<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/2528">
    <dcterms:title><![CDATA[Teaching Languages to International Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility.    The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both.     It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1026]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2529">
    <dcterms:title><![CDATA[World Englishes and Applied Linguistics]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper discusses World Englishes (WEs) in the applied linguistics profession for the most part accepts multiple varieties of English as legitimate and worthy of study even if legitimacy remains the object of inquiry. Consistent with the value applied linguistics place on WE, English is taught and learned in many countries because it is an international language. English is seen as a means to open doors to parts of the world that are not accessible to them otherwise and learners are fascinated by the increased international opportunities they believe the knowledge of English will bring to them. The international scope of learners’ English learning agenda should logically be matched by pedagogical approaches that teach EIL in part through inclusion of varieties of WEs. However, examinations of ELT practices reveal that English is still being taught as an inner-circle language, based almost with characters and cultural topics from the English speaking countries of the inner-circle.    Issues associated with teaching English as an inner-circle language versus EIL need to be clarified if concrete changes are to be brought about in the way English is portrayed, valued, and taught in expanding ciecle countries where it is not the native language of the majority or an official language. Taking into account an interesting but at the same time controversial debate about the status of English in its varieties, which are commonly called WEs and the opposing ideas, it is aimed to present an overview of these discussions, together with some examples. Three concentric circles, the Interlanguage theory, Standard English and English as a Lingua France (ELF) were paid special attention while touching upon the controversial debates on World Englishes. Moreover, following these discussions on WEs, EIL and Applied Linguistics, some answers were provided regarding the questions on teaching and teacher education, seeing that the uses of English internationally are not just related to the Expanding Circle, but also they include native speakers as well as members of the Outer Circle.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1025]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2530">
    <dcterms:title><![CDATA[Is it possible to use &quot;Introduction to Linguistics&quot; by Pavle Tekavčić as a Manual for Teaching Romance Philology to the BCS-speaking Students?  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[One of the biggest problems that arrises as a barrier to teaching Romance Philology at the BCS-speaking students is the lack of relevant literature in the languages of BCS or its difficult access. In this paper we investigate the manual “Introduction to Linguistics for Students of Italian” by Pavle Tekavčić. Our aim is to point out how the book is structured, which are the advantages and disadvantages of Tekavčić linguistic method, and how much can be useful to use this guide in the teaching of Romance Philology]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[910]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2531">
    <dcterms:title><![CDATA[Paradigm of Lemma Prose]]></dcterms:title>
    <dcterms:abstract><![CDATA[The initial premise of this paper is the existence of literary and literary-scientific discourses characterized by instruments and methodology typical for lexicographical texts: dictionaries, encyclopaedias and lexicons. These are the texts of hybrid character in which, analogous to lemmas (dictionary headwords) in said lexicographical works, fragmentary discourses characterized by a combination of literary and scientific themes, narrative procedures and metatextual devices are formed. Regardless of whether these are texts of lexicographical structure, equipment and intention filled with literarized content or whether they are primarily literary expressions modelled with the help of lexicographic instruments, the authors of this paper have found their representatives at the very beginning of the new era (Bible) stretching all the way to texts with dominant postmodernist intentions. The authors explain the acceptance of the initial premises by the results of a conducted analysis of chosen lemma discourses and their individual merits. The very term lemma has been taken over from lexicography which mostly uses it to denote a „lexicographical headword“. Lemma prose is a coinage made by the authors of this paper and hence the paper itself is directed at its scientific testing – at verifying and proving the possibility of accepting a paradigm that would confirm its existence. Thereat by lemma prose we mean those literary texts reaching for lexicographic techniques of lemmatization, as well as specific instruments, and use them in various ways and on various discourse levels (starting from the title level to entire textual structure). The analysis of individual texts shows that it is not only the case of peculiar discourses reaching deep into the literary history, but also that the possibilities that this mode of narrativization and text structuring offers were recognized in particular by literary authors from the end of the 20th and the beginning of the 21st century.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[768]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2532">
    <dcterms:title><![CDATA[Pronunciation Error Analysis in Future English Language Teachers in Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper focuses on some pronunciation errors found in Croatian students of the Graduate Programme of Primary Education in Combination with the Study of the English language at the Faculty of Teacher Education, University of Zagreb. Despite the fact that the use of English as the international lingua franca questions the standards of what is defined as “incorrect” in the pronunciation of English as L2 as long as mutual intelligibility is achieved, one can still argue for the need to brush up on a standard English pronunciation (regardless of the variety) in certain groups of learners. In the future primary school English language teacher training a special emphasis needs to be placed on their pronunciation skills as flaws in pronunciation may hinder their successful future teaching of the English language to primary school pupils. The aim of this study was to identify problems in future teachers’ pronunciation of the English language and perform a categorisation of the problematic areas in pronunciation. The corpus used for error analysis was comprised of strings of speech in the English language recorded by each participating student. On the basis of the analysis, pronunciation errors were categorized and the most problematic areas highlighted. The findings of this study will be used for the purposes of the Phonetics and Phonology course syllabus redesign.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[886]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2533">
