<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/1128">
    <dcterms:title><![CDATA[PRAGMATICS AND LANGUAGE TEACHING:  CROSS-CULTURAL PERSPECTIVES ON THE USAGE OF PRAGMATICS]]></dcterms:title>
    <dcterms:abstract><![CDATA[To communicate in English language, English language learner needs to develop different competencies. Communication is the main purpose of learning a second language and pragmatics is one of the key elements a language learner must develop. Pragmatic incompetence in the second language can lead to misunderstanding and miscommunication. Misunderstanding and miscommunication can have a big impact on native speaker, because he or she will think that the other speaker is impolite or ignorant. Second language teachers often overlook pragmatics and they focus on grammar. As Pohl (2004:6) claims &#039;&#039;Striving for intercultural competence does not mean assimilation into the target culture.&#039;&#039; This is not the goal. The goal is that we need to observe and learn norms of the other culture, how they behave and speak, without changing our personality. Establishing precise linguistic norms, for example making text interesting, personal or purposeful is the goal of pragmatics. The purpose of this paper is to identify different teaching and learning activities that will help learners become fluent and successive communicators. Learners will be active and more involved in the classroom activities, because pragmatics will guide them through good grammatical competence. Learners will react fluently, accurately and coherently. Cultural characteristics are common in every language, and shape the way language is spoken, regarding connotations and denotations of words, phrases. Pragmatics helps learner to become familiar with different pragmatic practices and norms in target language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[2867]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1127">
    <dcterms:title><![CDATA[KONCEPTUALNA METAFORIZACIJA STIHOVA SA SOMATSKOM SASTAVNICOM S RC E UNUTAR SEVDALINKI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Rad će se baviti iznalaženjem odgovora dvama pitanjima: dinamikom mogućeg udjela metaforiziranih stihova sevdalinke sa somatskom sastavnicom srce, u kognitivnoj perspektivi, s jedne strane, i pojavnošću odgovarajućih konceptualnih modela, s druge strane. Kognitivna lingvistika u ovom smislu  obuhvata teoriju pojmovne metafore kao sredstava da se konceptualizuje svijet, ali i uže specifično, kao sredstvo perspektivizacije i  usmjeravanja pažnje s dvojakim ciljem: da se naglase željeni stavovi, pogledi i mišljenja i da se odagnaju nebitni i nepoželjni aspekti ostalih pojava. Na taj način sevdalinka konceptualizuje svijet oko sebe, svijet primarno bošnjačko-muslimanski, sa mnogim socijalnim netrpeljivostima koje u ovoj perspektivi bivaju odagnane, jer ne umire se od njih već od sevdaha.    Ključne riječi: sevdalinka, sevdisanje, kognitivna lingvistika, konceptualna metafora i metonimija, domene izvora i cilja]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3562]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1126">
    <dcterms:title><![CDATA[ARE YOU A BOOKBURNER? “PEOPLE AND SOCIETY” NEOLOGISMS IN THE SECOND HALF  OF THE 21ST CENTURY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Diachronic study of a language demonstrates how the language changes significantly over a period of time and neologisms are one of the greatest indicators of language transformation. Therefore, the field of neologisms which came to existence in the English language in the period from 1950 to 2000 and which belong to the semantic group labeled as &quot;people and society&quot; is morphologically examined. This semantic group comprises neologisms related to characteristics of people, their habits, social groups as well as typical social phenomena such as human rights, education, religion, etc. Methods applied in this research are method of corpus analysis, method of diachronic and synchronic analysis and method of questionnaire. The main hypothesis is that neologisms in the semantic field of ‘people and society’ have quantitative ascent since the commencement of the 1950s until the year 2000. The supporting hypotheses are related to productivity of each major word formation process and instability of neologisms. Productivity of certain word formations, derivation and compounding in particular, is examined in the coinage of ‘people and society’ neologisms. Stability/instability of neologisms is examined in two ways: through corpus analysis and survey. Namely, research on frequency of neologisms coined in the 1950s in contemporary dictionaries of the English language is carried out. Native speakers’ knowledge of these neologisms is examined by means of survey among native speakers from Canada, Australia, the USA and the UK. The overall aim of this research is thorough analysis of neologisms that entered the English language since the middle of the twentieth century and examination of recent trends in English word formation.     Keywords: word, word formation process, neologism, categorization, people and society]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3531]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1125">
    <dcterms:title><![CDATA[ISSUES IN ACQUISITION OF NON-TEMPORAL MEANINGS OF TENSES IN ENGLISH BY NATIVE SPEAKERS OF CROATIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Native speakers of Croatian often have problems with appropriate usage of English tenses that do not exist in Croatian, frequently associating past forms in English with perfective meanings in Croatian and non-past forms with imperfective meanings (because Croatian has verb aspect). They also encounter difficulties with non-temporal uses of English tenses.    Apart from the central meaning of tense as temporal reference, there are four non-temporal meanings of English tenses (Tyler, 2000): (1) emotional distance or intimacy; (2) the relative salience or status of the information being conveyed; (3) negative epistemic stance towards a particular scenario; (4) to express requests, commands and invitations.    