<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/2828">
    <dcterms:title><![CDATA[Linguistic competence vs. Translation competence: A pedagogic  approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to address the issue of linguistic competence  versus translation competence seen from a pedagogical perspective. I will start by  reviewing the well-known distinction between competence and performance and their  interrelatedness. Other dimensions will be added to linguistic competence, which  together contribute to the process of language learning (either foreign or second):  sociolingistic competence, pragmatic competence and intercultural competence. In  close connection with linguistic competence I will try to delineate the components of  translation competence, by outlining similarities and differences between the two  processes. Some elements of translation competence, apart from those that are also  inherent to linguistic competence will be analysed and exemplified: monitoring  competence, ICT competence and content-knowledge competence. From a pedagogic  viewpoint, in order for the students to attain a certain degree of translation  competence, their level of linguistic competence must be fairly well-developed (at  least upper-intermediate, or B2 according to the Common European Framework of  reference for languages); however, when learning how to translate, students have to  be able to further enhance their linguistic competence. Therefore, I will also attempt  at providing a basic teaching methodology involving the use of translation in  EFL/ESL classes, so as to increase students‘ both competences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[560]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2488">
    <dcterms:title><![CDATA[Linguistic Proficiency within Language Teacher Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The dilemma of language teacher education at university level lies in how best to balance the educational philosophies and theories with the practicalities of the methods and techniques. The question of the students’/trainees’ linguistic ability to undertake language teacher education should not arise.  After all, they have taken and passed the entry requirements which include recognition of their linguistic ability either in the form of externally set and marked exams or of audited and certified internal exams.  The participants on a language teacher education course are expected to know how to speak the language and to be able to follow educators with MA and PhD initials after their names, while needing only to fine tune their reading and writing skills to incorporate the academic.      Yet, sometimes the level of the pre-service teachers’ English is such that the “How to teach” lectures and course books are, at least initially, beyond the students understanding, and there needs to be an emphasis on students developing their language proficiency.      This workshop addresses how teacher training is possible in the absence of a course book with students who have learnt English as a Foreign Language, and whose levels favour a lecture based format with heavy emphasis on memorization and translation.   Attendees to the workshop will participate in two shortened demonstration lessons (Intro to TEFL and Theories and Methods) given respectively to third year and fourth year students at the Arab American University Jenin, Palestine.  The activities will allow the participants to better judge the experience of being a pre-service language teacher and so be more informed when deciding on the feasibility of student-centred learning in the university setting.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[999]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2358">
    <dcterms:title><![CDATA[Linking Green supply chain management with environmental Technologies and an  application of technology selection]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper, relations between green supply chain management and environmental  technologies are presented. Environment technologies are taken as preventing the pollution in  forward supply chain, controlling pollution in reverse supply chain and technologies that  improves the environmental performance in integrated supply chain. In the study, key  criterion of technology selection is evaluated with Fuzzy AHP (Analytical Hierarchy  Process); their priorities are defined and by using these priorities technology selection is  made. Having a significance part in company’s total cost, proper and suitable selection of  technology investment is emphases.  Keywords: Green supply chain management, Environmental technology, Fuzzy AHP]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1133]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/887">
