<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/1928">
    <dcterms:title><![CDATA[A New Understanding of Linguistic Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this talk I will argue that our notion of linguistic competence needs to be revisited. Static depictions of the grammar of the target language are not suitable for informing research and language teaching. The fact is that language is dynamic, a characteristic that the term “competence” does not reflect.  By entertaining a view of language informed by Complexity Theory, we will come to see language as a complex adaptive system. Complexity theory sees language as a set of patterns emerging from use. Those that are frequently-occurring become emergent stabilities in a complex system. The patterns themselves are variegated in form, and their borders are graded, not discrete.Complexity theorists subscribe to an emergentist view of language development. As such, no innate language acquisition faculty is posited. Instead, it is thought that a learner’s language resources develop from the interactions that the learner experiences. Out of these interactions, a new order self-organizes. Development is thus never complete, and a learner’s language resources can be seen as a dynamic ensemble of interacting patterns.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1716]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1929">
    <dcterms:title><![CDATA[Reform of English Learning Education in Macau: Challenges and Opportunites]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:teacher training, Macau, gaming industry, privatization, TESOL  ABSTRACT  The lucrative casino industry in Macau has positioned this special administrative region of China as one of the world’s fastest growing economies. Since the liberalization of the gaming industry in 2002, Western investors and casino operators have quickly developed Macau into the world&#039;s gaming capital - surpassing the Las Vegas Strip in 2006 and earning five times more than their Nevada counterpart in 2012. With a population of only 538,000, coupled with a growing demand for laborers, Macau currently enjoys a seemingly stable unemployment rate of 2 percent. Nonetheless, it has been challenging for Macau to meet the casino industry&#039;s human capital demand. Macau is currently in need of skilled workers, including those who can speak proficient English in order to continue its goal of becoming an international city. Government and casino companies have sponsored various training programs to address this demand for English-proficient workers (Cheang 2012). However, such efforts remain inadequate without a consistent territory-wide English curriculum or effective teacher training in foreign language pedagogy, leading to student demotivation to learn English (Hu 2011). The legacy of Macau&#039;s history as a Portuguese colony has left it with no experience with centralized education reform (Tang and Morrison 1998). Although a large sum of money has been thrown into foreign language education, there are no official quality assurance mechanisms to guarantee any type of proficiency or learning outcomes in Macanese education (Chou 2012, Lau 2010). This paper explores the challenges of implementing a systemic approach to raise the quality of English language learning in Macau. Primary obstacles are (1) the lack of government-control over K-12 education; (2) the incentives of pursuing competitive pay in low-skilled jobs in the gaming industry instead of higher education; and (3) the failure of Macau&#039;s government to incorporate quality assurance and teacher training into education reform.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2090]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1930">
    <dcterms:title><![CDATA[Task-based Language Teaching( TBLT) in Chinese Higher Education: EFL Teachers’ Perceptions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:TBLT, EFL teachers, Chinese college  ABSTRACT  Very large numbers in English language classes in China present a challenge to language learners, teachers and policy makers. Nunan’s (2003) proposal that TBLT can be of particular relevance in the Asia-Pacific countries suggests that empirical studies in this area are necessary. This paper reports on an empirical study of the perceptions of Chinese teachers of English in higher education.  As the number of English learners in China has increased dramatically, it is not rare to have a college class with over 100 students especially since the expansion of college enrolment in 1999 (Wang&amp; Zhang, 2011). Nunan (2003) suggests that TBLT emerges as a central concept from a study of curriculum guidelines and syllabi in Asia-Pacific countries including Japan, Vietnam, China, Korea and Malaysia. The National Curriculum Syllabus for English Language Teaching in China, published in 2001, advocates the use of TBLT. But TBLT has not been sufficiently researched to be proven empirically in classroom practice in foreign language learning in higher education (Carless, 2004; Zhang, 2005). Research on curriculum innovation and implementation suggests that one of the causes of the discrepancy between theory and classroom practice may be teacher attitudes (Evdokia, 1996). Teachers are inclined to translate innovative ideas to conform with their own style of teaching (Wagner，1991).  This study investigates EFL teachers’ attitudes towards TBLT and assesses the current implementation of TBLT in Chinese colleges. The methodology is primarily qualitative and analysis is carried out via questionnaires and interviews. This paper reports on the research design and focuses in particular on the results of the study involving the interview and a questionnaire survey of teachers’ familiarity with the concept of TBLT, their use of this method, and the challenges it poses for their practice as English teachers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2102]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1931">
