<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/2471">
    <dcterms:title><![CDATA[Conceptual Integration Theory in Text-Image Advertisements]]></dcterms:title>
    <dcterms:abstract><![CDATA[Conceptual integration theory, proposed by Fauconnier and Turner in 1993, has been successfully used in the study a wide range of phenomena of human thought and action, from counterfactuals to metaphors, proving blending to be present in the simplest kinds of human thinking. In that sense, conceptual integration theory has emerged as a powerful theory that can account for a wide variety of linguistic and non-linguistic phenomena. Therefore, it is not surprising that conceptual integration theory has found its application in the study of advertising. Advertising requires both conscious and subconscious mental interpretation of the hidden messages. The primary objective of this paper is to show that conceptual integration theory is equipped with the mechanisms that can explain the construction of the meaning of text-image advertisements. Specifically, analyzing several text-image advertisements, this paper attempts to explore to what extent hidden cognitive mechanisms involved in the interpretation of advertising can be explained using the postulates of conceptual integration theory.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[937]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2470">
    <dcterms:title><![CDATA[Preservice Teachers’ Reflectivity on Pre- Learning Vocabulary in A Second Language Television Program]]></dcterms:title>
    <dcterms:abstract><![CDATA[Television may be a useful L2 resource particularly in an English as a foreign language (EFL) context because it provides authentic L2 input in an environment with limited L2 input. Research has shown that L2 learners can incidentally learn L2 vocabulary through watching television and those who watch more L2 television are likely to have higher incidental vocabulary learning gains than those who watch it less. One suggested method of improving comprehension of television is to pre-learn unknown topic related words that are found in the program to be viewed.    Since there is limited research investigating pedagogical implications of relationship between vocabulary knowledge and television, we have decided to examine the proposed method of improving comprehension observing the principles of Exploratory Practice in a microteaching setting at the Mostar University, Bosnia and Herzegovina. Students are asked to reflect on their experience teaching and being taught a lesson based on an American comedy episode with or without pre-learning the 10 most frequently occurring low-frequency vocabulary units (determined with the RANGE software using the transcript of the episode). Reflections suggested the advantage of pre-learning episode related vocabulary, although some students who pre-learned vocabulary found it challenging to understand the episode without additional background knowledge. The findings of this study suggest that pre-learning unknown topic-related words should include cultural background information to improve vocabulary incidental learning when watching television. Pre-learning in television programs may help learner’s comprehension of authentic L2 aural input and give them the confidence to use television for language learning outside of the classroom as well as within it.      ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[871]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2469">
    <dcterms:title><![CDATA[Model of Development of Independent Study Skills during English Classes at Upper-Secondary School]]></dcterms:title>
    <dcterms:abstract><![CDATA[In today’s rapidly changing society need for the skills of independent learning is obvious. The implementation of the model of independent English learning skills is possible in a student-centered study process when teachers and students are aware of the process of knowledge construction and students are responsible for their learning. Access to IT plays an important role.    Research carried out in upper-secondary schools shows that students are more willing to take responsibility than teachers are ready to give an opportunity to students to study independently. Moreover, teachers have not thought about integrating acquisition of independent learning skills in their lessons. Students can improve their independent learning skills if teachers apply a systemic approach in the development of students’ independent study skills. They should be acquired during classes at school but they are to be developed by students in outside class activities. If the student gets into routine of connecting the study process in class with his/her activities outside class, he/she gets used to independent studies. (Bluma,2006;145).     In order to apply a systemic approach in helping students acquire independent study skills, a model of development of independent English study skills has been created based on the results of the action research carried out by the author. The initial stage starts with self-assessment, then students set their goals, choose the most appropriate learning strategies and evaluate their success. The teacher acts like a mentor and facilitator giving advice and helping in linking the learning process at school with learning activities outside class.      The research shows that students with developed independent learning skills have higher proficiency in English. D.Little states that when the focus of learning is a foreign language, autonomous learners within the limits of their abilities become confident communicators (2000;43)  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[812]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2468">
