<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/1998">
    <dcterms:title><![CDATA[Games: Fun and frolic!]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this era of globalization enhancing foreign language teaching is more relevant than ever and crucial for all. Obviously, motivation is a key to language learning. Even though educators are aware that self-motivation is essential to language acquisition, how may it be promoted in a classroom? I suggest enlivening the Foreign Language classroom by utilizing games which fulfill a worthwhile, practical purpose.  Based on my extensive experience as a foreign language instructor and administrator, I shall illustrate strategies for successful teaching and learning in the area of Second Language Acquisition. The teaching of a second language is an art, not a science. Learning a second language is a complex process. It is not just a series of linguistic patterns consisting of phonological, morphological, and syntactical structures; rather it also involves communication, social and cultural interaction. In addition to the four basic language skills of reading, writing, listening and speaking, it is most important to include the concept of culture in foreign language learning, including multicultural issues, the common humanity of peoples, and opportunities for travel. What an awesome challenge!  This one hour, interactive workshop in English is based upon games. Accordingly, I shall demonstrate an assortment of games to accommodate diverse school populations and learning styles. Remember, variety is the spice of life.  Experientially, the workshop participants will see how decks of card, Bingo sets, and computer games may enhance language acquisition. All are based upon the usage of numbers, vocabulary, grammar, conversation, and culture concepts. The workshop facilitator and the participants will learn from one another. Hopefully, each participant will be encouraged to return to his/her own classroom with at least one new teaching technique. The goal is for all to share ideas, work together, enjoy, and have fun in the process!]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1692]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1999">
    <dcterms:title><![CDATA[The Effect of Proficiency Level on the Rate of Receptive and Productive Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Vocabulary, vocabulary acquisition, vocabulary size  ABSTRACT  Teachers and researchers have long been interested in measuring learners’ vocabulary size in order to estimate to what extent do learners acquire and use vocabulary items receptively and productively. There are a number of studies on vocabulary acquisition related to receptive and productive vocabulary. For example, some researchers have looked at the receptive or productive vocabulary size while other researchers have looked at whether receptive knowledge is gained before productive knowledge. However, no investigation has looked specifically at the relationship between proficiency level and the rate of receptive and productive vocabulary acquisition, in conjunction with an examination of materials and instruction.  In this paper, I presented the effect of proficiency level on the rate of vocabulary acquisition, taking into account learners’ receptive and productive vocabulary knowledge. The purpose of the study is to explore the rate of vocabulary acquisition of the beginner and elementary students in a Turkish EFL context, investigate the role of materials and instruction in the vocabulary acquisition, and examine the relationship between learners’ proficiency levels and rate of vocabulary acquisition. In this study, two groups of ESL students with different proficiency levels were given experience tests. The same tests were given twice throughout their foreign language education process to estimate their receptive and productive vocabulary development. The gain scores among groups from the two tests were compared to see their development of receptive and productive vocabulary size taking into account their proficiency levels. The participant teachers were interviewed in order to reveal their handling with vocabulary during their courses. The materials were analyzed in terms of the number of vocabulary activities and activity types in order to find out what vocabulary exposure students had.  It is thought that the result of the study may be of benefit to classroom teachers, in helping them to choose an appropriate vocabulary teaching strategy for helping their students to acquire receptive and productive vocabularies. Teachers may develop their curriculum, materials and strategies to increase students’ receptive or productive vocabulary and to help them turn their receptive vocabulary knowledge into productive use in speaking and writing courses]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1892]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2000">
    <dcterms:title><![CDATA[The Impact of Musical Component on Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: suggestopaedia, vocabulary, musical session, jazz  ABSTRACT  The teaching method of suggestopaedia, which originated in the 1970s owing to the efforts of Bulgarian psychotherapist Georgi Lozanov, has already been applied in the framework of studies dealing with ELT. In practice the method consists of several stages, the central of which represents intonation reading against appropriate musical background. Unconscious or not fully conscious psychical activity linked to the concept of “concert pseudo-passivity” is critical at that stage. There have been a number of studies conducted in Georgia with the use of this method.  This paper is a modest attempt to contribute to this relatively new and exciting field of pedagogy. The author conceived to conduct the experiment, while using the 20 century music during the phase of concert pseudo-passivity. It should be mentioned that suggestopaedia generally uses classical music to create the concert pseudo-passivity. The author, however, experimented with two genres of the 20th century: blues and jazz. Thus, the experiment was broken down into two parts.  