<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/1931">
    <dcterms:title><![CDATA[Vocabulary Teaching through Collocations Enhances Students Proficiency]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: collocations, noun phrases, verbs, aquisition, language proficiency  ABSTRACT  The main aim of this paper is to improve EFL learners’ language proficiency by building up their mental lexicon. The English Language Skills course aims to integrate the fours learning skills (reading, writing, speaking and listening) together, to raise students’ awareness of collocations and to advance their written English more effectively. This research study gives a special emphasis on classroom activities and strategies that assisted and facilitated the process of acquisition. The study was conducted over a period of one semester during the academic year 2012 and involving 22 participants. The learning outcome was measured based on a modified content analysis (Lewis, 2000). The participants involved had two exams: a midterm and a final one. The exam questions helped students understand that knowing a word definition is not enough in foreign language acquisition. In addition, the exam results showed that students became aware of the way the new vocabulary is used in L2. Therefore, introducing ‘collocations’ to first year English Department students at the South]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1774]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1930">
    <dcterms:title><![CDATA[Task-based Language Teaching( TBLT) in Chinese Higher Education: EFL Teachers’ Perceptions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:TBLT, EFL teachers, Chinese college  ABSTRACT  Very large numbers in English language classes in China present a challenge to language learners, teachers and policy makers. Nunan’s (2003) proposal that TBLT can be of particular relevance in the Asia-Pacific countries suggests that empirical studies in this area are necessary. This paper reports on an empirical study of the perceptions of Chinese teachers of English in higher education.  As the number of English learners in China has increased dramatically, it is not rare to have a college class with over 100 students especially since the expansion of college enrolment in 1999 (Wang&amp; Zhang, 2011). Nunan (2003) suggests that TBLT emerges as a central concept from a study of curriculum guidelines and syllabi in Asia-Pacific countries including Japan, Vietnam, China, Korea and Malaysia. The National Curriculum Syllabus for English Language Teaching in China, published in 2001, advocates the use of TBLT. But TBLT has not been sufficiently researched to be proven empirically in classroom practice in foreign language learning in higher education (Carless, 2004; Zhang, 2005). Research on curriculum innovation and implementation suggests that one of the causes of the discrepancy between theory and classroom practice may be teacher attitudes (Evdokia, 1996). Teachers are inclined to translate innovative ideas to conform with their own style of teaching (Wagner，1991).  This study investigates EFL teachers’ attitudes towards TBLT and assesses the current implementation of TBLT in Chinese colleges. The methodology is primarily qualitative and analysis is carried out via questionnaires and interviews. This paper reports on the research design and focuses in particular on the results of the study involving the interview and a questionnaire survey of teachers’ familiarity with the concept of TBLT, their use of this method, and the challenges it poses for their practice as English teachers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2102]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1929">
    <dcterms:title><![CDATA[Reform of English Learning Education in Macau: Challenges and Opportunites]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:teacher training, Macau, gaming industry, privatization, TESOL  ABSTRACT  The lucrative casino industry in Macau has positioned this special administrative region of China as one of the world’s fastest growing economies. Since the liberalization of the gaming industry in 2002, Western investors and casino operators have quickly developed Macau into the world&#039;s gaming capital - surpassing the Las Vegas Strip in 2006 and earning five times more than their Nevada counterpart in 2012. With a population of only 538,000, coupled with a growing demand for laborers, Macau currently enjoys a seemingly stable unemployment rate of 2 percent. Nonetheless, it has been challenging for Macau to meet the casino industry&#039;s human capital demand. Macau is currently in need of skilled workers, including those who can speak proficient English in order to continue its goal of becoming an international city. Government and casino companies have sponsored various training programs to address this demand for English-proficient workers (Cheang 2012). However, such efforts remain inadequate without a consistent territory-wide English curriculum or effective teacher training in foreign language pedagogy, leading to student demotivation to learn English (Hu 2011). The legacy of Macau&#039;s history as a Portuguese colony has left it with no experience with centralized education reform (Tang and Morrison 1998). Although a large sum of money has been thrown into foreign language education, there are no official quality assurance mechanisms to guarantee any type of proficiency or learning outcomes in Macanese education (Chou 2012, Lau 2010). This paper explores the challenges of implementing a systemic approach to raise the quality of English language learning in Macau. Primary obstacles are (1) the lack of government-control over K-12 education; (2) the incentives of pursuing competitive pay in low-skilled jobs in the gaming industry instead of higher education; and (3) the failure of Macau&#039;s government to incorporate quality assurance and teacher training into education reform.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2090]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1928">
