<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/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/1990">
    <dcterms:title><![CDATA[Trends in Teaching and Learning of Mother Tongue and English as a Foreign Language in Kosovo]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: language learning and acquisiton, constructivism  ABSTRACT  Theories of language acquisition and learning show the differences and similarities in picking up mother tongue and second or foreign languages. As a result of differences in traditions, cultures, technologies, economic and social aspects, these differences and similarities are then reflected in various ways in difefrent countries. We have carried out a research into the Albanian and English language teaching and learning in Kosovo to fidn out how are the similarities ad differences between acquisition and learning reflected in the reality and practices of Kosovo schools. We have observed English and Albanian lessons of 15 teachers in 10 schools and five municipalities. The sample of schools and and municipalities was selected to be representative mainly of the geographic areas and social backgrounds.  The preliminary results show that for most different reasons there is a mix of nativist and constructivist approaches translated in respective methods and strategies in today’s teaching and learning of languages in Kosovo schools. In the small Kosovo, students are exposed to both communicative and grammar based approaches, teachers are sometimes facilitators and in other times all-knowing teachers, textbooks vary from most up-to-date to surprisingly old (sometimes older than the students using them!). Technology ranges from black-board-and-chalk to lap-tops with ,multimedia applications and internet access&#039;.  In the end the study identifies points for cross-language exchanges in order to mutually benefit from strengths and to overcome weaknesses in both systems. Results and reccomendations of the study will be made available to the education authorities to use for the improvement of teaching and learning of languages in general in Kosovo. They will also be used to design an in-service teacher training module supported by the GIZ.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2108]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1989">
    <dcterms:title><![CDATA[The Relationship between Iranian EFL learners’ Personality Traits and Cognitive Styles]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Personality Traits,Cognitive Styles, VAK typology,Modality model  ABSTRACT  As Modality model in learning styles suggests, learners are divided into three parts: visual, auditory, and kinesthetic. And according to personality model some learners are introvert and some extrovert. The relationship between these essential points in teaching process is very helpful both for foreign language learners and teachers to improve their learning and teaching and make the lessons more effective for themselves and also for curriculum. The purpose of the present study is to find the direct relationship between Iranian EFL learners’ Personality Traits and Cognitive Styles. The study considered 60 females’ participant, which were selected randomly at Zabansara English Language Institute in Bushehr, Iran. Nearly all the participants belonged to the age group of 13-16. They were all learning English at intermediate levels. Two research instruments were used to gather the needed data for this study: Eysenck Personality Inventory (EPI) and VAK learning styles test. Correlation Coefficient was used to analyze the collected data. The result suggested that there was significant and direct relationship between visual learners and introvert learners which means they preferred learning alone or in small groups. Those auditory and kinesthetic learners were extrovert. This study invites language teachers to be more sensitive and considerate about their learners, some need visual support for learning new things the others auditory, and kinesthetic support.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1895]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1988">
    <dcterms:title><![CDATA[John Ashbery’s Poetry: a Postmodern Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Postmodernism, poetry, John Ashbery, experimentation, centrality, Marginality  ABSTRACT  This paper intends to discuss the poetry of the American poet, John Ashbery (b. 1927) in terms of postmodernist movement in poetry. Postmodernism which began in the sixties had its influences in different aspects of culture. It has had its influences on different literary genres such as fiction, drama, and poetry. Truly, fiction has been the center of attention in many critical studies. But the manifestations of the movement can also be traced in poetry. John Ashbury is one of the contemporary poets whose poetry is best regarded as the postmodernist poetry. His works has been characterized by a free-moving and disjunctive syntax, experiments with linguistic elements, integrated humor and prosaic features. In his poems, the human mind and its workings are evident. He experimented radically with different elements of poetry such as linguistic and semantic aspects. Nowadays he appears to have been to the second half of twentieth century what Eliot was to the first: the most universally acknowledged of poets writing in English. The present essay elaborates on Ashbery looking back at poetic tradition while absorbing current techniques of combining present and past, centrality and marginality, and placing reader and writer side by side.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1871]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1987">
