<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/1938">
    <dcterms:title><![CDATA[Phrases Regarding Animals in Greek And Serbian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: phrases, greek and serbian language, cultural specificity  ABSTRACT  This paper deals with comparative analysis of the phrases in Greek and Serbian language, which have as their object an animal. It also analyses idioms in Greek language from both, semantic and cultural aspect, trying to find their counterparts in Serbian language and in that way confirm the exceptional closeness of two cultures, on the other hand, there have been found the expressions that have no equivalents in Serbian language due to their cultural specificity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1791]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1939">
    <dcterms:title><![CDATA[Mathematical Linguistics as a Postulate of Phenomenological Analysis of Literary Works]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: mathematical linguistics, analysis, plurality method  ABSTRACT  Ingarden&#039;s view of layered structure of an artistic text has opened new possibilities for studiesof the constituents, because each layer can be interpreted both as a representative of the whole meaning literary work of art. Sounding layer, analyzed in terms of mathematical linguistics, opens the possibility of analytical and synthetic procedure in the analysis of the work.  Pluralism of literary method is adequate access to the aesthetic, so the analysis of the layered structure, enriched with the postulates of mathematical linguistics, will lead to a complete and authentic understanding of the work.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1689]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1940">
    <dcterms:title><![CDATA[Language, History and the Constructions of Identity]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: ethnic/national identity, language, history, Balkan, Macedonia  ABSTRACT  This paper attempts to contribute towards the discussion of contemporary identity issues and their influence, basing the analysis upon the current situation primarily in the Republic of Macedonia, but also in the context of the identity issues of other Balcans?ethnic groups/nations. The basic identity construction will be based upon the scientifically (un)justified thesis on the sustainability of language and history as basic elements from which the ethnic or national identity of Balkan people is being constructed and maintained. How are identities manifested in contemporary Macedonian society, the question of the so called &quot;traditional identity&quot;, auto-identification, the relations on the line of I/we and he/she/others, the influence of the historical past upon Macedonians and the Macedonian cultural and historical space of identification (in Balkan context), the analysis of all these issues presents an attempt for a contribution towards the contemporary discussion on the which almost averyone searches for a kind of identity.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1877]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1941">
    <dcterms:title><![CDATA[Attitudes Towards Pronunciation of Seeu Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:tenses, adverbs, transfer, spontaneous speech  ABSTRACT  Since proper pronunciation and the awareness thereof is one of the main purposes of the first semester undergraduate course Phonetics and Phonology at the South European University, Macedonia; this study focuses on the attitudes of students towards student and teacher pronunciation at the same university. The study examines the importance of the students’ own language competence in pronunciation in comparison with that of their teachers’. For this paper, 53 first year undergraduate students have filled out a 5-scalle questionnaire expressing their beliefs about student and teacher pronunciation in comparison to other competences like grammatical knowledge and teaching skills. Additionally 20 of them have been involved in recorded individual interviews. The oral interview provided insight into their opinions about their own and the teachers’ pronunciation as well as the progress made in the pronunciation course they have completed Phonetics and Phonology in their first semester. This course has the aim to raise their awareness of proper pronunciation by introducing, practicing and testing them on segmental and suprasegmental features like: transcription, stress patterns, intonation among others. The analysis of the quantitative and qualitative data showed constancy in the answers and attitudes of the students towards their own and their teachers’ pronunciation. The data showed that the students had high expectations of their teachers in term of pronunciation. This study also tests whether the high regard for proper student and teacher pronunciation correlates with their Phonetics and Phonology final course grade.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1812]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1942">
    <dcterms:title><![CDATA[Co-Occurence of Tenses And Adverbs in Spontaneous Speech]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:tenses, adverbs, transfer, spontaneous speech  ABSTRACT  This study examines the co-occurrence of tenses and the accompanied adverbs by L1 Macedonian, Albanian and English students at the South European University, Macedonia. An additional aim of this research is finding out whether the students’ performance correlates with their Morphology grades, a second year course in which tenses are taught, practiced and tested, as well as whether their performance in this study correlates with their GPA (Grade Point Average). For the sake of finding out whether the co-occurrence is grammatical and appropriate, the third year students, studying English Language and Literature, at the same university, have been involved in 10 open and semi-controlled activities in the form of a recorded interview. Tense/adverb co-occurrence as well as knowledge retention from the course Morphology which they attended as first year students, was tested in three groups of 5 students with different first languages. The participants in this experiment with different L1s also provided foundation for L1 tense interference analysis. The initial anticipation was that the results will show evidence of their knowledge gained in the course Morphology in which they have been explicitly taught the English tense system. The transcribed data showed that the co-occurrence of the tenses did not mirror the anticipated performance. In other words, the comparison of the results with their Morphology 1 grades and their GPA (grade point average) showed some inconstancies]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1816]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1943">
    <dcterms:title><![CDATA[Design and Implementation of an Intelligent Feedback Generator for Learners of Persian Grammar]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:CALL, ICALL, Grammar, Persian, Intelligent  ABSTRACT  The aim of this paper is to report on attempt to design, and implement an intelligent feedback generator (IFG) aiming at helping learners of Persian. In order to design the system correctly, some preliminary data have been collected to see what areas are most probletic for such learners. Later a feedback generator based on two natural language processing engines for both Persian and English has been developed. The system works by comparing logical forms generated from English and Persian sentences. These logical forms are compared and anomalies are reported. With some modifications, the system can also be used with Persian learners of English since it can parse input from both languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1960]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1944">
