<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/2468">
    <dcterms:title><![CDATA[Language Learning as a Space for Understanding Oneself and the Other]]></dcterms:title>
    <dcterms:abstract><![CDATA[For a long period of time, an imperative of acquiring cross-cultural competence has been the most important thing in the contemporary approach to language teaching. In the process of SLA students’ knowledge and experience is being put in the foreground and during the process of learning they are activated and stimulated so students could be able to acquire additional skills. Here linguistic competence becomes both - the aim and the mean that enables the growth of general communication skills.    All above mentioned occurs at Croaticum - The Center for Croatian as L2 in Zagreb where the members of different cultures have been learning Croatian for 50 years.  Courses are held in extremely heterogeneous groups and the students are not just getting the knowledge on the culture of the Croats whose language is being thought, but the teacher and students are exposed to the intensive process of becoming aware of the differences among the “Others”.    The last is especially emphasized in the groups with the large number of Third World asylum seekers whose specific perception of reality is burdened with their own traumatic experience (loss of all family members, gender discrimination and abuse etc) and thus have effect on topics chosen for their courses, as well as to the approach of language methods that will be used.    Techniques and approaches that lecturers use in the work of Croaticum in order to develop their own, as well as students’ cross-cultural competence, will be shown in this presentation.    The focus will also be at information exchange among students, pairs or groups. Furthermore, it will be shown how the game, well argumented discussion and projective teaching can serve not only as a way of acquiring language knowledge, but as a space of scenery didactics where the process of cross-cultural learning is being held  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[878]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2469">
    <dcterms:title><![CDATA[Model of Development of Independent Study Skills during English Classes at Upper-Secondary School]]></dcterms:title>
    <dcterms:abstract><![CDATA[In today’s rapidly changing society need for the skills of independent learning is obvious. The implementation of the model of independent English learning skills is possible in a student-centered study process when teachers and students are aware of the process of knowledge construction and students are responsible for their learning. Access to IT plays an important role.    Research carried out in upper-secondary schools shows that students are more willing to take responsibility than teachers are ready to give an opportunity to students to study independently. Moreover, teachers have not thought about integrating acquisition of independent learning skills in their lessons. Students can improve their independent learning skills if teachers apply a systemic approach in the development of students’ independent study skills. They should be acquired during classes at school but they are to be developed by students in outside class activities. If the student gets into routine of connecting the study process in class with his/her activities outside class, he/she gets used to independent studies. (Bluma,2006;145).     In order to apply a systemic approach in helping students acquire independent study skills, a model of development of independent English study skills has been created based on the results of the action research carried out by the author. The initial stage starts with self-assessment, then students set their goals, choose the most appropriate learning strategies and evaluate their success. The teacher acts like a mentor and facilitator giving advice and helping in linking the learning process at school with learning activities outside class.      The research shows that students with developed independent learning skills have higher proficiency in English. D.Little states that when the focus of learning is a foreign language, autonomous learners within the limits of their abilities become confident communicators (2000;43)  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[812]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2470">
    <dcterms:title><![CDATA[Preservice Teachers’ Reflectivity on Pre- Learning Vocabulary in A Second Language Television Program]]></dcterms:title>
    <dcterms:abstract><![CDATA[Television may be a useful L2 resource particularly in an English as a foreign language (EFL) context because it provides authentic L2 input in an environment with limited L2 input. Research has shown that L2 learners can incidentally learn L2 vocabulary through watching television and those who watch more L2 television are likely to have higher incidental vocabulary learning gains than those who watch it less. One suggested method of improving comprehension of television is to pre-learn unknown topic related words that are found in the program to be viewed.    Since there is limited research investigating pedagogical implications of relationship between vocabulary knowledge and television, we have decided to examine the proposed method of improving comprehension observing the principles of Exploratory Practice in a microteaching setting at the Mostar University, Bosnia and Herzegovina. Students are asked to reflect on their experience teaching and being taught a lesson based on an American comedy episode with or without pre-learning the 10 most frequently occurring low-frequency vocabulary units (determined with the RANGE software using the transcript of the episode). Reflections suggested the advantage of pre-learning episode related vocabulary, although some students who pre-learned vocabulary found it challenging to understand the episode without additional background knowledge. The findings of this study suggest that pre-learning unknown topic-related words should include cultural background information to improve vocabulary incidental learning when watching television. Pre-learning in television programs may help learner’s comprehension of authentic L2 aural input and give them the confidence to use television for language learning outside of the classroom as well as within it.      ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[871]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2471">
