<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/1978">
    <dcterms:title><![CDATA[The Concept of Language in Sándor Márai: the Exile in Naples]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Márai, Exile, Naples, Language, Diaries  ABSTRACT  The famous Hungarian writer Sándor Márai (1900-1989) spent, with his wife Lola and adopted son János, his first period of voluntary exile in Naples (Italy) between October 1948 and April 1952. The Diaries which Márai started to keep already in 1943 represent an interesting source to reconstruct his experiences and everyday life in the Mediterranean city only a few years after the war. Among others, he had to find a way to communicate with the local inhabitants for everyday purposes, he met outstanding exponents of the intellectual and cultural life of the city and he frequented the libraries and museums. Also in this new, ‘foreign’ context in a certain number of entries he continues to deal with the question of language(s) and with the role that the Hungarian language played in his life and he describes also the extremely slow creative process that lead to his poem Funeral Sermon. Thereby, in this paper I’ll concentrate on these specific passages to throw light on how the exile affected and shaped Márai’s concept of language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1829]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1979">
    <dcterms:title><![CDATA[Affective and Cognitive Variables and the Acquisition of EFL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words : second language acquisition, cognitive variables, affective variables, beliefs about foreign language learning, success in foreign language learning  ABSTRACT  Research trend in the SLA changed in the last two decades. It focused more on how students acquire foreign languages and which factors influence that process and less on various teaching methods. This paper is supposed to contribute to reaching a more detailed answer to the question why some students accomplish a language task successfully and some achieve poor results. It has been established that many variables, cognitive and affective ones, influence the ability to acquire foreign languages (e.g. language aptitude, learning strategies, beliefs about language learning).  Beliefs about language learning, frequency of using learning strategies and their correlation with beliefs as well as with the success accomplished in learning English among Croatian students was analysed in this paper. Our subjects were the I. and II. year students of the Faculty of Economics in Split, University of Split.  According to research data, which will be included in the paper, statistically significant correlation was established between majority of beliefs included in BALLI questionnaire, used to gain data on students’ beliefs, and success in FL. This proved the hypothesis that beliefs correlate with success in FL. We established that there are beliefs which are accepted in our as well as in other socio-cultural communities (e.g. beliefs that there are people who are born with a special ability which helps them learn a foreign language and that it is easier for children to learn a foreign FL).  Our results proved that success in EFL correlates stronger to beliefs than to learning strategies. Statistically significant correlation was established only between cognitive learning strategies and success in EFL. The strongest correlation was established between beliefs and cognitive and metacognitive learning strategies. The research results will hopefully raise awareness of the importance of analysed variables among teachers of foreign languages.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1840]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1980">
    <dcterms:title><![CDATA[The Importance of Time in Virginia Woolf&#039;s Mrs Dalloway]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Virginia Woolf, Mrs Dalloway, characters, writing style, themes  ABSTRACT  Adeline Virginia Woolf was an English writer and one of the foremost modernist of the twentieth century. One of her famous novels is Mrs. Dalloway. Virginia Woolf’s Mrs. Dalloway, published in 1925, was a bestseller both in Britain and the United States. The action of Mrs. Dalloway takes place during a single day in June 1923 in London, England. This unusual organizational strategy creates a special problem for the novelist: how to craft characters deep enough to be realistic while treating only one day in their lives. Virginia Woolf’s novel Mrs. Dalloway has a specific style of writing, the novelist is not using the first person. Mrs. Dalloway is written in the third person omniscient by an anonymous narrator who knows everything about everyone, down to their innermost thoughts. Woolf perfected in this novel is a style of narration that literary critics have called “represented thoughts and speech”, capturing the motions of a mind thinking in the past tense, third person. A narrator presents characters thoughts and speech and there is no way to separate the narrator from the character in this novel. Another techinque that Virginia Woolf employs to develop the story of the novel is her treatment of time. Apparently, the time of action is only a single day in the lives of Clarissa Dalloway and other characters. In the course of a single day they lived their whole lives, and the readers get to know everything about them. In this novel, the past lives of the characters are not narrated in chronological order, rather they emerge gradually, in fragments, as memories. In this novel, the line between past and present is blurred. The transition from present to past and back into present requires but just a single moment. The book is composed of movements from one character to another, or of movements from the internal thoughts of one character to the internal thoughts of another.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1704]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1981">
