<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/2011">
    <dcterms:title><![CDATA[Desuggestopedia – Mozart vs. Britten]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: desuggestopedia, first and second concert, music, non-native teacher, acquisition, activation of subconscious potentials  ABSTRACT  Should a humanistic approach to teaching be adopted, Suggestopedia as a method has to be taken into consideration, even more so in teaching foreign language when numerous motivational barriers may prevent learners from acquisition. Created by Georgi Lozanov and supported by Stevick the method was renamed Desuggestopedia, which means that it involves unloading the memory banks, or reserves of unwanted or blocking memories. This is achieved by creating classroom/environmental setting, relaxed atmosphere and especially stimulating students’ mental reserves through integration of fine arts.  The effect of music on mental processes has long been recognized. In music therapy, it helps to facilitate the establishment and maintenance of personal relations, bring about increased self-esteem, energize and bring order using the unique potential of rhythm. This last function of music is especially emphasized in this method.  According to promoters of Desuggestopedia, classical music is widely used in the presentation of linguistic material. Most often, the employed pieces are by Mozart, sometimes Beethoven or other famous Western European composers. This paper deals with the choice of music that might be used, suggesting that the priority should be given to authentic composers. This approach to the selection of music material would also fit into the target culture that is being studied.  The problem of ‘first concert’ and ‘second concert’ techniques when performed by a non-native teacher is especially discussed. In the context of BBC English (RP), these techniques may result in incorrect interpretation and comprehension of intonation - a significant feature of spoken language. Bearing in mind the fact that the selection of music material requires the establishment of criteria for selection, the teacher should be aware of the semantics of music and its effect on limbic system which might help the students’ acquisition and activation of subconscious potentials.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1914]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2010">
    <dcterms:title><![CDATA[Learning Style Preferences and Language Learning Strategies - An Input to Course Design]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: learning styles, language learning strategies, course design  ABSTRACT  This study aims to examine the learning style preferences and language learning strategy use of the 1st year undergraduate students of English language and literature at a Croatian university. A total of 41 students attending the same core English language course were asked to complete the Style Analysis Survey (SAS), a questionnaire which was used to identify the following aspects of learning styles: how they use their physical senses to study or work, how they deal with other people, how they handle possibilities, how they approach tasks and how they deal with ideas. In addition, the participants completed Strategy Inventory for Language Learning (SILL), which was used to determine the extent to which the following strategies are used: memory, cognitive, compensatory, metacognitive, affective and social.  The data was obtained at the end of the 1st semester course and will be used as input for the 2nd semester course, which directly builds on the previous one. In order to provide opportunities for all students to achieve success and fulfill their potential, course activities will be centered on the students’ learning styles. The findings regarding learning strategies will be the basis for implementing Styles- and strategies-based instruction (Cohen, 2002), which is intended to help the students complement their current strategy repertoire with language learning strategies that match their styles]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1880]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2009">
    <dcterms:title><![CDATA[FATİH SULTAN MEHMET’İN DİVANİNDA GÖNÜL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Gönül, Dil, Ask.  ÖZET  Gönül edebiyatımızın varoluşundan beri ele alınan en önemli konulardan biridir. Özellikle klasik edebiyatımız açısından çok önemli bir mazmundur. Gönül Arapça; kalp, hatır farsça; dil, derûn Türkçe’ de ise yürek kelimesi anlamına gelir. Edebiyatımızda gönül birçok teşbih ve mecaza konu olmuştur. Bazen sevgilinin evi, ibadethanesi hükmünde olur. Bazense aşk ateşinde harap olmuş bir viranedir. Bazen padişahın bir ülkesi, tacı, tahtı bazense hiç değer vermediği bir mefhumdur. Gönül bazen sevgilinin aynası bazense aşkın ateşiyle eriyen bir mumdur. Bu teşbihlerin benzetmelerin edebiyatımızda sonu yoktur. Bilhassa divan edebiyatımız açısından gönül mefhumu çok önemlidir. Bu mefhuma değinmemiş bir şairimiz yoktur. İnsan bu önemli mazmunu anlatmadan hislerini duygularını nasıl anlatabilir ki. Özellikle divan şiiri dünyasında gönül birçok farklı yönleriyle ele alınmıştır. 15. Yüzyıl edebiyatımızda gönül mefhumunu en güzel işleyen şairlerimizden biriside Fatih Sultan Mehmet’tir. Bu bildirimizde Fatih Sultan Mehmet’in kısaca hayatından bahsedilmiş ve divanında gönül mefhumunu nasıl işlediği ele alınmıştır. Klasik Edebiyatımızda ‘Avnî’ mahlasıyla tanınan Sultanımızın devlet yönetiminde çok güçlü olduğu gibi divanı da oldukça başarılı ve güçlüdür.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1949]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2008">
