<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/1981">
    <dcterms:title><![CDATA[Some Learning Gaps in the Suitcase of a Croatian Student of English as He Packs before Going of to College]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: learning gap, secondary education, written work, error treatment, MTI  ABSTRACT Upon closing the chapter of their secondary education and entering the academic world, a vast majority of Croatian students whether freshmen or senior need fresh challenges to help them to realise how much they know, and to make their passive knowledge active, together with a steady input of new language. In the established practice of using Google translation tools when asked to write an essay or a book report, it is not uncommon for a Croatian student of English to make it all the way to college without having his or her writing thoroughly scrutinized and used for successful error treatment. The research presented in this paper attepmts to outline some of the most common learning gaps acquired through secondary school curricula that tend to accompany Croatian students in college English courses. Based on the analysis of guided written assignments done by a group of 25 students of the Music and Theatre Arts Department of the Arts Academy in Split, Croatia, the research identifies recurring patterns in the substitution of the Croatian present tense for the English Present Perfect structure, omission of articles in noun and adjective phrases, mistakes arising out of the contrastive analysis of the two languages having word-by-word translation and MTI as its immediate side effects, trouble forming irregular plural of nouns as well as the difficulty understanding the difference between countable and uncountable nouns. Although the development of such patterns might be explained by Dulay and Burt&#039;s claim that the majority of errors made by L2 learners are specific to that L2, the presented analysis sees them as being caused by ill-treatment of students&#039; mother tongue interference during high school years.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1826]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1980">
    <dcterms:title><![CDATA[The Importance of Time in Virginia Woolf&#039;s Mrs Dalloway]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Virginia Woolf, Mrs Dalloway, characters, writing style, themes  ABSTRACT  Adeline Virginia Woolf was an English writer and one of the foremost modernist of the twentieth century. One of her famous novels is Mrs. Dalloway. Virginia Woolf’s Mrs. Dalloway, published in 1925, was a bestseller both in Britain and the United States. The action of Mrs. Dalloway takes place during a single day in June 1923 in London, England. This unusual organizational strategy creates a special problem for the novelist: how to craft characters deep enough to be realistic while treating only one day in their lives. Virginia Woolf’s novel Mrs. Dalloway has a specific style of writing, the novelist is not using the first person. Mrs. Dalloway is written in the third person omniscient by an anonymous narrator who knows everything about everyone, down to their innermost thoughts. Woolf perfected in this novel is a style of narration that literary critics have called “represented thoughts and speech”, capturing the motions of a mind thinking in the past tense, third person. A narrator presents characters thoughts and speech and there is no way to separate the narrator from the character in this novel. Another techinque that Virginia Woolf employs to develop the story of the novel is her treatment of time. Apparently, the time of action is only a single day in the lives of Clarissa Dalloway and other characters. In the course of a single day they lived their whole lives, and the readers get to know everything about them. In this novel, the past lives of the characters are not narrated in chronological order, rather they emerge gradually, in fragments, as memories. In this novel, the line between past and present is blurred. The transition from present to past and back into present requires but just a single moment. The book is composed of movements from one character to another, or of movements from the internal thoughts of one character to the internal thoughts of another.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1704]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1979">
    <dcterms:title><![CDATA[Affective and Cognitive Variables and the Acquisition of EFL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words : second language acquisition, cognitive variables, affective variables, beliefs about foreign language learning, success in foreign language learning  ABSTRACT  Research trend in the SLA changed in the last two decades. It focused more on how students acquire foreign languages and which factors influence that process and less on various teaching methods. This paper is supposed to contribute to reaching a more detailed answer to the question why some students accomplish a language task successfully and some achieve poor results. It has been established that many variables, cognitive and affective ones, influence the ability to acquire foreign languages (e.g. language aptitude, learning strategies, beliefs about language learning).  Beliefs about language learning, frequency of using learning strategies and their correlation with beliefs as well as with the success accomplished in learning English among Croatian students was analysed in this paper. Our subjects were the I. and II. year students of the Faculty of Economics in Split, University of Split.  According to research data, which will be included in the paper, statistically significant correlation was established between majority of beliefs included in BALLI questionnaire, used to gain data on students’ beliefs, and success in FL. This proved the hypothesis that beliefs correlate with success in FL. We established that there are beliefs which are accepted in our as well as in other socio-cultural communities (e.g. beliefs that there are people who are born with a special ability which helps them learn a foreign language and that it is easier for children to learn a foreign FL).  Our results proved that success in EFL correlates stronger to beliefs than to learning strategies. Statistically significant correlation was established only between cognitive learning strategies and success in EFL. The strongest correlation was established between beliefs and cognitive and metacognitive learning strategies. The research results will hopefully raise awareness of the importance of analysed variables among teachers of foreign languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1840]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1978">