    <dcterms:title><![CDATA[Some Learning Gaps in the Suitcase of a Croatian Student of English as He Packs before Going of to College]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: learning gap, secondary education, written work, error treatment, MTI  ABSTRACT Upon closing the chapter of their secondary education and entering the academic world, a vast majority of Croatian students whether freshmen or senior need fresh challenges to help them to realise how much they know, and to make their passive knowledge active, together with a steady input of new language. In the established practice of using Google translation tools when asked to write an essay or a book report, it is not uncommon for a Croatian student of English to make it all the way to college without having his or her writing thoroughly scrutinized and used for successful error treatment. The research presented in this paper attepmts to outline some of the most common learning gaps acquired through secondary school curricula that tend to accompany Croatian students in college English courses. Based on the analysis of guided written assignments done by a group of 25 students of the Music and Theatre Arts Department of the Arts Academy in Split, Croatia, the research identifies recurring patterns in the substitution of the Croatian present tense for the English Present Perfect structure, omission of articles in noun and adjective phrases, mistakes arising out of the contrastive analysis of the two languages having word-by-word translation and MTI as its immediate side effects, trouble forming irregular plural of nouns as well as the difficulty understanding the difference between countable and uncountable nouns. Although the development of such patterns might be explained by Dulay and Burt&#039;s claim that the majority of errors made by L2 learners are specific to that L2, the presented analysis sees them as being caused by ill-treatment of students&#039; mother tongue interference during high school years.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1826]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1982">
    <dcterms:title><![CDATA[Punningly Confusing Homophones of the English Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: English homophones, rapid speech, spelling, pronunciation, misunderstanding  ABSTRACT  Homophones are words that sound exactly the same, but have different meanings and (usually) spelling. However, having homophones in a language may pose a rather significant problem, as the essence of speech is to have differently-sounding words, or else there would be no spoken language. Moreover, the more homophones there are in any language, the more faulty is that language as a scientific and convenient vehicle of speech. Another underlying problem is the difficulty in determining where one word ends and another one begins. In rapid, connected speech, we unconsciously tend to &quot;merge&quot; words, so that every multi-word utterance we produce is actually heard as a continuum of sound, i.e. as if it consisted of a single long word. This is also a source of many frustrating spelling-related problems in English. Nevertheless, one way of escaping from these unfavorable circumstances lies in the fact that homophones require the company of other words in order to be understood properly. When found in a proper context, they do manage to survive in everyday speech. This paper aims to address some of the methods which shall help raise and enhance learner awareness of these particular subtleties of English pronunciation. Specifically, we describe and analyze a number of representative examples in order to master various homophonous sequences of sounds. By knowing the underlying principles that affect words in rapid speech, non-native speakers may be able to successfully recognize and solve many ambiguous sequences, the consequence of which may be potential misunderstanding and inadvertent puns. Evidently, the paper may have implications on the way that homophones are taught, where future applications of this work may involve improved class material designed for communicative language activities centered on the connected speech phenomena]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1886]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1983">
    <dcterms:title><![CDATA[Motivating Students to Participate in Classroom Discussions through the Socratic Circle Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: classroom discussion participation, Socratic Circles, Socratic Circle Rubric  ABSTRACT  According to the staff of the Department of English Language and Literature at the University of Zenica, second year students are not easily motivated to participate in classroom discussions. Most of the time, students are encouraged to participate, but only a selected few do. When asked why that is so, students reported that they feel uncomfortable, mostly because they feel that they have noting important to share or that they are embarrassed to speak in front of their colleagues. The author of this paper took it upon herself to try to encourage students to open up and participate in classroom discussions. For the purpose of this research, the author has worked closely with second year students at the Department of English Language and Literature, introducing a new approach to ensure maximum student participation. The Socratic Circle approach was introduced and applied several times throughout the semester, and the students provided feedback each time they participated in the discussions. Two structures were used and the students were given the opportunity to express their opinions about each, as well as to comment about the Socratic Circle Rubric that was introduced for the purpose of grading their participation. This paper describes the steps that were taken over a four-month period and the author claims that by using the Socratic Circle approach it is possible to motivate every student to participate in classroom discussions on a regular basis, and that the students appreciate the use of the Socratic Circle Rubric because they know what is expected of them, as well as how their participation will be graded.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1698]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1984">
