<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/2568">
    <dcterms:title><![CDATA[Scheduled Language Training Program in Relation to  Learners’ English Mastery  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Scheduled Language Training (SLT), a program of ESP based on Indonesian context, is a one-hundred hour English teaching program designed for nursing students planning to get Nursing Certificate. One of the requirements to be certified nurses is that they need to take English training program to improve their English mastery. Though the program largely focuses on English productive skill, speaking, the study of two language skills, listening and reading and one language aspect, structure is also included. This paper aims at describing the role of SLT in relation to improving the ability of nursing students to perform their productive skill of English language performance. The main objectives of the study are actually to find out to what extent SLT could improve their English language mastery based on the result of their written and oral tests, and to compare whether or not there is correlation between their scores of written test in the form of paper-based TOEFL and those of oral test (speaking). The data obtained from pretest and post test of speaking skill and paper-based TOEFL showed that there is a significant difference between the average score of both tests. In addition, there was a positive correlation between the results of both written and oral post tests. From the questionnaires given to the learners, there was positive comment in which they supported the program of SLT as it is beneficial to improve their English skills within a period of time.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[932]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2569">
    <dcterms:title><![CDATA[Cognitive Mechanisms Structuring Our Language and Thought: Theoretical Approach to Metaphor and Metonymy ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another.   However, taking into account that scientific disciplines exploded during the last century, linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains.   The aim of the paper is to present some of the major theories of metaphor and metonymy and clarify the understanding of differences between metaphor, metonymy and metaphtonomy. The first section of the paper deals with relationship between language, metaphor and metonymy and cognition. The notion of domain is presented in the second part of the paper which also presents notions of contiguity and similarity. The following section focuses on the theoretical approach to metaphor and metonomy as well as on relationships and mappings which occur as a result of cognitive processes. With the purpose of better understanding of metaphor and metonymy, the paper briefly touches on notions of polysemy and linguistic means.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1032]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2570">
    <dcterms:title><![CDATA[Teaching Gender-Neutral English in EFL Classrooms]]></dcterms:title>
    <dcterms:abstract><![CDATA[The use of gender-neutral language instead of gender-biased one is rapidly becoming important in the business and academic world. In fact, gender-neutral words such as “human being”, “person” and “chairperson” are commonly used as generic meanings in English-speaking countries, whereas the use of gender-biased words such as “man”, “he”, and “chairman” has been avoided recently.     Some language reformers point that the reason why such gender-specific terms as generic meanings should be avoided is not only because they confuse us, but also because they do have effects on our thought. In fact, the results of some experiment studies show that readers of terms like &quot;he&quot; and &quot;man&quot; are more likely to think more readily of males than of females (Erlich and King 1998).     It is also true that recently many English-speaking countries have passed strict law prohibiting discrimination based on gender. Consequently, quite a few organizations, especially, academic organizations prohibit gender-biased language in their writing (Ferguson 2004).     Therefore, it seems very important for us EFL teachers to equip our students with ways to avoid sexist language by teaching it in classrooms. Otherwise, our students may not be aware of such language and may even use it in English-speaking settings in the future. Therefore, in order to enable our students to skillfully interact in authentic situations, as EFL teachers, we should have a responsibility to equip our students with an understanding of gender-biased language and appropriate substitutions for such language.     First, this paper reviews exactly what gender-biased terms have been replaced by what gender-neutral terms in English-speaking countries recently. Second, this examines how much EFL learners are currently aware of gender-biased language by administering a questionnaire survey toward about 66 Japanese university students. Finally, I would like to discuss exactly what gender-neutral terms and how to teach in EFL classrooms effectively.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[807]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2571">
    <dcterms:title><![CDATA[The Art of Synthetising Life and Literature: Critical and Theoretical Attempts at Understanding Sylvia Plath’s Poetics]]></dcterms:title>