    <dcterms:title><![CDATA[Conceptual Integration Theory in Text-Image Advertisements]]></dcterms:title>
    <dcterms:abstract><![CDATA[Conceptual integration theory, proposed by Fauconnier and Turner in 1993, has been successfully used in the study a wide range of phenomena of human thought and action, from counterfactuals to metaphors, proving blending to be present in the simplest kinds of human thinking. In that sense, conceptual integration theory has emerged as a powerful theory that can account for a wide variety of linguistic and non-linguistic phenomena. Therefore, it is not surprising that conceptual integration theory has found its application in the study of advertising. Advertising requires both conscious and subconscious mental interpretation of the hidden messages. The primary objective of this paper is to show that conceptual integration theory is equipped with the mechanisms that can explain the construction of the meaning of text-image advertisements. Specifically, analyzing several text-image advertisements, this paper attempts to explore to what extent hidden cognitive mechanisms involved in the interpretation of advertising can be explained using the postulates of conceptual integration theory.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[937]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2472">
    <dcterms:title><![CDATA[Syntactic alternations of Telugu verbs with reference to Morphological paradigm and Phonological changes.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to show the alternation pattern of verbs in Telugu. The work is guided by Beth Levin’s work on English verb classes and alternations where English verbs are classified semantically according to their argument structure. There is a strong belief that the semantic nature of verbs is largely dependent on its argument structure. The nature of the Telugu verbs shows that along with the argument structure, attention should also be paid to the phonological changes which influence the morphological paradigms. Preliminary attempts have been made to class the simple verbs of Telugu into different morphological paradigms along with the changes. At present I am concentrating only on verbs of Communications.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[831]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2473">
    <dcterms:title><![CDATA[A discussion of the Teaching Process within the Instruction on Reading Poems ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Poetry courses are taught in Foreign Language Teacher Education Departments either independently (the Uludag University case) or within the framework of general literature courses. The relevant sources benefited from in such courses may initially aim to teach how to read poems before such poetry elements as tone, diction etc. (DiYanni, 2000). In the model recommended, experiencing poems with subjective responses is given priority while interpreting them with intellectual processes seems to be the following step of reading poems (DiYanni, 2000: 1, 2). In foreign language contexts like Turkey, imposing this order has been observed to be problematic as learners and/or teacher trainees inherently tend to do reasoning to understand a poem before subjectively relating it to their own lives mainly because of the elliptical, metaphorical and allusive language of poetry (Brindley, 1980) and cultural vagueness (Zelenkova, 2004). In this regard, the central thesis and pedagogical implication of this discussion paper is that the interpretation section should take precedence when to approach a new poem as that is what would conform with the natural tendency of foreign language learners and the teaching processes to guide the learners should be accordingly planned and implemented.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[827]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2474">
    <dcterms:title><![CDATA[Romeo’s and Juliet’s Love: Constructive or Destructive? That’s the Question  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Shakespeare’s Romeo and Juliet is filled with two emotions, love and hate. Lots of other emotions are included into this play, but none are more defined than these two. Exuberant amounts of love and hate can have both positive and negative consequences, such as death, true love, or fighting. Shakespeare puts all of these into the play, Romeo and Juliet’s death, the family feuding, the marriage, and the two fights between Tybalt and Mercutio and Romeo and Mercutio. The incorporation of these elements makes the play very interesting. They don’t imagine that their love leads to the tragedies. Romeo and Juliet do nothing wrong except fall in love. Three aspects of their destruction include the feud between the two families, the violence that ends in an unwanted death and the most important aspect of all is fate. Both love and hate caused Romeo and Juliet’s death. The love Romeo had for Juliet caused him to kill himself when he thought that Juliet had killed herself. When Juliet woke up from the potion, she saw Romeo dead, so she killed herself. They both would have been alive if it were not for their extreme love. Their love is obsessive  because Romeo comes from the Montague family and Juliet comes from the Capulet family; they are madly in lover with each other and get married, but they know it can’t last forever because both families hate each other. It’s destructive for their love causes an act of violence, e.g. when Mercutio is stabbed by Tybalt and he then kills Tybalt. This paper will focus on how the mutual love between Romeo and Juliet gets destructively obsessive.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1013]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2475">
    <dcterms:title><![CDATA[Shakespeare between Interculturalism and Cultural Imperialism]]></dcterms:title>