    <dcterms:title><![CDATA[Gender as a Predictor of Learning Styles among Iranian Male/Female EFL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Gender, Learning styles, VAK typology  ABSTRACT  According to VAK typology in learning styles, some learners are visual, some auditory, and the others kinesthetic. Knowing this fundamental point in teaching process is very useful both for foreign language Learners and teachers to improve their learning and teaching and make the lessons more successful for themselves and also for curriculum. This study takes in consideration the differences of individual learning style between Iranian EFL male and female Learners. To this end, the practical part of this study deals with the identification of VAK typology in two particular groups: 30 males in one group and 30 females in another at Zabansara English Language Institute in Bushehr, Iran. Nearly all the participants belonged to the age group of 13-16. They were chosen randomly and all learning English at intermediate levels. One research instrument was utilized to gather the needed data for this study: VAK learning styles test was given to two groups of males and females. Correlation Coefficient was used to analyze the collected data. The findings indicated that there are more visual females than males but more auditory and kinestethic males than females. Taking account the results of differences between males and females, teachers and learners can benefit from such relationships.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1843]]></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/1985">
    <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:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1710]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1984">
    <dcterms:title><![CDATA[Agnes Pisanski Peterlin &amp; Nataša Hirci]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: translation, collaboration, wiki, translator training, teamwork  ABSTRACT  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:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1709]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1983">
    <dcterms:title><![CDATA[Motivating Students to Participate in Classroom Discussions through the Socratic Circle Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: classroom discussion participation, Socratic Circles, Socratic Circle Rubric  ABSTRACT  According to the staff of the Department of English Language and Literature at the University of Zenica, second year students are not easily motivated to participate in classroom discussions. Most of the time, students are encouraged to participate, but only a selected few do. When asked why that is so, students reported that they feel uncomfortable, mostly because they feel that they have noting important to share or that they are embarrassed to speak in front of their colleagues. The author of this paper took it upon herself to try to encourage students to open up and participate in classroom discussions. For the purpose of this research, the author has worked closely with second year students at the Department of English Language and Literature, introducing a new approach to ensure maximum student participation. The Socratic Circle approach was introduced and applied several times throughout the semester, and the students provided feedback each time they participated in the discussions. Two structures were used and the students were given the opportunity to express their opinions about each, as well as to comment about the Socratic Circle Rubric that was introduced for the purpose of grading their participation. This paper describes the steps that were taken over a four-month period and the author claims that by using the Socratic Circle approach it is possible to motivate every student to participate in classroom discussions on a regular basis, and that the students appreciate the use of the Socratic Circle Rubric because they know what is expected of them, as well as how their participation will be graded.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1698]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1982">
    <dcterms:title><![CDATA[Punningly Confusing Homophones of the English Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English homophones, rapid speech, spelling, pronunciation, misunderstanding  ABSTRACT  Homophones are words that sound exactly the same, but have different meanings and (usually) spelling. However, having homophones in a language may pose a rather significant problem, as the essence of speech is to have differently-sounding words, or else there would be no spoken language. Moreover, the more homophones there are in any language, the more faulty is that language as a scientific and convenient vehicle of speech. Another underlying problem is the difficulty in determining where one word ends and another one begins. In rapid, connected speech, we unconsciously tend to &quot;merge&quot; words, so that every multi-word utterance we produce is actually heard as a continuum of sound, i.e. as if it consisted of a single long word. This is also a source of many frustrating spelling-related problems in English. Nevertheless, one way of escaping from these unfavorable circumstances lies in the fact that homophones require the company of other words in order to be understood properly. When found in a proper context, they do manage to survive in everyday speech. This paper aims to address some of the methods which shall help raise and enhance learner awareness of these particular subtleties of English pronunciation. Specifically, we describe and analyze a number of representative examples in order to master various homophonous sequences of sounds. By knowing the underlying principles that affect words in rapid speech, non-native speakers may be able to successfully recognize and solve many ambiguous sequences, the consequence of which may be potential misunderstanding and inadvertent puns. Evidently, the paper may have implications on the way that homophones are taught, where future applications of this work may involve improved class material designed for communicative language activities centered on the connected speech phenomena]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1886]]></dcterms:extent>
</rdf:Description></rdf:RDF>