In the first part, the author aimed at investigating whether applying blues poetry as means for intonation reading, combined with the blues music as an audio-mirror of the read verse, influences the degree of acquisition of the vocabulary at the advanced level. The (first part of) experiment conducted showed positive result which allows of further investigation in the area.  In the second part of the experiment, the author conducted twelve academic sessions, of which eight (8) went on using traditional way of teaching vocabulary, and four (4) were done with the elements of suggestopaedia, with the use of jazz music. The experiment has proven that with the use of suggestopaedia the academic outcome of the students increased by 20%, which can definitely be qualified as methodological success, which can be used as an auxiliary tool in the course of teaching.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1770]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2001">
    <dcterms:title><![CDATA[An Exploration into the Relationship between Iranian EFL Learners’ Autonomy and Their Reading Comprehension]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: learner autonomy, reading comprehension  ABSTRACT  The purpose of the study was to explore the relationship among EFL learners’ autonomy and their reading comprehension. To fulfill this objective, 130 sophomore and junior students majoring in English Translation who had passed at least 45 credits at two Iranian universities were asked to take part in a piloted PET reading comprehension test and a questionnaire on learner autonomy (Spratt, Humphreys, &amp; Chan, 2002). After discarding incomplete answer sheets, 106 acceptable cases (82 female and 24 male) were used in statistical analysis. Regarding the correlation analysis of data, a statistically significant relationship was not found between autonomy and reading comprehension. This outcome was analytically interpreted with respect to the perception that, although autonomy may ultimately lead to greater proficiency of EFL language learners (Benson ,2001; Corno &amp; Mandinach ,1983; Dafei ,2007; Zhang &amp; Li ,2004), when the relationship is considered between autonomy and reading comprehension in particular, a significant correlation is not established. Based on the findings of this study, pedagogical implications were presented for EFL teachers and syllabus designers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1782]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2002">
    <dcterms:title><![CDATA[Use of Intercultural Education Strategies in Improving Student Access and Learning Outcomes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Intercultural education, cultural sensitivity, student access, student learning outcomes  ABSTRACT  This paper generalizes from years of teaching experiences with first-generation college students from multicultural and multi-ethnic backgrounds.  Included in discussion are ten major approaches or strategies: Multicultural orientation, international perspectives, comparative methods, interdisciplinary approach, focus on fundamental skills, inspiration from the real world, application to everyday life, service learning in the community, outcome assessment, and cooperative learning.  Cooperative learning, for example, suits students well from low-income families who oftentimes feel intimidated by the establishment of the knowledge enterprise and need external support to access the higher education system. In implementation, students are treated as partners. They are encouraged and motivated to involve in class discussion and to express themselves in front of an audience. Most important, a cooperative learning atmosphere is fostered by which students feel they have made to the point of understanding something important on their own. This comment by a student is illustrative: “Even if your verbal answer is incorrect, the professor does not make you feel inferior, he wants you to expand and think about the answer you just gave.”]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1992]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2003">
    <dcterms:title><![CDATA[Gendered Swearing – deconstruction of Lady&#039;s Identity?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: taboo, swearing, gender, identity, equality  ABSTRACT  According to McEnery (2005) swearing is the use of any word or phrase that is likely to cause offence when used in polite conversation. Trudgill (2000) sees swearing as a part of taboo language, which is something supernaturally forbidden or regarded as immoral or improper. Jay, in his numerous studies (1980-2006), distinguishes several categories of taboo language: obscenities, vulgarisms, curses, expletives, profanities, confirming their presence and use in almost all languages.  There has been widespread research into swearing within many disciplines such as linguistics, sociolinguistics, psychology, sexuality, education, sociology, women’s studies, just to name a few. However, one of the most intriguing aspects of the sociolinguistics of swearing is the correlation between swearing and the gender of speakers, because it is strongly tied to gender roles and expectations in society.  As ‘women’s language’ is usually considered polite, cooperative, powerless and lady talk, swearing is seen as aggressive and masculine and women who swear are immediately characterized as violating gender norms, which is directly connected to gender identity.  Being fully aware of strong swearing frequency among women today, we would like to pay attention to the following questions: When do young people swear? How is their swearing context-based? What is the difference between male and female swearing? Does the use of swear words impact the deconstruction of lady’s identity?  An analysis of swearing can offer a deeper insight into social relations among young people today, particularly those referring to gender issues.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1844]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2004">
    <dcterms:title><![CDATA[Semiotika stripa]]></dcterms:title>
