<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/2008">
    <dcterms:title><![CDATA[Cracking Buenas Historias”: Creating Fiction For Low Literate Adult Immigrants in Spain]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words : Spanish, immigration, extensive reading  ABSTRACT  Practitioners working with low literate adult immigrants in Spain must deal with the lack of suitable materials. The manuals used in class have two major flaws: they are based on outdated and not significant methods of teaching literacy or they have been designed for native children and, therefore, they are not suitable for non-native adults.  In order to change this situation a “Cracking Good Stories” project was launched in Newcastle University by Martha Young-Scholten and afterwards it was joined by Granada University in 2010 where it received the name of “Cracking Buenas Historias”. Both projects aim to create fiction texts for extensive reading programs focused on low literate adult immigrants with low (under A1) language skills.  The books are designed and illustrated by university students who have to reflect on the language and literacy learning process, the situation of the immigrants in Spain and the features of interesting fiction texts. Finally, the copyright free products are uploaded to a web site (wdb.ugr.es/local/sosinski) and printed copies are distributed among adult centers.  The goal of the presentation is to explain the basis of an extensive reading program, show how the original English project was adapted to the Spanish context, present the webpage and the printed versions of the materials.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1837]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2009">
    <dcterms:title><![CDATA[FATİH SULTAN MEHMET’İN DİVANİNDA GÖNÜL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Anahtar Kelimeler: Gönül, Dil, Ask.  ÖZET  Gönül edebiyatımızın varoluşundan beri ele alınan en önemli konulardan biridir. Özellikle klasik edebiyatımız açısından çok önemli bir mazmundur. Gönül Arapça; kalp, hatır farsça; dil, derûn Türkçe’ de ise yürek kelimesi anlamına gelir. Edebiyatımızda gönül birçok teşbih ve mecaza konu olmuştur. Bazen sevgilinin evi, ibadethanesi hükmünde olur. Bazense aşk ateşinde harap olmuş bir viranedir. Bazen padişahın bir ülkesi, tacı, tahtı bazense hiç değer vermediği bir mefhumdur. Gönül bazen sevgilinin aynası bazense aşkın ateşiyle eriyen bir mumdur. Bu teşbihlerin benzetmelerin edebiyatımızda sonu yoktur. Bilhassa divan edebiyatımız açısından gönül mefhumu çok önemlidir. Bu mefhuma değinmemiş bir şairimiz yoktur. İnsan bu önemli mazmunu anlatmadan hislerini duygularını nasıl anlatabilir ki. Özellikle divan şiiri dünyasında gönül birçok farklı yönleriyle ele alınmıştır. 15. Yüzyıl edebiyatımızda gönül mefhumunu en güzel işleyen şairlerimizden biriside Fatih Sultan Mehmet’tir. Bu bildirimizde Fatih Sultan Mehmet’in kısaca hayatından bahsedilmiş ve divanında gönül mefhumunu nasıl işlediği ele alınmıştır. Klasik Edebiyatımızda ‘Avnî’ mahlasıyla tanınan Sultanımızın devlet yönetiminde çok güçlü olduğu gibi divanı da oldukça başarılı ve güçlüdür.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1949]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2010">
    <dcterms:title><![CDATA[Learning Style Preferences and Language Learning Strategies - An Input to Course Design]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: learning styles, language learning strategies, course design  ABSTRACT  This study aims to examine the learning style preferences and language learning strategy use of the 1st year undergraduate students of English language and literature at a Croatian university. A total of 41 students attending the same core English language course were asked to complete the Style Analysis Survey (SAS), a questionnaire which was used to identify the following aspects of learning styles: how they use their physical senses to study or work, how they deal with other people, how they handle possibilities, how they approach tasks and how they deal with ideas. In addition, the participants completed Strategy Inventory for Language Learning (SILL), which was used to determine the extent to which the following strategies are used: memory, cognitive, compensatory, metacognitive, affective and social.  The data was obtained at the end of the 1st semester course and will be used as input for the 2nd semester course, which directly builds on the previous one. In order to provide opportunities for all students to achieve success and fulfill their potential, course activities will be centered on the students’ learning styles. The findings regarding learning strategies will be the basis for implementing Styles- and strategies-based instruction (Cohen, 2002), which is intended to help the students complement their current strategy repertoire with language learning strategies that match their styles]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1880]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2011">