    <dcterms:abstract><![CDATA[In a paper titled “The Art of Synthetising Life and Literature: Critical and Theoretical Attempts at Understanding Sylvia Plath’s Poetics,” my intention is to concentrate on the comparative analysis of critical and theoretical models that structure the basis of a critical corpus about Sylvia Plath, an American poet. In the interpretation of analytical results my focus will be on 1. the most representative individual texts and studies that have been published about Plath, 2. their systematization and description, 3) their classification according to the orientation, being it modernist or anti-modernist, and, finally, 4. drawing a consclusion about dominant literary-theoretical interpretative models in general, following the critical and theoretical microcosmos that, since early sixties, has been constituted about Plath’s poetic and prose writing (basically psychoanalytical critical model, feminist, structuralist and poststructuralist). In the introductory part of the paper, my intention is to review briefly the literary context of her time or, in other words, to describe a map of American poetic tradition of that time succintly, with the special emphasis on confessional poetry and its basic postulates.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[765]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2572">
    <dcterms:title><![CDATA[Verbal aspect in SLA – Much More than (just) Grammar]]></dcterms:title>
    <dcterms:abstract><![CDATA[Both L2 students and teacher are well aware of the fact that verbal aspect is one of the most difficult issues to master in Slavic languages. The reason for this is mainly its complexity. Verbal aspect may appear to be a grammatical issue (morphological and syntactical) but it is much more than that.    To master verbal aspect in Croatian, learning verbal forms, i.e. the difference between imperfective and perfective verbs, is just the first step. Verbal aspect is just as much a semantical and pragmatical issue as it is a grammatical one. Therefore its proper use requires good general knowledge of a language and a wide knowledge of the world as it is seen through that particular language.    Using the examples from Swedish and Croatian, the author will show that linguistic markers are important but often not substantial enough for the proper use of verbal aspect in Croatian. She will present “traditional” approaches to the verbal aspect in Croatian as L2 and try to give an insight into approaches that still need to be developed which are based on the fact that verbal aspect cannot be properly learned/acquired unless it is taught on all levels. The influence of L1 on the acquisition of verbal aspect in L2 will also be discussed, i.e. potential markers in L1 that may influence appropriate or inappropriate use of aspect in L2  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[874]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2573">
    <dcterms:title><![CDATA[Use of Collins WorldBanks Online Corpus in Teaching English as a Second Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper discusses the use of corpus linguistics sources, in particular, the Collins Worldbanks Online Corpus in terms of its characteristics and possibilities for linguistic analyses, which may significantly improve the process of teaching English as a second language at the university level. This Corpus contains 57 million words of written and spoken English, from both American and British sources. It is worth mentioning that, according to our knowledge, the corpus linguistics databases such as the British National Corpus, the Brown Corpus or the Collins Worldbanks Online Corpus, etc. are not available at the faculties in Bosnia-Herzegovina. Therefore, the main goal of this paper is to give a detailed overview of the structure and the basic terminology of the Collins Worldbanks Online Corpus such as query, concordance, sketch-diff etc. with special reference to a practical use of this corpus in a teaching process in terms of studying vocabulary and collocations (e.g. a proper word usage of the nouns man vs. male, or the verbs request vs. require), thus drawing attention to the importance of this significant linguistic tool which, hopefully, will be recognized as such and will be available all across the faculties in Bosnia-Herzegovina in near future.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[914]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2574">
    <dcterms:title><![CDATA[Dialogical Voices and Construction of the Diasporic Identity]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the last decades, diasporic communities across the world and global shifts in the movement of people have provided critical spaces for both essentialist and traditional binary frameworks of ethnicity, nation and identity encapsulated in colonial and nationalist metanarratives. Worn out researches carried out in the field of post-colonial and diaspora studies have emphasised identity formation of immigrants as a linear process in which non-Western European immigrants reconstitute their identities as citizens of the First World especially by focusing mostly on Edward Said and his Orientalism. However - in the wake of increasing global interactions and border crossings - various discursive practices, cultural and personal positions of the diasporic communities have led to the construction of hybrid identities. This productive hybridity opens up dialogic spaces for diasporic subjectivity where discussions about “identity” challenge unchanging narratives of the stable self and welcomes multiplicity of continuous and discontinuous selves in relation to “other”. This point of view, by challenging set boundaries and silenced others, uncovers importance of different voices in the diasporic evaluation of the ‘self’. In this sense, identity formation of diasporic communities is a dialogical process which involves multiple cultures and histories; never ending moving back and forth movement between incompatible cultural and discursive positions. The construction of diasporic self, just like the characters of different contexts, involves the dynamic relation of the various self-positions in other spaces through dialogue with others. Today the term diaspora has been moving away from its static definition as forced displacement, home and away places, or home and alien place toward transnational, fluid and multiple movements resulting in contemporary transnational diasporic conditions and identities. This paper will specifically discuss the never ending and unstable dialogic identity formation within the context of diaspora experience.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1012]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2575">
