<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/1861">
    <dcterms:title><![CDATA[Place Deixis in English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: deixis, reference, demonstratives, pointing  ABSTRACT  The paper discusses English deictic expressions, the way they refer to various spatial dimensions, as well as different aspects and manifestations of place deixis in English. Such expressions, often accompanied by pointing or otherwise gestures, are anchored to their context of use, and their interpretation depends on both the speaker’s intentions and their linguistic and extralinguistic components. These expressions are usually pronouns and place and time adverbs. The paper also discusses a deictic center and its key role in understanding the relationship between the interlocutors and the objects of their conversation. It is deictic expressions that enable us create a mental picture of a discourse and follow its logic and development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1825]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1860">
    <dcterms:title><![CDATA[Concepts and Conceptual Categories Used in Children&#039;s Short Stories]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: language acquisition, conceptual categories, lexical classification  ABSTRACT  One cannot deny the fact that words and concepts are inseperable components of language acquisition. Examining words and conceptual categories gives information about language acquisition and development. In this sense conceptual constructions of the texts used in language development and preschool education have been examined. One of the conceptual classifications in the language acquisition literature is suggested by Clark (1995). This theory is used in the present study.  Vocabulary development in the mother tongue occurs by means of spoken and written texts that children are exposed to. Children see written texts via their parents in the language acquisition process. Types of these texts can be diversified. In this context this study is aimed to categorize concepts in the children’s stories which are one of the visual educational materials and to reach the principle findings about lexical hierarchy. The study is mainly based on indirect observation, content analysis and statistical analysis. Data of the study consist of 20 stories for 5;0+ year-old children. Lexical data were transcribed and compiled using Microsoft Excel and then all vocabulary lists were analysed/categorised according to Clark‘s classification (1995).  In the light of the foregoing information, the research questions are:  • What are the frequency levels of conceptual categories in children’s short stories?  • What are the frequency levels of conceptual subcategories in children’s short stories?  Findings gained from the database of this study are as follows:  • There are 4606 words in all stories’ database, 1606 of which are nouns, the most used category.  • The category of verbs is the second most used category. Verbal categories were divided into two subcategories: states and acts.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1913]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1859">
    <dcterms:title><![CDATA[The Use of Pragmatically Motivated Phraseological Units in Print Advertisements]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: pragmatics, print ad, culture  ABSTRACT  The advertising itself is said to be a sort of persuasive discourse. Namely, it is ‘‘to a large extent a discourse of highly meaningful word-puns, hard-hitting slogans or other textual devices characteristic of a maximum economy of expression’’ (Cap 2002: 41). According to Angela Goddard (2005: 71), ‘‘advertisers often rely on the fact that readers approach texts in an active way, being prepared to work to decode messages’’. Therefore, the message ought to be colorful and memorable. One of the main features of advertising is the abundance of phraseological units that should be familiar to the majority of readers within a chosen target group. To put it simply, the wording of an advertisement must fulfill the basic aim: to become an effective tool which will make a potential customer pursue an action i.e. buy a product or at least to ‘‘develop some kind of favorable mental state towards an action i.e. admit possibility of buying a product at a later date’’ (Cap 2002: 42). The paper deals with the discourse of print advertising, focusing on the stylistic potential of phraseological unit as a lexicalized bilexemic or polylexemic word group, which has relative syntactic and semantic stability, may be idiomatized, may carry connotations and may have an emphatic function in a text.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1899]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1858">
