<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/1961">
    <dcterms:title><![CDATA[Themes and Motives Of Lullabies in Bosniaks&#039; Oral Literature]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Lulabies, themes, motives, Bosniaks  ABSTRACT  Lullabies as a kind of lyrical songs inside Bosniaks’ oral poetry has been recorded since the second half of the nineteen century in a more intensive way. However, up till now there are no serious theoretical approaches to this kind of lyrical songs. This paper offers an insight into history of recordings of Bosniaks’ lullabies in the oral literature. In addition, the paper aims to analyze poetical characteristic of Bosniaks’ lullabies based on selected examples from manuscripts and collections which were composed during the period of 120 years. The main contribution of the paper is a systematic analysis of themes and motives of these lyrics songs, which is something fully unexplored in the oral poetry of Bosniaks’ literature.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1934]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1960">
    <dcterms:title><![CDATA[Motivation of Italian L2 Learners in Non-Institutional Settings in Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words :motivation, Italian L2, non-institutional settings  ABSTRACT  The main sources of motivation are obligation, necessity and pleasure. The role of motivation in L2 acquisition in Croatia has been studied mostly through the concepts of affective factors, and attitudes in learning English, and within the institutional context (Mihaljević-Djigunović 1998 and 2002, Scotti Jurić and Ambrosi-Rosandić 2010).  This paper focuses on attitudes of students learning the Italian in foreign language schools, since it is the language that they choose to learn in their free time, enrolling a course that is not a part of the formal education process. It measures some of the factors that motivate course participants in Croatia to learn Italian. For that purpose we developed a questionnaire with five-point Likert scale. The research questions were related to three different topics: sources of motivation, attitudes on the methods of teaching Italian and attitudes on various types of activities accomplished during the course. The participants to the survey were grouped according to their age: children (pre-school, primary school children), teenagers/adolescents (secondary school children), adults (students, employed, unemployed, retired and others). The sample included a total of 120 students (40 for each group) from the Centre for Foreign Languages in Split (Croatia) who were enrolled in the Italian language courses during the summer semester of 2012.  The study will try to answer the following questions: What are the predominant types of motivation?, How is the type of motivation related to age?, Is there a relationship between attitudes, learning dynamics and activities of studying Italian when contrasted to motivation?  The aim of this paper is to provide data on motivation and learning strategies among different age groups of Italian L2 learners in non-institutional settings, as well as to understand the motivation that they already have in order to rethink and improve the teaching of Italian L2 according to their needs.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1882]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1959">
    <dcterms:title><![CDATA[Postmodernism Art-Theory; satire, irony and grotesque in anti-war novel Catch-22]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Postmodernism, satire, paradox, black humor, Catch-22  ABSTRACT  This abstract is a study of Catch-22 (1961), a specific early document of American posmodern literature. In particular, this one is going to present the critical argument on this novel as parallel to the wider concept of the postmodernism.  My claim is that, this novel is going to be treated in accordance with postmodern thought to paradox, irony, black humor, which is a line between fantasy and reality and readers of the novel are unsure about the point at which realism fades into fantasy and a collapsed literary possibility, traditional techiques in literature, for these literary issues in fact have come out many interpretations. So to attain best this argument is an approach to Catch-22 of Joseph Heller.  In attempt to, firstly , demonstrate how critics have reduced the potential meaning of the novel in imposing its own notions of a literary‐historical circle and secondly, how readings of Heller’s characters in the novel can reveal an untapped possibility for further exploration of the broadest definitions and interpretations of the project of postmodernism. Through this work will be obviously explained some of the most essential and basic posmodernist devices especially through the art of writing and language used.  Not only marginalized, lateral characters will be on the spotlight of observation and analyses but also the major and protoganist ones will characterize the typical features of postmodern notion.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2085]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1958">
    <dcterms:title><![CDATA[MEMLÛK KIPÇAKÇASINDA HÂL EKLERİNİN KULLANIMI ÜZERİNE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Hâl eki, memlûk kıpçakçası, yönelme hâli.  ÖZET  Hâl ekleri, eklendikleri kelimelerin diğer kelime ve kelime gruplarına anlamca bağlanmalarını sağlayan çekim ekleridir. Hâl eklerinin belli işlevleri bulunmaktadır. Bu eklerin bazı işlevleri benzer ya da aynı olabilmektedir. Hâl eklerinin benzer ya da aynı işlevde kullanılmaları, fiillerin zaman içinde farklı çatı ve anlam özelliklerine sahip olmaları gibi sebeplerle hâl eklerinin Eski Türkçe döneminden başlayarak çeşitli metinlerde birbirlerinin yerlerine kullanıldıkları görülmektedir. Memlûk Kıpçakçası, tarihî Türk lehçelerinden Kıpçakçanın Mısır ve çevresinde, Memlûk Devletinin hâkim olduğu coğrafyada kullanılmış olan koludur. Memlûk Kıpçakçası ile atçılık, okçuluk, fıkıh gibi eserlerin yanında sözlük ve gramer kitapları ile edebî eserler yazılmıştır. Bu eserlerde birbirinin yerine kullanılmış olan çok sayıda hâl eki olduğu görülmektedir. Bu bildiride Memlûk Kıpçakçasında birbirlerinin yerlerine kullanılan hâl eklerinin işlevleri ve bu eklerin söz dizimindeki rolleri incelenmiştir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1955]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1957">
