<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/1918">
    <dcterms:title><![CDATA[Foreign Language Classroom Anxiety and Its Relationship with Students’ Gender and Educational Level of Parents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Keywords: Foreign language classroom anxiety, anxiety scale, parents, gender, university students.  ABSTRACT  The aim of this study was to determine whether there was a relationship between students’ foreign language classroom anxiety and educational level of their parents and genders. In this study, a Likert type scale, which was developed by Horwitz, Horwitz and Cope (1986) and adapted into Turkish by Öner and Gedikoğlu (2007) was used. ‘Foreign Language Anxiety Scale’ was applied to 278 freshmen students at Faculty of Science and Letters in the academic year of 2011-2012 at Bingöl University. 154 participants were female and 123 were male. The scale’s validity and reliability were examined and Cronbach Alpha coefficient was found 0.91. The data were analyzed by SPSS (20). The findings of the study revealed that there was no meaningful difference in foreign language anxiety levels of participants in terms of their gender. The results of the study also proved that the students whose parents were primary school graduates scored higher in foreign language anxiety scale than those whose parents were graduates of high school. The education level of the parents was found as a significant factor that affected foreign language classroom anxiety]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2061]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1855">
    <dcterms:title><![CDATA[Foreign Language Learners&#039; Explicit and Implicit Knowledge]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:explicit knowledge, implicit knowledge, foreign language, language acquisition, interlanguage  ABSTRACT  It has been pointed out that linguistic knowledge should always be analysed in terms of two different types of knowledge: explicit and implicit. While the access to explicit knowledge is slow and difficult, the access to implicit knowledge is fast and easy. It is, therefore, implicit linguistic knowledge that enables speakers to communicate spontaneously. Because of that it would be ideal if all knowledge of L2 were implicit. However, L2 knowledge is only partly implicit, and usually, especially in a foreign language context, mostly explicit, as a result of different processing underlying the development of L1 and L2 knowledge. The question that arises is which benefits learners have of explicit knowledge, and whether, although different, these two types of linguistic knowledge are interrelated.  This article reports on a study which analysed the foreign language learners’ linguistic knowledge in terms of both explicit and implicit knowledge. Implicit knowledge was measured by means of an oral elicited imitation test and explicit knowledge by means of an untimed grammaticality judgement test and a metalinguistic test. All tests were administered to a sample of 206 participants, Bosnian EFL learners. 100 participants were learners completing primary school (aged 14-15), and 106 were learners completing secondary school (aged 18-19).The results indicated that learners&#039; explicit knowledge is a bit, although not significantly, higher than their implicit knowledge. However, the correlation analyses showed that there is a large and significant relationship between these two types of linguistic knowledge.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1964]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1986">
    <dcterms:title><![CDATA[Foreign Language Learners&#039; Explicit and Implicit Knowledge]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: EL, the Internet, Asia, an Eye-catcher, Gangnam Style  ABSTRACT  The pop culture domain on the Internet enforces the penetration of the Asian world into the West; the„shift“of EL from Lingua Franca to an eye - catcher happens within the click of a mouse. There are apparently contradictory trends in the evolution of English, whereby on the one hand global technologies promote a uniform language, and on the other non-native speakers use the technologies and the language to promote themselves. Asia borrows from Western culture, perpetuates own stereotypes, and makes mix-and- match compounds where „the authenticity is not respected, only the aesthetic elements are borrowed“. *  Thus English more and more bears the significance of a scene or illustrations used in anime and tokusatsu shows (an eye-catcher), or serves as a “bridge” to cross the language barriers, the example of both being a phrase Hey sexy lady in a Korean song Gagnam Style.  The method is old, the technology is new; EL not only distributes a cross-cultural diversity, but also assumes a role of a marketing cash cow and the blockbuster of all times.  However, the Western world turns tables on the (Asian) borrowed compilations and steals them back: the applicability of such „cultural twist“ is seen in the Crackin Gangnam Style version of the song featuring in the Wonderful Pistachios Get Crackin Commercial at Super Bowl 2013.**  English in popular culture is a medium of international communication, true, but it has become the tool of non-native speakers adapted to both match and promote individual cultural identities.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1965]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2617">
    <dcterms:title><![CDATA[Foreign Language Teaching in the Inclusion]]></dcterms:title>
    <dcterms:abstract><![CDATA[This presentation aims to describe dilemmas foreign language teachers have when facing inclusive education, their responsibilities in such classrooms, and possible steps taken to improve foreign language teaching under inclusion concept, with particular reference to Bosnia and Herzegovina.     Today when policy makers talk of inclusion they refer to the process of educating children with special education needs. Policy makers look at the inclusion bearing in mind political, financial and, at times, even ideological factors. Yet, teachers are the implementation task force, often pulling the ties between children with learning difficulties and their peers, ensuring recognition of every child&#039;s needs. The term learning difficulty is often misunderstood. It is becoming practice for the foreign language teachers to find themselves in the mixed ability classrooms where there is also a child with either/or communication issues, cognitive issues, behavioral issues, with sensory impairment, and/or physical disability.     What is the role of the foreign language teachers in the inclusion? And how can they help themselves carry out their role in inclusive education system? Where do they look for support and what approach do they take in foreign language teaching with particular reference to diversity of the mixed ability classrooms? are some issues raised in the presentation.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[787]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2735">