    <dcterms:title><![CDATA[Female Characters in Bosniak Oral Epic Poetry]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main focus of this study is to emphasize the importance of raising awareness of Bosnian cultural heritage for the benefit of future generations. Additional reason for this study is neglected position of female characters in Bosniak epic poetry that should be further explored due to its significant role. The third reason for choosing this topic is the fact that profiles of female characters can help us understand general position of women in Islam and in the Ottoman period. Namely, this type of poetry allows us to see this position in rather different light, which is not the case with other types of literature.  Methods used in this study: descriptive method, content analysis, comparative method and method of ideal types.  The female characters in this study are: hero&#039;s mother, sweetheart, fairies or Christian blood sister, hero’s sister and heroine. Each of these characters reflects typical and autonomous characteristics of women in the epic poem. The mother figure is the main female character in these songs. The sweetheart loves her hero and sacrifices herself for his love. The hero’s sister, Bosniak girl, is very brave and loyal. The Christian girl is ready to betray her own brother for love of Bosniak hero. The fairies are mythological creatures playing important role in these songs and mirroring old Balkan tradition of Bosniaks. A separate chapter is focused on female beauty. This chapter is relevant for the study as untraditionally speaks about female beauty - the beauty is approached in an ancient way.  This study has proven that the roles of female characters are not marginal, but relevant when it comes to development of oral epic poetry. Women are active participants to the events, not only observers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1747]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1857">
    <dcterms:title><![CDATA[Is my home (where) my language (is)? on Some Identity Aspects of the Croatian Emigrants Descendents]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: identity, Croatian language, heritage language, Croatian emigrants, language biography method  ABSTRACT  Phenomena such are language and identity are often related. For instance, language is one of very important criterion for determining someone’s ethnicity so it is possible to talk about pervasion of ethnic identity and mother tongue.  Reflections on language are often followed by ideas about its diffusion and by that fact state borders don’t have to be criterion of its spatial finiteness. Members of the Croatian minority language communities live in many countries (e.g. Italy, Austria, Hungary). Presence of Croatian language in those countries is, among other, a result of migrations in the past.  People were emigrating from Croatia in several occasions towards different destinations in the world. Despite of a new and broader cultural milieu in distant countries, they kept part of their identity through the communication with their closest family members. Among many questions that Croatian emigrants were confronted with, it is believed that identity is one of the most complex. Many descendants of those emigrants were attending language courses in Croaticum – Centre for Croatian as a second and foreign language in Croatia. In their case Croatian language is their heritage language (Jelaska 2005: 27).  The aim of this paper is description of what kind of images, attitudes and knowledge some Croatian emigrants descendants had when they came to the homeland of their ancestors and how Croatia and Croatian language look like through their newly gained perception. The data for this paper are reached by open-ended questionnaire, unstructured interview and biography method. Qualitative analysis of those data could serve as a model for the interpretation of how the descendants of Croatian emigrants see themselves, among other, through communication in languages that identify them.  Language identity is field of interest of many disciplines (e.g. sociolinguistics, philosophy). In this paper reflections on language identity are gaining ground in glotodidactics experiences.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1923]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1856">
    <dcterms:title><![CDATA[Loanwords and Soap Operas: the Return of Turkish to the Language Scene of Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Bosnian, Turkish, loanwords, soap operas, language change  ABSTRACT  Bosnian, Croatian, Montenegrin and Serbian borrowed a considerable number of words from the Turkish language during the reign of the Ottoman Empire. In the ensuing period some of these loanwords were so thoroughly adapted that the speakers of any of the four aforementioned languages no longer recognised them as such. Some of them continued to be clearly recognised as oriental borrowings, which, for the most part, meant the shift towards the present-day colloquial usage, and some were reduced to obsolescence due to their fall from grace with the speakers.  