<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/1988">
    <dcterms:title><![CDATA[John Ashbery’s Poetry: a Postmodern Approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Postmodernism, poetry, John Ashbery, experimentation, centrality, Marginality  ABSTRACT  This paper intends to discuss the poetry of the American poet, John Ashbery (b. 1927) in terms of postmodernist movement in poetry. Postmodernism which began in the sixties had its influences in different aspects of culture. It has had its influences on different literary genres such as fiction, drama, and poetry. Truly, fiction has been the center of attention in many critical studies. But the manifestations of the movement can also be traced in poetry. John Ashbury is one of the contemporary poets whose poetry is best regarded as the postmodernist poetry. His works has been characterized by a free-moving and disjunctive syntax, experiments with linguistic elements, integrated humor and prosaic features. In his poems, the human mind and its workings are evident. He experimented radically with different elements of poetry such as linguistic and semantic aspects. Nowadays he appears to have been to the second half of twentieth century what Eliot was to the first: the most universally acknowledged of poets writing in English. The present essay elaborates on Ashbery looking back at poetic tradition while absorbing current techniques of combining present and past, centrality and marginality, and placing reader and writer side by side.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1871]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1989">
    <dcterms:title><![CDATA[The Relationship between Iranian EFL learners’ Personality Traits and Cognitive Styles]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Personality Traits,Cognitive Styles, VAK typology,Modality model  ABSTRACT  As Modality model in learning styles suggests, learners are divided into three parts: visual, auditory, and kinesthetic. And according to personality model some learners are introvert and some extrovert. The relationship between these essential points in teaching process is very helpful both for foreign language learners and teachers to improve their learning and teaching and make the lessons more effective for themselves and also for curriculum. The purpose of the present study is to find the direct relationship between Iranian EFL learners’ Personality Traits and Cognitive Styles. The study considered 60 females’ participant, which were selected randomly at Zabansara English Language Institute in Bushehr, Iran. Nearly all the participants belonged to the age group of 13-16. They were all learning English at intermediate levels. Two research instruments were used to gather the needed data for this study: Eysenck Personality Inventory (EPI) and VAK learning styles test. Correlation Coefficient was used to analyze the collected data. The result suggested that there was significant and direct relationship between visual learners and introvert learners which means they preferred learning alone or in small groups. Those auditory and kinesthetic learners were extrovert. This study invites language teachers to be more sensitive and considerate about their learners, some need visual support for learning new things the others auditory, and kinesthetic support.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1895]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1990">
    <dcterms:title><![CDATA[Trends in Teaching and Learning of Mother Tongue and English as a Foreign Language in Kosovo]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: language learning and acquisiton, constructivism  ABSTRACT  Theories of language acquisition and learning show the differences and similarities in picking up mother tongue and second or foreign languages. As a result of differences in traditions, cultures, technologies, economic and social aspects, these differences and similarities are then reflected in various ways in difefrent countries. We have carried out a research into the Albanian and English language teaching and learning in Kosovo to fidn out how are the similarities ad differences between acquisition and learning reflected in the reality and practices of Kosovo schools. We have observed English and Albanian lessons of 15 teachers in 10 schools and five municipalities. The sample of schools and and municipalities was selected to be representative mainly of the geographic areas and social backgrounds.  The preliminary results show that for most different reasons there is a mix of nativist and constructivist approaches translated in respective methods and strategies in today’s teaching and learning of languages in Kosovo schools. In the small Kosovo, students are exposed to both communicative and grammar based approaches, teachers are sometimes facilitators and in other times all-knowing teachers, textbooks vary from most up-to-date to surprisingly old (sometimes older than the students using them!). Technology ranges from black-board-and-chalk to lap-tops with ,multimedia applications and internet access&#039;.  In the end the study identifies points for cross-language exchanges in order to mutually benefit from strengths and to overcome weaknesses in both systems. Results and reccomendations of the study will be made available to the education authorities to use for the improvement of teaching and learning of languages in general in Kosovo. They will also be used to design an in-service teacher training module supported by the GIZ.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2108]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1991">
    <dcterms:title><![CDATA[Formal and Functional Explanations: New Perspective on an Old Debate]]></dcterms:title>
