<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/2088">
    <dcterms:title><![CDATA[On English Phonetics]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to give a complete guide to English phonetics for  students of English Department and those interested in this field. It is to deal  with the definitions of basic terms in phonetics, starting with the definition of  Phonetics, Phonology, Lexis, Grammar, Morphology, Syntax, Semantics,  Dialectology, Psycholinguistics, Sociolinguistics, Communication and  Writing. After defining the basic terminology, we shall proceed with speech  mechanism. There are three stages of speech production: the production of  speech sounds (lungs, trachea, larynx, vocal folds, and pharynx), the  transmission of the sounds and the reception of the sounds.  The next, we are to discuss is Description and Classification of Speech Sounds,  where two types of speech sounds can be distinguished: consonants and  vowels. We shall give a full description of English vowels and diphthongs,  presented on the Cardinal Vowel scale. Each definition shall be supported by  plenty of examples.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1432]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2830">
    <dcterms:title><![CDATA[On Extinct Suffixes: -arium]]></dcterms:title>
    <dcterms:abstract><![CDATA[There are two English nominal suffixes sharing the same meaning ―a place  or device containing or associated with [something]‖: -arium and -ary (for the latter,  the English language dictionaries mention only the meaning ―one that relates to or is  connected with [something]‖). These two suffixes have produced, directly or  indirectly, a considerable number of derivatives designating more or less ‗a place‘  (35), ‗a device‘ (33), or other realities (15). Diachronically, the suffix -arium  produced most indirect derivatives in the 13th c. and almost stopped producing any in  the 20th c., the suffix -ary reached a peak in the 16th c. and stopped producing any in  the 20th c., while Latin nouns in -arium were borrowed in considerable amounts in the  19th c. and almost stopped being borrowed in the 20th c. The suffix -arium can,  therefore, be considered extinct from the point of view of its productivity. For  students in nature-related fields almost all the nouns in -arium and -ary are indicative  of places and devices of interest for these fields.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[75]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1151">
    <dcterms:title><![CDATA[ON LOAN WORDS IN ENGLISH SPORTS TERMINOLOGY]]></dcterms:title>
    <dcterms:abstract><![CDATA[From the aspects of the sport as a global phenomenon and English as the international language in this paper we analyze the role which the English language has in the process of the sports terminology unification on the international scale in the 21st century. The particular attention is given to the crosscultural interactions which cause the language borrowing in this field. The main focus of the analysis is on the influence of foreign languages on English within the field of sports terminology. The aim is to define what languages, when and under which circumstances had the most remarkable influence on English sports vocabulary throughout the history. The analysis showed that the most loan words in the English sports vocabulary are originally from the Far East and that they are adapted to English according to English orthography and pronunciation.     Keywords: sports terminology, lingua franca, borrowing, adaptation]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3551]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2806">
    <dcterms:title><![CDATA[On the Acquisition of English Articles with Bosnian L2 Learners of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Regarding the discrepancy between the English and the Bosnian language  concerning an article system, this paper attempts at clarifying the difficulties for Bosnian  L2 learners of English. Based on a similar study and an experimental study with Bosnian  learners, this paper illustrates and copes with the very apparent and widely present issue  of English articles among Bosnian learners. The principles of Definiteness and Specificity  are introduced to contrast the two languages, aiding to a deeper understanding of this  conceptual difference between English and Bosnian. The paper first states the current  position of the English (definite and indefinite) article in the light of the Bosnian  language, and specifies their respective Bosnian equivalents, eventually giving a  suggestion to a deeper understanding]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[7]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2585">
    <dcterms:title><![CDATA[On the Structure of the Lexical Plural in English]]></dcterms:title>
    <dcterms:abstract><![CDATA[In our corpus extracted from LDCE (2003) I have noted some examples of the lexical plurals with s in which s is deleted in back formation or replaced in paradigmatic derivation:          (1a)	scissors &gt; scissor v., barracks &gt; barrack (soldiers) v., handcuffs &gt; handcuff v.        (b)	steelworks &gt; steelworker, environs  &gt; environed adj., thanks &gt; thankful, thankless adj.     These cases are particularly interesting because they involve the reinterpretation of the structure of words which are usually assumed to be simplex.     The theory of Hay (2003) connects the parsing of complex words to the frequency of component morphemes. Assumably the suffix is more easily parsed if the base is more frequent than the whole word. In (1a), however, the forms of lexical plurals are usually more frequent than the infinitives (eg. barracks has the frequeny of 621, and to barrack 4 according to the British National Corpus), and the parsing of -s should not be expected. However, in the cases like (1a), we must also take into account the size of  the family of words containing -s as a plural morpheme - it encourages speakers to interprete the phoneme s as a sign of plurality although s in (1a) is formally not a plural morpheme. By the analogy based on the meaning, position and pronunciation, speakers are encouraged to interprete s as a plural morpheme which can be removed or replaced. In paradigmatic derivations, it is replaced by the suffixes -er, -ed, -ful, -less in (1b). The examples like (1) demonstrate the effects of analogy in the reinterpretation of the structure of words which once have been assumed to be simplex.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1009]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3275">