    <dcterms:title><![CDATA[What Are The Ten Most Effective Vocabulary Activities?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This talk presents ten proven and very useful activities for helping learners increase their vocabulary knowledge. In addition, reasons are given why these techniques were chosen to be in the top ten. These reasons relate to the five most important jobs of the vocabulary teacher.  1 Plan and provide a well-balanced course  2 Organize learning opportunities both in and outside the classroom  3 Train the learners in the four most useful vocabulary strategies  4 Test the learners  5 Teach vocabulary  By the end of the talk, participants should know ten very useful ways to encourage the learning of vocabulary, should know why they are useful, and should have an awareness of some very important principles that should guide the learning of vocabulary.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1714]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1956">
    <dcterms:title><![CDATA[Intercultural Linguistic Competence Development]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: beliefs; intercultural awareness, new implementations  ABSTRACT  With new developments in applied linguistics, foreign language teacher preparation programs come under a great deal of scrutiny. Teachers have to grasp the different degrees of difficulty and the different amounts of detail involved in acquiring professional know-how and at the same time understand that these have to be balanced accurately across cultures. A number of suggestions have been made for the processing of information in an intercultural context through a step-by-step mental approach . In today&#039;s global knowledge economy some parameters take on crucial importance in situational contexts (Gee, 2006; Myers, 2012; Olson, 2004). Developing awareness of self and of how people interact in their native language is a crucial aspect of this approach. In order to enhance comprehensibility, for clearer output on language teaching issues, we have proposed an integrated model derived from two perspectives (looking at linguistic and intercultural aspects) and including a number of processes with a focus on a &#039;new grammar approach&#039;, culture and assessment of intercultural linguistic competence. We investigated teacher endorsement of new implementations through written contributions. Data were collected and analyzed to uncover emergent themes. The findings point to the perceived importance of the following three main topics namely, the new grammar approach based on developments in applied linguistics, a new way to integrate culture knowledge in teaching and the new approach to assessment of linguistic competence. These findings will be discussed in light of the literature and contextual elements. The results indicate that these new implementations required a change in beliefs. Overall we found that the students in the courses put on &#039;new lenses&#039; and most of them accommodated in their mind&#039;s eye.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1847]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1955">
    <dcterms:title><![CDATA[Who is America and Where Does She Go? Cognitive Mechanisms in Inaugural Addresses of American Presidents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another.  However, scientific disciplines exploded during the last century and linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains.  Politics is the area which abounds in metaphors and metonymies and from a linguistic perspective it is impossible even to imagine how a serious political speech would look like without these linguistic means.  The paper analyses this aspect of the American society and, as the prototype of the American political discourse, we analyse presidential inaugural addresses. Understanding the importance of this event, it is impossible not to think about the messages and linguistic means inaugural addresses contain. Inspired by these questions, we decided to analyse several inaugural addresses and determine how mataphors and metonymies are used in American political discourse over the last three decades. The analysis focuses on inaugural addresses of Ronald Reagan, George H. W. Bush, Bill Clinton, George W. Bush and Barack Hussein Obama.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1835]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1954">