    <dcterms:title><![CDATA[Desuggestopedia – Mozart vs. Britten]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: desuggestopedia, first and second concert, music, non-native teacher, acquisition, activation of subconscious potentials  ABSTRACT  Should a humanistic approach to teaching be adopted, Suggestopedia as a method has to be taken into consideration, even more so in teaching foreign language when numerous motivational barriers may prevent learners from acquisition. Created by Georgi Lozanov and supported by Stevick the method was renamed Desuggestopedia, which means that it involves unloading the memory banks, or reserves of unwanted or blocking memories. This is achieved by creating classroom/environmental setting, relaxed atmosphere and especially stimulating students’ mental reserves through integration of fine arts.  The effect of music on mental processes has long been recognized. In music therapy, it helps to facilitate the establishment and maintenance of personal relations, bring about increased self-esteem, energize and bring order using the unique potential of rhythm. This last function of music is especially emphasized in this method.  According to promoters of Desuggestopedia, classical music is widely used in the presentation of linguistic material. Most often, the employed pieces are by Mozart, sometimes Beethoven or other famous Western European composers. This paper deals with the choice of music that might be used, suggesting that the priority should be given to authentic composers. This approach to the selection of music material would also fit into the target culture that is being studied.  The problem of ‘first concert’ and ‘second concert’ techniques when performed by a non-native teacher is especially discussed. In the context of BBC English (RP), these techniques may result in incorrect interpretation and comprehension of intonation - a significant feature of spoken language. Bearing in mind the fact that the selection of music material requires the establishment of criteria for selection, the teacher should be aware of the semantics of music and its effect on limbic system which might help the students’ acquisition and activation of subconscious potentials.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1914]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2012">
    <dcterms:title><![CDATA[Language in Culture and Culture in Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Serbian as foreign language, glottodidactic means, foreign language teaching methods, cultural contents  ABSTRACT  Until recently in linguistics and methodology it has been recommended that learning a foreign language means acquiring its grammatical and lexical system, which has been a basis for writing textbooks for foreign language learning, where they are more reminiscent of a grammatical summary of a language, and the lexis was used solely as a tool for grammar explanations. This principle has been almost completely changed with the notion that language is a means to express the cultural contents of a country and the people, and language learning includes the acquisition of the cultural values of the people whose language is being learned. This paper will highlight the cultural values that foreign students, from various ethnic and linguistic backgrounds, adopt in the Serbian language learning. Their choice depends on the content that is scheduled for acquiring by the programme, the personal preferences of the students, and the students’ personal affinity, their needs and interests.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1972]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2013">
    <dcterms:title><![CDATA[(Self)Evaluation in a New Round of Accreditation of the Lcc Study Program]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:selfevaluation, study programme, Faculty of Philology, foreign languages  ABSTRACT  In many views of distinguished scholars it has been pointed out that student self-evaluation is considered as a crucial condition of learner autonomy. Our paper shares the view of the Council of Europe that there is an urgent need for further updating the traditional approach to language learning. Since compliance to the standards set by the National Council for Higher Education of the Republic of Serbia is being verified by the obligatory accreditation of institutions and study programmes, this paper tries to analyze the first results of five years of teaching in the study of Language, literature, culture of the Faculty of Philology, University of Belgrade. The Faculty of Philology has provided the quality of this study through the ongoing monitoring and verification of objectives set in this programme study, paying particular attention to its structure, workload of students and regular modernization of the content and collecting information about the quality of the system through the (self)evaluation system.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1996]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2014">
    <dcterms:title><![CDATA[The Role of Antonyms in English Language Acquision]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: antonyms; teaching English; semantic relations; vocabulary  ABSTRACT  Second language acquisition is an important issue in the academic life of every English as a second language teacher and student. This paper aims to offer an interesting and useful tool in this challenging process. As far as effective tools are concerned, we would like to emphasize the fact that there are various types of instruments used to help and enhance English as a second language acquisition. However, this paper will be entirely focused on the role of antonyms in the process of practical vocabulary acquisition. The expressive semantic value analyzes will also serve as a means of describing this process. There are certain questions which arise in this paper related to antonyms: How can we define antonyms?; Which are the necessary strategies we need to teach our students in the process of English as a second language acquisition?; Which are the difficulties we face in the appropriate use of antonyms in both the written and the verbal speech?; Which are the methods and strategies used in different group-ages? etc. These questions will be answered in this paper through an analytical perspective.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1771]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2015">
