<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/1901">
    <dcterms:title><![CDATA[Facilitation Potential of the Mnemonics for the Teaching of Japanese Vocabulary]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Mnemonics, memory strategies, Japanese vocabulary, Turkish Learners, materials development  ABSTRACT  Vocabulary is the most important component in learning a foreign language. Use of mnemonic devices can facilitate and speed up the learning process. Therefore, learners and teachers should be taught how to produce effective mnemonics. Whether this strategy education can be simplified is a question worth exploring. The same holds true for the teaching of Japanese in Turkey.  The aim of this study has been to analyze and explore patterns in the qualities of the mnemonics sample prepared by the researchers conducting the study aiming to facilitate the Japanese vocabulary learning of Turkish students. The target words were selected randomly from a Japanese-Turkish dictionary. Investigating the sample, it has been detected that it is possible to build connections in terms of both phonological similarity and semantic relations.  Teachers of Japanese can gain insight from the research on form meaning connections as they are believed to have a positive impact on learning a foreign language.  Out of the foreign languages taught in the formal teaching settings in Turkey, English is the most common one. If those taking English classes are taught how to use memory strategies, its effects will transfer to the learning of another foreign language considering the positive effects of prior learning. Previously learned English vocabulary can be used in writing mnemonics in case Turkish words can not be used to make mnemonics.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1728]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1900">
    <dcterms:title><![CDATA[A Competent English Language Teacher in Bosnia and Herzegovina: A Lifelong Journey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: competences of foreign language teachers, intercultural communicative competences, teacher development  ABSTRACT  This paper tries to propose a holistic approach to the areas of competences within which English language teachers to very young, young and teenage learners in Bosnia and Herzegovina should professionally evolve. The defined areas from subject specific to educational and life-long learning competences, with special attention given to intercultural communicative competences, and thus shifting away from merely focusing on the linguistic skills and broadening the scope of skills relevant for a competent 21st -century teacher. Such a holistic approach aims to raise the awareness of the roles and accountability of all institutions responsible for the individual integral parts of teacher education (from the beginning steps in pre-service to life-long, in-service teacher training programs). The defined competences point to the necessity of the mutual collaboration and orientation of all institutions responsible for professional teacher development to work towards the common goal, which should be to achieve and nurture high levels of professional commitment and excellence, pedagogical and psychological knowledge, intercultural competences, and motivation for life-long learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1810]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1899">
    <dcterms:title><![CDATA[Developing Communicative Competence of ESL Leearners through Task-based Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Nurtured, experiential, transitional, interactional, paramount, authentic, panacea, communicative competence.  ABSTRACT  Task-based Language Teaching (TBLT) has been developed as an effective language teaching method since Candlin and Murphy’s seminar collection of papers in 1987 (Ellis, 2009) and Prabhu’s Communicational language teaching Project in Bangalore from 1979 to 1984. Since inception of TBLT, it has emphasized meaning focused rather than form focused learning. It is assumed that learners’ natural Language learning ability can be nurtured through meaning focused with appropriate context and authentic tasks. Every learner can share their personal experiences and opinions through active learning in task-based language teaching (Nunan, 2004). Moreover, TBLT is more specific on communicative tasks through which learners are enabled to develop their transitional as well as interactional skills. In TBLT, tasks are regarded as units or modules which are believed to link between the learners’ real world and classroom world through pedagogy. Collaborative learning is adopted in task-based language learning teaching approach to enhance their communicative competence. TBLT is based on Socio-Cultural Theory (SCT) of Vygotsky in which learners need to interact with their peers, and teachers in order to solve problems and to develop cognition. Constructivists argue that language learning is related to society. Language learning process starts from interpersonal to intrapersonal Vygotsky (1978). Learners can easily communicate in real world situation if they are taught through authentic tasks in TBLT. Holistic learning is approach is followed by the language teachers to develop language skills and linguistic competence of learners in task-based language teaching. It is paramount importance to develop communicative competence of second language learners. The learners can develop communicative competence through holistic activity Samuda &amp; Bygate, 2008). Thus, task-based language teaching can be panacea to develop communicative competence for ESL learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1915]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1898">