    <dcterms:title><![CDATA[A New Understanding of Linguistic Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this talk I will argue that our notion of linguistic competence needs to be revisited. Static depictions of the grammar of the target language are not suitable for informing research and language teaching. The fact is that language is dynamic, a characteristic that the term “competence” does not reflect.  By entertaining a view of language informed by Complexity Theory, we will come to see language as a complex adaptive system. Complexity theory sees language as a set of patterns emerging from use. Those that are frequently-occurring become emergent stabilities in a complex system. The patterns themselves are variegated in form, and their borders are graded, not discrete.Complexity theorists subscribe to an emergentist view of language development. As such, no innate language acquisition faculty is posited. Instead, it is thought that a learner’s language resources develop from the interactions that the learner experiences. Out of these interactions, a new order self-organizes. Development is thus never complete, and a learner’s language resources can be seen as a dynamic ensemble of interacting patterns.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1716]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1927">
    <dcterms:title><![CDATA[Where has Joyce Carol Oates&#039;s Fiction Gone?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: violence, superficial, realism, gothic, parody  ABSTRACT  This study aims at presenting a chronological view on Joyce Carol Oates&#039;s fiction, and thus its variation and evolution. The title of the paper springs from one of the most acclaimed short stories by the author in question, &quot;Where are you going, Where have you been&quot;. A writing career which started with her first novel, With Shuddering Fall (1964), and continues to the day, speaks for an ongoing process of experimentation with the means of expression. If attempting to find a common thread pervading all her novels, violence can be said to carry the greatest weight in her thematic treatment. However, from the physical violence of the early stages, her novels of the 1980s move towards a more explicit featured violence reaching the phase where characters are able to verbalize violent incidents in the novels of the 1990s. The characters inhabiting her novels are as well a proof of this evolution process. Scholars have criticized the characters of the initial stage as being superficial and inarticulate, who sometimes commit suicide as they cannot bear the burden of their actions. Later novels witness characters, who despite their deficiencies, have learned to make their way through the dark reality of the American society, rarely resorting to suicidal attempts. The paper will also look at the issue of literary movements which have influenced and find reflection in the fiction of Joyce Carol Oates spanning over 5 decades.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1775]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1926">
    <dcterms:title><![CDATA[Information Passing in Polycode Advertising Texts]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: polycode advertising text, precedential phenomena  ABSTRACT  The perception of a text, as a coherent unit made up of elements of different semiotic systems, is influenced by verbal and non-verbal elements. Linguists use different terms to name such a combination: creolized text, polycode text etc. A polycode text is interpreted as a complex textual formation in which verbal and nonverbal elements constitute a single whole in visual, structural, semantic and functional aspects, and which is aimed at a complex influence on recipients. The paper’s objective is to examine precedential phenomena functioning in polycode advertising texts and to show that the organic interaction between precedential phenomena and visual components is used in advertizing texts as a means of enhancing a pragmatic effect on an audience.  Precedential phenomena are phenomena that are important to an individual in cognitive and emotional aspects, have an over individual character, i.e. also well-known to a broad circle of this individual, repeatedly used in this individual discourse. The range of precedential phenomena used in print advertisements is wide. They are precedential phrases (quotations, set expressions, lines from well-known songs etc.) and names that are verbal phenomena, and also precedential texts and situations that belong to phenomena which can be verbalized by means of symbols presented by precedential names and phrases.  We examined two transformation types of precedential phenomena: semantic (double actualization) and structural-semantic (insert, component substitution, contamination, role inversion). Under the study of these types, semantic transformations proved to be more powerful than structural-semantic in accordance with their emotional, cognitive and pragmatic aspects.  Non-verbal components are especially important when recipients are not able to form a clear picture of goods in their minds on the basis of verbal components.  Thus, through a combination of verbal and nonverbal codes during information passing a key advertising idea begins to &quot;work&quot;, contributing to the promotion of goods and services in the market, expanding audiences.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2065]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1925">
    <dcterms:title><![CDATA[Some Aspects of Narrative Techniques in Paul Auster&#039;s Novels]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Paul Auster, narrative, American literature, techniques, writing.  ABSTRACT  The paper will mention, analyze and discuss some aspects of narrative techniques used in the novels by a contemporary American writer Paul Auster. It will be based on fifteen of his novels, written in the period from 1987 to 2009. In the beginning of the paper, a short general text on Paul Auster, his work and his place in contemporary American literature will be given. The central part will deal with some of the most important characteristics of narrative in Auster&#039;s novels, such as stories and their narrative realizations, narrators, focalization, points of view, frame narratives and framing narratives, characterization etc. At the end of the paper, some general conclusions will be made.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1719]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1924">