    <dcterms:abstract><![CDATA[As discussed by Newmeyer (1998), the debate between “formal” and “functional” approaches to explanation in linguistics has a long pedigree, and in some respects the two perspectives may seem almost irreconcilable. Here I suggest that, taking seriously certain aspects of Chomsky‟s Minimalist Programme and, in particular, building on ongoing work proposing non-UG-specified, emergent parameter hierarchies (Roberts 2011, and work collected at http://www.mml.cam.ac.uk/dtal/research/recos), it becomes apparent that the old dichotomy is a false one. There is a small, irreducible formal core to Universal Grammar (Merge and a schema for formal features) which interfaces with aspects of cognition which are related to the functional aspects of language (expression/communication of thought and action). Both aspects of this “broad” design of language are required in order to account for almost any linguistic phenomenon of interest, and so the old debate dissolves simply into the question of which aspect of the overall design (form or function) is of most immediate interest for researcher; no real issue of substance hinges on the issue. I will illustrate this by arguing, following Biberauer, Holmberg, Sheehan &amp; Roberts (2009) and Biberauer, Roberts &amp; Sheehan (2013) that this kind of approach to cross-linguistic variation offers a suitably restrictive theory of the nature and limits of syntactic variation. My focus is one aspect of the proposed parametric hierarchies, the so-called Mafioso Effect by which certain formal parametric options are simply „irresistible‟ for broadly functional reasons.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1715]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1992">
    <dcterms:title><![CDATA[Double Possessive Constructions in Bosnian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Double possessives, genitive, Bosnian, English  ABSTRACT  This paper deals with the colloquial constructions in Bosnian of the type &quot;žena mi u mene&quot; (&#039;this wife of mine&#039;) that we posit to be instances of the Double Possessive Construction (DPC). Such constructions in Bosnian are both stylistically and regionally marked, somewhat archaic and typically used to express inalienable possession, i.e. possession entailing kinship and familiar objects (e.g. &#039;daughter&#039;, &#039;car&#039;, etc.). This construction has been overlooked by both formal linguistic literature and by traditional prescriptive grammars of Bosnian. This paper in turn assumes a descriptive approach to this issue and the analysis of the phenomenon of double possessive constructions in Bosnian is done within the framework of generative grammar.  In order to demonstrate the characteristics of this construction, including the restrictions that apply to this phrase, we will also compare it to the English double genitive constructions, also frequently referred to as double possessive constructions. The paper also presents the results of a small-scale survey of native speakers of Bosnian about their native speaker intuitions regarding the (un)acceptability of the word order permutations in the double possessive construction in Bosnian.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1705]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1993">
    <dcterms:title><![CDATA[Verb Classes According To Syntax - Semantic Interface]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: syntax, semantics, survey, verb, classes  ABSTRACT  Language is a system of communication by which structural grammatical functions serve to express contextual meanings, and therefore communication is realized through mutual connections of syntax, semantics and pragmatics. This hypothesis is stated prominently in theories of Van Lin, proposes a set of rules called &quot;Linking algorithm&quot; by which enables the connection between syntax and semantics.  This paper aims at exploring syntax, semantics and pragmatics interface based on the semantic representation of the verb. Hence much of this study will be focused on the lexical presentation of verbs. Levin (1983), in her study, undertakes a broader survey of these verbs in English, assuming that the interconnection of the verb phrase and the other element is determined by its meaning. What her theory means is that syntactic features are used to determine which semantic elements are respectively linguistic belonging and contribute to a deeper theoretical lexical knowledge which interrelates the meaning of the verb to the expressive argument.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1773]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1994">
    <dcterms:title><![CDATA[French Literature and E-Learning: An example of Moodle Courses]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: French literature, e-learning, Moodle, Merlin, blended learning  ABSTRACT  French-literature teaching programme at undergraduate and graduate level at the University of Zadar provides a training focused on developing skills such as the acquisition of theoretical knowledge required for the analysis and interpretation of literary texts but also proficiency in the French language and knowledge of another culture. In other words, the objective of the course is to provide a dynamic combination of knowledge, understanding and skills and abilities of students. Having this in mind, learner-focused e-learning is introduced into the teaching process, which in this way becomes more creative and autonomous to meet the individual demands of each student and provides no more clear answers, bur more of guidelines to the learning material.The purpose of this communication would be to present the three courses, the Chosen chapters of French novel, the French novel of the 19th century, and the French novel of the 20th century that are designed on the model of blended learning: they consist of courses offered in the classroom but also virtual classes supported by the Merlin system based on the Moodle open source platform. This system includes five types of tools: 1. tools for the presentation of materials 2. communication tools 3. tools for knowledge control 4. assessment tools 5. administrative tools. What makes the most important advantages of this system are more effective communication between all participants in the educational process; the continuous availability of material; continuous controls that allow students to self-assess and ultimately self-engagement of each student as a guarantee for future training.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1783]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1995">
