<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/2121">
    <dcterms:title><![CDATA[Loanwords in Nura Bazdulj- Hubijar&#039;s Novel Once in July and Their  Adaptation in Bosnian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Considering the nature and function of a language, we can firmly claim that  loanwords are its non-omissive part. In a certain way, loanwords are reflections  of historical and cultural past of one nation. In that respect, it can be said that  Bosnian language reflects cultural, historical and religious diversity and  richness of Bosnia and Herzegovina, as well as its specific location between  East and West. In the focus of this paper are loanwords excerpted from Nura  Bazdulj- Hubijar&#039;s novel Once in July, which were verified afterwards in  monolingual dictionaries of Bosnian language, as well as in the dictionary of  loanwords. The compiled corpus includes German, English, Turkish, Arabic,  French, Spanish, Italian, Hungarian, Russian, Persian, Greek and Latin  loanwords.  The main part of the paper deals with the adaptations of loanwords in the  language- recipient, which preserves its characteristics despite new lexis  reception. These adaptations are found at phonetic, morphological, and  syntactic levels. Due to the importance of stylistic markers in giving full  meanings to lexemes, as well as information on their proper use, special  attention during corpus analysis has been given to stylistic markers in used  dictionaries. Also, we listed the different thematic aspects to which the  loanwords refer in everyday life, their reference being mostly to domestic life, religion, architecture, trade, administration, means of transportation, etc. The  novel is written in the authentic language, a mixture of East-Bosnian idiom  and narrator&#039;s personal expression. In this way, the writer indirectly highlights  the use of loanwords, which are deeply rooted in the idiolect of every native  speaker.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1425]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2120">
    <dcterms:title><![CDATA[An overview of the importance of students’ classroom collaboration and  its shortcomings in practice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Contemporary society requires from learners active participation and  engagement in their educational process. In last three decades methods that  include students’ cooperation and collaboration within group learning have  been used increasingly in all levels of teaching and in all subjects. However, in  practice, this type of learning is still encountering dependence, passivity, and  even anxiety on the part of students. Thus, this paper attempts to provide an  insight to the most common shortcomings of group works from students’  perspective, and offers solutions for their overcoming and effective usage.  Besides using the expert literature, as a paradigm in this paper, we used  materials from the case study conducted in Bangor Business School in United Kingdom by Analoui, B., Doloriert, C. and Sambrook S., (2011) presented in  the article Engaging students in group work to maximize knowledge sharing, in  order to provide a students’ point of view from a relevant source. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1408]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2119">
    <dcterms:title><![CDATA[Possessor rising in Bosnian]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper is in the field of linguistics, namely syntax, and deals with the issue  of possessor rising. Possessor rising is a syntactic operation common in a  number of languages. The term &#039;possessor rising&#039; refers to the object which is  being &#039;raised&#039; from the possessor position of the noun phrase, as in the  following sentence: She kissed him on the cheek. (Lødrup 2009). The starting  point of this analysis is Cinque and Krapova’s account of the two possessor raising constructions of Bulgarian (2009). The aim is to test whether possessor  raising constructions exist in Bosnian and to show how the data from  Bulgarian can be applied to Bosnian, another Slavic language.  The paper first gives an outline of some preliminary facts about the syntax of  Bosnian nominal phrases (noun phrases – NPs or determiner phrases – DPs)  and its (possessive) clitics, which are well-known to occupy the second  position in the clause. The second part of the paper aims to present the nature  of possessor rising as it applies to Bosnian. Although English does not exhibit  instances of true possessor rising, there will be some, though limited,  comparisons between Bosnian and English in this respect. Parallels will also be  drawn between Bulgarian and Bosnian. The final section of the paper offers a  conclusion and a unified account of the phenomenon of possessor rising in  Bosnian. The analysis of possessor rising in Bosnian is done in the framework  of generative grammar.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1435]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2118">
    <dcterms:title><![CDATA[Facing foreign culture challenge in foreign countries for students]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines the situations of students that face the challenges. In  foreign countries, the biggest problems of students which are faced by students  are language, culture shock, homesickness, expense, and etc. It’s hard to live  instead of studying in colleges for students. For learners being with foreign  culture it’s hard to learn second language or foreign language, on the other  hand if the students do not know that culture or traditional they cannot adopt  easily because in his/her own language do not have loan words they cannot translate to learn. The first and most daunting task for international students is  adapting to the culture of country where they begin to live for studying.  International students may be highly motivated and hard-working, but they  faced many challenges as some of the highest achievers among their peers,  international students offend feel limited by their communication skills and  cultural awareness, and equally frustrated by their lack of professional network  in their host country. Despite all those years English class prior to enrolling in  a university oversea, international students still have great challenge with  communication. Speaking and conversation abilities are typically less  developed than reading and writing, and international students may be shy or  insecure about speaking up in their host country as a result. Another big  problem among international students is funds problems. Fee which  universities charge from international students is pretty high as compared to  local students. Home sickness is very much prevalent among those who came  out from their homes for the first time. Students also have some internal  conflicts within themselves. Work load, most of the students here face  problems because of the amount of work load on them. They need to study  more as full time students, part time jobs, looking after themselves.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1417]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2117">
    <dcterms:title><![CDATA[Abbreviations and Acronims between Language and Orthography]]></dcterms:title>