    <dcterms:title><![CDATA[The Concept of Language in Sándor Márai: the Exile in Naples]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Márai, Exile, Naples, Language, Diaries  ABSTRACT  The famous Hungarian writer Sándor Márai (1900-1989) spent, with his wife Lola and adopted son János, his first period of voluntary exile in Naples (Italy) between October 1948 and April 1952. The Diaries which Márai started to keep already in 1943 represent an interesting source to reconstruct his experiences and everyday life in the Mediterranean city only a few years after the war. Among others, he had to find a way to communicate with the local inhabitants for everyday purposes, he met outstanding exponents of the intellectual and cultural life of the city and he frequented the libraries and museums. Also in this new, ‘foreign’ context in a certain number of entries he continues to deal with the question of language(s) and with the role that the Hungarian language played in his life and he describes also the extremely slow creative process that lead to his poem Funeral Sermon. Thereby, in this paper I’ll concentrate on these specific passages to throw light on how the exile affected and shaped Márai’s concept of language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1829]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1977">
    <dcterms:title><![CDATA[The Development of Reading Awareness of Students: A Research on the Role of School Libraries in Students Reading Skills and the Relationship of Students and Literature Books]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key Words: Reading Awarness, Books, School Libraries, Survey, Influence  ABSTRACT  This paper is a comprehensive analysis of the current situation and the relationship of children with reading extra-curricular books. It is true that younger students are not interested in reading at school and extracurricular books while it is an undeniable fact that the school and society have a significant impact in this situation. This paper continues with detailed proposals for both teachers and their views on the development of reading awareness of students through creative and constructive activities for that reason. These are activities that can be implemented booth by teachers and the parents of the students. In the search for the attitudes of then teachers towards books and reading books from students survey questionnaire was carried out to teachers in three cities of greece and the results are an important assistant and proof agent of the current relationship of students and books and these results are described and analyzed. The last part of this paper underlines the importance of the activities that can help student develop their reading language skill and the general linguistic skills either in the mother tongue or in the second/foreign language. It is in the hands of the teachers to implement this useful guide and make their students love the language learning process.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1797]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1976">
    <dcterms:title><![CDATA[Elt as a Tool to Bridge Cross-Cultural Gaps]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: inter-cultural gap, cultural awareness, cross-cultural barriers, ELT and culture, sociolinguistics  ABSTRACT  This paper is a part of an ongoing research, namely “AN ANALYSIS OF THE EFL LEARNERS IN A MULTICULTURAL ELT ENVIRONMENT: THE CASE OF A PRIVATE SCHOOL IN MACEDONIA”. In this part of the study I tried to answer the question, “Can we use ELT to bridge cross-cultural gaps?”  My premises are;  -Language and culture are reciprocally inextricable. Language is the biggest conveyor of culture. Learning a language is learning that culture. This can be evidenced that members of similar cultures learn each other’s language more easily than members of remote cultures.  -English has long been a lingua franca in many parts of the world. The status English language gained today makes it unavoidable in school curricula worldwide.  -Our virtually shrinking world faces problems among its various ethnic groups. Misconceptions, prejudices, or stereotypes are prevalent in today’s multicultural world.  -One aspect of school education is to help solve the problems of society.  Following this thought sequence I asked the research question: Can ELT be used to facilitate its learners to overcome cultural barriers? Can we use ELT to bridge cross-cultural gaps?  To explore the question, in the beginning of the academic year 2012-2013, I first added an extra line into the aims section of my annual plan as; “to develop better cross cultural understanding among students.” To achieve this, I planned to use various cross-cultural materials in my classes. Our course-book “Solutions” has been a great help as it has a lot of direct culture related topics. As the implementation of the plan, we studied culture, its aspects and elements like music, food, clothes, reactions and gestures in various instances. As a final stage I conducted a questionnaire to test the change in their perception of the “other.” The analysis of the questionnaire gave encouraging results. Students developed more acceptance towards other cultures.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1918]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1975">