At the moment, Turkish language is making a comeback to the language scene of Bosnia and Herzegovina in two ways: through Turkish private schools operating in Bosnia and Herzegovina, and through an increasing number of Turkish soap operas being broadcast on the TV programmes in the region. This preliminary research concerns the latter, and its aim is to: give an overview of this new phenomenon, start examining how it influences the speakers of Bosnian and consequently the Bosnian language itself, try to predict further developments, and suggest further research.  Methodologically, the research consists of conducting interviews with the speakers of Bosnian who watch Turkish soap operas. The interviewer uses a questionnaire which was previously given to the subjects to think about the questions and examples. The aim is to find out: how and to what degree subjects perceive shared language material, how their awareness of it changes, whether they notice the differences of usage in Bosnian and present-day Turkish, whether elderly subjects perceive loanwords words no longer used in Bosnian etc.  The first part of the research was conducted in the first quarter of 2011 when 46 interviews were conducted, and the second part in 2013 with 20 additional interviews.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1759]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1855">
    <dcterms:title><![CDATA[Foreign Language Learners&#039; Explicit and Implicit Knowledge]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:explicit knowledge, implicit knowledge, foreign language, language acquisition, interlanguage  ABSTRACT  It has been pointed out that linguistic knowledge should always be analysed in terms of two different types of knowledge: explicit and implicit. While the access to explicit knowledge is slow and difficult, the access to implicit knowledge is fast and easy. It is, therefore, implicit linguistic knowledge that enables speakers to communicate spontaneously. Because of that it would be ideal if all knowledge of L2 were implicit. However, L2 knowledge is only partly implicit, and usually, especially in a foreign language context, mostly explicit, as a result of different processing underlying the development of L1 and L2 knowledge. The question that arises is which benefits learners have of explicit knowledge, and whether, although different, these two types of linguistic knowledge are interrelated.  This article reports on a study which analysed the foreign language learners’ linguistic knowledge in terms of both explicit and implicit knowledge. Implicit knowledge was measured by means of an oral elicited imitation test and explicit knowledge by means of an untimed grammaticality judgement test and a metalinguistic test. All tests were administered to a sample of 206 participants, Bosnian EFL learners. 100 participants were learners completing primary school (aged 14-15), and 106 were learners completing secondary school (aged 18-19).The results indicated that learners&#039; explicit knowledge is a bit, although not significantly, higher than their implicit knowledge. However, the correlation analyses showed that there is a large and significant relationship between these two types of linguistic knowledge.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1964]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1854">
    <dcterms:title><![CDATA[Developing Cross-Cultural Reflections: Exploring French Culture through Stereotypes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: cross-cultural awareness, French, stereotypes,  ABSTRACT  The foreign language teaching profession widely recognizes the central place of culture in foreign language learning and the need for learners to develop intercultural understanding and cross-cultural awareness (Agar, 1994; Block, 2003; Omaggio Hadley, 2001; Schulz, 2007; Su, 2011). But how should foreign language teachers go about it? Sercu (2002) observed that the tendency when teaching culture is to focus on facts and information using a teacher-centered approach rather than a student-centered hypotheses-refining approach more conducive to developing critical perspectives. This presentation introduces a series of tasks, designed for the early stages of French language instruction and articulated around the notion of cultural stereotypes. The goal is to propose a practical approach to broaden learners’ frame of references, foster interest in the French culture, and encourage critical reflection by providing opportunities for teachers and learners to jointly critique and assess stereotypes across cultures. Stereotypes provide a rich source for the exploration of the notion of culture and the promotion of cross-cultural reflections and understanding in the foreign language classroom because most often stereotyped images of a culture are rendered possible based on information available in that culture. When addressed and brought up to light, stereotypes can trigger a wide range of responses because whether or not they subscribe to them, learners are aware of their native culture’ stereotypes regarding the target culture. The proposed tasks are designed to involve both learners and teachers in developing progressively during the first-semester of French instruction a cross-cultural awareness, thus providing a student-centered learning experience where learners and instructors are both providers of knowledge. Using collectively co-constructed images and cultural representations present in their native culture as a foundation, the tasks move from collaborative discovery in the classroom, using songs and cartoons, to increasingly individual creative exploration through digital storytelling outside the classroom.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1754]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1853">
