<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/1841">
    <dcterms:title><![CDATA[Acquisition of Professional English Lexis in the Field of International Relations and Diplomacy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: international relations and diplomacy, methods of teaching, vocabulary acquisition, relevant context, competent use of professional language  ABSTRACT  In the global arena of international relations, the role of a diplomat is to bridge cultural, social, and geopolitical differences while achieving, first and foremost, professionalism and efficiency. In order to accomplish this, a diplomat has to have excellent command of foreign languages, where English is unanimously recognized as lingua franca. Competent use of a foreign language in diplomacy not only serves as an instrument of communication, but often underpins the very foundation of the diplomatic vocation. That is why the education of future professionals places great emphasis on foreign language courses as the mainstay of the core curriculum. Assuming that students have already mastered general foreign language structures, the aim of such courses is the acquisition of specific terminology in international relations and diplomacy, which incorporates the lexical fields of law, economics, geopolitics, sociology, communication sciences, cultural studies, and the like. The objective of this paper is to demonstrate different methods of introducing, acquiring and using subject-specific vocabulary for students of international relations and diplomacy. The best sources for teaching such professional vocabulary are the materials that focus primarily on international current affairs, keeping students up to date, which is fully compliant with the principal requirements of the diplomatic profession. Teaching materials include authentic audiovisual recordings and newspaper articles, as well as non-authentic material, such as vocabulary exercises, prepared specifically as a complementary means of revision and recycling of the subject-specific lexis. The approach adopted in the teaching process starts from introducing the subject matter, followed by a methodologically processed written text used to pinpoint specific terminology. Follow-up exercises are designed to provide additional practice and reinforcement with the purpose of independent and confident use of newly acquired vocabulary in a written or oral text form. Such lexical recycling should result in professional language competence and proficiency.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1779]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1840">
    <dcterms:title><![CDATA[Who Is to Be Taught in Today’s Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: motivation, IT, teaching methodology, creativity in class  ABSTRACT  Nature of communication of young people requires new communication roles of teachers and pupils/students in today’s classroom. New technologies, social networks and speech communities that shape ways of communication of the youth force teachers to rethink their roles and “update their status” in the classroom. Having in mind that teaching foreign languages means teaching communicative competence and social knowledge, teachers have to learn about new identities of their students, shaped in a new, IT – supported society and virtual world of the internet. Such a world brings new learning habits and techniques of students, which forces teachers to adjust their own identities in the classroom, in order to establish good communication, teaching and finally learning channels with their students.  Teachers also need to rethink their own role and competences when it comes to the most challenging aspects in the new inclusion school system in Herzegovina-Neretva Canton: teacher training, IT support and especially the element of creativity, which is necessary for final implementation of educational reform in the existing context in this Canton.  The authors conducted a poll with forty seven elementary and high-school English teachers from HN Canton. This paper presents detailed results and conclusions gained through this combination of scientific research and practical exchange of experience with English teachers from HN Canton. It will bring a new light on the current situation in the English classroom in HN Canton, namely: IT competences of teachers, motivation of both teachers and students, teaching methodology and techniques used in the classroom, lifelong learning aspect, (non)existence of infrastructural and material support in their schools etc., with a specific view of teachers’ perception of all these aspects of their work.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1776]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1839">
    <dcterms:title><![CDATA[StepTogether - CLIL for Migrant Students in Public Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: CLIL, intercultural education, limited language codes, less taught languages,migrant integration  ABSTRACT  The StepTogether program at the University of Miskolc develops a CLIL teaching tool d for migrant children attending primary school in 3th–8th grades in Hungary, where migrant children are integrated in the public education by their age, regardless their language competencies.  The aim of the developers was to offer a practical help for teachers to integrate children with limited Hungarian language codes in traditional classroom activities. The StepTogether concept is helping children develop their language skills while they are dealing with the same topics as their dominant language classmates in Mathematics, Nature, Language and Literature classes. The structure of these teaching aids allows all teachers to contribute the language development process of the children and helps to create an open, intercultural classroom climate.  The content-basis of the materials is in harmony with the Hungarian National Core Curriculum and Framework Curricula, while their approach is language-driven, since it’s primary goal is to improve the L2 Hungarian competencies of the immigrant children.  Based on our studies, conducted with 120 migrant students and their 32 teachers in five educational institutions (two Englich-Hungarian bilingual schools, one monolingual Hungarian School and two minority schools, a Turkish and a Chinese school) for 3 years, the StepTogether teaching tool proved to be higly supportive for L2 Hungarian development, it offers an effective solution to the challenges arising from the diversity of L1 and L2 Hungarian competences within the classroom and supports the social and cultural integration process of non-dominant language students. It also helped to involve migrant parents in learning by integrating the culture of origin in the classroom work. The presentation describes the main features of the project, the structure and instruments of the language teaching tools and student and teacher feedbacks.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1764]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1838">