    <dcterms:title><![CDATA[On The Way of Sustainable Development:  The Role of Higher Educational Institutions]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present research is an attempt to yield the collaborative thinking in higher  education. How higher educational institutions can create a synergy was examined from  the sustainable development perspective. Therefore, various cooperation and partnerships  between educational institutions and others were discussed in detail. The study claimed  that interdisciplinary research endeavors, diversifying research teams, integrating  scientific developments, and having a balance between theory and practice are crucial  steps to promote sustainable development and to provide invaluable benefits to real-world  applications. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[318]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2829">
    <dcterms:title><![CDATA[One Example of Balkanistic Discourse on Montenegro]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to analyze the presence of balkanistic  discourse in the article &quot;Montenegro, land of stout hearts and stones&quot;,  published in the Washington Post on December 3, 2010, and to indicate  the factors involved in its generation and reproduction. We will pursue the  specifics of the author&#039;s perception of the Montenegrin geographical and  civilizational space and examine his writings in their relation to prior  paradigms of travel narrative regarding Montenegro and other Balkan  countries.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[571]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2404">
    <dcterms:title><![CDATA[Online Forum Discussions as a Post-Reading Vocabulary Development Tool]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the language acquisition, especially EFL learners feel themselves quite unattained to native-speaker performance in learning words in the target language although they are exposed to the formal education for years. The fact that they are deprived of native-speaker performance in their vocabulary knowledge after so many years has taken the attention of many educationalists and linguists.  Vocabulary knowledge in L2 is essential to enable learners to speak fluently (Nation, 1993). In other words, vocabulary size indicates the proficiency level of the learners in all of the skills; writing, listening, speaking etc. (Bear, Invernizzi, Templeton &amp; Johnston, 2008). Most of the research findings concluded that vocabulary teaching should be regarded as a part of reading skill rather than an isolated activity as context-free isolated vocabulary teaching does not result in long-term retention. In addition to that, interactive post-reading tasks can enhance vocabulary growth (Atay &amp; Kurt, 2006).  Integrating target vocabulary items in a reading text enhances learning those vocabulary items; apart from that with the use of less-structured post-reading activities, words exhibited in the reading text can be  dealt with more in detail, which, as a consequence, helps learners to cluster these vocabulary items in their lexicon.      In the current study, 32 university prepatory year students’ (15 in the experimental group, 17 in the control group) performances were observed after 3 forum discussion post-reading activities during which students were assigned to use the target vocabulary items while answering discussion questions which were related to reading texts covered beforehand.   Students’ vocabulary performances were scored with a post-vocabulary test after each forum discussion session.  It was observed that students in the experimental group over performed in all of the post-vocabulary tests with a significant difference ratio. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[779]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1694">
    <dcterms:title><![CDATA[Online Marketing Communication Channels]]></dcterms:title>
    <dcterms:abstract><![CDATA[Online marketing communications are moving toward interactions  between individual recipients and consumers rather than being directed  from a marketing organization to masses of consumers. It is now possible  for an individual to be just as efficient in broadcasting information.  This article suggests an infrastructure that could be useful in studying how  online communication channels are emerging and how they might evolve  in the future.  The elements of this infrastructure are core/technological,  competitive/commercial, political/regulatory, and social.  Keywords: Online marketing, communications, social networking,  innovations, online communications.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1626]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1092">
    <dcterms:title><![CDATA[ONLINE TEACHING IN THE CONTEXT OF ITALKI-PLATFORM AND TEACHING OF FRENCH AS A FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Online tutoring, nowadays has become widespread around the world. The interest and demand for it is growing day by day. Many students and teachers have realized efficiency and ease of learning foreign languages in this way, therefore they do not impose any time or spatial constraints, which have been more interesting than the classical way of learning, and students are more active and more relaxed. The paper will analyze the platform with emphasis on the teaching of French as a foreign language. We will try to identify and include the representation of all types of syllabus, lessons and classes. We will discuss educational aspect of the platform for teaching foreign languages, their strengths and limitations compared to traditional models of teaching.    Keywords: online tutoring, online teachers, French as a foreign language, iTalki-platform]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3493]]></dcterms:extent>
</rdf:Description></rdf:RDF>