Although some non-temporal meanings are very similar to those in English, there are also significant differences which cause difficulties to native speakers of Croatian in learning English as L2. Some of the differences are caused by metaphorical and metonymical shifts in meaning between the source domain (time distance) and the target domain (distance between wish and reality, simulating of distance in order to avoid direct appeal, distance of the deictic centre, counterfactual possible situation, etc.). In order to examine those assumptions, 102 students – English learners – were tested. Differences mainly occurred in cases when past tense is used in English to signal (1) a negative epistemic stance towards a particular scenario and (2) tense as an expression of attenuation: invitations, requests and suggestions, because Croatian speakers tended to use present tense in some cases.    We argue that a consistent description of non-temporal uses of tenses in Croatian and English, with analysis of differences, can facilitate the learning of these frequently occurring non-temporal uses of English tenses.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3443]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1124">
    <dcterms:title><![CDATA[GENDER DIFFERENCES IN POLITICAL DISCOURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Public speakers have always had a sense of authority and power upon them, and this area was male area for a long time. Together with different social changes such as Women’s Movement, women became more emancipated, participating in public sphere to a larger extent influencing thus the area of political discourse too.     Key question is whether gender and supposed gender characteristics and differences connected to interaction styles and public speaking affect creation of political discourse and differences in its structure between male and female politicians or they are not an important factor for political discourse. In other words, does gender affect a person’s political subjectivity?    The thesis is that gender specific differences in language use and use of syntactic, semantic, pragmatic structures, lexical style and rhetorical strategies create differences in political discourse between male and female politicians. Can these differences help the hegemonic construction of female identity in political discourse? The aim of the paper is to analyze language differences in connection with supposed gender characteristics and place them into context of political discourse.    Keywords: gender, discourse, political discourse, language, interaction, female identity]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3484]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1123">
    <dcterms:title><![CDATA[CULTURE OF DOMINATION AND DISCRIMINATION IN SHAKESPEARE’S PLAY THE MERCHANT OF VENICE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Mainly, the paper will show how a Christian virtue of mercy is perverted. The play The Merchant of Venice is a criticism of the hypocritical betrayal of Christianity’s original concepts. The original ideas have been betrayed. What used to be a promise of universal love became a kind of gang love. It all comes down to ‘us’ against ‘them’. Christians tend to hate those who are not Christians, just because they do not believe in their Christian god. In the beginning of the paper, a short general text on human psyche will be given making it clear why human beings behave aggressively and choose to serve Thanatos instead of Eros. Is aggressiveness situated in our innate nature or something else makes us cruel according to Edward Bond? More importantly, why do we tend to discriminate other human beings just because they happen to be different from us in any way? The paper also deals with the question of whether there is such a concept as ‘universal religion’ according to Carl Gustav Jung, who claims that man is a spiritual human being who can stand the most incredible hardships when he is convinced that they make sense; otherwise, he is just taking part in a “tale told by an idiot”.  Furthermore, one of the main protagonists of the play, Shylock, is portrayed as a common villain, and the paper will explain the causes of his aggressive beahaviour, whether he was born aggressive or his behaviour is just a natural reaction to what has already happened to him. Finally, the paper will give answers to all the question mentioned above, and will also make some general conclusions.     Keywords: culture, domination, discrimination, a Christian virtue of mercy, religion]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3558]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1122">
    <dcterms:title><![CDATA[EXPLICIT TEACHING OF STRATEGIC COMPETENCES]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper it will be argued that strategic competences (Bachman, 1990) can be explicitly taught and that it is also important that it is taught. Pupils will not acquire it naturally, at least not as effectively as they will learn it by means of an explicit teaching.    The empirical data for this paper come from two learning studies (Marton et al, 2004) informed by variation theory (Marton &amp; Booth, 1997, Lo, 2012). Learning study is a research approach, as well as an approach to school development, where a specific piece of learning, an object of learning, is chosen by a research group consisting of teachers sharing subject and pupils (teaching the same age levels) and a researcher. The object of learning should be something that is considered particularly troublesome and/or important for the pupils to learn. It is an iterative research design where action research is fused with design experiment. The learning studies have been carried out in school year 8 and school year 10 in two different Swedish schools. The pupils have been doing various kinds of interaction exercises and pre- and post-tests have been used to decide whether any learning among the pupils can be detected and if so to what extent.    The results in this paper show that through the explicit teaching of the crucial parts, the critical aspects, of the strategic competence of adapting oral language, learners of English as a foreign language in Sweden improved their ability to interact orally. This result is in line with the discussion in Kasper and Rose (2002) where it is also argued that the developing of strategic competence is enhanced through explicit teaching. The result from this paper additionally shows that learning study is a possibility to improve foreign language learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3523]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1121">