    <dcterms:title><![CDATA[University Students’ Perceptions of Native and Non-Native Teachers of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: native and non-native teachers, EFL, students&#039; perceptions, teaching and assessment  ABSTRACT  The fact that English is becoming a world language has led researchers to think about English teaching environments. The concept of native and non-native English teachers is one of the topics that were studied by the literature. The majority of the studies considered the teachers’ perspective, rather than studying the learners’ opinions on the issue. Among the ones that did examine the students’ opinions, EFL context based studies are rare. Turkey is one of the countries where English is taught as a foreign language. We need to investigate the students’ perceptions about the issue in order to improve the language education in this context. This study investigates the issue from the university students’ point of view. The study is based on three concepts: (a) whether the students prefer native speaker teachers over non-native ones; (b) whether the previous experience of native teacher has any effect on students’ perceptions; and (c) whether there are any differences perceived by the students between native and non-native teachers in terms of assessment and teaching. The participants are randomly selected 132 students from Middle East Technical University, Turkey. An online questionnaire was used for data collection process. Overall results indicate that the students show a tendency to favor native English teachers over non-natives; however, the students favor non-native teachers of English when it comes to teaching English grammar.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1737]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1837">
    <dcterms:title><![CDATA[Student Orientation Programs at Schools as Means to Initiate an Effective Educational Process]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:homeroom, extracurricular, roster, dismissal, custody  ABSTRACT  Student orientations are events that all of the students of a school attend. Students that make the decision to enroll in a school attend one of the student orientation programs that is specifically organized for the student’s grade level. Newly enrolled students primarily complete their registration process in addition to getting familiar to the processes taking place in the new school, while previously enrolled students also attend regarding issues that are renewed and updated each academic year.  Many issues are addressed during student orientations onsite at desks, which are supervised by the assigned school staff. Some of the issues that are communicated to the students and parents at these desks are; bell schedule, class rosters, elective course registration such as choice of foreign language, homeroom teacher, free and reduced lunch application, lunch and breakfast menus, extracurricular activities and after school clubs, shuttle bus services, student drivers, parking lot safety, traffic flow chart, dismissal plan, floor plan, student pick-up policies, school uniforms, school supplies, student handbook, safety handbook, Gifted and Talented Program nominations, Parent-Teacher Organizations and Parent Teacher Associations, student identity (ID) cards, student and parent passwords for school database, etc.  After visiting all desks and completing the required tasks, students and parents sign-out of the student orientation program at the final desk, where they also have the chance to see whether they have missed anything.  Consequently, in this study, various steps of student orientation process are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2100]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1836">
    <dcterms:title><![CDATA[Open House Programs and Registration Process for New Student Enrolments at Schools as Means to Initiate an Effective Educational Process]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:superintendent, extracurricular, tutorial, standardized  ABSTRACT  Open houses, student orientations, student enrolments and registration processes are all events that are organized primarily for new students and their parents that are enrolling for the first time in a school. New student enrolments mostly occur in Pre-Kindergarten, Kindergarten and 1st grade levels since either one or more of these grade levels are optional to attend for any given country in today’s world. New enrolments to upper grade levels are also possible especially if transferring from other schools. Chronologically, first, open house event takes place followed by the student orientation and then the registration process, which can all be very strong means to initiate effective communication and understanding between the students, parents and the school, thus contributing to the educational process if planned well and organized and administered carefully.  During open houses, an authorized staff member, usually the principal or assistant principal and sometimes superintendent or assistant superintendent representing the educational institution makes a presentation introducing his/her school to the audience. At the end of the presentation, the presenter briefly explains the registration process and the documents that would be needed for enrolment, which are also usually handed out to the audience in the form of a packet along with the registration checklist document.  Consequently, in this study, various steps of open house and student enrolment processes are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2084]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1835">