    <dcterms:title><![CDATA[A Contribution to Pedagogical Specialized Lexicography - Illustrated English-Serbian Dictionary of Musical Terms with Serbian-English Index]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:pedagogical specialized lexicography, music dictionary  ABSTRACT  The paper focuses on the essential lexicological concepts at the basis of the authors‟ dictionary (Illustrated English-Serbian Dictionary of Musical Terms with Serbian-English Index), as well as on the practical usage of certain rules observed when elaborating it. With over 16,000 entries (on 445 A4 pages, F9), the dictionary offers broad coverage of a wide range of musical categories spanning many eras and areas including important ancient, classical and modern musical trends, popular music, ethnomusicology, music analysis, various instruments and their technology.  Generally speaking, the dictionary propounds the entry structure that presents a lexical unit from various points of view following the vocabulary model that comprises three categories: the music-specific terms, or highly specific lexical terms in the field of music; the so-called “border terms” between the music-specific language and the general language, i.e. lexical terms that come from the general language but have acquired one or more different meanings when used in the area of music, and general vocabulary of frequent use in music. The indispensable parts of the entry word in a bilingual dictionary proposed by the authors could be summarized as follows: the presence of the entry word in its canonical form, grammatical information in the extent required by the presupposed user of the dictionary, pronunciation in the source language, orthographic information, equivalents in the target language in their canonical form, indication of the whole lexical meaning of the entry word by partial equivalents of the target language, remarks about usage restrictions, examples of application and, in some cases, illustrations.  The dictionary is tailored to serve as an essential point of reference for music students, teachers, lecturers, professional musicians, translators, as well as music enthusiasts. On a rather artful level, the dictionary may be said to be an attempt to help music enthusiasts to „English their music and music there English‟.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1939]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1852">
    <dcterms:title><![CDATA[H. 1261 (M.1845) TARİHLİ KALKANDELEN KAZASI TEMETTUAT DEFTERİ ÜZERİNE BİR DEĞERLENDİRME]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: H. 1261 (m.1845) tarihli, kalkandelen kazası temettuat defteri, değerlendirme.  ÖZET  XIX. Yüzyıl Osmanlı Devleti taşra teşkilatlarının sosyo-ekonomik durumunu ortaya koyan en derli toplu istatistikî veriler; o bölgeyle ilgili olarak tutulan “Temettuat” kayıtlarıdır. Temettü, kazanma, kâr etme, kâr, fayda, menfaat anlamlarına gelmektedir. 1844’ten itibaren tutulmaya başlanan bu kayıtların ortaya konması; bölge ile ilgili yapılacak sosyo-ekonomik çalışmalara ana kaynaklık teşkil edecek niteliktedir. Biz de bu düşüncelerle Rumeli Eyaleti Kalkandelen Kazası temettuatını konu edinen bir çalışma yapmayı uygun gördük. Buna göre 1846’da Kalkandelen Kazasında toplam 1172 hanenin kayıtlı olduğu 9 mahalle vardır. En büyük mahalle 229 hane ile Atik Mahallesi iken, Doğancı ise 28 hane ile en küçük mahalle olarak kaydedilmiştir. Ayrıca bu hanelere kayıtlı 111 hane de kiracı bulunmaktadır. Bunlar müstakil haneler şeklinde olmayıp, ev sahiplerinin haneleri üzerine kaydedilmiştir. Fakat kiracı olmasına rağmen bağımsız hanede olarak da kaydedilenler görülmektedir. Diğer taraftan bu mahallelerden Köprü, Ahmet Bey, Cedid, Atik, Doğancı, Salih Bey ve Şeyh Mahallelerinin çoğunluğu Müslüman iken, Varoş Mahallesi; Varoş Müslim ve Varoş Reaya olarak ayrı ayrı defterlere kaydedilmişse de Müslim ve Gayrimüslimlerin birlikte oturduğu mahalledir. Varoş Cedid ise Gayrimüslimlerin çoğunlukta oldukları mahalledir. Temettüüleri Müslim-Gayrimüslim bazında değerlendirme yapacak olursak; Müslümanların hane başına ortalama temettüü 313 kuruş iken, Gayrimüslimlerin ortalama temettüü 340 kuruştur. Yani Kalkandelen Kazasında azınlıkta olan Gayrimüslimler çoğunlukta olan Müslümanlardan daha zengindi diyebiliriz. Bütün bunlar bize Kalkandelen’de zengin ve fakirin, Müslim ve Gayrimüslimlerin birlikte yaşadıklarını ve sosyal barışın varlığını göstermesi bakımından önemli ipuçları sunmaktadır.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1951]]></dcterms:extent>
</rdf:Description></rdf:RDF>