<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/2041">
    <dcterms:title><![CDATA[Types of Derivational Affixes in both English and Albanian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: affixation, semantic domain, derivation, linguistic relativism, wordformation  ABSTRACT  The lexical structures of English and Albanian language have their pecularities, which appear among others, even in the different volume of lexical, semantic and idiomatic wealth. However, a mutual characteristic of English and Albanian language is the potential to create new words by means of derivation. There are a lot of prefixes and suffixes by which Albanian and English language create new words by adding a prefix or a suffix to the existing root.  This study covers the main affixation semantic domains of wordformation in both languages, especially focusing on the prefixes which are borrowed from English language such as: de, dis, super, anti, trans, i, re, ultra, pan, pro. What do these prefixes mean and how they are translated into the Albanian respective equivalents also basing on linguistic relativism theory.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1936]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2040">
    <dcterms:title><![CDATA[PLN: Teachers&#039; Use of Social Media for Professional Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: teacher education, continual professional development, social media, social networking, personal learning networks  ABSTRACT  This paper explores teachers’ use of Personal Learning Networks (PLN) for professional development purposes. On the basis of research conducted in an ESL environment, this paper demonstrates why a PLN is a necessary tool for language teachers. It also illustrates how they may exploit a variety of social media in order to enhance their knowledge and skills. In the digital era Personal Learning Networks are becoming increasingly significant as a means of acquiring new knowledge and enhancing one’s skills as a language teacher. In the 21st century teachers from all over the world are finding it much easier to create networks whose main purpose is that of facilitating the process of continual professional development. Using as its foundation the results of a study on secondary school teachers&#039; use of social media, this paper will allow the audience to understand how teachers make use of their PLN. It will seek to show that the immediate effects of a PLN in language teaching are connected teachers who are constantly in tune with the most recent developments in the field and who are better able to contribute and share innovative ideas with a network of people that extends beyond the physical confines of the classroom. This paper will illustrate how some of the social media that teachers might already be using for non-educational purposes can be exploited as a means of achieving professional development. It will also provide the audience with the opportunity to discover social media that might not yet be so popular but which can redefine the way a teacher thinks about the process of acquiring knowledge and skills.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1722]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2039">
    <dcterms:title><![CDATA[Exploring our Linguistic Intuition or Implicit Knowledge with Sentence Recasting and Repair]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: tacit knowledge, gut-feeling, judgment  ABSTRACT  Language teachers use their own intuition to guide them in respect to of their own tacit, impicit, procedural knowledge of the target language in their daily proffesional life . Although much research is directed towards the goal of turning the conscious into the unconscious, or how explicit or declarative knowledge can become automatic or implicit knowledge for language learners, relatively little research focuses on how knowledge moves the other way - in other words, how teachers are expected to make explanations from raw intuitive insights about language that emerge during classes, in preparation and evaluation of materials, in oral assessment, proofreading, interpretation of corpus or of non-standard forms and in many other ways. This workshop focusses on ways in which language teachers could build a framework to help them understand how we tend to respond linguistically, to the unexpected jalts and bumps that inevitably occur in the exchange of knowledge in and around the language classroom.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2057]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2038">
    <dcterms:title><![CDATA[Effective Way to Teach Chinese as a Second Language (L2)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Chinese has been regarded as one of the most difficult languages in the world, especially Speaking and writing Chinese characters have made many foreigners quit studying. How to help foreigners to learn this language easily? In decades, more researches focused on Chinese characters and patterns, but seldom to help foreign students to organize the knowledge they have learnt and the mind to express properly. Based on the theory of Tony Buzan’s ‘Mind Map’, this research focused on the application of visual tools and computer technology to teach Chinese as L2. It includes two parts: a) Teacher: to design the colourful Mind Map on the language points of each lesson (situation/context, new words and patterns), starting from the centre (Topic), connected with the flow chart of the story. With it, the teacher is able to introduce all the knowledge without text book. b) Students: during the whole learning process, they will be guided by the teacher’s introduction with the new knowledge linked judiciously while also taking more detailed notes on Mind Map. With it, they can review easily on it after class. Taught by Mind Map, students have learnt the organized knowledge, rather than pieces, which is helpful for them to memory the situation/story and organize the knowledge and express properly. After practised for a few years, Mind Map does work for Language teaching &amp; learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1917]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2037">