    <dcterms:title><![CDATA[Vocabulary Teaching through Collocations Enhances Students Proficiency]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: collocations, noun phrases, verbs, aquisition, language proficiency  ABSTRACT  The main aim of this paper is to improve EFL learners’ language proficiency by building up their mental lexicon. The English Language Skills course aims to integrate the fours learning skills (reading, writing, speaking and listening) together, to raise students’ awareness of collocations and to advance their written English more effectively. This research study gives a special emphasis on classroom activities and strategies that assisted and facilitated the process of acquisition. The study was conducted over a period of one semester during the academic year 2012 and involving 22 participants. The learning outcome was measured based on a modified content analysis (Lewis, 2000). The participants involved had two exams: a midterm and a final one. The exam questions helped students understand that knowing a word definition is not enough in foreign language acquisition. In addition, the exam results showed that students became aware of the way the new vocabulary is used in L2. Therefore, introducing ‘collocations’ to first year English Department students at the South]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1774]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1932">
    <dcterms:title><![CDATA[Analysis of Influence of Italian Language on Slovene Language in Regard of Word Order]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: word order, slovene, italian, influence, language  ABSTRACT  The Slovene minority that lives in Italy is daily exposed at the influence of Italian language on their mother language. As a consequence of language contact in bilingual speakers it is possible to notice language interference. Interference can occur only if there is open cultural and linguistic communication between the two linguistic communities. Language interference can be divided in four groups relative to phonetics, word formation and morphology and syntax. In my paper I will focus on analysis of syntax interference, more precisely on word order.  The Slovene community living in Italy has various printed media. I analyse some articles published in recent issues of the monthly magazine mladika written in Slovene language that is being issued in Trieste since 1957. The articles are written by Slovenes that live in Italy and are bilingual speakers. My analysis concerns only written language because the time lag between thinking and writing should permit the functioning of »defence mechanism«. Slovene and Italian language both have the standard word order called SVO (subject- verb- object), but the role of word order in Slovene differs from Italian language. In Slovene the syntactic role of words is defined by morphology but in contrary, in Italian the syntactic role is defined by sentence word order. The present paper presents the violation of the norms of Slovene standard language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1911]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1933">
    <dcterms:title><![CDATA[Pedagogical Benefits of E-mail]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: interaction, e-mail, communicative situation, classroom setting, FL learner  ABSTRACT  As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mail, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mail from the comfort of their own room, from a public library or from a cyber-café, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more hours per week in most high school or college settings. By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative efforts that may seem artificial in a classroom setting. They communicate in much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form and this can serve the language learner. As Schwienkorst (1998) stressed, &quot;The major advantage of written communication […]&quot; and have for future use &quot;an enormous sample of his or her own efforts in the target language&quot; (p. 125).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1975]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1934">
    <dcterms:title><![CDATA[Grammar Teaching by Task-Based Approaches]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: task, task-based approaches, grammar, grammar teaching  ABSTRACT  There are numerous theories and approaches for teaching a second language, some exotic some mundane but all have one thing in common – a desire to make the acquisition of a foreign or second language as efficient and effective as possible. Task Based Language Teaching (TBLT) is an approach which offers students material which they have to actively engage in the processing of in order to achieve a goal or complete a task. Much like regular tasks that we perform everyday such as making the coffee or tea, writing an essay, talking to someone on the phone, TBLT seeks to develop students’ interlanguage through providing a task and then using language to solve it. The advantage of the task-based approach, according to its advocates, is that during the task the learners are allowed to use whatever language they want, freeing them to focus entirely on the meaning of their message. This makes it closer to a real-life communicative situation. In task-based approaches, therefore, language development is prompted by language use, with the study of language form playing a secondary role. Teachers can consider the approach for teaching different skills in the class. One of the skills that can be taught by using tasks is grammar. This paper refers to TBA for teaching Grammar and has suggestions for ESL/EFL teachers]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1922]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1935">