    <dcterms:title><![CDATA[Yabancilara Türkçe Öğretim Ders Kitaplarinda Kültür Aktarimi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Teaching turkish culture through turkish language text books  ABSTRACT  Teaching Turkish language to foreign people is not teaching the language only, also teaching the Turkish culture .An individual who started to learn Turkish language will develop the same approach to life as native Turkish speakers. Teaching Turkish will naturally shoulder Turkish culture transfer as a mission due to having strong and deep cultural roots behind the words and concepts. The stories , example dialogues and texts in books have very important role for fulfilling this mission. The sensitivity shown for choosing texts for teaching Turkish language is not shown for Teaching Turkish culture. In this study we will try to show you some example texts that are related to pointed issues above and share some ideal texts for teaching Turkish language and Turkish culture.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1937]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1996">
    <dcterms:title><![CDATA[Field-Dependent and Field-Independent Learners Self-Efficacy Beliefs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Field-dependent, Self –efficacy, Field-independent, Language-learners  ABSTRACT  Human beings live in an environment in which they encounter and learn new things in every second.They all learn but even if they look at the same thing, can they interpret it in the same way? The answer is certainly NO.All the people in the world think differently because they do not see the things from the same window so they all have different perspectives of thinking.It is certainly known that each person has a learning style .There are numberless kinds of styles but among the most researched styles, there are field-dependence and field-independence. The field dependent individual‟s perception is strongly dominated by the prevailing field. They are likely to use the structure or organization of the provided field.Field dependent individuals are drawn to people and liked to be with people(Kroutter,ND).Kroutter also mentioned that „Field independent individuals perceive items as more or less separate from the surrounding field.They are more likely to overcome the organization of the field or restructure it, when presented with a field having a dominant organization.Moreover Hall stated that Field-independent learners have been referred to as “analytical, competitive, individualistic, task oriented, internally referent, intrinsically motivated, hypothesis testing, self-structuring and visually perceptive” (Hall, 2000, p. 5).Self-efficacy is a person‟s belief in his or her ability to succeed in a particular situation. Bandura described these beliefs as determinants of how people think, behave, and feel (Bandura, 1994).In this paper,there will be literature review to grasp the topic deeply.Then,steps of developing methodology are given.Later, the data collection and the analysis of the data are discussed.The purpose of this research is to find whether there is a relationship between field-dependent (FD) and field independent (FI) learners‟ self-efficacy.In this research there will be a questionnaire which helps the researcher to find the learners whether they are field dependent or field independent learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1745]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1997">
    <dcterms:title><![CDATA[How to Express Politeness in Swedish?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: politeness, youth, swedish, urban settings ABSTRACT There are several disciplines studying linguistic politeness but there is no consensus among scientists which definition best describes the phenomenon. Notions of politeness such as politic behavior (Watts, 1992.2003), report management (Spencer-Oatey2002,2008) appropriate behavior (Meier, 1995), or relational (Arundale) are some examples which define politeness by linguistic expressions. Politeness norms are not static in all socio-groups in a society, and my ambition has been to shed light on the socio-cultural structure that defines the phenomenon and identify the categories which define politeness. Results show that the informants conceptualisation of politeness involve not only verbal but also non-verbal behavior. In some situations acts, such as giving up one’s seat or helping with the stroller are considered even more important and are valued more highly than the verbal politeness expressions. (ACTION). To ”ask nicely” (fråga snällt); to adjust one’s language, and / or explain a request can be a sign of polite behavior acootding to informants. (ORDERLY LANGUAGE).Good behavior is related to &quot;etiquette&quot; i.e socially acceptable behavior which can be described as a set of socio-cultural norms. According to informants, a person is considered well-mannered when he or she knows how to behave in certain social contexts.(BEHAVIOR) Polite linguistic expressions have to be complemented with proper body language and corresponding prosody in order to express politeness. The prosody is considered very important in successful polite expressions. (PROSODY and BODY LANGUAGE). How to express politeness in Swedish relates directly to the categories that constitute the phenomenon. Results show that young people in urban settings value ”artighet” (politeness) depending on the basis of an &quot;it depends&quot; parameter. Social variables such as R (relationship / feelings), K(context / situation) and A (appearance / age) motivate and justify politeness between speakers. Preliminary results show that categories that constitute politeness in Swedish are: respect (respekt), consideration (hänsyn) and tact (takt).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1702]]></dcterms:extent>
</rdf:Description></rdf:RDF>