    <dcterms:title><![CDATA[Student Motivation for Learning English as a Foreign Language at the University of Dubrovnik]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: differences, gender, learning process, study programme  ABSTRACT  The recent theories on second language acquisition (SLA) revolve around the importance of individual factors in language acquisition. Within those factors the importance of motivation is undeniable. Motivation provides the driving force to sustain the long and demanding learning process and all the other factors involved presuppose motivation to some extent. The aim of this paper is to give an insight into student motivation for learning English as a foreign language (EFL) at the University of Dubrovnik. The paper analyses the differences in types of student motivation for learning English as a foreign language in relation to the gender, the year of study and the programme of study. For that purpose the research was carried out among the students enrolled in 3-year undergraduate study programmes at two University Departments: Maritime Department and Mass Communications Department. As the research instrument, the Questionnaire for Measuring Type and Intensity of Motivation of Croatian Students for Learning English as a Foreign Language (Mihaljevic Djigunovic, 1998) has been applied. The results indicate some differences in motivational types according to the gender and the programme of study. This paper suggests further research based on a context-specific approach to understanding motivation in EFL learning, as well as finding practical “formulae” for motivating students depending on their gender, the year of study and the programme of study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1929]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2036">
    <dcterms:title><![CDATA[Extent of Self-Mention Reference in Serbian Academic Discourse]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: self-mention, academic discourse, research articles  ABSTRACT  The aim of this paper is to investigate the use of authorial self-mention in the corpus of research articles written by the Serbian authors. Recent research of the academic texts published in English has shown that authors tend to represent themselves more explicitly than they used to, being aware that it may improve their communication with readers. Authorial presence can be realized through different linguistic markers such as the use of first person pronouns and metadiscourse. We wanted to see whether there were discrepancies in deployment of these rhetorical strategies in two disciplines, one belonging to hard and the other to soft sciences. The study showed significant underuse of authorial reference by Serbian authors in both fields. Obviously, they opt to avoid representing themselves, especially when making arguments or claims. The reason of this is quite complex. For decades, the authors in Slavic academic community were taught to use exclusively first person plural pronoun, even when they were the only authors of their papers, because “that was the appropriate way to declare themselves as the members of academic community as well as to demonstrate their academic modesty” (Blagojević, 2009). As many linguists have proven that academic prose is not completely impersonal, we think that such stance of the Serbian scholars may impede the impression they make when subsequently writing for the international professional and academic community. Therefore, when teaching academic writing, we, as EAP teachers, should point out the significance of appropriate writing conventions in English language. By introducing self-mention references in their piece of writing, our students, future experts in their disciplines, will gain credibility among the members of their respective discourse communities, displaying confidence in their own evaluations and commitment to their ideas.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2059]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2035">
    <dcterms:title><![CDATA[The Oldest Extant Literary Work in Japan as a Sourcebook of Japanese Mythology]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Kojiki, Shinto, myth, international motifs, oral tradition  ABSTRACT  The Kojiki (Records of Ancient Matters, AD 712, three volumes) is the oldest preserved work of Japanese literature. It was compiled by Oo no Yasumaro at the Emperor’s bequest, with an aim to point out the legitimacy of the imperial family and to prove the emperor’s divine origin. It is based on the imperial genealogies, as well as on the ancient myths, tales, legends and poems, transmitted orally throughout the provinces of the then Japan. The Kojiki is closely related to the ancient Japanese polytheistic religion − Shinto. It is on Shintoist thought that the work gives a complex image of the Japanese pantheon, assembled of innumerable deities, the kami. Apart from treating the original cultural heritage of the Japanese people, what also provokes special interest of this valuable work is an abundance of similarities to the familiar myths of the neighboring cultures, but also to the traditions of the peoples living in distant regions, without any contact with ancient Japan. Among many others, there are motifs related to the Land of the Dead, as the third part of the trichotomic cosmic structure: the motif of tasting food in the other world which causes the return to be impossible − widely known as the motif of Persephone, the Orphic motif of violating the forbiddance of looking which leads to permanent separation from the beloved person, or the magic escape motif with characteristic metamorphoses. In other words, the Kojiki contains the large number of universal international themes and motifs, which can be found in the cultures of the peoples worldwide. It is possible to reach them by means of comparative analysis. This kind of research provides a new perspective on the study of literature, mythology, and tradition.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1721]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2034">
