<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/1078">
    <dcterms:title><![CDATA[RUNNING RABBITS AND SHOULDER MARKINGS: METAPHORICAL TERMS IN SPECIALIZED KNOWLEDGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The role of metaphor as a basic cognitive mechanism in the construction and retrieval of specialized knowledge has been well studied within cognitive terminological theories (Faber, 2012; Tercedor Sánchez et al, 2012; Temmerman, 2000). However, the results of these analyses have mainly been applied in designing or improving terminological resources, leaving somewhat aside the impact metaphor has on bridging general and specialized knowledge, especially in the acquisition of new knowledge.   This paper discusses the role of metaphor as a cognitive process in the conceptualization of certain key concepts in the domain of aviation. A number of terms and their collocations that reflect metaphorical mappings from the source domains the HUMAN BODY and ANIMALS have been extracted out of a corpus of English aviation textbooks and manuals related to the field of air traffic management. Instances of metaphorical conceptual mapping are identified and analyzed both at the conceptual and terminological level.    Ana Ostroški Anić is a research assistant at the Department of General Linguistics of the Institute of Croatian Language and Linguistics in Zagreb, Croatia. Her research interests lie in the areas of terminology, specialized translation, LSP, phraseology, and cognitive semantics. She has been working on several terminological projects within the Croatian Special Field Terminology program (Struna).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3362]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1077">
    <dcterms:title><![CDATA[THE EFFECTS OF USING LIBRI IN ENHANCING LEARNERS’ CREATIVITY, PROBLEMSOLVING SKILLS AND AUTONOMY IN BUSINESS ENGLISH CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Among teacher’s responsibilities in the classroom besides delivering quality teaching, treating all the students equally, is giving the learners the space to become creative, to enhance their problemsolving skills and give them the opportunity to become autonomous learners.     Libri is a learning management tool used at South East European University for all courses.  It is used to achieve some of the classes goals and aims. However, it can also be used to give the students the opportunity to become autonomous since they are working even from home independently, to become creative and find solution to the problems as assigned in the tasks, and develop their problemsolving skills since they have to find solutions to the problems presented.  We assumed that this would enhance learner creativity and autonomy, and yet give them the opportunity to use English outside of the classroom environment.  Besides this, it will also trigger students’ problemsolving skills     The participants of this study are 70 students taking ESP Business English, aged 18-35 years old, all non-native speakers of English, from different national, language, cultural backgrounds.  Both, the qualitative and quantitative method were used to analyse the data gathered.  The students involved in the study were given a questionnaire after they completed the task.  While checking the students’ responses the teacher was able to see how they approached the tasks given.  There was also a questionnaire for teachers, who used the same approach and used Libri for the same purpose.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3528]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1076">
    <dcterms:title><![CDATA[THE PHILOLOGICAL APPROACH]]></dcterms:title>
    <dcterms:abstract><![CDATA[DO ORIGINS MATTER?    Can awareness of these serve in the English-learning process?    Modern English has evolved through the last 1500 years as a hybrid language (Crystal, D. 2004). The Angles the Saxons and the Danes all made important contributions as well as the Normans. Due to this amalgam of linguistic ingredients, the English language taught round the world presents considerable learning obstacles that are directly related to these original components. This paper will highlight some of these obstacles with a view to demonstrating how effective knowledge of these origins can be for the learner in many areas of English acquisition.    The first step is to outline some areas of difficulty in English that are directly linked to the parts that make up this hybrid language that has become a world lingua-franca. These are elements such as, the huge vocabulary bank, spelling problems, pronunciation difficulties, grammar and structural challenges. It is the mammoth task of getting to grips with this amalgam that could be rendered somewhat easier by insights into origins (Crystal, D. 2011). Often students ask questions about the seemingly illogical, idiosyncratic grammar, spelling or pronunciation rules involved in English. Perhaps teachers should be prepared to give some reasonable explanations.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3465]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1075">
    <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[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3368]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1074">