    <dcterms:title><![CDATA[Cracking Buenas Historias”: Creating Fiction For Low Literate Adult Immigrants in Spain]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words : Spanish, immigration, extensive reading  ABSTRACT  Practitioners working with low literate adult immigrants in Spain must deal with the lack of suitable materials. The manuals used in class have two major flaws: they are based on outdated and not significant methods of teaching literacy or they have been designed for native children and, therefore, they are not suitable for non-native adults.  In order to change this situation a “Cracking Good Stories” project was launched in Newcastle University by Martha Young-Scholten and afterwards it was joined by Granada University in 2010 where it received the name of “Cracking Buenas Historias”. Both projects aim to create fiction texts for extensive reading programs focused on low literate adult immigrants with low (under A1) language skills.  The books are designed and illustrated by university students who have to reflect on the language and literacy learning process, the situation of the immigrants in Spain and the features of interesting fiction texts. Finally, the copyright free products are uploaded to a web site (wdb.ugr.es/local/sosinski) and printed copies are distributed among adult centers.  The goal of the presentation is to explain the basis of an extensive reading program, show how the original English project was adapted to the Spanish context, present the webpage and the printed versions of the materials.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1837]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2007">
    <dcterms:title><![CDATA[Oral Ballads-A Source of Valuable Stylistic Features]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present paper reveals and presents some linguistic and stylistic features in the oral poetry of Bosniaks, with a special focus on the sevdalinka. The analyses presented in this paper were inspired by the collection of sevdalinkas from the Anthology of Bosniak Oral Lyric Poetry. The analyses have been conducted on the phonological-phonetic, morphological, syntactic, and semantic level. The elicited stylomes have been classified according to a set of criteria and with the aim of elaborating their value and function in the sevdalinka. The main features of the sevdalinka are its folk elements – it is raised by people, and lives with them. Therefore, it is expected that the sevdalinka genuinely reflects the ambience of its people – not only spiritual, material, or social, but also the linguistic one. The language of the sevdalinka is a folk language, viz. the language of the period in which it was emerging. However, observed from a contemporary linguistic perspective, this language is an archaic expression embedding highly valuable stylistic features.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1761]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2006">
    <dcterms:title><![CDATA[Comparative Analysis of Early Foreign Language Curricula in Some Countries of Europe And The U.S.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: curriculum, foreign language, early learning, communicative and intercultural competence  ABSTRACT  The Council of Europe in its Recommendation indicates the importance of knowing modern languages, as well as the need to develop a methodology for learning and teaching with the aim of meeting communication needs and preserving the richness and diversity of world languages and cultures. Croatia follows the trend of the development of multilingualism and has taken meaningful steps within the framework of preparation for entering the European Union. One of the most important steps is adopting the National Curriculum for Preschool Education, General Compulsory and Secondary School Education, which is a fundamental document that sets values, goals and principles of education, including the principles of multilingualism and multiculturalism.  In this paper, curricula for teaching foreign languages in lower grades of elementary schools in Croatia, Germany, the UK and the USA are compared and analysed. Since Croatian educational theory and practice has traditionally been largely influenced by those from the German-speaking area, the paper gives a comparison of the foreign language curriculum in elementary schools in Croatia with the experimental foreign language curriculum of the North Rhine – Westphalia federal state. In order to obtain a more comprehensive picture these results are then compared with foreign language curricula in the UK and in California. The objectives, content and strategies of individual curriculum, with particular emphasis on intercultural competence in lower grades, are analysed. The results confirm the importance of early foreign language learning, as well as raising awareness of students’ own culture and the acceptance of diversity; it can be concluded that curricula which focuses on student achievement and competences is necessary for life in a modern society of rapid changes and global development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1814]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2005">
