<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/1791">
    <dcterms:title><![CDATA[ESP in the Academia]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:ESP, vocational English, academia, teaching, syllabi  ABSTRACT  The role of the English as lingua franca is indubitable, and our academia acknowledged this fact a long time ago. Nowadays it is almost impossible to find any university programme or department which does not have English course(s) in their curricula. Understandably, the particular syllabi have been made according to the specific, usually vocational, needs of each of the programmes or departments. Nevertheless, if a closer look is made into the syllabi of English language departments in Bosnia and Herzegovina, it becomes obvious that very little, if any, attention is paid in teaching English for Specific Purposes. Even though one can see some traces of ESP in the above-mentioned departments, the majority of teaching has still been focused on teaching what can be called “general English”.  This presentation will focus on the results of the survey of the present state in teaching of the ESP at the University of Banja Luka, the second largest university in Bosnia and Herzegovina. There has been a need felt that the English departments throughout the country should immediately take some action into introduction of courses in ESP not only in the first cycle studies, but also in the second and the third. There is a need felt in the academia for professionals who will both be experts in the language itself and the specific needs which each branch of the ESP has.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2056]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1790">
    <dcterms:title><![CDATA[Stylistic Analysis of Contemporary Russian Advertisement]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Linguistic Stylistics, Contemporary Russian Advertisement  ABSTRACT  The paper explores the stylistic features of a contemporary russian advertisement. Definition, classification and short historical development of a russian advertisement are considered as well as a structure of the advertisment text and the function of slogan.  It can be argued that advertisment has its own place in functional style systems. Different frequency of functions of language (by Jakobson) form a specific communication with consumers. The analysis includes different levels of language, i.e. phonological, graphological, morphological, lexical and syntactic level, for ex., use of proverbes, neologisms or idioms on a lexical level or use of pronouns and adverbs on the morphological level.  Rhetorical figures are used very often, which makes advertisment persuasive, impressive and effective. Paper also explores their use and use of war metaphors.  The analysis is based on different types of advertisement in russian magazines. It can be argued that the contemporary russian advertisement has a complex linguistic and stylistic structure.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1888]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1789">
    <dcterms:title><![CDATA[Metacognitive Regulations in Adult Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study examines the relationship between metacognitive regulation and the acquisition of passive vocabulary knowledge among Malaysian adult ESL learners. Metacognitive regulation involves decisions about planning, monitoring, or/and evaluating the best ways to acquire English vocabulary.  Two entities make up metacognitive regulation in this study namely selective attention such as making notes of words which seem important, and self-initiation such as reading other English reading materials besides textbooks to expand one’s vocabulary knowledge. The metacognitive regulation level of the ESL learners is analyzed using the Vocabulary Learning Questionnaire. Simultaneously, their passive vocabulary knowledge is assessed using the Vocabulary Levels Test. Passive vocabulary knowledge is usually defined as what one needs to know about a word in order to use it in reading and listening. 360 university students aged between 18 to 21 years old were involved. Though metacognitive regulation is not that preferred by the respondents, it positively and significantly correlates with passive vocabulary knowledge. Further discussion focuses on the significance of metacognitive regulation in vocabulary acquisition. This paper concludes with a discussion on the pedagogical implications of these results.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1708]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1788">
    <dcterms:title><![CDATA[The Usage of Visual Aids and the Academic Achievement of the Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Academic Achievement,Using visual aids,Visual aids,Grammar,FLT  ABSTRACT  The usage of visual aids in foreign language teaching and learning is very crucial. This study aims to investigate the effect of the usage of visual aids on the academic achievement of the students in the prep-school of Gaziosmanpaşa University, Tokat. 53 participants of the 63 students participated to the study. The results show that there is an effective usage of visual aids at the prep-school of the university. However there is not a significant effect of the visual aid usage on the academic achievement.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1898]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1787">
