<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/2571">
    <dcterms:title><![CDATA[The Art of Synthetising Life and Literature: Critical and Theoretical Attempts at Understanding Sylvia Plath’s Poetics]]></dcterms:title>
    <dcterms:abstract><![CDATA[In a paper titled “The Art of Synthetising Life and Literature: Critical and Theoretical Attempts at Understanding Sylvia Plath’s Poetics,” my intention is to concentrate on the comparative analysis of critical and theoretical models that structure the basis of a critical corpus about Sylvia Plath, an American poet. In the interpretation of analytical results my focus will be on 1. the most representative individual texts and studies that have been published about Plath, 2. their systematization and description, 3) their classification according to the orientation, being it modernist or anti-modernist, and, finally, 4. drawing a consclusion about dominant literary-theoretical interpretative models in general, following the critical and theoretical microcosmos that, since early sixties, has been constituted about Plath’s poetic and prose writing (basically psychoanalytical critical model, feminist, structuralist and poststructuralist). In the introductory part of the paper, my intention is to review briefly the literary context of her time or, in other words, to describe a map of American poetic tradition of that time succintly, with the special emphasis on confessional poetry and its basic postulates.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[765]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2570">
    <dcterms:title><![CDATA[Teaching Gender-Neutral English in EFL Classrooms]]></dcterms:title>
    <dcterms:abstract><![CDATA[The use of gender-neutral language instead of gender-biased one is rapidly becoming important in the business and academic world. In fact, gender-neutral words such as “human being”, “person” and “chairperson” are commonly used as generic meanings in English-speaking countries, whereas the use of gender-biased words such as “man”, “he”, and “chairman” has been avoided recently.     Some language reformers point that the reason why such gender-specific terms as generic meanings should be avoided is not only because they confuse us, but also because they do have effects on our thought. In fact, the results of some experiment studies show that readers of terms like &quot;he&quot; and &quot;man&quot; are more likely to think more readily of males than of females (Erlich and King 1998).     It is also true that recently many English-speaking countries have passed strict law prohibiting discrimination based on gender. Consequently, quite a few organizations, especially, academic organizations prohibit gender-biased language in their writing (Ferguson 2004).     Therefore, it seems very important for us EFL teachers to equip our students with ways to avoid sexist language by teaching it in classrooms. Otherwise, our students may not be aware of such language and may even use it in English-speaking settings in the future. Therefore, in order to enable our students to skillfully interact in authentic situations, as EFL teachers, we should have a responsibility to equip our students with an understanding of gender-biased language and appropriate substitutions for such language.     First, this paper reviews exactly what gender-biased terms have been replaced by what gender-neutral terms in English-speaking countries recently. Second, this examines how much EFL learners are currently aware of gender-biased language by administering a questionnaire survey toward about 66 Japanese university students. Finally, I would like to discuss exactly what gender-neutral terms and how to teach in EFL classrooms effectively.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[807]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2569">
    <dcterms:title><![CDATA[Cognitive Mechanisms Structuring Our Language and Thought: Theoretical Approach to Metaphor and Metonymy ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another.   However, taking into account that scientific disciplines exploded during the last century, linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains.   The aim of the paper is to present some of the major theories of metaphor and metonymy and clarify the understanding of differences between metaphor, metonymy and metaphtonomy. The first section of the paper deals with relationship between language, metaphor and metonymy and cognition. The notion of domain is presented in the second part of the paper which also presents notions of contiguity and similarity. The following section focuses on the theoretical approach to metaphor and metonomy as well as on relationships and mappings which occur as a result of cognitive processes. With the purpose of better understanding of metaphor and metonymy, the paper briefly touches on notions of polysemy and linguistic means.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1032]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2568">