    <dcterms:title><![CDATA[Specific Features of Verb Forms in Italian for Specific Purposes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: business Italian, professional texts, verb forms, language learning strategies, business Italian course curricula  ABSTRACT  The research analyses verb forms based on an Italian business language corpus composed of 50 professional papers published in the &quot;Il Sole 24 ore&quot;, an Italian journal in the field of economics. The aim of this paper is to establish the frequency rate of individual verb forms within the corpus by using primarily the quantitative analysis method. At macro level, the ratios of active-passive, simple-complex and indicative-subjunctive verb forms were analyzed. Each of these relations has further been studied according to the respective categories. The obtained results on the frequency of individual verb forms serve as a guideline in choosing the strategies for acquiring the morpho-syntactic structures that are specific for specialized texts. Furthermore, they are of crucial importance in the understandingof professional texts, and as such, represent significant guidelines in the development of the business Italian course curricula.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1981]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1936">
    <dcterms:title><![CDATA[The Language of Entertainment News is a Serious Business!]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: entertainment news, structural complexity, semantic diversity  ABSTRACT  An essentially qualitative structural and semantic analysis is performed on the text of an ‘American Idol’ coverage posted on yahoo.com January 24th, 2013, constituting a micro corpus of 2,739 words. Being what it is, entertainment laced with a shot of drama and scandal, most of us share similar expectations as to what packaging such content will come in: in short, we anticipate relatively informal language and simple structures. However, a preliminary analysis of the story reveals at face value a fair amount of both phrasal and clausal complexity, with modification embedded at different levels of structures under investigation. Moreover, not only do the structures appear morphologically and syntactically complex, but their semantic representations also add to this diversity. Much as providing too much detail at word, phrase and clause level can easily lead to information overload, it also makes a clever tactic helping to transform a basically frivolous event into a top story of the day. It seems to be an attempt to ascribe relevance and newsworthiness to an affair that is nothing more than entertainment, but the aforementioned strategies almost make it look like a serious business.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1989]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1937">
    <dcterms:title><![CDATA[Teaching English as a Second Language in the Distance Education System]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: TESL, innovation, distance education, ICT  ABSTRACT  As any other field in the system of education, the process of teaching a second language is changing due to the use of modern technologies. Integration of modern technologies and new media in the process of teaching a second language is a necessary step ensuring acquiring of language skills and competencies required in today&#039;s society. Innovative use of technologies increases the degree of flexibility in the content and organization of the teaching process. Despite the fact that the distance education system has been accepted by many public and private higher education institutions in the world, there are still certain doubts that such a system can achieve the same results as the traditional education system. These doubts are mostly related to the lack of direct contact between an educator and a student and the attitude that the technology can be successfully used for the design and delivery of educational content but can&#039;t inherently have an impact on results that should be achieved by the students. Such scepticism is especially present in the context of teaching a second language in the distance education system, what is confirmed by the fact that there are significantly less programs for online teaching of second language compared to other fields of education. The reason for that is not only the complexity of integrating all language skills into the virtual environment but also the doubts about whether the students can achieve language proficiency in the system od distance education. Better understanding of how the distance education system can be used in the context of teaching a second language can help resolving these doubts and dilemmas. Increasingly intensive integration of information and communication technologies in the process of education is radically changing the methods of second language teaching and learning and motivating educators to try to define new teaching models and strategies. Distance education imposes the challenge for the educators to evaluate and determine which teaching content is adequate for this system and to structure interaction between educators and students as well as among students with the aim of achieving effective learning. Distance teaching environment enables personalized approach to learning as well as planning and realizing activities adequate for different learning styles and levels of language proficiency.  This paper presents main advantages and potential problems of teaching a second language in the distance education system and the model used at the Faculty of Information Technologies, University „Džemal Bijedić, higher education institution realizing its study program in both traditional and distance education form.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1796]]></dcterms:extent>
</rdf:Description></rdf:RDF>