    <dcterms:title><![CDATA[The Role of Students&#039; Presentations in Foreign Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: presentation, foreign language, interculturality, tolerance  ABSTRACT  Student&#039;s presentation plays a multiple role in teaching foreign languages at an institution of higher education, since the presentation itself includes several competencies students have to show if they want it to be successful. First of all, the theme should be created and presented in a foreign language, which includes all language competencies, starting with the vocabulary specific for a certain topic, grammar structures and spelling in the first stage of preparing the presentation. Another important component is a theme of the presentation which is always a topic related to culture and civilisation of English-speaking countries, with the aim of gaining knowledge of their culture, history, geography, art, noting the similarities and differences compared to their own country, acceptance of the customs and tradition of different nationalities, with the aim of developing mutual tolerance and formation of a young person for the intercultural society of the future. Furthermore, the knowledge on how to make and structure the presentation slides is also required, and everything should be done in a way attractive for the audience, in this specific case it is the fellow students to whom the topic is presented. The final step in the whole process is student&#039;s verbal presentation in a foreign languge, which will finally consolidate all previous steps and requires loud oral articulation of words and sentences in a foreign language. Whereas on the one hand there is a presenter, on the other hand there is audience, i.e. students who listen to the presentation and actively participate in it by not only listening but also asking questions and final peer evaluation of the topic presented. The fact that the evaluation of the presentation contributes to the final grade also shows how important such a teaching method is.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1896]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1945">
    <dcterms:title><![CDATA[Inter-lingual subtitling: A valued linguistics and pedagogical language learning tool]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Inter-lingual subtitling, Linguistics, Pedagogical language learning tool, Cultural knowledge, Second language acquisition.  ABSTRACT  Research on the relationship between subtitling and second language acquisition has focused, for so long, on the question of whether or not watching inter-lingual subtitling of films, TV series, etc. would actually develop one’s language. Not much attention has been paid to the fact of using inter-lingual subtitling as a pedagogical tool in itself. Inter-lingual subtitling as a form of translation can enhance various second language learners’ skills’. By exposure to spoken language, printed texts, visual effects and cultural contexts, inter-lingual subtitling develops learners’ listening skills, writing competencies, linguistic awareness and cultural knowledge.  The purpose of the present study is to present a successful pedagogical experiment that involves a number of undergraduate Egyptian students who have studied inter-lingual subtitling (from English to Arabic and Arabic to English) for 3 successive semesters. The study will describe the steps they have undergone during each semester, highlighting problems they have met; the technical problems include spatial limitations, display-time regulations and continuous monitoring of output; semantic issues are translating idiomatic expressions, understanding different dialects, and accents, interpreting cultural allusions and understanding coined words; structural problems address tenses, word order and punctuation; finally, cultural hindrances involve hoe translating certain ideas can completely contradict with students’ beliefs. Also presented will be means by which the above problems have been overcome, the language skills students have acquired, and finally, their overall evaluation of the process.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1870]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1946">
    <dcterms:title><![CDATA[W. B. Yeats’ Postmodern Apocalyptic View]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: W. B. Yeats, deconstruction, postmodernism, apocalyptic  ABSTRACT  Postmodernism, a rather vague term, escapes any centralized framework attempting to define it. This might be the reason Derrida denied the attachment of any isms to his theories which construct one of the mainstream critical foundations of any postmodernist reading. In other words, defining certain techniques and frameworks to include or exclude a literary work into/from a defined postmodernist context is a flaw which questions the very foundations of postmodernism itself. Postmodernism might better be called a vogue, a stream, even an era rather than a specific movement, not an era ascribed to the post-world war period only, but to any era which goes beyond the accepted norms and conventions of the dominant discourse of its own time. In this regard, W.B. Yeats had a post modern apocalyptic vision which prophesied the upcoming of an age in which “Things fall apart; the centre cannot hold; /Mere anarchy is loosed upon the world.”  Generally agreed, the antinomies in Yeats&#039;s poetry turns out to be reconciliation between the old hostilities of the good/bad, soul/flesh, etc., which attempts to arrive at a unity holding both parts. Yeats’s juxtaposing rather than reconciling the old vs. new ideas is a postmodern attitude. In this way, we might call Yeats as a poet who not only prophesied the coming of the postmodern era, but also a precursor of postmodernity in his verse as well as his apocalyptic work, A Vision. This paper is an attempt to analyze Yeats’s late poetry in the context of Derridean deconstruction and difference.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1993]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1947">
    <dcterms:title><![CDATA[Supervising English Language Teachers]]></dcterms:title>
    <dcterms:abstract><![CDATA[Supervision is a common way to observe English language teachers during their teaching. Observation is a powerful tool for assessing and monitoring a teacher’s progress. However, observation and giving feedback are very complex skills, which need training and practice. This hands-on, workshop-style session aims at all EFL teachers and teacher trainers, but also of great use to supervisors in different countries with an interest in improving the quality of supervision. The session will begin with a 10- minute introduction during which the presenter will explain the session format and provide the explanation of the roles of teacher supervision, characteristics of supervisor, models of teacher supervision, approaches to language teacher supervision, advantages and disadvantages of observation, and supervisory styles. Following the introduction, the participants will be provided with different proformas to use and what to do before, during and after the observation. In the course of the workshop, worksheets with different activities will be distributed among the participants and they are asked to work on the activities in pairs/groups. This workshop is designed to be a participatory and exploratory experience for participating English instructors and teachers. Similarly, it is hoped that the interactive nature of the workshop will create opportunities for meeting like-minded colleagues, exchanging information, and networking, sharing resources and strategies, and building the capacity for effective reading instruction.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1827]]></dcterms:extent>
</rdf:Description></rdf:RDF>