    <dcterms:title><![CDATA[Language Learning as a Space for Understanding Oneself and the Other]]></dcterms:title>
    <dcterms:abstract><![CDATA[For a long period of time, an imperative of acquiring cross-cultural competence has been the most important thing in the contemporary approach to language teaching. In the process of SLA students’ knowledge and experience is being put in the foreground and during the process of learning they are activated and stimulated so students could be able to acquire additional skills. Here linguistic competence becomes both - the aim and the mean that enables the growth of general communication skills.    All above mentioned occurs at Croaticum - The Center for Croatian as L2 in Zagreb where the members of different cultures have been learning Croatian for 50 years.  Courses are held in extremely heterogeneous groups and the students are not just getting the knowledge on the culture of the Croats whose language is being thought, but the teacher and students are exposed to the intensive process of becoming aware of the differences among the “Others”.    The last is especially emphasized in the groups with the large number of Third World asylum seekers whose specific perception of reality is burdened with their own traumatic experience (loss of all family members, gender discrimination and abuse etc) and thus have effect on topics chosen for their courses, as well as to the approach of language methods that will be used.    Techniques and approaches that lecturers use in the work of Croaticum in order to develop their own, as well as students’ cross-cultural competence, will be shown in this presentation.    The focus will also be at information exchange among students, pairs or groups. Furthermore, it will be shown how the game, well argumented discussion and projective teaching can serve not only as a way of acquiring language knowledge, but as a space of scenery didactics where the process of cross-cultural learning is being held  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[878]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2467">
    <dcterms:title><![CDATA[Intercultural Competence in e-learning: an Example of Croatian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Modern foreign language teaching approaches emphasize intercultural competence as equally important as communicative language competences (CEF 2011). Thus, there is still no unique theoretical model of interculturalism, intercultural teaching or intercultural competence (eg. Byram 1997, Kramsch 1998, Hu 1995, Goebel &amp; Hesse 2004) and the intercultural concepts can be implemented in language course in various ways.     This paper deals with interculturalism in a specific type of a language course: an e-learning course. It investigated the applicability of different theoretical models of interculturalism to an e-learning course of Croatian as a second language HiT-1 (Cvikic, Bosnjak, Kolakovic, 2012) in relation to the technical characteristics of e-learning, course main objectives and student’s needs. It will be also discussed how the intercultural content was implemented in the course, as well as the level of students’ intercultural competence after finishing the course.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[895]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2466">
    <dcterms:title><![CDATA[Interculturalism in Croatian Language Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Important goals of a modern language classroom are development of intercultural competence and sensitivity to other cultures (CEF 2001). The majority of research about multiculturalism/intercultural competence in language teaching and learning has been undertaken in a foreign language classroom (e.g. Goebbel, Helmke 2011, Byram &amp; Feng 2006), since that is the place where the &quot;other &quot; culture is most often encountered. Therefore today intercultural education is an integral part of programs for educating foreign language teachers.  However, the question is whether interculturalism is/ should be a part of a mother language classroom and what are mother language teachers&#039; experiences with interculturalism and intercultural pedagogy.     This paper deals with attitudes and believes that mother language teachers in Croatia have about interculturalism. Even though Croatia is perceived as a culturally and linguistically homogenous country with 96% of its population speaking Croatian as a L1 (www.dzs.hr), the reality is very different. Some regions and communities in Croatia are ethnically and linguistically more diverse than the others. Also, there is a growing number of immigrants, i.e. foreigners in Croatian big cities. This results with the fact that Croatian classrooms are not any more monocultural and monolingual (Jealska &amp; Cvikic 2009, Kuvac &amp; Cvikic 2004), and interculturalism is recognized and emphasized as a special value in Croatian National Curriculum as well.     On the bases on research conducted among teachers in Croatian primary schools and student teachers, this paper will answer following questions: How well are Croatian teachers prepared to work in multicultural settings? What are teachers&#039; believes and attitudes toward interculturalism? Do they integrate intercultural content in their teaching and how?  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[894]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2465">
