<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/1941">
    <dcterms:title><![CDATA[Attitudes Towards Pronunciation of Seeu Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:tenses, adverbs, transfer, spontaneous speech  ABSTRACT  Since proper pronunciation and the awareness thereof is one of the main purposes of the first semester undergraduate course Phonetics and Phonology at the South European University, Macedonia; this study focuses on the attitudes of students towards student and teacher pronunciation at the same university. The study examines the importance of the students’ own language competence in pronunciation in comparison with that of their teachers’. For this paper, 53 first year undergraduate students have filled out a 5-scalle questionnaire expressing their beliefs about student and teacher pronunciation in comparison to other competences like grammatical knowledge and teaching skills. Additionally 20 of them have been involved in recorded individual interviews. The oral interview provided insight into their opinions about their own and the teachers’ pronunciation as well as the progress made in the pronunciation course they have completed Phonetics and Phonology in their first semester. This course has the aim to raise their awareness of proper pronunciation by introducing, practicing and testing them on segmental and suprasegmental features like: transcription, stress patterns, intonation among others. The analysis of the quantitative and qualitative data showed constancy in the answers and attitudes of the students towards their own and their teachers’ pronunciation. The data showed that the students had high expectations of their teachers in term of pronunciation. This study also tests whether the high regard for proper student and teacher pronunciation correlates with their Phonetics and Phonology final course grade.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1812]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1940">
    <dcterms:title><![CDATA[Language, History and the Constructions of Identity]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: ethnic/national identity, language, history, Balkan, Macedonia  ABSTRACT  This paper attempts to contribute towards the discussion of contemporary identity issues and their influence, basing the analysis upon the current situation primarily in the Republic of Macedonia, but also in the context of the identity issues of other Balcans?ethnic groups/nations. The basic identity construction will be based upon the scientifically (un)justified thesis on the sustainability of language and history as basic elements from which the ethnic or national identity of Balkan people is being constructed and maintained. How are identities manifested in contemporary Macedonian society, the question of the so called &quot;traditional identity&quot;, auto-identification, the relations on the line of I/we and he/she/others, the influence of the historical past upon Macedonians and the Macedonian cultural and historical space of identification (in Balkan context), the analysis of all these issues presents an attempt for a contribution towards the contemporary discussion on the which almost averyone searches for a kind of identity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1877]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1939">
    <dcterms:title><![CDATA[Mathematical Linguistics as a Postulate of Phenomenological Analysis of Literary Works]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: mathematical linguistics, analysis, plurality method  ABSTRACT  Ingarden&#039;s view of layered structure of an artistic text has opened new possibilities for studiesof the constituents, because each layer can be interpreted both as a representative of the whole meaning literary work of art. Sounding layer, analyzed in terms of mathematical linguistics, opens the possibility of analytical and synthetic procedure in the analysis of the work.  Pluralism of literary method is adequate access to the aesthetic, so the analysis of the layered structure, enriched with the postulates of mathematical linguistics, will lead to a complete and authentic understanding of the work.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1689]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1938">
    <dcterms:title><![CDATA[Phrases Regarding Animals in Greek And Serbian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: phrases, greek and serbian language, cultural specificity  ABSTRACT  This paper deals with comparative analysis of the phrases in Greek and Serbian language, which have as their object an animal. It also analyses idioms in Greek language from both, semantic and cultural aspect, trying to find their counterparts in Serbian language and in that way confirm the exceptional closeness of two cultures, on the other hand, there have been found the expressions that have no equivalents in Serbian language due to their cultural specificity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1791]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1937">
    <dcterms:title><![CDATA[Teaching English as a Second Language in the Distance Education System]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: TESL, innovation, distance education, ICT  ABSTRACT  As any other field in the system of education, the process of teaching a second language is changing due to the use of modern technologies. Integration of modern technologies and new media in the process of teaching a second language is a necessary step ensuring acquiring of language skills and competencies required in today&#039;s society. Innovative use of technologies increases the degree of flexibility in the content and organization of the teaching process. Despite the fact that the distance education system has been accepted by many public and private higher education institutions in the world, there are still certain doubts that such a system can achieve the same results as the traditional education system. These doubts are mostly related to the lack of direct contact between an educator and a student and the attitude that the technology can be successfully used for the design and delivery of educational content but can&#039;t inherently have an impact on results that should be achieved by the students. Such scepticism is especially present in the context of teaching a second language in the distance education system, what is confirmed by the fact that there are significantly less programs for online teaching of second language compared to other fields of education. The reason for that is not only the complexity of integrating all language skills into the virtual environment but also the doubts about whether the students can achieve language proficiency in the system od distance education. Better understanding of how the distance education system can be used in the context of teaching a second language can help resolving these doubts and dilemmas. Increasingly intensive integration of information and communication technologies in the process of education is radically changing the methods of second language teaching and learning and motivating educators to try to define new teaching models and strategies. Distance education imposes the challenge for the educators to evaluate and determine which teaching content is adequate for this system and to structure interaction between educators and students as well as among students with the aim of achieving effective learning. Distance teaching environment enables personalized approach to learning as well as planning and realizing activities adequate for different learning styles and levels of language proficiency.  This paper presents main advantages and potential problems of teaching a second language in the distance education system and the model used at the Faculty of Information Technologies, University „Džemal Bijedić, higher education institution realizing its study program in both traditional and distance education form.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1796]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1936">