    <dcterms:abstract><![CDATA[Strip je vrsta teksta u kojem se kombinira nekoliko znakovnih sistema. Najprije se radi o jeziku izraženom kroz pismo kombinirano sa slikama. Ali osim i u okviru tih znakovnih sistema u stripu se koriste i drugi poput boje, pismene imitacije zvukova iz okoline, slikovne imitacije pokreta i jezika tijela, slikovne metafore te konvencionaliziranih grafičkih znakova koji omogućavaju razumijevanje samog teksta: strukture pojedinih slika, udruživanje slika u panele sa linijama, oblaci koji karakteriziraju govori ili misli, te tekstualne kućice. Osim upotrebe različitih znakovnih sistema u stripu, strip obilježava i dvostruka komunikacija: komunikacija autor – čitalac i komunikacija između figura.  Nas će u ovom radu interesovati upotreba različitih znakovnih sistema u stripu kao tekstnoj vrsti i u stripu kao mediju. Pri tome polazimo od tri vrste znakova: simboli, indeksi i ikone (Peirce) te dvostruke komunikacije. Kao osnova za analizu poslužiće nam stripovi Walta Disneya, a osim njih i graphic novel kao jedna od novih književnih vrsta koji obilježava kombinacija slike i teksta.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1978]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2005">
    <dcterms:title><![CDATA[Naim Frashëri and W. B.Yeats - Mythical Symbolism of Creation]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper is focused on the main comparison between two modern poets W. B. Yeats and the Albanian poet, Naim Frashëri. Apparenty they have nothing in common: W. B. Yeats, a nobel prize winner his poetry of last phase is of modern view point, noted for its melody, imagery and symbolism, according to his well-known mythical system explained in A Vision. Albanian poet, Naim Frashëri, is a “National poet” in Albanian studies, he is never seen as a modern poet, but a romantic one, noted for his poetry of idyllic motives and for the love of homeland. Reading today his poetry, written in his youth time in Persian, ت خ يلات (takhayyulat) we saw that there is mythical symbolism in his poetry ک ناردري ا (Kenar derja)/next to the seaside and the imagery occur to be similar to that of W. B. Yeats in Sailing to Byzantium and Byzantium. By their point of view, Yeats as a Gnostic and Frashëri as Sufi of Bektashi order, use to write a poetry who does explain a symbolic journey, spiritual and mystical one. For Yeats it is a sailing-journey, linked with primordial symbol of water and the sea. Similar to him Naim use to feel part of the eternal sea and make a meditative journey being in harmony with the eternal sea.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1730]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2006">
    <dcterms:title><![CDATA[Comparative Analysis of Early Foreign Language Curricula in Some Countries of Europe And The U.S.]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: curriculum, foreign language, early learning, communicative and intercultural competence  ABSTRACT  The Council of Europe in its Recommendation indicates the importance of knowing modern languages, as well as the need to develop a methodology for learning and teaching with the aim of meeting communication needs and preserving the richness and diversity of world languages and cultures. Croatia follows the trend of the development of multilingualism and has taken meaningful steps within the framework of preparation for entering the European Union. One of the most important steps is adopting the National Curriculum for Preschool Education, General Compulsory and Secondary School Education, which is a fundamental document that sets values, goals and principles of education, including the principles of multilingualism and multiculturalism.  In this paper, curricula for teaching foreign languages in lower grades of elementary schools in Croatia, Germany, the UK and the USA are compared and analysed. Since Croatian educational theory and practice has traditionally been largely influenced by those from the German-speaking area, the paper gives a comparison of the foreign language curriculum in elementary schools in Croatia with the experimental foreign language curriculum of the North Rhine – Westphalia federal state. In order to obtain a more comprehensive picture these results are then compared with foreign language curricula in the UK and in California. The objectives, content and strategies of individual curriculum, with particular emphasis on intercultural competence in lower grades, are analysed. The results confirm the importance of early foreign language learning, as well as raising awareness of students’ own culture and the acceptance of diversity; it can be concluded that curricula which focuses on student achievement and competences is necessary for life in a modern society of rapid changes and global development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1814]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2007">
    <dcterms:title><![CDATA[Oral Ballads-A Source of Valuable Stylistic Features]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present paper reveals and presents some linguistic and stylistic features in the oral poetry of Bosniaks, with a special focus on the sevdalinka. The analyses presented in this paper were inspired by the collection of sevdalinkas from the Anthology of Bosniak Oral Lyric Poetry. The analyses have been conducted on the phonological-phonetic, morphological, syntactic, and semantic level. The elicited stylomes have been classified according to a set of criteria and with the aim of elaborating their value and function in the sevdalinka. The main features of the sevdalinka are its folk elements – it is raised by people, and lives with them. Therefore, it is expected that the sevdalinka genuinely reflects the ambience of its people – not only spiritual, material, or social, but also the linguistic one. The language of the sevdalinka is a folk language, viz. the language of the period in which it was emerging. However, observed from a contemporary linguistic perspective, this language is an archaic expression embedding highly valuable stylistic features.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1761]]></dcterms:extent>
</rdf:Description></rdf:RDF>