    <dcterms:title><![CDATA[The Analysis of Turkish Elements as a Cultural Connection between Bosnia and Turkey in Sevdalinka Songs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Sevdalinka, Sevdalinka songs, Common elements, Cultural connection.  ABSTRACT  Since 1463, there has been a cultural connection between Bosnia and Turkey.There is a bridge between Bosnia and Turkey such as culture,civiliation and society.Turkish people have brought their tradition,customs as well as a lot of elements that combine strong relations between those two countries.Sevdalinka is one of the examples that combines both cultures.Even though we have different languages,we have similar elements that make us understand each other.Some of those elements are words found in Sevdalinka songs that have Turkish origins.The common elements of Turkish and Bosnian languages in Sevdalinka songs will be examined in this study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1891]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2016">
    <dcterms:title><![CDATA[Is Bodily Experience Shared by Different Cultures? Universality of Metaphors and Metonymies in English and Bosnian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: conceptual metaphor, conceptual metonymy, concept, universality, embodiement  ABSTRACT  With the introduction of the terms conceptual metaphor and metonymy, the scope of cognitive linguistics has been considerably broadened and majority of linguists have set on to investigate the cognitive processes that structure our everyday language and thought. One such part of scientific investigation has been directed towards universality, i.e. the universality of conceptual metaphors and metonymies shared by different languages.  Universality of conceptual metaphors and metonymies has been primarily tested on English and some other worldly-known languages (Chinese, Japanese, German etc.). Never has such analysis been done with the Bosnian language. Analyzing English and Bosnian idioms with the lexical component hand, we shall show that these two distinct cultures share bodily experience, and that majority of conceptual metaphors, as well as conceptual metonymies are the same in both languages.  Starting with some theoretical background on conceptual metaphors and metonymies, as well as the notions of embodiment and universality, our paper analyzes idiomatic expressions with the lexical element hand/ruka/šaka and shows the similarities and differences in various abstract concepts that can be referred to through the notion of HAND. Discussing various abstract concepts, we analyze cognitive mechanisms on which these concepts have been formed, and compare their interaction between the two languages. Our analysis shows that universal metaphors exist, and that even if there are differences between the two distant languages, such as English and Bosnian are, they can be found on a specific level of language analysis.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1822]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2017">
    <dcterms:title><![CDATA[Journey as A Domain in Metaphorical Mappings in Eu]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: conceptual metaphor, metaphorical mappings, political discourse, conventionality of metaphors, metaphorical scenarios  ABSTRACT  This presentation will try to bring political discourse of EU to a closer inspection on frequency of metaphor usage, in particular the ones with journey as a domain. Since metaphors are considered to be mostly the part of literature, it is a general belief that they are not commonly used in politics or political discourse. Among so many metaphor constructions and conventionalized metaphor phrases, it is quite of an interest to see how often do we hear politicians use metaphors in their speeches. However, since politicians tend to get votes and support from the masses, they do use these oratorical ways of expressing their beliefs and as such they have to use phrases familiar to people. Exploring political speeches, online magazines and political journals, a substantial corpus of metaphors is collected and thus used to demonstrate the frequency of this part of speech in both English and Bosnian. Moreover, metaphors of journey of both languages fall under two categories, which are the following: vehicle specific and general walking journey scenario, which is thus proven that metaphors are conventionalized and used in everyday language. Through analysis of these findings, it is shown that general walking journey scenarios are much more standardized in language and it is not even considered to be unusual to find a metaphor in politics. On the other hand, vehicle specific journey metaphors have still a long way to go. Finally, the analysis of metaphors of journey will be thoroughly presented in this paper in order to demonstrate conventionality of metaphors in political discourse of EU in English and Bosnian.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1758]]></dcterms:extent>
</rdf:Description></rdf:RDF>