    <dcterms:abstract><![CDATA[The fast way of life necessarily has repercussions on all aspects of life, including the language, and then, indirectly, the letter. It is understandable that the authors of various texts in print media are trying to save time and space.     Therefore, a significant increase of shortening words is evident. Abbreviations and acronims are caused by shortening words or by omitting some letters. There are two types of shortening words: abbreviations, that arise by taking the first letter or the first few letters of one word, and acronyms, that are formed from multiword lexem by taking initial letters or groups of letters. The paper reexamines the descriptions and definitions of abbreviations and acronims in Croatian ortography manuals and reshearches their word formation, morphology, sintactic rules, taking under consideration their lexical status in dictionaries.    The research is based on a corpora of Croatian ortography manuals, Croatian monolingual dictionaries and electronic corpus Croatian Language Repository of Institute of Croatian language and linguistics.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3582]]></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:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2115">
    <dcterms:title><![CDATA[It&#039;s a Wiki World: Collaboration in Translator Training]]></dcterms:title>
    <dcterms:abstract><![CDATA[In many traditional types of translator training, there is a strong focus on individual work undertaken by trainee translators, while pair work and group work is used less extensively. Such a focus may, to some extent, reflect the contemporary Western perception of translation as a solitary activity, with a single translator working individually, isolated from the rest of the world. This perception, however, is oversimplified since translation often involves some type of collaboration, such as the translator collaborating with an editor, a copyeditor, the client or a disciplinary expert. In addition, some of the emerging trends in translation in the digital age are collaborative in their nature (e.g. crowdsourcing). It seems therefore that collaboration is an aspect of translation that needs to be addressed more carefully in translator training. The present paper reports on a study focusing on collaboration in a translation course. The goal of the study was to examine the types of collaboration that trainee translators use when they are presented with a collaborative assignment. In the study, trainee translators were asked to complete two collaborative translation assignments using a wiki, which enables monitoring the degree of participation for each wiki participant. The first assignment encouraged free collaboration in an attempt to mirror informal collaboration that trainee translators resort to occasionally:  trainee translators were asked to collaborate in any way they wished. The second assignment was focused on structured collaboration: trainee translators were given detailed guidelines on the types of collaboration expected of them, and on the extent of the contribution they were expected to make. The findings show that the second assignment resulted in more intensive teamwork and promoted more diverse types of collaboration than the first assignment. This suggests that carefully structured collaboration should be given additional attention within the context of translator training.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3577]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2114">
    <dcterms:title><![CDATA[“Redefining The Role of Culture in Language Education Programs in South East Europe” - subtitle &quot;Shall We Consider Culture as the Fifth Skill in Language Education?&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the field of language education there are 4 basic skills that are essential in the process of teaching and learning. These are: reading, writing, listening and speaking. In many teaching methodology publications, all these skills are integrated in one particular learning context. However, in the curriculum of the many newly formed countries in the Balkan Peninsula Macedonia although the reality is multicultural there is an element that shadows almost every learning/teaching material and that is the cultural aspect. What this study aimed to investigate and reflect upon is the importance and the need to treat culture as a fifth skill in order to widen the horizon of teaching foreign languages in the majority of the multicultural states in the South East Europe. Introducing these cultural contexts in educational curriculums might be interesting and thorny at the same time. The study reflects also on a number of studies conducted by United Nations local offices and a joint project of the South East European University and the University of Columbia conducted in 2012. Besides the literature review and the research work conducted in Macedonia this paper provided a list of some well known teaching techniques and practices that occurred to be successful in the western world educational practices.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3576]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2113">
    <dcterms:title><![CDATA[‘Vicarious’ Interaction in Efl Online Discussions: A Classroom Research]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this talk, I will summarise my main learning moments from a classroom research into the quality of my undergraduate students’ (n=50) participation in online platform discussions. I set up a Google Group as a non-compulsory ecomponent to my EFL course. This platform was envisaged as an opportunity for my students to alternatively contribute to the course by starting threads on topics of their interest or by commenting on existing threads. What caught my attention after observing their e-exchanges for a full academic year (2011/12) was that some students--albeit active in class--mostly stayed away from online activity. Others mysteriously disappeared from this online forum half way through the course. I was curious to explore the reasons for this, at times, strange (e-) behaviour among my students.     I engaged in both first- and second-order research (Marton in Freeman, 1998), as I was keen on investigating both the quality of my students’ exchanges and their perceptions of, and speculations about, their own behaviours. This classroom research shed local light on a global phenomenon: ‘vicarious interaction’, i.e. observing the interaction between other participants without taking active part in it (Sutton, 2000). Some of my students’ feedback supported Sutton’s claim that “direct interaction is not necessary for all students” (p. 3) and that some might learn best via long periods of observation before actually joining the group at a visible level (if they join the group at all). Sutton strongly argues that participants should be given control over how they interact with other participants, to what extent and whether they interact at all.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3580]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2112">
    <dcterms:title><![CDATA[A case Study: Consequences of the Cross-linguistic Influence in Second Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[It has been hypothesized that the cross-linguistic influence is one of the main reasons for the difficulties learners face while learning a second language or reaching academic learning outcomes. Therefore, we decided to conduct a study and find out to what extends differences and similarities, markedness, native language transfer, avoidance, first language influences, underuse and overuse are present between Bosnian and Turkish students who study at universities where the lectures are mostly conducted in English. Two main languages taken into the consideration as L1 are Bosnian and Turkish, whereas L2 is English. The main purpose of the study is to analyze the cross-linguistic influences of Turkish and Bosnian while learning English language and to point out its importance for learning a second language. The paper itself can be used as a useful resource for the future researches done on the language subject in linguistic.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[3587]]></dcterms:extent>
</rdf:Description></rdf:RDF>