    <dcterms:title><![CDATA[THE USE OF CONTRASTIVE ANALYSIS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT TERTIARY LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching English as a foreign language at university level is quite a different challenge compared to teaching high school or young non-native learners. This is due to the fact that university students are expected to acquire specific grammar terminology in order to master the grammar system of the target language. At the English Department of the Faculty of Philosophy in Sarajevo, during the first three (undergraduate) years of study the students are introduced to several grammar courses, focusing on the analysis of English grammar through descriptive explanations given in English. The courses serve as a basis which is expected to improve both grammar and translation competence of the students. This paper examines to what extent the acquired descriptive knowledge of morphosyntactic properties of English is helpful in terms of translation of those Bosnian sentences whose proper translation into English requires the knowledge of contrastive rules. The research has been designed as a combination of action research and a quasi-experimental pre-test (delayed) post-test control-treatment group. As the research findings have revealed, teaching grammar to non-native learners of English without input as to the contrastive differences between the source and the target language results in erroneous translation, which is a consequence of negative transfer from the source into the target language. On the other hand, grammar teaching supported by the presentation of relevant contrastive rules has proved to be an efficient learning technique in terms of reducing errors and improving both grammar and translation competence of non-native learners.    Keywords: verb phrase, erroneous translation, transfer, contrastive analysis, pretesting, post-testing, treatment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3491]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1073">
    <dcterms:title><![CDATA[Interes i izazov: Teorija, politika i stvarnost regionalizacije i kooperacije]]></dcterms:title>
    <dcterms:abstract><![CDATA[Regionalna nauka, kao što je poznato, kreira teorijski okvir za definiranje regija, regionalizaciju, regionalni razvoj i politiku regionalnog razvoja. S obzirom na ograničeni prostor, osnovni cilj rada je naznačavanje, s jedne strane, interesa, mjerenog brojem objavljenih radova u nekim relevantnim bazama, za regionalizaciju, kao i za specifične subteme: administrativnu regionalizaciju, statističku regionalizaciju, euroregije, evropske makroregije, a  s druge strane, naznačavanje nekih osnovnih odrednica bosanskohercegovačke stvarnosti u vezi sa ovim temama. Kada je riječ o vremenskom okviru onda je to period posljednjih četvrt stoljeća. Dužina vremenske serije determinirana je konkretnom temom. Osnovna metoda je historijska i deskriptivna, kronološko izlaganje, kao i analiza vremenskih serija. Rad, pored uvoda i zaključka, sadrži teorijski okvir, rezultate pretraživanja relevantnih baza i osnovne informacije vezano za specifična pitanja regionalizacije Bosne i Hercegovine. Sastavni dio rada je popis korištenih izvora. Rad sadrži šest slika, 87 fusnota i referira se na 41 izvor, kao i 53 linka.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3128]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1072">
    <dcterms:title><![CDATA[ZNAČAJ NOTARSKE SLUŽBE U PROCESU  PRIBLIŽAVANJA EVROPSKIM STANDARDIMA  PRAVNE SIGURNOSTI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Promjene društveno-pravnog uređenja Bosne i Hercegovine  prouzrokovale su niz reformskih procesa u svim društvenim sferama, pa tako  i pravnog sistema. Promjene su zahvatile i sferu zakonodavstva, izvršne vlasti  i pravosuđa. U sferi pravosuđa, osnovni imperativi promjena su zaštita  ljudskih prava i nezavisnost pravosuđa, što je rezultiralo uvođenjem ili  revitaliziranjem novih institucija, kao što su ombudsmani, visoka sudska i  tužilačka vijeća, notari i dr.  Veliki broj tranzicijskih država je revitalizirao institut notara, dok je u  BiH prvi put uveden. Sa uvođenjem notara učinjen je korak dalje ka  evropskim standardima u pružanju pravnih usluga.  Notarska služba doprinosi jačanju pravne sigurnosti, samo ukoliko  zakon sadrži odgovarajuću regulativu koja će biti na adekvatan način  implementirana. U tom pravcu, kod nas je donesen zakon, koji nije zaživio, te  je uslijedilo donošenje novih zakona, koji su implementirani sa svim  posljedicama u području procesnog i materijalnog građanskog prava, koje sa  sobom nosi. Tako je propisano učešće notara prilikom zasnivanja relativno  velikog broja pravnih odnosa. Pri tom se, prije svega, misli na pravni promet  nekretnina i proces registracije privrednih društava, gdje je učešće notara od  ključnog značaja, kao i učešće notara u provođenju izvršnog i ostavinskog  postupka.]]></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[3086]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1071">
    <dcterms:title><![CDATA[„FUNKCIONISANJE DEMOKRATSKOG SISTEMA U USLOVIMA SLOŽENOG DRŽAVNOG UREĐENJA“]]></dcterms:title>