    <dcterms:title><![CDATA[&#039;Head, Shoulders, Knees and Toes&#039;, Nonverbal Communication in Esl/Efl Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: nonverbal communication, teaching methodology, ESL/EFL, classroom management  ABSTRACT  This paper aims at presenting major features of nonverbal communication in general, and in an EFL/ESL classroom. Little it is known about how the principles and aspects of nonverbal communication can help in building a rapport acceptable for both the students and teachers. Commenting Schulz von Thun’s communication model, this paper also sheds light on the connection between the nonverbal communication and learner styles, teacher roles and classroom management.  The first part of the paper focuses on teacher’s nonverbal communication, and the way it affects both the students and classroom management. During everyday classroom talk it may appear that the teacher and pupils exchange information utterly at the verbal level, but as it has been suggested, between 60 and 70 percent of all meaning comes from nonverbal communication. The list of do’s and don’ts of nonverbal communication is presented (use of physical and personal space, body motion and gestures, use of face and eyes, vocal, and physical characteristics). The paper furthermore addresses teachers’ approach to different learner types, no matter what the criteria of learner type division are.  The second part of the paper introduces the nonverbal communication regarded from the students’ perspective. It will help teachers understand the component of communication not visible on first sight, but which can easily be implemented in teaching techniques used in presenting different language skills; such as concept questions in teaching grammar, intonation in teaching tone of English, mime in presenting syntactically difficult expressions, and many more. The nonverbal communication can also be implemented in classroom management techniques, such as giving task instructions, grouping or pairing students, plenary feedbacks, correcting mistakes and giving feedback to students.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1757]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1953">
    <dcterms:title><![CDATA[Teaching English through Hemingway’s Eyes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaching Literature, Short Stories, Language Skills, Foreign Language Teaching, Classroom Activities  ABSTRACT  Literature is one of the most powerful fields that can be used to teach language due to its fascinating nature and the fun it could bring to the language class. According to Collie and Slater (1990), there are four key reasons for using literature in the classroom. These are valuable authentic material, cultural enrichment, language enrichment and personal involvement. Furthermore, while reading a contextualized text, students become familiar with many features of the written language, which develops their own writing skills. Not only does the teaching of literature develop reading and writing, but it also enhances both speaking and listening through oral reading, dramatisation, improvisation, role-playing, and group discussions. For these reasons, literature, and more specifically short stories, could be utilisd to teach various elements in EFL as well as all the language four skills.  Hişmanoğlu (2005) suggests that teaching short stories seem to be a very helpful technique in today’s FL classes. He thinks that being short; they make the students’ reading task and the teacher’s coverage easier. He also asserts that an important feature of short fiction is its being universal as students worldwide have experienced stories and can relate to them. Moreover, short fiction, contributes to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation in a single place and moment (Sage 1987:43).  In this workshop, Hemingway’s short story: ‘Old Man at the Bridge’ will illustrate the integration of literature and EFL. The participants will read the story and then discuss in groups what language points and skills could be taught through the text. Then the groups will share their ideas with each other and a conclusion will be provided by the presenter.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1707]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1952">
    <dcterms:title><![CDATA[Mistakes Have Been Made: Evasion of Responsibility in Political Apologies]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: political discourse, mediated political apologies, mitigation of blame and responsibility, CDA  ABSTRACT  Over the past two decades, increasing demands for public apologies from politicians have put public apologies at the centre of media attention. Apologies have been the object of a considerable amount of research within the fields of linguistic politeness and speech act theory, sociolinguistics and pragmatics. Much of the research on apologies has been based on interpersonal apologies that involve face-to-face interaction between two individuals. While public apologies share some characteristics with interpersonal apologies, there are important differences between the two types of apologies.  Political apologies represent a highly mediated form of public discourse. They are often the result of a prior demand for an apology, and have layers of implied addressee.  Political apology is the result of a political calculus where the coat of a potential threat to the politician’s public image is weighed against the benefits of restoring the politician’s public image. As such political apologies are skilfully used as symbolic acts by politicians in order to restore their public image (Kampf, 2009).  The paper studies several newspaper articles, which report on political apologies following political scandals that shook the British public in 2008. The analysis is situated within the field of critical discourse analysis, and includes the analysis of the socio-political context in which the apology was made, as well as the explicit comments by journalists, who &#039;are responsible for mediating between the politician and the public.  The aim of this paper is to examine different linguistic forms (passive voice, inanimate agents, generic reference, impersonal use of pronouns) that politicians use in the speech act of apology as evasion strategies to minimize personal agency and responsibility for the offensive act. Findings suggest that the use of ambiguous and indirect message, which is a key pragmatic feature of political discourse (Obeng 1997), is inseparable part of political apologies.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1699]]></dcterms:extent>
</rdf:Description></rdf:RDF>