    <dcterms:title><![CDATA[Legalese in Maritime English Curriculum]]></dcterms:title>
    <dcterms:abstract><![CDATA[Maritime English is an example of ESP crucial to its users on board ships as much as a lifejacket. Nevertheless, some of its aspects have so far been neglected, and legalese is definitely one of them.  The opinion has been confirmed lately upon the implementation of 2006 Maritime Labour Convention and Manila Amendments to the STCW (Standards on Teaching, Certification and Watch-keeping) Convention for seafarers which came into force on January 1, 2012. Seafarers on foreign-going ships with international crews commonly get a copy of the legal document on board their ships, but the drawback is its being written in an English language different from the ESP they were trained to use once afloat. Since the document of the kind is vitally important for seafarers to get acquainted with their rights on board during their contracts, they should be taught basics of legal English in the course of their education.  Students should be taught the most common characteristics of the legal language and trained in the understanding of the specific lexis and syntax. For this purpose appropriate language exercises should be devised and implemented by maritime English lecturers in higher education institutions.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[816]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2464">
    <dcterms:title><![CDATA[A case of Textual Analysis Applied to the University Offerings of the New Courses in Italy]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper is based on a descriptive study of the lexical words used to redefine students’ curricula at the academic communities, in order to improve the quality and the employability of the degrees. The textual analysis was applied on about 990 forms, filled up by the universities to plan their courses and collected in the national database of the Ministry of University and Research, public and available on line (http://offf.miur.it). Thus, focusing on a representative sample of the major public universities by number of students, a multidisciplinary corpus of the offerings of the new courses of the academic year 2011/12 was assembled in accordance with the four areas of disciplines: health, humanistic, scientific and social, for about 62.970 occurrences (tokens).    The study aims to achieve the following findings: check the vocabulary of the corpus and provide the measure of lexical richness, based on the ratio of type, token and the proportion of infrequent word, and identify the key-words of the corpora using the co-occurrences criteria. Results, relating to the key-words, highlight that there are evidences of widely using of terminology to describe the need to develop the soft skills and the interdisciplinary competencies, as required by the local and professional market to improve the employability of the degrees.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[810]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2463">
    <dcterms:title><![CDATA[Acquisition and Learning in a Foreign Language: the case of Italian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Italian as a foreign language means that Italian is taught in countries where the first language (L1) is not Italian. It means that Italian is taught as a school subject for the purpose of communicating with foreigners or for reading printed materials. Considering this peculiar position of Italian language, is possible to apply the Krashen’s distinction between acquisition and learning? Do acquisition and learning share the same importance in Italian FL teaching? The aim of this paper is to provide some answers to these questions]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[785]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2462">
    <dcterms:title><![CDATA[Yabancı Dil Öğretimiyle Gelen Kültürel Yozlaşma]]></dcterms:title>
    <dcterms:abstract><![CDATA[İnsan sosyal bir varlıktır. Tarih boyunca insanlık çeşitli nedenlerle birbirinden etkilenmiştir. Özellikle Avrupa’nın coğrafi keşifler sonrasında bazı sömürgeler elde etmesi, bilim ve teknolojideki gelişmeler, düşünce sistemlerine etki etmiştir. Önce dünyada tipolojik dil araştırma ve incelemeleri hız kazanmıştır. Bunların sonucunda akraba diller, dil aileleri ve yakın dillerin tasnifleri ortaya çıkmıştır. Bunlar dünyada farklı dillere olan ilgiyi artırmıştır. Dünya milletlerinde bazen meraktan, bazen ihtiyaçtan, bazen de emperyalist düşüncelerden kaynaklanan başka dilleri öğrenme ve öğretme arzusu doğmuştur. Bu bildiride  yabancı dil öğretiminde, dil öğretim  materyalleri bilerek ya da bilmeyerek kültürel yozlaşmaya neden olabilecek söylem, tutum, hareket, obje ve imgeler değerlendirilecektir. Batı kültürünün sembolik iletişim dili olan İngilizce öğretim materyallerindeki Türk kültürü ve toplumsal ahlak algıları açısından yanlış değerlendirilebilecek unsurlar üzerinde durulacaktır. İngilizceyi veya Batı kültürünü kötülemek gibi bir amacımız yoktur. Elbette her kültüre saygı duyulmaktadır. Ancak,  bazen ortaya konan yaklaşımlar genç nesillerin şuuraltına yerleşerek onu kendi değerlerinden koparmaya kadar gidebilmektedir. Diller ve kültürler iyi yönleriyle de öğrenilip tanınabileceği düşünülmektedir. Bu çerçevede  derslikler, okuma kitapları, dinleme materyalleri, görsel araç-gereçler incelenerek bulgular ortaya konulacaktır. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1011]]></dcterms:extent>
</rdf:Description></rdf:RDF>