    <dcterms:title><![CDATA[The Online Co-Mentoring Practices in the Turkish Efl Context: Benefits and Challenges]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: mentoring, pre-service teachers, constructive feedback, challenges, online practices  ABSTRACT  Mentoring is considered to play a significant role in the formation of the pre-service teachers” emerging identities during the practicum period. A lot of studies into teacher education indicate its beneficial impact in many significant ways such as introducing them into the discourse community of the profession, providing them with constructive feedback on their lesson plans and practice teaching performances, providing moral support for the novice teachers during the practicum, acting as a facilitator and a guide in their transition from the student role to the teacher role. However, there have been some problems in the proper fulfillment of all the abovementioned roles. The affective concerns and some procedural concerns of the student-teachers have generally been reported as challenges in the mentoring process.  Therefore, alternative practices are needed enrich the existing mentoring experiences at the tertiary level. The present study, which has a mixed method research design, aims to investigate the benefits and challenges of online co-mentoring practices in a 14-week school experience course offered in the senior year of an undergraduate level in the fall semester of the 2012-2013 academic year in a Turkish EFL context . The participants are 28 EFL pre-service teachers of English and 8 co-mentors assigned to these students in addition to the school-based mentors. The data was collected via an expectation paper at the beginning of the study, a questionnaire administered at the end of the term and a semi-structured interview. The quantitative data was analyzed through the SPSS 18 and the quantitatve one through the content analysis. The results indicated a relatively high level of satisfaction among the student-teachers in terms of detailed feedback provision, the development of alternative viewpoints into the teaching and the learning process, valuable insights into the materials development, and some challenges concerning the online nature of the study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1800]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1897">
    <dcterms:title><![CDATA[Error Analysis for Achieving Meaningful Translation]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:error analysis, meaningful translation  ABSTRACT  There seems to be a growing awareness all over the world in translation studies, which are not faced with misunderstanding and opposition. According to Kussmaul (1995: 5), there are two approaches in teaching translation, product-oriented and process-oriented ones. The product-oriented approach includes error analysis and translation quality assessment. Errors are first described, then the reasons for them are found and finally the solutions are given to prevent them.  However, error analysis must be taken with precautions. Making errors must be seen as a way of productive way of making students aware of all the obstacles that they may face while doing translation. This paper deals with the analysis of students&#039; errors (those frequent and less frequent ones) and their transformation into knowledge necessary for successful and meaningful translation.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1920]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1896">
    <dcterms:title><![CDATA[Klasični Jezici I Samovrednovanje Visokoškolske Ustanove]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: klasični jezici, silabusi, Bolonjski proces, autoevaluacija  ABSTRACT  U radu je reč o nekim elementima samovrednovanja visokoškolske ustanove (Filološki fakultet BU), odnosno o (auto)evaluaciji u ovom slučaju kurikuluma neohelenskih studija i silabusa klasičnih jezika u okviru studijskog programa Jezik, književnost, kultura (skraćeno JKK). Postupak samovrednovanja pripada po definiciji „bolonjskom procesu“, što podrazumeva potom institucionalnu spoljašnu proveru kvaliteta. Iskustvo sa akreditacijom implikuje mnogo birokratskog traćenja vremena, ali ako se taj deo posla prepusti onima koji su za to zaduženi, ostaje onaj bolji deo, a to je dalje unapređivanje rada sa studentima, što podrazumeva i sopstveni rad.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1823]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1895">
    <dcterms:title><![CDATA[The Change of Meaning Of Nouns in the Process of Number Alteration]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English, nouns, meaning, number, alteration  ABSTRACT  Exceptions to the rules phenomenon within a language system have always been a problem in the process of learning a foreign language. There are prescribed rules about the use of language and there are exceptions to these rules which cannot be found in grammar books. As language changes from one minute into another, so do the rules it is governed by. Such is the case of English nouns. English plural invariable nouns which according to the grammar rules can only have plural form also have their singular forms existing in English and they have different meaning from their plural form. This paper addresses this teaching and learning challenge raising awareness of the nouns which change their meaning when they are used in their singular form. The methodology used in the paper is giving the necessary theoretical background and semantic analysis of the example nouns. The results of the analysis show that there is a considerable number of English plural invariable nouns which change meaning in the process of number alteration and therefore represent potential problems for speakers of English language. This paper presents a number of the nouns which undergo such changes and explains the difference in meaning. As such it helps us to identify nouns from this group and helps speakers to avoid possible problems of their misunderstanding.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1769]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1894">