    <dcterms:abstract><![CDATA[Funkcionisanje demokratskog sistema vlasti u složenim državnim  zajednicama vrlo često nailazi na poteškoće koje izviru iz samog oblika  njihovog unutrašnjeg uređenja, posebno kada se u korijenu ovakvog uređenja  nalaze etničke, religijske ili jezičke razlike. Sa ovakvim preprekama susreće  se i Bosna i Hercegovina, kao složena država sui generis čiji demokratski  sistem izvire iz volje tri konstitutivna naroda i koji je formiran Ustavom  donesenim u cilju zaustavljanja rata. U ustavnim porecima država složenog  unutrašnjeg uređenja, zahtijeva se nužno postojanje određenih mehanizama i  instituta koji osiguravaju nesmetano funkcionisanje demokratske države  zasnovane na vladavini prava. Ovakvi instituti su utoliko značajniji i  kompleksniji kada se uzme u obzir činjenica da ih nerijetko prati i funkcija  zaštite prava i interesa određene jezičke ili nacionalne skupine. Ovaj rad  prvenstveno nastoji analizirati probleme unutrašnjeg uređenja Bosne i  Hercegovine kao složene države sa naglaskom na razloge njegovog nastanka,  uz komparativnu analizu ustavnih rješenja u pozitivnom pravu drugih  evropskih složenih državnih zajednica i ispitivanje mogućnosti njihove  primjene u bosanskohercegovačkom pravnom poretku.  Ključne riječi: demokratija, ustav, Bosna i Hercegovina, Švajcarska, Belgija]]></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[3071]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1070">
    <dcterms:title><![CDATA[Aspekti vanjske politike Evropske unije u Bosni i Hercegovini]]></dcterms:title>
    <dcterms:abstract><![CDATA[Stupanjem Lisabonskog ugovora na snagu 2009. godine, te uspostavom Evropske službe za vanjsko djelovanje (EEAS) 2010. godine, Evropska unija je poduzela potpuniji korak u definiranju svoje vanjske politike, konkretnijeg djelovanja u okviru međunarodnih odnosa te jače institucionalne organizacije u zastupanju svoje vanjsko-političke ideje. Bosna i Hercegovina kao potencijalni kandidat za članstvo, zbog svoje historijske i političko-pravne uređenosti, predstavlja velik izazov za vanjsko-političku i sigurnosnu praksu Evropske unije. U ovom radu nastoje se predstaviti perspektive i smjernice Evropske unije u definiranje vanjske politike prema Bosni i Hercegovini u proteklom periodu te naznačiti mogući odnos EU prema BiH u kontekstu vanjske i regionalne politike. U tom kontekstu obrađuje se uloga visokog predstavnika Unije za vanjske poslove i sigurnosnu politiku u procesu normalizacije političkih problema u BiH. Kroz analizu međunarodnog odnosa EU sa BiH, nastoji se odgovoriti na pitanje položaja BiH kao interesne sfere u domenu trenutne vanjske politike Evropske unije. U radu se razrađuje i shvatanje interesa EU za Bosnom i Hercegovinom kao sigurnosno-stabilnom zemljom u regiji, ali i buduće višedimenzionalne saradnje Unije i BiH do konačnog stupanja u članstvo. U konačnici, rad nastoji predstaviti utjecaj uspostavljene vanjske i sigurnosne politike Unije na BiH u njenom napretku ka evroatlanskim integracijama.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3150]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1069">
    <dcterms:title><![CDATA[LEARNING FOREIGN AND INDIGENOUS LANGUAGES: THE CASE OF SOUTH AFRICAN UNIVERSITIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language through another language is trivialto any type of language learning whether it may be the learning of a local or a foreign language. In South Africa the country’s language policy for higher education recommends the study of foreign languages (FLs) and indigenous languages.After a decade of its adoption, the learning of a foreign or indigenous language in that foreign or that indigenous language, respectively, at universities has been overlooked. In essence, the learning of foreign languages at the country’s universities dates back to the 19th century when the first higher education institution – the South African College was established. At that College a Department of General Literature that offered Dutch, English, Latin and Ancient languages, was established. English and Dutch teachers provided instruction in the English and Dutch language, respectively. The instructions involved theory, history and practice of English grammar and literature or Dutch grammar and literature. The learning of indigenous languages at the country’s universities began in the 20th century under the departments of Bantu Studies. They were learnt through English, and then later through English and/ Afrikaans. The instructions involved theory, history and practice of English grammar and literature. The aim of this study is to gain knowledge on the different approaches that may be used to learn a foreign language and an indigenous language. The study focuses on the complex challenges facing the country’s universities to adopt new, different and best models for the teaching of foreign and indigenous languages after many decades of using English and/ Afrikaans medium(s). A case study method is used for this study. The emphasis is on the learning of foreign versus indigenous languages in South African universities (SAUs). The paper comprises of an introduction, the theory of Grammar Translation Method (GTM), a case study on the learning of foreign versus South African indigenous languages (SAILs) at the SAUs, and a conclusion.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3522]]></dcterms:extent>
</rdf:Description></rdf:RDF>