    <dcterms:title><![CDATA[Shyness and Foreign Language Anxiety]]></dcterms:title>
    <dcterms:abstract><![CDATA[Communication in a foreign language, as an inevitable component of modern human life, often makes speakers experience anxiety, which may sometimes lead to avoidance of communication. This paper explores whether the students of Italian language courses in two foreign language schools experience foreign language (Italian) anxiety. The sample used in the study consists of students whose mother tongue is Croatian, and they have been learning Italian as a foreign language for a different period of time and at different levels. The authors wanted to examine whether there are differences in foreign language anxiety with regard to the level and the length of learning the Italian language, and whether the students’ levels of shyness correlate with the level of foreign language anxiety. The results showed that among the participants there is a correlation in foreign language anxiety depending on the students’ level of shyness: participants with pronounced shyness showed a higher level of foreign language anxiety when compared with the participants with medium and low levels of shyness. Individual characteristics of each student and various experiences gained in the process of learning a foreign language could be the reason for the absence of other differences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[773]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2576">
    <dcterms:title><![CDATA[The Relationship between Cognitive Process and Fuzzy Logic in The Process Of Second Language Learning ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Philosophy has been encountering the rules of language acquisition for long time due to the relationship between philosophy and language. Primary proof for this is link between object and subject and how the object is defined. Idealizing, defining and verbalizing are crucial aspects of philosophy and language acquisition as well. These aspects of philosophy have been shaped by Plato and Aristotle in the Antiquity. While Plato put the emphasis on nature regarding acquiring knowledge, Aristotle put it on nurture. Later on philosophy embarked on a linguistic orbit with Wittgenstein.  We had been come across the rules and bases of language acquisition by the early years of philosophy. The essential relationship between philosophy and language is logic and the symbolic acquisition. Logic has been known by everyone as the name of the &quot;truth&quot; of reasoning. Logic can tell us to evaluate the truth or falsity of any statement or group of statements .Aristotelian logic is mainly confined to the analysis of short statements and not to be extended one. Learning of conceptual contents of the surrounding world depends on language and vice versa. The essential point that   recognizing objects in surroundings and understanding the meaning of them for the human mind. Sign and symbols are important for working of human mind. Mostly cultural and religious symbols influenced the language and cognitive process. The perception signals, like teacher talking cognitive involves lots of different sub-process, like symbols and signs mean logic. But logic clarify that the black and white thing, true or false. In learning input, process and output are so important themes for cognitive and learning. So logic tells that this is true and that is false. What about the middle sides? Nowadays this question is being asked by the people. Like fuzzy logic this is black and this is white, what about the grey?    In this paper the relation between logic and language is studied. It analyzes logics are related with language and also second language acquisition. But we are learning not only like classical logic acquisition, but also like fuzzy logic process.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[815]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2577">
    <dcterms:title><![CDATA[Formulaic Diction in the 16th century Hungarian Epic]]></dcterms:title>
    <dcterms:abstract><![CDATA[The epic song (históriás ének) is the most prevalent and representative expression of the Hungarian poetry of the 16th century, and it was intended to be recited with musical accompaniment. During the second half of the century these epic songs (rewritings of antique texts, short stories and novels written in verse) were performer at the noble courts where the audience was still inexperienced in literature and well disposed towards the oral communication. These songs were stylistically made according to the expectations of that audience: they contain a remarkable quantity of formulaic iterations and constructions, repeated locutions, etc. even if the rhetorical structure of these texts slowly surpasses the limits of the formulaic style.    The corpus of the Hungarian historical songs of the 16th century contains about 185 texts of different length and metrical structure and it is composed by (1) történeti énekek (songs on past historical events) further divided in tudósító énekek (songs on contemporary events) and krónikás énekek (chronicles), (2) vallásos históriák (religious songs, mostly rewritings of Bible stories), and (3) széphistóriák (romances).    The aim of my current research on Hungarian historical songs concerns the analysis of all of the poems’ repetitions and formulas and their distribution, and what I’d like to present in occasion of the FLTAL 2012 conference is the first results of my computer-aided analysis of a choice of songs to reveal, analyze and categorize the forms of repetitions in this specific corpus.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[883]]></dcterms:extent>
</rdf:Description></rdf:RDF>