    <dcterms:title><![CDATA[The Language of Entertainment News is a Serious Business!]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: entertainment news, structural complexity, semantic diversity  ABSTRACT  An essentially qualitative structural and semantic analysis is performed on the text of an ‘American Idol’ coverage posted on yahoo.com January 24th, 2013, constituting a micro corpus of 2,739 words. Being what it is, entertainment laced with a shot of drama and scandal, most of us share similar expectations as to what packaging such content will come in: in short, we anticipate relatively informal language and simple structures. However, a preliminary analysis of the story reveals at face value a fair amount of both phrasal and clausal complexity, with modification embedded at different levels of structures under investigation. Moreover, not only do the structures appear morphologically and syntactically complex, but their semantic representations also add to this diversity. Much as providing too much detail at word, phrase and clause level can easily lead to information overload, it also makes a clever tactic helping to transform a basically frivolous event into a top story of the day. It seems to be an attempt to ascribe relevance and newsworthiness to an affair that is nothing more than entertainment, but the aforementioned strategies almost make it look like a serious business.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1989]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1935">
    <dcterms:title><![CDATA[Specific Features of Verb Forms in Italian for Specific Purposes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: business Italian, professional texts, verb forms, language learning strategies, business Italian course curricula  ABSTRACT  The research analyses verb forms based on an Italian business language corpus composed of 50 professional papers published in the &quot;Il Sole 24 ore&quot;, an Italian journal in the field of economics. The aim of this paper is to establish the frequency rate of individual verb forms within the corpus by using primarily the quantitative analysis method. At macro level, the ratios of active-passive, simple-complex and indicative-subjunctive verb forms were analyzed. Each of these relations has further been studied according to the respective categories. The obtained results on the frequency of individual verb forms serve as a guideline in choosing the strategies for acquiring the morpho-syntactic structures that are specific for specialized texts. Furthermore, they are of crucial importance in the understandingof professional texts, and as such, represent significant guidelines in the development of the business Italian course curricula.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1981]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1934">
    <dcterms:title><![CDATA[Grammar Teaching by Task-Based Approaches]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: task, task-based approaches, grammar, grammar teaching  ABSTRACT  There are numerous theories and approaches for teaching a second language, some exotic some mundane but all have one thing in common – a desire to make the acquisition of a foreign or second language as efficient and effective as possible. Task Based Language Teaching (TBLT) is an approach which offers students material which they have to actively engage in the processing of in order to achieve a goal or complete a task. Much like regular tasks that we perform everyday such as making the coffee or tea, writing an essay, talking to someone on the phone, TBLT seeks to develop students’ interlanguage through providing a task and then using language to solve it. The advantage of the task-based approach, according to its advocates, is that during the task the learners are allowed to use whatever language they want, freeing them to focus entirely on the meaning of their message. This makes it closer to a real-life communicative situation. In task-based approaches, therefore, language development is prompted by language use, with the study of language form playing a secondary role. Teachers can consider the approach for teaching different skills in the class. One of the skills that can be taught by using tasks is grammar. This paper refers to TBA for teaching Grammar and has suggestions for ESL/EFL teachers]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1922]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1933">
    <dcterms:title><![CDATA[Pedagogical Benefits of E-mail]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: interaction, e-mail, communicative situation, classroom setting, FL learner  ABSTRACT  As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mail, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mail from the comfort of their own room, from a public library or from a cyber-café, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more hours per week in most high school or college settings. By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative efforts that may seem artificial in a classroom setting. They communicate in much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form and this can serve the language learner. As Schwienkorst (1998) stressed, &quot;The major advantage of written communication […]&quot; and have for future use &quot;an enormous sample of his or her own efforts in the target language&quot; (p. 125).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1975]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1932">
    <dcterms:title><![CDATA[Analysis of Influence of Italian Language on Slovene Language in Regard of Word Order]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: word order, slovene, italian, influence, language  ABSTRACT  The Slovene minority that lives in Italy is daily exposed at the influence of Italian language on their mother language. As a consequence of language contact in bilingual speakers it is possible to notice language interference. Interference can occur only if there is open cultural and linguistic communication between the two linguistic communities. Language interference can be divided in four groups relative to phonetics, word formation and morphology and syntax. In my paper I will focus on analysis of syntax interference, more precisely on word order.  The Slovene community living in Italy has various printed media. I analyse some articles published in recent issues of the monthly magazine mladika written in Slovene language that is being issued in Trieste since 1957. The articles are written by Slovenes that live in Italy and are bilingual speakers. My analysis concerns only written language because the time lag between thinking and writing should permit the functioning of »defence mechanism«. Slovene and Italian language both have the standard word order called SVO (subject- verb- object), but the role of word order in Slovene differs from Italian language. In Slovene the syntactic role of words is defined by morphology but in contrary, in Italian the syntactic role is defined by sentence word order. The present paper presents the violation of the norms of Slovene standard language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1911]]></dcterms:extent>
</rdf:Description></rdf:RDF>