<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/2558">
    <dcterms:title><![CDATA[Feature Resetting in Second Language Acquisition: A Pilot Study]]></dcterms:title>
    <dcterms:abstract><![CDATA[This presentation reports the results of a small pilot study that tests the second language acquisition (SLA) of features associated with a functional category: the accusative clitic in accusative clitic doubling constructions, as in (1). The second language (L2) is Spanish and the first language (L1) is Romanian.   (1) Todos        lo                    felicitan         al              professor    por  su   conferencia         Everyone  cl.acc/3/sg/m  congratulate  to/PPthe   professor    for   his  lecture         ‘Everyone congratulates the professor for his lecture’  Both languages have clitics; hence, no predictions are made about the acquisition of clitics. Rather, the study centers on the features associated with the accusative clitic in accusative clitic doubling constructions. In Romanian, the clitic is associated with a [+human] [+specific] nominal, while in Spanish the clitic is associated with a [+animate] [+definite] [specific] nominal. It is this distinction in features between the two languages that is considered here.    Along with the No Impairment Hypothesis, I show that features of functional categories can be reset: second language learners can acquire feature values of functional categories. In opposition, under the Failed Features Hypothesis, acquisition is restricted to L1 parameters; inter language (IL) grammars are characterized by the use of L1 functional categories, features and feature values; and L2 learners do not acquire L2 functional categories, their features, or their feature values. Moreover, the Local Impairment Hypothesis argues that functional categories are acquired but their feature values are underspecified, resulting in a grammar that is unlike L1 and L2.     This study shows that the features relevant to accusative clitic doubling are reset in L2. Since our focus is on ultimate attainment of feature values, the successful acquisition of L2 features by even one learner proves that feature values are reset, resulting in an IL that is similar to L2. Thus, L2 learners have unimpaired access to parameters of Universal Grammar.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[977]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2559">
    <dcterms:title><![CDATA[The Syntax of Prenominal Cel]]></dcterms:title>
    <dcterms:abstract><![CDATA[This presentation accounts for the syntax of the prenominal determiner-like free morpheme cel in Romanian, which introduces definite DPs. Importantly, the prototypical definite article in Romanian is a suffix that attaches to prenominal adjectives and nouns, (1). Conversely, cel is a free morpheme that must immediately precede prenominal quantifiers, (2). Although the definite suffix and cel are different, their absence in the DP renders the DP indefinite, (3). Moreover, the presence of prenominal cel in the DP renders it definite, even in the absence of the enclitic definite article, (2). In order to account for the correlation between prenominal cel and definiteness, Cornilescu (1992, 2004) proposes that prenominal cel is a definite article in D0 inserted as a last resort when agreement between D0 and the noun or a prenominal adjective is blocked by an intervening numeral or quantifier phrase.    (1) fete-le            destepte	(2) cele       *(doua) (destepte) fete		(3) doua  fete       girls-the pl.f.  smart 	     cel-pl.f.      two     smart      girls         	      two   girls       “the smart girls” 		    “the two (smart) girls”		    	    “two girls”    Conversely, we claim that cel is not a definite article in D0; cel and the XP following it form a constituent, celP, that is adjoined below D0 in the same position as demonstratives; and celP can license a [+def.] feature in D0, a mechanism independently needed to account for demonstratives. Evidence comes from the syntactic distribution and properties of cel relative to other elements in the DP and their movement. Crucial pieces of evidence are provided by new data, which are not in the literature, to my knowledge.     Insight into the syntax of prenominal cel contributes a better understanding of the syntactic structure, constituents and movement in the higher domain of the DP, particularly head movement of A0/N0 as proposed by Ungureanu (2004, 2009) and Travis and Ungureanu (2008).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[973]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2560">
    <dcterms:title><![CDATA[The Pedagogical Importance of Homework on Saudi student Academic Performance and its relevance to language learning: a field research]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study is to analyze the pedagogical role of homework and its impact on Saudi student academic performance achievement. In order to demonstrate the pedagogical importance and its relevance to learning I intend to show, using a multi layer survey, the pedagogical value of homework in the eyes of Saudi students studying at the ELC/ELI; to establish the relation between homework and academic performance; to give evidence that homework is a valid measure of language learning; and to set up the relation between homework performance and feedback.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[969]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2561">