    <dcterms:title><![CDATA[Paralyzed in Winesburg, Ohio, or Grotesques in Dublin&quot; Defining the Structure of Epicleti]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: epicleti, epiphany, short story, James Joyce, Sherwood Anderson  ABSTRACT  In a letter to Constantine Curran, in July 1904, James Joyce wrote: „I am writing a series of epicleti – ten – for a paper ... I call the series Dubliners.“ The term epicleti has been interpreted as a misspelled form of “epiclesis”, the process of transubstantiation as defined by the doctrine of the Roman Catholic Church. This went hand in hand with Joyce’s interpretation of the role of an artist as „a priest of eternal imagination, transmuting the daily bread of experience into the radiant body of everliving life”. Wolfhard Steppe convincingly argued that epicleti was a misreading of Joyce’s handwriting and that in fact the word written is epiclets, but the notion of epiclesis still remains a valuable way of interpreting the works of James Joyce, and McDermott, in a study of Joyce and Raymond Carver, has argued that epicleti itself can be considered a genre of short story. Taking this perspective, the main focus of the paper is to define the very structure of epicleti by systematically examining each of the genre’s key features, including the notion of transubstantiation and epiphany, as well as setting and characters traits. To have a variation of samples, we will use a frequently pointed out similarity between Dubliners (1914) and Winesburg, Ohio (1919) written by Sherwood Anderson. A number of scholars, including Zlotnick and Curry, examined this relation, focusing mainly on the comparison of the works and/or disbanding the possibility of imitation, respectively. Studies such as these offer a useful framework, but do not go in depth with the notion of an epicleti, and what it means for a story to be regarded as one. Using the comparison we aim to isolate the main elements of the structure, examining at the same time the place of a single structure within the frame of the whole collection, defining a genre of short story writing which can be usefully called epicleti]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1824]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1974">
    <dcterms:title><![CDATA[The Factor of Beliefs About Language Learning in Bosnia and Herzegovina.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Language learning beloefs; language learning strategies; motivation, attitude;personality  ABSTRACT  The aim of this paper is to study the factor of the Beliefs About Language Learning Inventory (BALLI) and to investigate a sample of 200 Bosnian remote high school EFL learners’ language learning beliefs, their learning strategies, and the relationship between learners’ beliefs and their use of strategies and compare them with the EFL learners in the downtown city schools. This study will also examine the influence of learning variables such as aptitude, attitudes, motivation, anxiety, personality on learner beliefs and strategies. Data will be collected by using questionnaire; the Beliefs about Language Learning Inventory (BALLI) by Elaine Horwitz, the University of Texas at Austin. The findings will help teachers to have some pedagogical implications to increase students’ level of motivation in an English language classroom. For example teachers can set goals for students in learning English, provide required materials regarding language learning, and inspire students to learn. These findings may also help students to improve their level of English and encourage them to study harder. Horwitz (1988) suggests that better understanding of students&#039; beliefs of language learning may allow language teachers to better understand students&#039; expectations and satisfactions with their language class. Once students are able to face their beliefs, they may understand their weakness and try to solve the problem.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1799]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1973">
    <dcterms:title><![CDATA[The Opinions of English Language Teachers towards Language Assessment and Evaluation in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Assessment, Evaluation, English Language Teachers’ Opinions  ABSTRACT  Assessment is an indispensable part of education and carries importance as well as teaching. Teachers’ believes and opinions have great impact on assessment and test types. The authors’ aim is to investigate English language teachers’ opinions towards language assessment and evaluation. In this regard, a questionnaire has been adapted from the study of Brown (2002) and conducted to 45 language teachers at state universities in Turkey. The participants are from four different departments: English Language Teaching/Linguistics/Literature/Translation and Interpretation. Results have been analyzed under four main components of assessment: Improvement, school accountability, student accountability and irrelevance. In addition, experience of the participants, if they took any assessment course during bachelor degree and/or master/PhD degree cycle education or not have been analyzed. The results of the study are as follows: It has been found that the teachers graduated from English Language Teaching department show great tendency towards assessment improvement component; the teachers graduated from Linguistics department show great tendency towards both student accountability and irrelevance; the teachers graduated from Translation and Interpretation show great tendency towards school accountability. In terms of experience, the English Language Teachers who have experience 0-2 year/s and 5-15 years show positive correlation with assessment and evaluation. Taking a course based on assessment and evaluation during 1st and/or 2nd cycle/s education affects the results.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1990]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1972">
    <dcterms:title><![CDATA[Teaching Science Vocabulary to Esl Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Without gaining knowledge of science vocabulary, understanding of scientific concepts can be difficult. Though, learning science vocabulary is a field of discomfort, and a difficult task for ESL learners, a student&#039;s understanding of vocabulary is essential in science classes. Through giving effective instructions that facilitate learning science vocabulary, learners can improve their vocabulary knowledge for a better comprehension of scientific texts. This article suggests some useful strategies to enhance learners’ science vocabulary.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2104]]></dcterms:extent>
</rdf:Description></rdf:RDF>