    <dcterms:title><![CDATA[LISTENING - A NEGLECTED SKILL IN ESP COURSES AT IT DEPARTMENTS IN SERBIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research has two main purposes:     1. to distinguish structural types of synonymic groups;  2. to verify the headwords of synonymic groups as a linguistic or psycholinguistic concept.    Typically headword has: 1) common semantic elements, 2) the highest frequency, 3) no stylistic and emotional connotations.     The main source of data is results of two experiments and data Russian National Corpus. Subjects&#039; task was to choose the main words of the submitted groups. We use 32 synonymic groups, taken from the Russian synonymic dictionaries: the first experiment contained 12 synonymic groups, the second - 20 synonymic groups. 45 subjects participated in the first experiment, 67 – in the second experiment. We distinguished two types of synonymic groups with a different structure.    The first type (centric synonymic groups) consists of synonymic groups, headword of which can be uniquely identified by experimental and corpus data. In such cases, the subjects unanimously determined the headword, and the headword is the most frequent word of the synonymic group. There are 8 (67%) such groups in the first experiment and 14 such groups (70%) in the second experiment.     The second type (non-centric synonymic groups) includes synonymic groups, in which the subjects were not able to choose the main word of the synonymic groups. There are 4 (33%) such groups in the first experiment and 6 such groups (30%) in the second experiment.     It is impossible to distinguish the headword in non-centric synonymic groups. Such synonymic groups are integrated by a semantic gestalt based on a nonverbal semantic code. Formal and component analysis of non-central synonymic groups is not effective.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3550]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/913">
    <dcterms:title><![CDATA[LISTENING - A NEGLECTED SKILL IN ESP COURSES AT IT DEPARTMENTS IN SERBIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Listening in another language is a hard job so English teachers have to use various strategies to make it easier and to be very careful in choosing the material for listening in order to motivate their students and keep their attention. Most of the listening activities have for their main purpose the comprehension, but one should have one more perspective in mind, and that is acquisition. The main reason is that the youth is immersed into the world of multimedia which has become a part of their everyday life which implies that they listen to and/or watch various materials in English. It is especially true for the students studying Information Technologies (IT). The generation attending ESP courses are fully oriented towards a wide range of audio-visual sources in English whether for the purpose of entertainment or informing about stateof-the-art technologies or both.  The author of the paper conducted a research that investigated the needs of IT students at eight IT departments in five towns in Serbia during the academic year 2011/2012.. The author used mixed-method research which included quantitative and qualitative research methods. The researcher used two questionnaires were used, one for professors and assistants teaching IT subjects (N=77) and one for IT students of II and III year of IT studies (N=735), a structured interview (10 professors, 10 assistants and 16 students) and simultaneously analysed 25 English courses specifications at IT departments were the research was conducted. This paper will present merely the results that address the needs of IT students regarding  the properties of listening material that the informants have found appropriate and significant. The obtained results can help ESP teachers to reconsider the amount of listening activities in their classes and to think about the potentials of offered listening materials and the way of incorporating them into their classes.      Keywords: listening, ESP, Information Technologies, listening material;]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3549]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/211">
    <dcterms:title><![CDATA[Listening activities: teachers and students think the same in Sarajevo?]]></dcterms:title>
    <dcterms:date><![CDATA[2016]]></dcterms:date>
    <dcterms:extent><![CDATA[3239]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1845">
    <dcterms:title><![CDATA[Listening Barriers According to Turkish as a Foreign Language Learner]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Listening, Listening Comprehension, Listening Education, Foreign Language, Turkish  ABSTRACT  Bireyin çevresiyle etkileşimini sağlaması, öğrenmelerini gerçekleştirmesi, dilini etkili bir biçimde kullanması, düşüncelerini ifade edebilmesi, hem eğitim hem iş hem de fikir dünyasında başarıyı yakalayabilmesi için dil becerilerini tam olarak öğrenmesi gerekmektedir. Dil becerileri dinleme, konuşma, okuma, yazma, görsel okuma ve görsel sunu öğrenme alanlarından oluşmaktadır.  