    <dcterms:abstract><![CDATA[Shakespeare is a most active participant in so-called intercultural theatre. This essay tries to determine the position of Shakespeare in intercultural discussions which consist of the two important issues: cultural equality and authenticity. Most of intercultural Shakespeare productions include non-western cultural elements which are employed merely to decorate the framework of Shakespearean plot, character and theme. While intercultural approaches to Shakespeare produce cultural equality they also lose Shakespearean authenticity.    However, there are so many intercultural Shakespeare productions in which the use of  Shakespeare makes certain the delivery of universal themes. But, the main structure underneath Shakespeare ``universality`` is global capitalism which creates the illusion of universal Shakespeare in the form of international theatre festivals. The use of Shakespeare gives those international productions a quality of high art and makes certain easy circulation in the countries that are under Western influence. That is why productions announce themselves in public as Shakespearean and intercultural, creating an illusion of utopian cultural pluralism. But, a close analysis of intercultural Shakespeare only reveals the liaison between interculturalism and cultural imperialism.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1016]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2476">
    <dcterms:title><![CDATA[Syntactic Alternations, verb classes, Argument structure, Semantic Category.]]></dcterms:title>
    <dcterms:abstract><![CDATA[There have been many efforts to teach a foreign language successfully in Turkey over the last two centuries. Various teaching techniques have been tried as a result of different educational politics.  Through the project formed by the Ministry of National Education to promote the teaching of Foreign Languages, recruiting native language teachers have come to fore in 2011.     In the Project, it is aimed to reorganize the foreign language laws, prepare a foreign language action plan, to renovate the programs and materials used according to universal standards, to redetermine the requirements of foreign language teacher employment, and to recruit a total of forty-thousand native foreign language teachers in four years (ten thousand each year) until the Project has been completed,  and to provide activities for the students  to practice foreign languages in schools at weekends and in summer holidays with both native and non-native teachers. In the Project, it is planned to  hire the native teachers as a guest status and a one-year contract is thought to be signed, if  deemed necessary, the contacts will be renewed.     The main aim of this study is to determine the perceptions of teachers, secondary school principals, and university instructors in relation to the Project of the Ministry of Turkish National Education to recruit native teachers. In order to achieve the main aim of the study, answers to following questions will be sought:  According to the teachers, secondary school principals, and university instructors;   1)	What are the problems in teaching foreign language in Turkey?  2)	What are their perceptions in relation to the universal standard requirements of materials applied in schools?  3)	What are their perceptions in relation to non-native teachers’ accompanying the native teacher in the class?  4)	What are their perceptions in relation to positive and negative effects of recruiting native foreign language teachers in Turkey?  Method  This study has been prepared according to a qualitative research design. In the study, the perceptions of teachers, school principals, and university instructors have been examined qualitatively.  Subjects  The participants of the study are the foreign language instructors working at Kafkas University, Faculty of science and letters, Kars, English language teachers and school principals working in Kars province.  Instruments and Data Collection Procedure  Data in the study have been collected using semi-structured interview technique, which is one of the qualitative techniques. Technique used in the study has been prepared by the researcher and administered in person by the researcher.   Data Analysis  Data of the study have been analyzed through content analysis technique, one of the qualitative data analysis techniques. To this end, first of all, the transcript of the interview has been put into written form and codes have been formed in this text. And then related and meaningful codes have been united under the items. In order to justify the reliability of the coding and item forming process, data have been coded by different two researchers and validity between them has been examined.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[832]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2477">
    <dcterms:title><![CDATA[Total Physical Response in Young Learners’ Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[This work aims at presenting major advantages and limitations of Total Physical Response as a method of teaching English language in young learners’ classroom. We will also give a discussion on the suitability of this method for different levels of English language acquisition and proficiency.    Focus of the work is on a research carried out with two groups: elementary school teachers with three or more years of working experience, and young teachers just beginning their TEFL experience in canton 7 in Bosnia and Herzegovina. The research will show how present and popular TPR is with teachers of English language and if the use of TPR in the classroom is limited with the curriculum.     We will try to prove the link between Gardner’s theory of multiple intelligences, different brain functions, language acquisition and TPR. In doing so, we will research the evolution of TPR and growingly popular TPR storytelling in an early level of English learning along with current misconceptions regarding the level of TPR students, and its limitation with different English learning skills.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[804]]></dcterms:extent>
</rdf:Description></rdf:RDF>