    <dcterms:title><![CDATA[Key of Language Assesment: Rubrics and Rubric Design]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: rubric, rubric design, language assesment, rubric types, performance assessment  ABSTRACT  Rubrics are the guidelines of language instructors in the continuum of language teaching process. They play a role in the clarification of grading process. While walking on the way of grading, a language instructor can`t ignore the milestones of that process, which are objectivity, consistency and efficiency.  This paper aims to provide an understanding towards rubrics and its concerns such as definitions and types of rubric, where and how to use it, what the most appropriate use is, understanding of rubric design from different perspectives and its in-class use etc. The literature review on rubric design is examined and aimed to propose a guide to understand it in this paper]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1971]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1786">
    <dcterms:title><![CDATA[The Effect of Daynamic Assessment on Iranian Efl Learner&#039;s Use of Discourse Markers in Their Writing]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates the impact of Daynamic Assessment on Iranian EFL Learner’s use of discourse markers in their writing. The participants of the study were 60 undergraduate students , who were learning English at the Zabansara institute of Marand. For eliciting the necessary data, participants were given a pretest of writing ability to check their initial knowledge about using of discourse markers in their writing. We divided participants to two groups, control and experimental . The experimental group were then exposed to explicit instruction of discourse markers by Daynamic Assessment approach , for six successive sessions. The control group received no instruction. Finally, a post test was administered to them for measuring their writing ability with discourse markers in focus. The findings indicated generally that explicit instruction of discourse markers by Daynamic Assessment approach significantly improves EFL Learner’s use of discourse markers in their writing. These findings call practitioners to pay more attention to discourse markers in their writing , which their using of discourse markers and their writing ability developed by explicit instruction of discourse markers through DA approach.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1930]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1785">
    <dcterms:title><![CDATA[Issues in Syllabus Design: Needs Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper is trying to define the needs and then categorize the needs according to different dimensions and see the factors influencing needs analysis (NA).NA should consider both present and future needs of the learners in one dimension and needs of the instruction program and authorities in another dimension. The Needs can be acquired from the learners to see what their necessities are in the real world. Target needs are different from the learner&#039;s needs also authorities and teachers expectation of the course affect the selection of the target needs and their grading in that course.NA in necessary in Both General purpose English and ESP (English for specific purpose) but in ESP the learners are more aware of their own needs. Sometimes they can participate in curriculum development in planning, implementing, evaluation, management and administration in order to make them involved and motivate them for language learning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1786]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1784">
    <dcterms:title><![CDATA[The Review of Interaction Enhancement and EFL Learners&#039; Language Learning.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Interaction Hypothesis, Input Hypothesis, Output Hypothesis, Input, Output, Modify.  ABSTRACT  Current article investigates through Interaction Hypothesis and its advantages in learning language. This study distinguishes similar hypothesis such as, Input and Output Hypothesis to make a better understanding of Interaction Hypothesis. Interaction gets merits of integrated Input and Output hypothesis to prepare interactive atmosphere for learners to modify the inputs and show their learning by making their own outputs.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1803]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1783">
    <dcterms:title><![CDATA[The Review of Interaction Enhancement and Efl Learners&#039; Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Interaction Hypothesis, Input Hypothesis, Output Hypothesis, Input, Output, Modify  ABSTRACT  Current article investigates through Interaction Hypothesis and its advantages in learning language. This study distinguishes similar hypothesis such as, Input and Output Hypothesis to make a better understanding of Interaction Hypothesis. Interaction gets merits of integrated Input and Output hypothesis to prepare interactive atmosphere for learners to modify the inputs and show their learning by making their own outputs.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1832]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1782">
    <dcterms:title><![CDATA[A Comparative Analysis of Cohesive Conjunctions Use in the Weather Forecast of Native and Non-Native Reporter]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study analyzes 2 types of texts which has been taken in one accidental day one from weather forecast news of BBC channel(reporting by native speaker of English), and another from NHK TV(reporting by non-native speaker of English).The Cohesive devices (reference, conjunctions, substitutions /ellipsis, lexical cohesions) were identified in both texts and then conjunctions were chose from 2 texts to compare with each other from 2 points of view:1)type of cohesive conjunctions which are used in two texts and 2)frequency of them. Findings of the study indicated differential uses of cohesive conjunctions in 2 texts and more uses of some cohesive conjunctions in non-native English speaking reporter.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1809]]></dcterms:extent>
</rdf:Description></rdf:RDF>