    <dcterms:title><![CDATA[Emotions, Visual Rhetoric, and Pragmatic Inferencing in Campaigning Discourse]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:advertising discourse, implicature, multimodality, relevance, visual rhetoric  ABSTRACT  This paper aims to explore the dialogic relations between form and function in multimodal discourse by looking into the print advertisements for the Olympics 2008 released by Mainland China. Data for analysis are chosen on the grounds that, first, the wordings in Mandarin Chinese are simple, slogan-type, e.g. Aoyun re, re bian jingcheng! (‘The Olympic Fever Heats the Whole Beijing’); but creatively interweaving the Games’ logo with attractive pictures and colour symbolism concerning Beijing City through which the messages could be plenty. Secondly, they encourage the (active/imaginative/creative) audience to integrate the semiotic elements (linguistic slogans and visual images) to trigger cognitive contextual effects, namely pun, irony, metaphor and humour, and will perform various pragmatic/communicative functions thereafter. Thirdly, they are ideologically significant for conveying the frames of the Olympic humanistic spirits – harmony and peace, promoting and enhancing traditional/wide-ranging Chinese culture, inviting and persuading the audience to recognise the prominent values in a fresh and friendly style.  The audience’s mental processing/inferential processes of perception, comprehension and interpretation in multimodal communication are approached within Relevance framework (Sperber &amp; Wilson, 1986/1995; Forceville, 2005; Noveck &amp; Sperber, 2004). She searches for optimal relevance in the interpretation process, during which a wide array of implicatures involving feelings, attitudes, emotions and impressions would be inferred and derived from non-/verbal communication together with the contexts, depending on different degrees of involvement and shared cognitive environment. The sociocultural aspect of visual communication and language use is further explored to see the inseparable relationship between sign systems/language and social meaning. Lending itself as a symbolic arena for embracing competing ideologies, multimodal discourse displays the gist of, and adds interest to, social semiotic interpretability, reflecting the social cohesion/interaction and cognitive dynamics of communicator and audience, thus maintaining the dialectical relationship between sociocultural structures and social practice/discourse (Fairclough, 1995).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1962]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1834">
    <dcterms:title><![CDATA[The Motifs of Gothicism in The Secret Agent by Joseph Conrad]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: horror, violence, provocation, darkness, urban, murder, bombing  ABSTRACT  The stereotype utilization of a fear-causing beast in dark abyss teams up with Gothicism in a general sense. The ever-articulated elements of black horror are claimed to be transformed into the dynamics and requirements of modern life. Claimed to have a critical eye on traditional Gothicism, Joseph Conrad appears to be provocative for the re-analysis of gothic tendencies in his novels. If the objective of horror fiction stipulates the involvement of dangerous and gloomy imprisonment of a victim, we can well also expect such darkness injected into a ‘spy novel’ like The Secret Agent (1907). In fact, contrary to the trend, Conrad experiments on a unique debate with the gothic tradition educating readers about the optimistically and unprecedentedly endorsed elements of Gothicism in The Secret Agent. This paper, thus, deals with the motifs of Gothicism such as darkness, silence, domesticity, psychological violence, and etc as reflected in the novel, which could be labeled as quite different from the mainstream.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2106]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1833">
    <dcterms:title><![CDATA[ŞAİR TEZKİRELERİNDE BOSNA TASVİRLERİ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şair Tezkireleri, Bosna.  ÖZET  Klâsik Türk edebiyatında şair biyografileri hakkında bilgi veren şuara tezkireleri, içerdikleri biyografik bilgilerin yanında edebî açıdan da bazı malzemeler ihtiva eden eserler durumundadır. Bunlardan biri de tezkire müelliflerinin şairleri tanıtırken onların doğdukları, yaşadıkları veya herhangi bir vesileyle bulundukları mekânları da söz konusu etmeleridir. Tezkireciler, bazen sadece bahsi geçen yerin adını vermekle yetinirlerken bazen de benzetme unsurlarından yararlanmak suretiyle o mekânı tasvir ederler. Böylece şairlerin hayatlarına dair bilgiler verirken aynı zamanda devrin edebî ve kültürel merkezleri durumundaki coğrafî mekânları da kendi bakış açılarıyla tanıtmış olurlar. Bu tebliğde, Türk edebiyatında XVI. yüzyıl ile XVIII. yüzyıl arasında kaleme alındığı ifade edilen şair tezkirelerinde, şairlerin hayatlarına dair bilgi verilirken Bosna’nın hangi ifadelerle ele alınıp tasvir edildiği ortaya konmaya çalışılmıştır. Böylelikle tezkire müelliflerinin Bosna’ya bakışları kronolojik olarak dikkatlere sunulmuştur.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1954]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1832">
    <dcterms:title><![CDATA[Verb Movement in Bosnian: Overt or Covert?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: head movement, overt and covert movement, split IP hypothesis, sentential and manner adverbs, strong and weak T head;  ABSTRACT  In this paper we take a closer look at two verb movement operations that have been recognized in the literature, i.e. V-T movement (previously termed V-I movement) and T-C movement (previously termed I-C movement), and their covert (post-Spell-out, LF) or overt (pre-Spell-out) application in the Bosnian language. We apply Pollock&#039;s tests (1989) to determine whether there is V-T movement in this language, focusing primarily on the position of main verbs with respect to adverbs (manner and sentential) and negative particle ne in declarative sentences. In addition, we use Izvorski&#039;s tests (1993) to show that T-C movement might not be an option in Bosnian, basing our discussion on the position of main verbs with respect to subjects and adverbs in wh-questions. However, we briefly discuss the problem which this claim may raise for yes-no questions in this language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2111]]></dcterms:extent>
</rdf:Description></rdf:RDF>