    <dcterms:title><![CDATA[Teaching Pragmatic Competence in Business English Courses]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: business English, pragmatic competence, students’ needs, tertiary education  ABSTRACT  Students’ needs in the 21 century are different from those ten or twenty years ago. They need more instruction and practice in sociolinguistic and pragmatic competence. Therefore the syllabi for business English courses at the tertiary level of education need to be revised and adjusted to the changing needs of students – future employees of global companies operating in a highly competitive business environment. The aim of the paper is to present these needs, assess and discuss the results of a research study into students’ self assessment of their competence and to give some recommendations on teaching the pragmatics of language use. Pragmatic competence is considered to be even more important now than ever before yet business English courses seem to offer very limited, if any, instruction on the most important pragmatic skills. Firstly, the paper gives examples of typical business situations in which pragmatic competence matters a lot, then it discusses the results of a study into students’ self assessment of their pragmatic competence, and finally it discusses the rationale of teaching pragmatic competence and suggests the ways of teaching it in business English courses at universities. It is hoped that the paper will contribute to increased awareness of the importance of teaching and learning the pragmatic skills in business English courses for adults.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1766]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1893">
    <dcterms:title><![CDATA[Type of Language and Learning Abilities]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: types of languages, ability, learning, acquisition  ABSTRACT  In topological classification of languages linguists use to divide them in five main types: isolating languages (analytical or root languages), agglutinating languages, inflecting languages, polysynthetic or incorporating languages and analytic languages. However, it is hard to say that any language belongs to only one group, since none of them is one pure variant.  According to Edward Sapir (2000), it has already been observed that one language runs to tight-knit synthesis where another contents itself with a more analytic, piece-meal handling of its elements, or that in one language syntactic relations appear pure which in another are combined with certain other notions that have something concrete about them. Even though there are many researches with regard to similarities and differences between five major types of languages, only a few of them are trying to discover if type of language can influence second language learning abilities.  The major aim of this paper is to analyse whether the type of native language influence second language aquisition, especially in situation when second language belongs to other group. Statistical learning approach, as well as evolutionary approach are used in order to explain the major aim. Also, cognitive theories of learning are applied to explain mechanisms that can  hinder learning and acquisition.  It is concluded that different structure of five groups of languages can influence language acquisition when learning language that belongs to group other than native language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1695]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1892">
    <dcterms:title><![CDATA[Enhancing EFL Students&#039; Reading Skills with Inspirational Quotes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: insirational quotes, reading, EFL, integration,global culture  ABSTRACT  Many ESL students have reading comprehension problems in English, have difficulty identifying main ideas and supporting details, identifying, verifying or recalling ideas that are explicitly or implicitly stated in the text, making predictions, inferring the meaning of difficult words from context, and making inferences. The presentation proposes the integration of inspirational quotes in the teaching of English to L2 students in class, or as an extension activity. It will show the following: (i) advantages of integrating inspirational quotes by authors from around the world and different cultures in reading instruction; (ii) sources of global inspirational quotes; (iii) Criteria for selecting global inspirational quotes such as length, topic familiarity, difficulty level, students’ proficiency level, students’ interests and their local culture; (iv) Instructional phases with inspirational quotes: (a) Before reading an inspirational quote: Introducing the inspirational quote, vocabulary overview; giving pre-questions, setting goals for the tasks, what students need to do and focus on, predicting the topic on the part of the students and giving the order in which tasks will be completed. (b) While reading an inspirational quote: Students read for the main idea, pay attention to specific vocabulary, imagery and figures of speech while reading, answer a question while reading and use contextual clues to infer meaning of difficult words; (c) After reading an inspirational quote: Discussing answers, summarizing or retelling orally the main idea, discussing difficulties, commenting on the topic, giving their impression, giving the morale or lesson learnt, providing feedback on areas of improvement, a summary of the tasks that were performed; (v) evaluation and assessment; (vi) recommendations for integrating of inspirational quotes in reading instruction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1919]]></dcterms:extent>
</rdf:Description></rdf:RDF>