    <dcterms:title><![CDATA[Scheduled Language Training Program in Relation to  Learners’ English Mastery  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Scheduled Language Training (SLT), a program of ESP based on Indonesian context, is a one-hundred hour English teaching program designed for nursing students planning to get Nursing Certificate. One of the requirements to be certified nurses is that they need to take English training program to improve their English mastery. Though the program largely focuses on English productive skill, speaking, the study of two language skills, listening and reading and one language aspect, structure is also included. This paper aims at describing the role of SLT in relation to improving the ability of nursing students to perform their productive skill of English language performance. The main objectives of the study are actually to find out to what extent SLT could improve their English language mastery based on the result of their written and oral tests, and to compare whether or not there is correlation between their scores of written test in the form of paper-based TOEFL and those of oral test (speaking). The data obtained from pretest and post test of speaking skill and paper-based TOEFL showed that there is a significant difference between the average score of both tests. In addition, there was a positive correlation between the results of both written and oral post tests. From the questionnaires given to the learners, there was positive comment in which they supported the program of SLT as it is beneficial to improve their English skills within a period of time.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[932]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2567">
    <dcterms:title><![CDATA[Pride Conceptualization in English and Bosnian Idioms]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper analyses the concept of pride in English and Bosnian idioms through the application of cognitive theory: the theory of conceptual metaphor and metonymy. The first part of the paper presents some of the major traditional theories on idioms, which view phraseological units as strings of words whose meaning is not a composition of the meaning of idiom’s component parts, and is, hence, arbitrary. We then introduce cognitive linguistic view on idioms, which brings new perspective to the analysis of their meaning, showing that it is not arbitrary, as traditionally believed, but quite the opposite, motivated by various cognitive mechanisms and our perception of the world surrounding us.    The second part of the paper deals with cognitive mechanisms; conceptual metaphor and metonymy, showing how these function in structuring our thought and language through various mappings from one conceptual domain to another, or in case of metonymy inside one domain. After defining conceptual domain of PRIDE, and various other concepts that the concept of PRIDE involves, such as CONCEIT, SELF-ESTEEM, SELF-ASSURANCE, ARROGANCE, SUPERIORITY, we discuss various metaphors and metonymies for pride proposed by Kövecses (1986), showing that most of these motivate the meaning of idioms, e.g. PRIDE IS A FLUID IN A CONTAINER, CONCEITED PERSON IS BIG, INTERFERENCE WITH NORMAL MENTAL FUNCTIONING FOR PRIDE, FORMS OF WALKING FOR PRIDE, etc.  Finally, we discuss interaction of these cognitive mechanisms in helping us conceptualize the world surrounding us, but also facilitate the understanding of these abstract concepts  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[873]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2566">
    <dcterms:title><![CDATA[Critical Discourse Analysis in Interpretation of Newspaper Articles]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper discuses the use of the Critical Discourse Analysis approach in the study of newspaper articles. Analysis of newspaper texts cannot be limited to linguistic analysis of texts; rather, it calls for a wider perspective, which includes both the study of the actual text as well as the study of the text’s external factors as elements of context. The Critical Discourse Analysis approach has proved particularly useful in the study of newspaper articles, as it enables the study of newspaper text in the context of its production and reception and offers critical interpretation of newspaper text. Critical interpretation of newspaper texts is not only of academic interest, but it is also an important social skill. Adopting the CDA approach, this paper investigates the use of passive voice for obfuscation of responsibility in representation of negative events. We argue that representation of events in newspapers relies not only on the message that is conveyed explicitly, through a particular word choice, but also implicitly, through syntactical patterning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[791]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2565">
    <dcterms:title><![CDATA[Creating a Profile of Student Motivation in Foreign Language Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The choice of our subject was guided by our own desire to know how to motivate students in FLE in order to give them a taste of self-effort and success. Based on our interest in student motivation, we wanted to think about the available ways to promote it. In this context, the role of the pedagogical task appeared to us as one of the possible ways to motivate our students, as it seems to allow them to raise their consciousness about their shortcomings, needs and successes.    Before the final exam, it seemed interesting to carry out our project “The Creation of Motivational Profile”. This project was taken into account as 40 percent of the final exam score. It turned out that the project contract seemed suitable for almost all of our students. As part of this collective project unanimously chosen, we wanted to have students work on their own motivational profile. This project can be defined as a self-analysis conducted by a student for an authentic purpose. “The motivational profile” may also be referred to as record of learning, presentation record, progress record.    