektivizacije i  usmjeravanja pažnje s dvojakim ciljem: da se naglase željeni stavovi, pogledi i mišljenja i da se odagnaju nebitni i nepoželjni aspekti ostalih pojava. Na taj način sevdalinka konceptualizuje svijet oko sebe, svijet primarno bošnjačko-muslimanski, sa mnogim socijalnim netrpeljivostima koje u ovoj perspektivi bivaju odagnane, jer ne umire se od njih već od sevdaha.    Ključne riječi: sevdalinka, sevdisanje, kognitivna lingvistika, konceptualna metafora i metonimija, domene izvora i cilja]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3562]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1128">
    <dcterms:title><![CDATA[PRAGMATICS AND LANGUAGE TEACHING:  CROSS-CULTURAL PERSPECTIVES ON THE USAGE OF PRAGMATICS]]></dcterms:title>
    <dcterms:abstract><![CDATA[To communicate in English language, English language learner needs to develop different competencies. Communication is the main purpose of learning a second language and pragmatics is one of the key elements a language learner must develop. Pragmatic incompetence in the second language can lead to misunderstanding and miscommunication. Misunderstanding and miscommunication can have a big impact on native speaker, because he or she will think that the other speaker is impolite or ignorant. Second language teachers often overlook pragmatics and they focus on grammar. As Pohl (2004:6) claims &#039;&#039;Striving for intercultural competence does not mean assimilation into the target culture.&#039;&#039; This is not the goal. The goal is that we need to observe and learn norms of the other culture, how they behave and speak, without changing our personality. Establishing precise linguistic norms, for example making text interesting, personal or purposeful is the goal of pragmatics. The purpose of this paper is to identify different teaching and learning activities that will help learners become fluent and successive communicators. Learners will be active and more involved in the classroom activities, because pragmatics will guide them through good grammatical competence. Learners will react fluently, accurately and coherently. Cultural characteristics are common in every language, and shape the way language is spoken, regarding connotations and denotations of words, phrases. Pragmatics helps learner to become familiar with different pragmatic practices and norms in target language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2867]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1129">
    <dcterms:title><![CDATA[TABOOS AND STIGMATIZATION AND THEIR MANIFESTATIONS IN LANGUAGE AND SLANG]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper deals with two separate but related subjects: linguistic taboos and linguistic stigmatization illustrated through French and Bosnian languages and slangs (Paris versus Sarajevo). Through these two universal categories, we will try to illustrate their linguistic issues in substandard language where they are well visible. Since the slang is a linguistic form which deals with social taboos and stigmatized categories of people, these topics are present and explicit in its forms while they are normally hidden in standard language forms. The theoretical frame for our stigmatization analysis is especially Erving Goffman’s book Stigma, while our taboo analysis comes out partially from our PhD thesis work on the comparison of French and Bosnian slangs, published in France. Since Bosnia and Herzegovina is a multicultural country, taboo and stigmatization sometimes appear in the very complex patterns but these categories are nevertheless present even in French language and society in the very similar way. The subject itself deals also with cultural identity. The sacred and neuralgic topics are very similar in these societies which are visible by used linguistic stereotypes in many expressions. Nevertheless, while in French the religious taboo is a little bit more visible, religious taboos but also the taboo of family relationships are more present in Bosnian culture, where the place of mother as a central figure of the family stays as the sacred one. We will try to prove these claims by examples from substandard language where especially vulgarisms show this aspect of universal linguistic expressions. In this paper we shall try to prove in which way our language reflects our unconscious part and in which way it reflects and betrays our most hidden impulses. We shell also try to enrich the paper with some examples/equivalents from the English slang and this might be interesting from the perspective of the contrastive analysis approach.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3357]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1130">
    <dcterms:title><![CDATA[ACCIDENTAL LESSONS: TEACHING LANGUAGE SKILLS AND COLLABORATION BY TEACHING DEBATE]]></dcterms:title>
    <dcterms:abstract><![CDATA[From January 2013 to May 2013, I developed and presented a series of workshops on effective policy debate for young Albanian political leaders. These U.S Embassy- sponsored workshops consisted of over forty-two hours of graduate level instruction over a six-week period and culminated with three nationally televised debates. In this paper, I describe the progression of the instruction during these workshops and participants’ evolving relationships with each other and with the English language.    I argue that by using a variety of pedagogical approaches including group work, video modeling, self critiques and peer critiques, participants learned far more than how to be effective policy debaters. Informal discussions with participants outside the classroom suggest many became more comfortable expressing themselves not only in English but also in their native Albanian. Moreover, when the workshops began participants often exhibited hostile behaviors and verbal aggression toward their political opponents, but by the end of the six weeks of training many had become friends despite their political differences. Building on lessons learned from this experience, I offer a model for teachers of second languages to use that includes teaching advanced language learners the basic principles of policy debate as a way to improve their written and oral language skills and their collaborative skills.   Keywords: Policy debate training; second language acquisition, collaborative skills]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3385]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1131">