    <dcterms:title><![CDATA[The Study of Intercultural Competence Profiles of Students in Learning Turkishas a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Intercultural Comminication  ABSTRACT  In recent years, with the development of technology and transportation facilities people of different languages and cultures communicate with each other more and more because of such reasons education, trade, tourism, etc. Nowadays, national borders lose its significance. An event anywhere in the world can affect the lives of people who live in the other parts of the world. According to Marshall McLuhan, the world turned to a global village.  To know foreign languages has become a necessity to keep pace with the developments and changes in the world. As a parallel to this situation, the methods developed for the teaching of a foreign language have increasingly diversified. For language teaching, it is not enough to teach specific words and grammar structures. In order to use a language in a competent manner, the language of the dominant culture is also required. A behavior adopted as appropriate in a culture may not be considered appropriate in another culture in accordance with the behavior of a culture, customs, traditions, social experiences, belief systems, etc. Non-verbal communication behavior does not express the same meaning in all cultures. Language learners should have cultural awareness and ability to deal with different cultures. With these needs of foreign language teaching, the concept of intercultural competence came to the fore.  Intercultural competence is ability to communicate effectively among individuals from different cultures. These individuals can learn about different cultures and accept them while gaining awareness of their own culture. The approach of intercultural competence in foreign language teaching aims to get language learners’ curiosity towards the target culture, to understand the others by emphasizing and to tolerate the differences. This situation avoids misunderstandings and conflicts due to the features of different cultures. For effective communication of people learning a foreign language, intercultural competence is of great importance.  In this study, on the basis of the importance of foreign language teaching intercultural competence, the proficiency of the students who learns Turkish as a foreign language in Gazi University TÖMER is tried to be determined. In the survey, some questions are directed to students about Turkish culture and the links between their own culture and Turkish culture as a target culture have been tried to determine. For the interpretation of the questionnaires, Milton Bennet’s Development Model of Intercultural Sensitivity is used as a sample. In this study, the concepts of intercultural competence have been introduced and the importance of cross-cultural competence, cultural interaction in teaching Turkish as a foreign language is discussed. It is stated that it is necessary to promote the acquisition of intercultural competence in foreign language teaching. In recent years, the number of people who want to learn Turkish as a foreign language has been increased and thus, the studies in the field of teaching Turkish as a foreign language are speeding up. In this study, it is tried to make a contribution to the studies conducted in this area.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1805]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2033">
    <dcterms:title><![CDATA[Effects of Genre-Based Framework on Students’ Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to Hyland [1] genre has become “one of the most important and influential concepts in language education (p 5). There have been several approaches to genre Hyon [2], Paltridge, [3], Johns [4], however the ESP approach has been widely used, especially with advanced L2 graduate students Johns [5]. Even though, one of the important goals of genre analysis is to improve students’ writing, few studies have focused on how students analyze and produce genres in genre-based writing classes Cheng [6]. The studies by Henry and Roseberry [7], Pang [8], Swales and Lindemann [9] did examine students’ writing performance. However, they did not provide in depth insights into how the students analyzed the target genres before they engaged in the writing tasks Cheng, [10)]  The objective of this presentation is to explain a genre-based framework for teaching thesis writing, particularly the introduction, and to explore its effect on graduate students’ writing performance. A modified version of Swales’ ESP genre analysis framework formed the basis for students’ engagement with the target genre. In addition, students engaged in tasks from the course textbook “Research Writing: A Workbook for Graduate Students” by Lee, W.Y.; Ho, L. &amp; Ng, E.T.M. [11] for a further application of the concepts taught. Besides, students in their discipline–specific groups also analyzed extracts of thesis introductions for a further reinforcement of these concepts. Students then went on to write the components of the introduction chapter, as part of their writing assignments.  The presentation will be in two-parts. The first part will present the genre-based framework used for teaching and its application to tasks and texts with reference to thesis introductions. In the second part, using the same framework, samples of students’ writing will be analyzed to show how students applied these concepts in their own writing. The presentation will conclude by discussing the implications for teaching and learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1725]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2032">
    <dcterms:title><![CDATA[The Polarization between &#039;Us&#039; And &#039;Them&#039; From The Perspective Of Immigrant Women In Germany: An Analysis Of Feridun Zaimoğlu&#039;s Kafa Örtüsü]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: metaphor, immigrant, in-group, out-group, polarization  ABSTRACT  In this paper, the main purpose is to attempt to analyze how the metaphors of IMMIGRANTS ARE ANIMALS, IMMIGRANTS ARE DEBASED PEOPLE and IMMIGRANTS ARE ALIENS are employed within Feridun Zaimoğlu’s book Kafa Örtüsü in order to address ‘the Other’. And the result of the study highlights that the writer makes use of these metaphors to create a negative image for immigrants, which is a reflection of the thoughts of an immigrant character about how s/he is perceived by the dominant society. One of the most salient and central metaphors in the book, as has been revealed, is IMMIGRANTS ARE ALIENS metaphor, by which the ‘exoticness’ meaning is attained to the immigrant it refers to. It can be premised that metaphors are used implicitly, but are potentially instrumental within the genre to attain meaning of any sort to a certain party, and the investigation of them can give various clues about the polarization between in-group and out-group.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1802]]></dcterms:extent>
</rdf:Description></rdf:RDF>