    <dcterms:title><![CDATA[Međureligijski Dijalog u Perspektivi Mevlanine Mesnevije]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ljudi kao društvena bića skloni su uspostavljanju i razvoju međusobne komunikacije putem koje mijenjaju iskustva, znanja i naučna dostignuća gradeći i usavršavajući tako svoje kulture i civilizacije. Pozitivna komunikacija se može tumačiti i determinirati višejako, međutim, najadekvatniji imenitelj takvih procesa je ni manje ni više doli dijalog civilizacija i, naravno, religija koje se kroz širenje ideja o miru, suživotu i toleranciji promoviraju u najistaknutije graditelje civilizacije. S obzirom na ovakav pogled na dijalog religija i civilizacija, možemo zaključiti da je ideja o Dijalogu civilizacija, ustvari, samo konstatacija postojećeg stanja čije pozitivne odlike – uvažavajući distancu od radikalizama svake vrste – treba dodatno intenzivirati i uprijemčiti. Pa ipak, ova ideja je izrazito pozitivna posebno kada se u obzir uzme povijesni kontekst njenoga javljanja koji je dobrano obojen – a zašto ne reći i uzdrman – tvrdnjama o sukobu civilizacija.    S obzirom na historiografske činjenice o brojnim inter i entrareligijskim nesuglasicama pa i raskolima, u ovom istraživanju je neophodno, u potrazi za dokazima o dijalogu religija i civilizacija, definirati osnovne karakteristike zajedničkih religijskih učenja koje kroz iskrena vjerska osjećanja reguliraju definiciju tolerancije primjenjivu na sadržaj svih monoteističkih učenja i, naravno, primjere koji dokazuju egzistenciju religijske tolerancije kroz stoljeća. Možda i ponajbolji pokazatelj i baštinik tolerantnih religijskih misli jeste usmena i pismena književnost u kojoj se susreću religijske misli i emocije, ljubav i razum, te poštovanje za sebe i svijet oko sebe.    Čuveni pjesnik Dželaludin Rumi Mevlana, kroz svoja dijela, pa tako i glasovito moralno-didaktičko djelo, Mesneviju, zastupa i promoviše dijalog, toleranciju i suživot. Pojmovi kao što su dijalog, tolerancija i suživot, u aktuelnom značenju, bili su važni kroz čitavu ljudsku historiju, dok je književnost imala izuzetnu ulogu u isticanju i promovisanju istih. Naravno, ta se uloga manifestovala i još uvijek dobrano manifestuje kroz priče protkane brojnim alegorijama i metaforama koje i danas mogu biti vodilja u prosperitetu i napretku čovječanstva, čuvanju i promicanju tolerancije i suživota.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[967]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2562">
    <dcterms:title><![CDATA[Effects of Word Processing on Students’ Writing Performance]]></dcterms:title>
    <dcterms:abstract><![CDATA[Written essays are a common feature of standardized tests at many levels of study.  However, little is known about whether the use of different media in writing the essays may affect students’ writing performance.  Studies reported the different effects word processing has on students’ writing performance, writing process and essay scores (Haas, 1988; Oliver &amp; Kerr; 1993; Goldberg, Russell, &amp; Cook, 2003; Russell &amp; Tao, 2004).  This study looks into the writing performance of second language learners of English at tertiary level.  It aims to analyze the effects of word processing on students’ writing performance in terms of quality and quantity.  The subjects in this study are forty first year students who are currently pursuing their Bachelor of Engineering Technology degree in Electrical Engineering at a private university in Malaysia.  Two writing sessions are carried out in this study.  For each session, the students are divided into two groups, with one group writes an essay in class while the other group uses the computer to type their essays.  They switch the writing medium in the second session.  Flesch Reading Ease, Flesch-Kincaid Grade Level and raters’ scores are used to measure the quality of the essays; while the number of words, number of paragraphs, number of sentences, sentences per paragraph and words per sentence are used to determine if there is any improvement in the quantity of writing.  Statistical analysis is conducted to determine any significant differences between the two media.  The results of this study are discussed in relation to whether the methods used in the tests have any influence on the students’ performance.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[958]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2563">
    <dcterms:title><![CDATA[Developing a Paradigm of Teaching English Language in  Societal Perspective  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Professional competency has a momentous effect on teaching of English language. The study has been conducted on developing a model of teaching English language in higher education institutions. The model has been developed through the integration of effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students, and teaching in social context of English language in higher education institutions. The objectives of the study were: 1) to explore the effect of professional competency of teacher, use of language laboratory, quality of teaching practice, academic assessment of students, counseling and guidance of students on teaching of English language in higher education institutions. 2) to develop a model of teaching English language in higher education institutions .The research was beneficial for the English language teachers. The study was important for developing English language curricula. The study was useful for research scholars of English language. The study was of great importance in managing English language centers. The study was descriptive in nature. The relevant data was being analyzed keeping in view the objectives of the study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[956]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2564">