    <dcterms:title><![CDATA[Naim Frashëri and W. B.Yeats - Mythical Symbolism of Creation]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper is focused on the main comparison between two modern poets W. B. Yeats and the Albanian poet, Naim Frashëri. Apparenty they have nothing in common: W. B. Yeats, a nobel prize winner his poetry of last phase is of modern view point, noted for its melody, imagery and symbolism, according to his well-known mythical system explained in A Vision. Albanian poet, Naim Frashëri, is a “National poet” in Albanian studies, he is never seen as a modern poet, but a romantic one, noted for his poetry of idyllic motives and for the love of homeland. Reading today his poetry, written in his youth time in Persian, ت خ يلات (takhayyulat) we saw that there is mythical symbolism in his poetry ک ناردري ا (Kenar derja)/next to the seaside and the imagery occur to be similar to that of W. B. Yeats in Sailing to Byzantium and Byzantium. By their point of view, Yeats as a Gnostic and Frashëri as Sufi of Bektashi order, use to write a poetry who does explain a symbolic journey, spiritual and mystical one. For Yeats it is a sailing-journey, linked with primordial symbol of water and the sea. Similar to him Naim use to feel part of the eternal sea and make a meditative journey being in harmony with the eternal sea.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1730]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2004">
    <dcterms:title><![CDATA[Semiotika stripa]]></dcterms:title>
    <dcterms:abstract><![CDATA[Strip je vrsta teksta u kojem se kombinira nekoliko znakovnih sistema. Najprije se radi o jeziku izraženom kroz pismo kombinirano sa slikama. Ali osim i u okviru tih znakovnih sistema u stripu se koriste i drugi poput boje, pismene imitacije zvukova iz okoline, slikovne imitacije pokreta i jezika tijela, slikovne metafore te konvencionaliziranih grafičkih znakova koji omogućavaju razumijevanje samog teksta: strukture pojedinih slika, udruživanje slika u panele sa linijama, oblaci koji karakteriziraju govori ili misli, te tekstualne kućice. Osim upotrebe različitih znakovnih sistema u stripu, strip obilježava i dvostruka komunikacija: komunikacija autor – čitalac i komunikacija između figura.  Nas će u ovom radu interesovati upotreba različitih znakovnih sistema u stripu kao tekstnoj vrsti i u stripu kao mediju. Pri tome polazimo od tri vrste znakova: simboli, indeksi i ikone (Peirce) te dvostruke komunikacije. Kao osnova za analizu poslužiće nam stripovi Walta Disneya, a osim njih i graphic novel kao jedna od novih književnih vrsta koji obilježava kombinacija slike i teksta.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1978]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2003">
    <dcterms:title><![CDATA[Gendered Swearing – deconstruction of Lady&#039;s Identity?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: taboo, swearing, gender, identity, equality  ABSTRACT  According to McEnery (2005) swearing is the use of any word or phrase that is likely to cause offence when used in polite conversation. Trudgill (2000) sees swearing as a part of taboo language, which is something supernaturally forbidden or regarded as immoral or improper. Jay, in his numerous studies (1980-2006), distinguishes several categories of taboo language: obscenities, vulgarisms, curses, expletives, profanities, confirming their presence and use in almost all languages.  There has been widespread research into swearing within many disciplines such as linguistics, sociolinguistics, psychology, sexuality, education, sociology, women’s studies, just to name a few. However, one of the most intriguing aspects of the sociolinguistics of swearing is the correlation between swearing and the gender of speakers, because it is strongly tied to gender roles and expectations in society.  As ‘women’s language’ is usually considered polite, cooperative, powerless and lady talk, swearing is seen as aggressive and masculine and women who swear are immediately characterized as violating gender norms, which is directly connected to gender identity.  Being fully aware of strong swearing frequency among women today, we would like to pay attention to the following questions: When do young people swear? How is their swearing context-based? What is the difference between male and female swearing? Does the use of swear words impact the deconstruction of lady’s identity?  An analysis of swearing can offer a deeper insight into social relations among young people today, particularly those referring to gender issues.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1844]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2002">
    <dcterms:title><![CDATA[Use of Intercultural Education Strategies in Improving Student Access and Learning Outcomes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Intercultural education, cultural sensitivity, student access, student learning outcomes  ABSTRACT  This paper generalizes from years of teaching experiences with first-generation college students from multicultural and multi-ethnic backgrounds.  Included in discussion are ten major approaches or strategies: Multicultural orientation, international perspectives, comparative methods, interdisciplinary approach, focus on fundamental skills, inspiration from the real world, application to everyday life, service learning in the community, outcome assessment, and cooperative learning.  Cooperative learning, for example, suits students well from low-income families who oftentimes feel intimidated by the establishment of the knowledge enterprise and need external support to access the higher education system. In implementation, students are treated as partners. They are encouraged and motivated to involve in class discussion and to express themselves in front of an audience. Most important, a cooperative learning atmosphere is fostered by which students feel they have made to the point of understanding something important on their own. This comment by a student is illustrative: “Even if your verbal answer is incorrect, the professor does not make you feel inferior, he wants you to expand and think about the answer you just gave.”]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1992]]></dcterms:extent>
</rdf:Description></rdf:RDF>