    <dcterms:title><![CDATA[FOREIGN LANGUAGE TEACHING METHODOLOGY IN THE  CONTEXT OF SOCIOCULTURAL DISTANCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[During a research period in Japan I had the opportunity to follow a number of students  learning the Italian language, both from Universities and private contexts.  According to an anthropologic interpretation, meetings between cultures is based on  practices that cannot be reduced to feelings or individual ideas; the sociocultural aspect is  an open system, and not sheltered from external influences; so there is not a privileged  point of view for a detached observation, because a meeting is equal and is an exchange of  meanings produced from both the parts.  Meeting another culture carries a number of differences that can be misunderstood. The  singular knowledge of the foreign language, even if useful, does not constitute a guarantee  to understand the culture of a society.  Incomprehension of attitudes or an improper use of the language are maybe not sufficient  to damage a relationship, but they have the ability to complicate it, and for the same  reason stereotypes often block other possible interpretations.  Teaching implies a bi-directional communication that needs to give an input to the student  but also an understandable feedback for the teacher.  The communicative exchange between two cultures is furthermore difficult when we try to  understand the psychological influence of linguistic signals in verbal and non-verbal  communication. In that way, the relationship between teacher and student is a delicate  balance that can easily be upset, especially in cultures such as the Italian and Japanese  ones which are very far from one another.  I shall illustrate, in a summarised form, the description of the subjects under study by  means of appropriate tables in this report, analyzing the oral production, the learning  processes and the cultural differences that could create misunderstandings.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[35]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/126">
    <dcterms:title><![CDATA[FORENSIC GENETICS, THEORY AND APPLICATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[FOREWORD  The science of the 21st century has not given up on its rapid development. The pace  of evident progress in certain scientifc disciplines, especially those relying on applied  genetics, does not allow for a breakthrough in the collection, sorting and presentation  of the latest achievements made in hundreds of laboratories around the world. Continuous  education of scientists, professors, experts, and users of scientifc achievements  has never been this prominent and observable.  After a brief analysis of the development of forensic genetics in the past fve years, we  have decided that it would be wise to approach the complementation of existing material  available with, as we then thought, “some new information”. But when we included  everything we wanted to add onto the previous edition, we found that the new facts, hypotheses  and models have been generated, as well as a promising direction for potential  development established. Soon upon this realization, we had nothing left to do but to,  signifcantly infuenced by young and enthusiastic associates, “roll up our sleeves” and  prepare a new textbook. As a result, this book was created, which at the moment of its  creation is probably the only existing edition that includes the most up-to-date information,  especially related to the new multiplex STR systems, next-generation sequencing  platforms and lineage markers, as well as new approaches in forensic DNA analysis in  general. Two completely new chapters have been prepared, including the topics of food  forensics and microbiology in forensic investigations. We are especially proud of the  last chapter of this book that gives brief, understandable and highly applicable guidelines  for proper sample handling, collection and storage, and overall model of behavior  at the crime scene.  As in the previous editions of this material, we tried to present the basic molecular  biological, biochemical, statistical and technological knowledge, and other principles  that must be known in order to comprehend the application of fundamental scientifc  knowledge in forensic genetics. Also, we aimed at adding everything that is important  into this book, and also what is written within the best books of the world, and everything  that we have learnt from our practical work in the past decade. By preparing this  edition in English language, we have thought of potential international readers of our  book and tried our best to make this text as accessible worldwide as possible.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2018]]></dcterms:date>
    <dcterms:extent><![CDATA[3774]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/226">
    <dcterms:title><![CDATA[FORGING SYNERGY BETWEEN A FOREIGN LANGUAGE AND  INTERCULTURAL EDUCATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Expansion of the borders of the European Higher Education Area (EHEA) provides members of  academic communities with a challenging opportunity to participate in various exchange programmes. The  phenomenon of mobility tests the proficiency level of the participants’ Intercultural Communicative  Competence that enables them not only to speak a common language but also interact effectively and  appropriately in the context of a hosting country.  The paper focuses on the case study of internationalisation process implemented by eight European  Teacher Training institutions – Cá Foscari University (Italy), Pedagogical University of Tirol (Austria), the  University of Cyprus (Cyprus), the School of Education of Aarhus University (Denmark), University of  Nantes (France), Eötvös Loránd University in Budapest (Hungary), Jagiellonian University, Krakow  (Poland), the Institute of Foreign Languages, Vilnius University (Lithuania) via the designed educational  project carried out within the framework of an Intensive Programme in the socio-cultural context of the  Republic of Lithuania. The data of the study based on the participants’ reflections reveals that no matter  how positive the respondents’ attitudes towards mobility are, and how willing they are to participate in  various exchange programmes, the level of their ICC does not always meet the desired internal and external  outcomes. This proves the necessity of Intercultural education to be integrated into the content of many  subjects, foreign languages, above all.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3467]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/396">