    <dcterms:title><![CDATA[&quot;Prezi&quot; - an Online Presentation Tool and Some Possibilities of Its Use in Creating ESP Courses]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Prezi, presentation tool, ESP, tuition, Internet  ABSTRACT  In creating an ESP course at a university level, one of the important things at a teacher&#039;s side is to make adequate visualizations of the matter that is taught and, in such a way, to make it clear, understandable and logic to students. The Internet of today, with the increasing speed, low cost and innumerous multimedia and interaction options offered by the Web 2.0 technologies, is an excellent place for creating and posting both teaching and extracurricular materials with the purpose to facilitate the students&#039; progress and understanding of the matter. &quot;Prezi&quot; is a presentation tool that works in online environment (having, under certain circumstances, also, the possibility to be used offline) and offers a new and innovative way of visualization and presenting of teaching units and sharing the presentations with students. In the beginning, the paper will briefly deal with some general concepts and use of multimedia presentations in an English language classroom, and then the concept and main features of &quot;Prezi&quot; will be described. After that, some practical possibilities of the use of &quot;Prezi&quot; in specific ESP courses at two different faculties (English for ICT and English for Musicians) will be given, together with practical examples.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1718]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1923">
    <dcterms:title><![CDATA[Appropriate versus Preferred Teaching Style: A Freshman English Case]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaching Style, Compulsory Adult Education  ABSTRACT  The contemporary universities across the world offer programs run in a foreign language; the courses are planned, delivered, and assessed in the language that has to be mastered by the non-native student population. The heterogeneity among their students is met in quite unique ways, since both the domains of compulsory adult education and foreign language education are dictated by various andragogical and pedagogical theories and approaches. When educational philosophies are studied the focus is on the educators&#039; beliefs about education and other relating concepts. If teaching styles are to be studied the focus is not only on the beliefs and values, but also on the educational decisions and displayed teaching actions. Therefore, defining the appropriate teaching styles in compulsory educational settings seems to be crucial if the efficiency of teaching actions or educational decisions is to be questioned. This research presents the freshman students&#039; preferences over teaching styles they had been exposed to. More than 150 freshman students of International University of Sarajevo were surveyed during the last three semesters. The comparative analysis of the stated preferences and the learner profiles under the scope confirms the premise that an advanced foreign language course delivery at the college level needs to be segmented into the teaching tasks of informing, demonstrating, facilitating, and delegating nature, which alternate not only in the classroom but in every other available teaching – learning exchange context during the process of instruction. Consequently, the concept of an appropriate teaching style is challenged by the concept of a preferred teaching style in this article.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1760]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1922">
    <dcterms:title><![CDATA[The Role of Translation in Foreign Language Teaching – Time for Reassessment?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: foreign language teaching (FLT), translation, L2 acquisition, grammatical competence, translation exercises  ABSTRACT  Translation as a method of foreign language teaching (FLT) has been out of favour with the language teaching community for much of the 20th century. In addition to economic and ethno-centric forces, which have played a major role in the banishing of translation foreign language classroom - namely the spread of international language schools and uniform course materials classroom - objections to its use seem to be a reaction provoked by a number of disparate motives and reasons. Some of them seem to have been pedagogic, such as the belief that translation was dull and frustrating; others cognitive, namely the idea that translation creates interferences and causes negative transfer. Further objections pertain to practicality and the argument that translation is only suitable for future translators.  In recent decades, however, an increasing number of counter-arguments have been voiced for the use of translation in FLT, and pleas have multiplied for a more balanced and holistic examination of its role. In line with above observations this article attempts to contribute to this debate and presents, first, an overview of common objections to using translation contrasted with counter-objections and, second, preliminary findings of an experimental study on the role of translation in linguistic competence acquisition that is currently underway at the University of Maribor’s Department of Translation Studies. The research investigates the effect of translation exercises on the acquisition of grammatical competence in L2 in 1st year students and is predicated on carefully selected and/or prepared texts and exercises targeting particular aspects of grammar under instruction. The preliminary evidence seems to point to the belief that translation exercises contribute to explicit language learning, and are in this context particularly suited to advanced students at colleges and universities.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1897]]></dcterms:extent>
</rdf:Description></rdf:RDF>