    <dcterms:title><![CDATA[Agnes Pisanski Peterlin &amp; Nataša Hirci]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: translation, collaboration, wiki, translator training, teamwork  ABSTRACT  In many traditional types of translator training, there is a strong focus on individual work undertaken by trainee translators, while pair work and group work is used less extensively. Such a focus may, to some extent, reflect the contemporary Western perception of translation as a solitary activity, with a single translator working individually, isolated from the rest of the world. This perception, however, is oversimplified since translation often involves some type of collaboration, such as the translator collaborating with an editor, a copyeditor, the client or a disciplinary expert. In addition, some of the emerging trends in translation in the digital age are collaborative in their nature (e.g. crowdsourcing). It seems therefore that collaboration is an aspect of translation that needs to be addressed more carefully in translator training. The present paper reports on a study focusing on collaboration in a translation course. The goal of the study was to examine the types of collaboration that trainee translators use when they are presented with a collaborative assignment. In the study, trainee translators were asked to complete two collaborative translation assignments using a wiki, which enables monitoring the degree of participation for each wiki participant. The first assignment encouraged free collaboration in an attempt to mirror informal collaboration that trainee translators resort to occasionally: trainee translators were asked to collaborate in any way they wished. The second assignment was focused on structured collaboration: trainee translators were given detailed guidelines on the types of collaboration expected of them, and on the extent of the contribution they were expected to make. The findings show that the second assignment resulted in more intensive teamwork and promoted more diverse types of collaboration than the first assignment. This suggests that carefully structured collaboration should be given additional attention within the context of translator training.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1709]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1985">
    <dcterms:title><![CDATA[“Redefining The Role of Culture in Language Education Programs in South East Europe” - subtitle &quot;Shall We Consider Culture as the Fifth Skill in Language Education?&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the field of language education there are 4 basic skills that are essential in the process of teaching and learning. These are: reading, writing, listening and speaking. In many teaching methodology publications, all these skills are integrated in one particular learning context. However, in the curriculum of the many newly formed countries in the Balkan Peninsula Macedonia although the reality is multicultural there is an element that shadows almost every learning/teaching material and that is the cultural aspect. What this study aimed to investigate and reflect upon is the importance and the need to treat culture as a fifth skill in order to widen the horizon of teaching foreign languages in the majority of the multicultural states in the South East Europe. Introducing these cultural contexts in educational curriculums might be interesting and thorny at the same time. The study reflects also on a number of studies conducted by United Nations local offices and a joint project of the South East European University and the University of Columbia conducted in 2012. Besides the literature review and the research work conducted in Macedonia this paper provided a list of some well known teaching techniques and practices that occurred to be successful in the western world educational practices.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1710]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1986">
    <dcterms:title><![CDATA[Foreign Language Learners&#039; Explicit and Implicit Knowledge]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: EL, the Internet, Asia, an Eye-catcher, Gangnam Style  ABSTRACT  The pop culture domain on the Internet enforces the penetration of the Asian world into the West; the„shift“of EL from Lingua Franca to an eye - catcher happens within the click of a mouse. There are apparently contradictory trends in the evolution of English, whereby on the one hand global technologies promote a uniform language, and on the other non-native speakers use the technologies and the language to promote themselves. Asia borrows from Western culture, perpetuates own stereotypes, and makes mix-and- match compounds where „the authenticity is not respected, only the aesthetic elements are borrowed“. *  Thus English more and more bears the significance of a scene or illustrations used in anime and tokusatsu shows (an eye-catcher), or serves as a “bridge” to cross the language barriers, the example of both being a phrase Hey sexy lady in a Korean song Gagnam Style.  The method is old, the technology is new; EL not only distributes a cross-cultural diversity, but also assumes a role of a marketing cash cow and the blockbuster of all times.  However, the Western world turns tables on the (Asian) borrowed compilations and steals them back: the applicability of such „cultural twist“ is seen in the Crackin Gangnam Style version of the song featuring in the Wonderful Pistachios Get Crackin Commercial at Super Bowl 2013.**  English in popular culture is a medium of international communication, true, but it has become the tool of non-native speakers adapted to both match and promote individual cultural identities.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1965]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1987">
    <dcterms:title><![CDATA[Gender as a Predictor of Learning Styles among Iranian Male/Female EFL Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Gender, Learning styles, VAK typology  ABSTRACT  According to VAK typology in learning styles, some learners are visual, some auditory, and the others kinesthetic. Knowing this fundamental point in teaching process is very useful both for foreign language Learners and teachers to improve their learning and teaching and make the lessons more successful for themselves and also for curriculum. This study takes in consideration the differences of individual learning style between Iranian EFL male and female Learners. To this end, the practical part of this study deals with the identification of VAK typology in two particular groups: 30 males in one group and 30 females in another at Zabansara English Language Institute in Bushehr, Iran. Nearly all the participants belonged to the age group of 13-16. They were chosen randomly and all learning English at intermediate levels. One research instrument was utilized to gather the needed data for this study: VAK learning styles test was given to two groups of males and females. Correlation Coefficient was used to analyze the collected data. The findings indicated that there are more visual females than males but more auditory and kinestethic males than females. Taking account the results of differences between males and females, teachers and learners can benefit from such relationships.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1843]]></dcterms:extent>
</rdf:Description></rdf:RDF>