    <dcterms:title><![CDATA[“LEARNERS&#039; NEEDS AS A STARTING POINT FOR DESIGNING A SYLLABUS FOR ESP: A CASE STUDY OF  LAW STUDENTS AT SEEU”]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study focuses on the issue of designing a syllabus for English for specific purposes courses and shares the view that according to the nature of such courses, their content should be based on a thorough investigation of the learners’ needs.  The aim of the research is to launch a firm base for the subsequent production of a syllabus for an ESP course for Law at South East European University by exploring and investigating the needs of course participants or respondents to this research. The research examined needs analysis views of ESP students and teachers involved in ESP program.     The study consists of two parts, theoretical and empirical part. The theoretical part draws out the general structure of syllabi, determines the place of needs analysis in the process of ESP syllabus design, and clarifies the difference between objective and subjective needs analysis. It describes the conventional techniques engaged for conducting a needs analysis. The theoretical part forms a strong basis for an empirical study, the main findings of which are reported in the following part of the research. The study applies both quantitative and qualitative research instruments The survey about ESP learners’ preferences and needs and the Individual Background Questionnaire provided a good quantitative basis for needs analysis in order to help ESP course designers to design a syllabus with more relevant content. Qualitative data was provided from semi-structured, open-ended interviews to reveal learners’ views and expectations for ESP subject. Data were analyzed using descriptive analysis, cross tabulation and content analysis.    The findings of this study firmly suggest that there are many perceived subjective and objective needs of ESP learners’ at law faculty which should be considered in the design process of the new syllabi for ESP. Most students and teachers seemed to believe that their needs for ESP do not entirely match the general learning outcome of ESP course at law faculty and the study suggest the general learning outcome be tailored in line with the beliefs of what students think they need in ESP for Law. Most importantly, this study suggests that the needs analyses of learners’ and teachers’ views for ESP syllabi, facilitates the process of designing a better syllabus for ESP students in Law. The idea is to conform learners’ “wants” with those perceived by teachers or courses designers in the learning outcome.    Keywords: English For specific Purposes, Learners’ needs, Needs analysis, Syllabus]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3377]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1120">
    <dcterms:title><![CDATA[TEACHING TRANSLATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching translation is a widespread problem of nowadays schools and education system. Teaching a foreign language mainly focuses on acquiring new vocabulary and it is desirable for students to reach the point where they could freely communicate in a foreign language regardless to syntax and accuracy. On the other hand, translation as a study of the modern world requires truthfulness through writing skills and reading in order to deliver messages between two languages. How this functions in practice will be delivered in this presentation. Methodology involves teaching English in Bosnia and Herzegovina through grammartranslation method, with theory of translation, teaching and practice as a unity. The outcome represents the level which students nowadays reach by studying syntax of a foreign language before producing translation of it. Hopefully, this topic will efficiently be involved in the language acquisition and bring closer teaching and translation.    Keywords: methodology, grammar-translation method, translation theory, teaching.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3406]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1119">
    <dcterms:title><![CDATA[PRAVNI REŽIM ODGOVORNOSTI PRODAVCA PREMA  BEČKOJ KONVENCIJI I ZOO-u DE LEGE LATA I DE  LEGE FERENDA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Posao prodaje, kao privatnopravni posao je najrasprostranjeniji  između privrednih subjekata, kako u pravnim sistemima država tako i u  međunarodnim poslovnim odnosima. Zaključenjem ugovora o prodaji bilo  međunarodnog bilo domaćeg karaktera, ugovorne strane imaju određena  prava i obaveze: prodavac da isporučii robu, preda dokumenta koja se na  robu odnose i prenese vlasništvo na robi, dok je kupac dužan isplatiti cijenu i  preuzeti isporuku. Za izvršenje preuzetih obaveza, odgovaraju i kupac i  prodavac. Upravo povredom ugovornih obaveza bilo koje od ugovornih  strana mogu nastati složeni pravni i ekonomski problemi. Ovaj rad rezultat je  proučavanja odredbi Bečke konvencije o ugovorima o međunarodnoj  kupoprodaji robe iz 1980. godine i Zakona o obligacionim odnosima BiH  koje uređuju odgovornost prodavca kod ugovora o prodaji robe. U ovom radu  prvenstveno će se odrediti doseg odredbi o spomenutom obliku odgovornosti  prodavca iz članova 30. do 53. Bečke konvencije, zatim uvjeti postojanja te  odgovornosti, kao i iznimke od odgovornosti predviđenih Konvencijom. Ova  rješenja će, zatim, biti upoređena sa pravilima Zakona o obligacionim  odnosima Federacije Bosne i Hercegovine.  Ključne riječi: ugovor o prodaji, međunarodna prodaja, ugovorna  odgovornost, obaveze prodavca, CISG, Zakon o obligacionim odnosima,  Nacrt Zakona o obligacionim odnosima.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3072]]></dcterms:extent>
</rdf:Description></rdf:RDF>