    <dcterms:title><![CDATA[The Importance of Teaching Culture in the Foreign Language Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper is concerned with the importance of teaching culture in a foreign language class. Linguists have long recognized that the forms and uses of a given language reflect the cultural values of the society in which the language is spoken. This means language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests etc. Effective commutation is not just a matter of language proficiency, it is also about being able to understand other people and language alone is not enough for this. Language is a tool which reflects the life of the people from the culture that it was born from and thus learning the target language alone is not enough to communicate effectively. Communication is not the ability to speak the language but to understand the other person and since language is a tool that  reflects the culture ( life style, ideas etc.) of the speaker  in the communication proses, learning the culture is as important as learning the language itself when it comes to understanding each other. Since each language was born to meet the needs of the society that it was born from knowing that societies culture is necessary to fully master that language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[935]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2565">
    <dcterms:title><![CDATA[Creating a Profile of Student Motivation in Foreign Language Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The choice of our subject was guided by our own desire to know how to motivate students in FLE in order to give them a taste of self-effort and success. Based on our interest in student motivation, we wanted to think about the available ways to promote it. In this context, the role of the pedagogical task appeared to us as one of the possible ways to motivate our students, as it seems to allow them to raise their consciousness about their shortcomings, needs and successes.    Before the final exam, it seemed interesting to carry out our project “The Creation of Motivational Profile”. This project was taken into account as 40 percent of the final exam score. It turned out that the project contract seemed suitable for almost all of our students. As part of this collective project unanimously chosen, we wanted to have students work on their own motivational profile. This project can be defined as a self-analysis conducted by a student for an authentic purpose. “The motivational profile” may also be referred to as record of learning, presentation record, progress record.    Our “educational project” will be organized as follows: firstly, we’ll present the theoretical framework our study is based on, that is to say a framework inspired by the action-oriented approach and its impact on motivation. From these two key concepts “pedagogical task” and &quot;motivation&quot;, we’ll try to identify the effects of this action-oriented approach on the motivation of our students. Finally, within the context of the motivational profile project, we are going to look for answers for these questions: What could influence more efficiently the motivation? To what extent could this task affect our students? What impact might this pedagogical contract have on the motivation level of students?  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[933]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2566">
    <dcterms:title><![CDATA[Critical Discourse Analysis in Interpretation of Newspaper Articles]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper discuses the use of the Critical Discourse Analysis approach in the study of newspaper articles. Analysis of newspaper texts cannot be limited to linguistic analysis of texts; rather, it calls for a wider perspective, which includes both the study of the actual text as well as the study of the text’s external factors as elements of context. The Critical Discourse Analysis approach has proved particularly useful in the study of newspaper articles, as it enables the study of newspaper text in the context of its production and reception and offers critical interpretation of newspaper text. Critical interpretation of newspaper texts is not only of academic interest, but it is also an important social skill. Adopting the CDA approach, this paper investigates the use of passive voice for obfuscation of responsibility in representation of negative events. We argue that representation of events in newspapers relies not only on the message that is conveyed explicitly, through a particular word choice, but also implicitly, through syntactical patterning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[791]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2567">
    <dcterms:title><![CDATA[Pride Conceptualization in English and Bosnian Idioms]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper analyses the concept of pride in English and Bosnian idioms through the application of cognitive theory: the theory of conceptual metaphor and metonymy. The first part of the paper presents some of the major traditional theories on idioms, which view phraseological units as strings of words whose meaning is not a composition of the meaning of idiom’s component parts, and is, hence, arbitrary. We then introduce cognitive linguistic view on idioms, which brings new perspective to the analysis of their meaning, showing that it is not arbitrary, as traditionally believed, but quite the opposite, motivated by various cognitive mechanisms and our perception of the world surrounding us.    The second part of the paper deals with cognitive mechanisms; conceptual metaphor and metonymy, showing how these function in structuring our thought and language through various mappings from one conceptual domain to another, or in case of metonymy inside one domain. After defining conceptual domain of PRIDE, and various other concepts that the concept of PRIDE involves, such as CONCEIT, SELF-ESTEEM, SELF-ASSURANCE, ARROGANCE, SUPERIORITY, we discuss various metaphors and metonymies for pride proposed by Kövecses (1986), showing that most of these motivate the meaning of idioms, e.g. PRIDE IS A FLUID IN A CONTAINER, CONCEITED PERSON IS BIG, INTERFERENCE WITH NORMAL MENTAL FUNCTIONING FOR PRIDE, FORMS OF WALKING FOR PRIDE, etc.  Finally, we discuss interaction of these cognitive mechanisms in helping us conceptualize the world surrounding us, but also facilitate the understanding of these abstract concepts  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[873]]></dcterms:extent>
</rdf:Description></rdf:RDF>