    <dcterms:title><![CDATA[The Language Barrier in the Cross-Cultural Communication between East and West: A Comparative Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[The use of language in international arena and international politics plays a significant role, especially in the world after 9/11 attacks in USA. The spoken words got more important functions by the process of globalization, and spread of mass-media communication. The aim of this paper is to examine the key terms and concepts in the communication between East and West with focus on the (mis)understanding of the terms such as: jihad darul-islam/harb/sulh, crusades, democracy, and human rights in a post 9/11 world. The paper presents the historical overview and evolution of these terms in Islamic as well in western societies. Thus, this paper offers the interpretation of the words jihad darul-islam/harb/sulh, crusades, democracy, and human rights through the Islamic prism of understanding and cultural experience but also through the prism of understanding and experience of the societies in the West. Furthermore, this paper analyzes the denotations and connotations of these particular words and their significance in international political communication.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[823]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2534">
    <dcterms:title><![CDATA[Violence and hatred in Emily Brontë’s Wuthering Heights]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is very difficult to make decisions, especially when one&#039;s future depends on it. The focus of this research is on elaborating the elements of violence and hatred in Emily Brontë’s only novel, Wuthering Heights. Catherine, the heroine of the story, has to make a choice. She makes a mistake marrying Edgar Linton, leaving her true love, Heathcliff. The consequences of her mistake are tragical and cause suffering to all characters in the novel. Strong and passionate love leads to extreme hatred and eventually violence that destroy the lives of everyone in the story. These elements are an essential part of not only the storyline, but also its characters&#039; personalities. The statements are followed by clear examples from the unabridged version of the book. For the sake of better understanding, the research is divided into three main parts; the elements of violence and hatred in the early years of the main characters, their adulthood, and the lives of their children. The violence and harshness of the weather and landscape, and the symbolism of the word Wuthering in terms of the main topic are included. Love and hatred run side by side, and the borderline between them is so thin that under bad circumstances, even the strongest love turns into selfishness and hatred. Still, the underlying reasons for these emotions to interweave are emphasized in this research paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[764]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2535">
    <dcterms:title><![CDATA[Students’ Independent Use of Bilingual Dictionaries at Primary School Level of Learning English]]></dcterms:title>
    <dcterms:abstract><![CDATA[In practice, often there is no systematic way of dictionary use which would enable learners to become independent users and help them lay foundations for lifelong learning. Some of the reasons are that linguists do not agree on the role of dictionaries, teachers themselves are not trained to teach dictionary use, and finally, the National Curriculum does not give any instructions on how and when to use dictionaries in the classroom. Having that in mind, the author set out to get an insight into the way primary school children use bilingual dictionaries independently. The research was conducted on the sample of 322 children, from the sixth to the ninth grade in a primary school in Bijeljina, Bosnia-Herzegovina. While the first part of the paper presents the theoretical basis of vocabulary learning, the second part presents the results of the research and offers the discussion of research questions. Considering the age and the language level of the learners, building dictionary use strategies is not an issue that should be left aside. The discussion of research questions can serve as a reminder for teachers on their way of helping students become skilled learners.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[813]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2536">
    <dcterms:title><![CDATA[Facing Foreign Culture Challenge in the Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[The relationship between teaching, culture and language is extremely complex for a teacher teaching foreign students in a foreign language, given the lack of the common frame of reference on which to rely as guidelines for the teaching process in terms of organization, methodology and desired outcomes. The assumption that the use of a common language (English) will solve the problem of communication and bridge possible differences is ungrounded since both teachers and students presuppose certain values and cherish expectations that are deeply culture-bound.     The workshop addresses three issues: variations in perception and understanding of the teaching process across educational institutions seen as indexical to underlying cultural differences; varying expectations and attitudes to learning and patterns of students and teachers’ behaviour interpreted as reflecting the differing basic concepts of time, space, self and social relations acquired in the process of primary socialization; and foreign language (English) as representation of the world of secondary socialization through which cultural experience and knowledge are reorganized. Working on examples from different settings (including their own) the participants will consider their own assumptions and get aware of a number of sensitive issues that the teacher has to face.     To solve those issues the teacher has to create  “the third space”, where expression of differences may be welcome and creatively transformed through exchange of ideas, feelings and experiences allowing for a critical appraisal of native and other cultures alike and enabling a smooth transition between multiple identities that students are becoming aware of. The use of English restricted to “the code for communication” and void of its cultural baggage will not prevent the linguistic and cultural transfer between the languages and cultures of primary and secondary socialization, but can mitigate the cultural shock and anxiety caused by the uncertainty of a foreign environment.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[909]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2537">
    <dcterms:title><![CDATA[Shaping Value Systems by Means of Conceptual Metaphor – American Inaugurals]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper tries to give an insight into political reasoning through the theoretic framework of cognitive linguistics. Through an analysis of conceptual metaphors used in the corpus of inaugural speeches of American presidents, we will show how the American value system was constructed and for what purpose. This analysis will show the importance of conceptual metaphor as a rhetoric device and how it can be used. It will eventually be claimed that American presidents have deliberately used conceptual metaphors as a uniting linguistic element. Along with conceptual metaphor we will also make use of two other fundamental parts of cognitive linguistics – image schemas and semantic frames. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[817]]></dcterms:extent>
</rdf:Description></rdf:RDF>