    <dcterms:title><![CDATA[EVALUATION OF ELT MATERIALS FOR YOUNG LEARNERS:  COURSE-BOOKS AS CULTURAL ARTEFACTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper will focus on teaching and learning materials used in early English education. The aim is  to identify the most important factors for the evaluation of ELT materials and find answers to two  questions: What are the challenges in evaluation of English course books for young learners? What is the  nature of cultural content in these materials?  The project involves an analysis of ten course books currently used in teaching English to young  learners and older learners. The project is based on a set of criteria and a checklist as the instrument for this  investigation. It is hoped that the results from the research project will enrich the process of materials  evaluation for children.  Keywords: young learners, evaluation, course books, culture content]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3482]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1132">
    <dcterms:title><![CDATA[PERSONALITY TRAITS OF FOREIGN LANGUAGE TEACHERS  FOR YOUNG LEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The knowledge concerning personality traits of foreign language teachers for young learners which  contribute positively to teaching process is still insufficient. The paper will present the investigation that  involves the collection of experts’ opinions on the personality traits required from good foreign language  teachers for young learners. The Adjective Checklist was be used in the research to collect data from 26  experts - professionals in teacher education and foreign language teachers of young learners.The  investigation is the first part of the project aiming at constructing personality measurement tool helpful in  counselling candidate for foreign language teachers.  Keywords: foreign language teachers, young learners, personality traits]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3483]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1133">
    <dcterms:title><![CDATA[ORGANIZACIJSKI I FUNKCIONALNI PROBLEMI ORGANA UPRAVE U FBiH]]></dcterms:title>
    <dcterms:abstract><![CDATA[Rad u uvodnom dijelu daje osvrt na nastanak i povijesni razvoj organa  uprave, te sa nekoliko aspekata posmatra njihovu društvenu ulogu i značaj. U  centralnom dijelu rada, prikazan je ustavni i pozitivno-pravni osnov njihove  organizacije i funkcionisanja, uz osvrt na aktuelne probleme s kojima se  susreću. On se uglavnom fokusira na problematizaciju distribucije  nadležnosti između FBiH i kantona, odnosno na pitanja iz oblasti zajedničkih  nadležnosti između ova dva nivoa vlasti, te onih koji pripadaju kantonima. U  tom smislu, i zaključci koje autor iznosi, tiču se prijedloga kako prevazići  sadašnju situaciju.  Ključne riječi: organi uprave, nadležnost, efikasnost, upravni postupak]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3062]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1134">
    <dcterms:title><![CDATA[UNAPRIJEDJENJE SISTEMA UPRAVLJANJA  DRŽAVOM: ORGANIZACIJSKI I FUNKCIONALNI  ASPEKTI REFORME JAVNE UPRAVE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ustavni sistem države, zakonski i podzakonski koncepti politike  najviših organa državne vlasti primarno odredjuju organizaciju organa javne  uprave i temeljne principe rada u javnoj upravi. Organizacija državne vlasti,  odnosno stepen centralizacije odnosno decentralizacije prvenstveno određuju  nivoe vlasti, obim nadležnosti ali i temeljne principe organizacije organa  javne uprave, što kombinirano s drugim organima državne vlasti na jednom  ili više nivoa direktno utječe na efikasnost i ekonomičnost njihovog  djelovanja. Kako organizacija javne uprave slijedi organizaciju državne  vlasti, materijalna strana tj. stepen harmonizacije funkcioniranja organa javne  uprave ovisi o vertikalnoj raspodjeli i obimu zakonodavne nadležnosti  predviđenih ustavom.Višestruki organizacioni, funkcionalni, ekonomski,  kadrovski, tehnički problemi javne uprave zahtijevaju sistemsku i korjenitu  reformu koja bi proizvela kako unaprijedjenje principa javnog upravljanja,  tako i kreiranje savremenog, demokratskog, evropeiziranog imidža  upravljanja državom. Javna uprava ne predstavlja čisti tehnički organizam,  već i mehanizam čije djelovanje ovisi o osnovnom faktoru radnog procesa -  ljudskom potencijalu, koji razvija ili opstruira proces dobrog javnog  upravljanja. Dakle, razvoj i reforma državne službe predstavlja drugi aspekt  ukupnog unaprijeđenja javne uprave i zahtijeva dugotrajan i kontinuiran  pristup promjeni kulture i metoda u obavljanju javnih poslova.  Ključne riječi: organizacioni pojam javne uprave, materijalni pojam javne  uprave, principi javnog upravljanja, racionalizacija i reorganizacija, reforma  državne službe, novi javni menadžment, princip “dobrog upravljanja”]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3075]]></dcterms:extent>
</rdf:Description></rdf:RDF>