    <dcterms:title><![CDATA[Forging Synergy between a Foreign Language and Intercultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The expansion of the borders of the European Higher Education Area (EHEA) provides members of academic communities with a challenging opportunity to participate in various exchange programmes. The phenomenon of mobility tests the proficiency level of the participants’ Intercultural Communicative Competence, whichenables them not only to speak a common language but also interact effectively and appropriately in the context of a hosting country.     The paper focuses on the case study of internationalisation process implemented by eight European Teacher Training institutions – CáFoscari University (Italy), thePedagogical University of Tirol (Austria), the University of Cyprus (Cyprus), the School of Education of Aarhus University (Denmark), theUniversity of Nantes (France), EötvösLoránd University in Budapest (Hungary), Jagiellonian University, Krakow (Poland), and the Institute of Foreign Languages, Vilnius University (Lithuania) –via the designed educational project carried out within the framework of an Intensive Programme in the socio-cultural context of the Republic of Lithuania. The data of the study based on the participants’ reflections reveals that no matter how positive the respondents’ attitudes towards mobility are, and how willing they are to participate in various exchange programmes, the level of their ICC does not always meet the desired internal and external outcomes. This proves the necessity of Intercultural education to be integrated into the content of many subjects, foreign languages, above all.     Keywords: teachers&#039; Intercultural Communicative Competence, Intercultural education, educational project, diary, reflection]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-21]]></dcterms:date>
    <dcterms:extent><![CDATA[2816]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1991">
    <dcterms:title><![CDATA[Formal and Functional Explanations: New Perspective on an Old Debate]]></dcterms:title>
    <dcterms:abstract><![CDATA[As discussed by Newmeyer (1998), the debate between “formal” and “functional” approaches to explanation in linguistics has a long pedigree, and in some respects the two perspectives may seem almost irreconcilable. Here I suggest that, taking seriously certain aspects of Chomsky‟s Minimalist Programme and, in particular, building on ongoing work proposing non-UG-specified, emergent parameter hierarchies (Roberts 2011, and work collected at http://www.mml.cam.ac.uk/dtal/research/recos), it becomes apparent that the old dichotomy is a false one. There is a small, irreducible formal core to Universal Grammar (Merge and a schema for formal features) which interfaces with aspects of cognition which are related to the functional aspects of language (expression/communication of thought and action). Both aspects of this “broad” design of language are required in order to account for almost any linguistic phenomenon of interest, and so the old debate dissolves simply into the question of which aspect of the overall design (form or function) is of most immediate interest for researcher; no real issue of substance hinges on the issue. I will illustrate this by arguing, following Biberauer, Holmberg, Sheehan &amp; Roberts (2009) and Biberauer, Roberts &amp; Sheehan (2013) that this kind of approach to cross-linguistic variation offers a suitably restrictive theory of the nature and limits of syntactic variation. My focus is one aspect of the proposed parametric hierarchies, the so-called Mafioso Effect by which certain formal parametric options are simply „irresistible‟ for broadly functional reasons.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1715]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2116">
    <dcterms:title><![CDATA[Formal and Functional Explanations: New Perspective on an Old Debate]]></dcterms:title>
    <dcterms:abstract><![CDATA[As discussed by Newmeyer (1998), the debate between “formal” and “functional” approaches to explanation in linguistics has a long pedigree, and in some respects the two perspectives may seem almost irreconcilable. Here I suggest that, taking seriously certain aspects of Chomsky’s Minimalist Programme and, in particular, building on ongoing work proposing non-UGspecified, emergent parameter hierarchies (Roberts 2011, and work collected at http://www.mml.cam.ac.uk/dtal/research/recos), it becomes apparent that the old dichotomy is a false one. There is a small, irreducible formal core to Universal Grammar (Merge and a schema for formal features) which interfaces with aspects of cognition which are related to the functional aspects of language (expression/communication of thought and action). Both aspects of this “broad” design of language are required in order to account for almost any linguistic phenomenon of interest, and so the old debate dissolves simply into the question of which aspect of the overall design (form or function) is of most immediate interest for researcher; no real issue of substance hinges on the issue. I will illustrate this by arguing, following Biberauer, Holmberg, Sheehan &amp; Roberts (2009) and Biberauer, Roberts &amp; Sheehan (2013) that this kind of approach to cross-linguistic variation offers a suitably restrictive theory of the nature and limits of syntactic variation. My focus is one aspect of the proposed parametric hierarchies, the so-called Mafioso Effect by which certain formal parametric options are simply ‘irresistible’ for broadly functional reasons.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3571]]></dcterms:extent>
</rdf:Description></rdf:RDF>