Our “educational project” will be organized as follows: firstly, we’ll present the theoretical framework our study is based on, that is to say a framework inspired by the action-oriented approach and its impact on motivation. From these two key concepts “pedagogical task” and &quot;motivation&quot;, we’ll try to identify the effects of this action-oriented approach on the motivation of our students. Finally, within the context of the motivational profile project, we are going to look for answers for these questions: What could influence more efficiently the motivation? To what extent could this task affect our students? What impact might this pedagogical contract have on the motivation level of students?  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[933]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2564">
    <dcterms:title><![CDATA[The Importance of Teaching Culture in the Foreign Language Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper is concerned with the importance of teaching culture in a foreign language class. Linguists have long recognized that the forms and uses of a given language reflect the cultural values of the society in which the language is spoken. This means language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests etc. Effective commutation is not just a matter of language proficiency, it is also about being able to understand other people and language alone is not enough for this. Language is a tool which reflects the life of the people from the culture that it was born from and thus learning the target language alone is not enough to communicate effectively. Communication is not the ability to speak the language but to understand the other person and since language is a tool that  reflects the culture ( life style, ideas etc.) of the speaker  in the communication proses, learning the culture is as important as learning the language itself when it comes to understanding each other. Since each language was born to meet the needs of the society that it was born from knowing that societies culture is necessary to fully master that language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[935]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2563">
    <dcterms:title><![CDATA[Developing a Paradigm of Teaching English Language in  Societal Perspective  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Professional competency has a momentous effect on teaching of English language. The study has been conducted on developing a model of teaching English language in higher education institutions. The model has been developed through the integration of effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students, and teaching in social context of English language in higher education institutions. The objectives of the study were: 1) to explore the effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students on teaching of English language in higher education institutions. 2) to develop a model of teaching English language in higher education institutions .The research was beneficial for the English language teachers. The study was important for developing English language curricula. The study was useful for research scholars of English language. The study was of great importance in managing English language centers. The study was descriptive in nature. The relevant data was being analyzed keeping in view the objectives of the study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2562">
    <dcterms:title><![CDATA[Effects of Word Processing on Students’ Writing Performance]]></dcterms:title>
    <dcterms:abstract><![CDATA[Written essays are a common feature of standardized tests at many levels of study.  However, little is known about whether the use of different media in writing the essays may affect students’ writing performance.  Studies reported the different effects word processing has on students’ writing performance, writing process and essay scores (Haas, 1988; Oliver &amp; Kerr; 1993; Goldberg, Russell, &amp; Cook, 2003; Russell &amp; Tao, 2004).  This study looks into the writing performance of second language learners of English at tertiary level.  It aims to analyze the effects of word processing on students’ writing performance in terms of quality and quantity.  The subjects in this study are forty first year students who are currently pursuing their Bachelor of Engineering Technology degree in Electrical Engineering at a private university in Malaysia.  Two writing sessions are carried out in this study.  For each session, the students are divided into two groups, with one group writes an essay in class while the other group uses the computer to type their essays.  They switch the writing medium in the second session.  Flesch Reading Ease, Flesch-Kincaid Grade Level and raters’ scores are used to measure the quality of the essays; while the number of words, number of paragraphs, number of sentences, sentences per paragraph and words per sentence are used to determine if there is any improvement in the quantity of writing.  Statistical analysis is conducted to determine any significant differences between the two media.  The results of this study are discussed in relation to whether the methods used in the tests have any influence on the students’ performance.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[958]]></dcterms:extent>
</rdf:Description></rdf:RDF>