İnsanoğlu ailede, çevresinde, okul ve iş hayatında kısaca bireysel ve toplumsal ilişkilerinin tümünde konuşan ve dinleyen durumunda bulunmaktadır (Taşer, 1992). Doğumuyla yaşama merhaba diyen bir birey ana diline ilişkin ilk bilgileri dinleme yoluyla edinmeye başlamaktadır (Temur, 2010). Karadüz’e göre (2010) “İnsan algılamaya, tanımaya, tanışmaya, düşünmeye ve anlam vermeye dinleyerek başlamakta, hayatından başlangıcından sonuna kadar her döneminde de dinlemeyi en önemli öğrenme aracı olarak kullanmaktadır.” Bu özelliği ile diğer dil becerilerinin kazanılmasında temel oluşturan dinleme becerisinin üzerinde durulması gerekmektedir. İnsanoğlunun yaşamı boyunca yaptığı faaliyetlerin ortalama olarak yarısına yakını dinlemekle geçmektedir. Minnesota Üniversitesi’nde Dr. Lyman K. Steal tarafından yapılan araştırmada bireylerin iletişime ayırdığı sürenin %45’inin dinlemeyle geçtiği ortaya konmuştur (Yıldız, Okur, Arı, &amp; Yılmaz, 2008)  Başkalarının ilettiği sözlü mesajları anlayabilmek için, kişinin belli düzeyde dinleme beceri ve alışkanlığı edinmiş olması gerekir (Kavcar, Sever, &amp; Oğuzkan, 1995). Fakar bazı durumlarda birey iletilen sözlü mesajı anlamlandırırken önüne bazı engeller çıkmaktadır. Bu engeller nedeniyle dinleme ya eksik olmakta ya da hiç gerçkeleşmeyerek işitme aşamasında kalmaktadır. Özellikle dili yeni öğrenmekte olan bireylerin bu gibi durumlarla karşılaşması muhtemeldir. Bu araştırmada Türkçeyi yabancı dil olarak öğrenen öğrencilerin karşılaştıkları dinleme engellerine ilişkin görüşlerini belirlemek ve bu öğrencilerin dinleme becerilerini geliştirmeye yönelik öneriler ortaya koymak amaçlanmıştır. Bu amaç doğrultusunda araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılacaktır.  Araştırmanın çalışma evreni 2012-2013 eğitim öğretim yılında Gazi Üniversitesi Türkçe Öğrenim Araştırma ve Uygulama Merkezinde öğrenimine devam eden üniversite öğrencileridir. Bu evrenden 10 kişi basit tesadüfi örnekleme yöntemi ile seçilecektir.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1787]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/486">
    <dcterms:title><![CDATA[LITERARINESS AS FREEDOM OF THINKING]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study argues about the advantage of the linguistic approach to literature in enabling students become aware of the multiple perspectives of narration giving them the power to do the work that otherwise the supreme interpreter would have done for them, thus sharpening their critical thinking skills. Contemporary novels in Albanian will be examined, by renowned writers such as Ismail Kadare and Ben Blushi. Kadare, probably the most famous Albanian writer ever, will be argued as an example of the author who kept the free thinking alive during the period of extreme totalitarian regime where the language was saturated with communist manipulative rhetoric, and his literature achieved this specifically with impersonal techniques of narration. These texts will be analyzed by pointing out the main linguistic indicators of interior monologue (Cohn), such as features of agency, transitivity, passivization, nominalization, deictic expressions, and free indirect speech.  Examples from popular fiction will be discussed, taking into account the negative connotations about popular fiction as a kind of literature associated with industry and entertainment, as opposed to literary fiction which is studied at the academia. Popular fiction will be explored from the perspective of provoking public discussion about important societal issues, such as is the case with the Albanian author Blushi who aroused heated debate and was accused by the Muslim community for ruining the religious harmony of Albanians. This debate will be compared with the initiative to review Kosovar history textbooks due to their negative portrayal of Turkey. As  conclusion, the study aims to demonstrate that  perspectival narration may be used as  teaching strategy to help readers explore the other’s self and  develop freedom of thinking.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2709">
    <dcterms:title><![CDATA[Literary Antecedents of the Absurd]]></dcterms:title>
    <dcterms:abstract><![CDATA[As is well-known the concept of the Absurd is an off-shoot of Existentialism which  was born in the 19th century and reached almost global acceptability in the early 20th  century thanks to the works of Kafka, Camus, Sartre and the Absurd playwrights like  Beckett and Pinter. This paper tries to show that the Absurd had literary  manifestations in earlier literatures also. This does not aim to be an exhaustive survey  of ―the tradition of the Absurd‖ as in Martin Esslin‘s The Theatre of the Absurd. A  unique feature of this paper is the linkage which it establishes between the Absurd and  the Persian poet Omar Khayyam.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[69]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2415">
    <dcterms:title><![CDATA[Literary Texts in Foreign Language Teaching Didactization of German Ballads]]></dcterms:title>
    <dcterms:abstract><![CDATA[In foreign language teaching can be used appropriate texts. What are “appropriate texts” .in parallel to the velocity and multifunctionality, they are given importance especially in modern technology. Since they are short and multifunctional, in this paper will be treated ballads in the context of foreign language teaching. Ballads, which have  lyrical characteristics, and also epic and dramatic features, provide a good material exercises in order to develop reading, writing, listening and speaking skills. Ballads are also texts that can be used from the content perspective for the acquisition of a historical and cultural, intercultural knowledge and competence. In this  paper the example of attempts by various ballads show that literary texts in foreign language teaching can be used diversely and that  text-selection is relevant.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[777]]></dcterms:extent>
</rdf:Description></rdf:RDF>