<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/1068">
    <dcterms:title><![CDATA[USING FILM SUBTITLES IN FLT IN CROATIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is a general belief that students need to receive substantial input of authentic materials in FLT. The  combination of verbal information, along with full visual experience such as it can be seen in a film, has  been found most appealing. Not only a large amount of natural language, but also a rich variety of cultural  forms and expressions are mediated by this kind of “comprehensible input” (Krashen 1985). Various studies  have demonstrated the ways in which intralingual subtitled audio-visual material can improve the  effectiveness of general foreign language comprehension (Caimi 2002, Vanderplank 1988) and how it can  be a useful tool in foreign language teaching and foreign language acquisition (Neuman &amp; Koskinen 1992).  Most foreign television and cinema programs distributed in Croatia have always been accompanied  by interlingual subtitles; therefore the viewers are accustomed to them. Consequently, such a habit can be  efficiently exploited in foreign language learning among Croatian students who will certainly more easily  develop strategies to derive benefits from subtitled films.  The main aim of this study was to examine whether and to what extent film subtitles (captions)  increase language processing ability of the learners. Our hypothesis was that subtitles facilitate general  comprehension of a film, provided that the linguistic difficulty of the authentic film material has been  carefully selected in order to match the students’ overall competency in L2. Our research was conducted  among students of B1/B2 level of English L2. Students were divided in two groups: one group watched a  sequence of a feature film without subtitles, while the other was shown the same material with subtitles.  Both groups were given a particularly designed test to assess their general comprehension of the viewed  material. The findings revealed that the group of students viewing the subtitled film showed better results  than the other group.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3474]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1067">
    <dcterms:title><![CDATA[VERBAL IRONY AND SOCIO-CULTURAL FACTORS]]></dcterms:title>
    <dcterms:abstract><![CDATA[А number of socio-cultural factors such as distance, common ground, social status of the ironist and his/her interlocutor, as well as “the victim” of irony, have a very significant impact on the usage of verbal irony. This study focuses on various combinations of these factors and their impact on the incidence with which verbal irony is used in formal and informal speech in Macedonian and English. In that respect, the analysis of the linguistic corpus, purposefully created for this research, reveals certain similar and dissimilar tendencies in both languages. For instance, in informal speech, both Macedonian and English speakers tend to use verbal irony more frequently when they have equal status with their interlocutors. Macedonian speakers, nevertheless, are more prone to using irony when addressing acquaintances and complete strangers with whom they share ‘low’ or no common ground, respectively, whereas English speakers prefer using verbal irony with closest family members and friends with whom they normally share ‘high common ground’. “The victim” of irony in informal speech doesn’t seem to bear any significant influence on the incidence of verbal irony in English, but in Macedonian the usage of verbal irony is manifestly more frequent when the ironist himself/herself is “the victim of irony”.     Keywords: socio-cultural factors, verbal irony, English, Macedonian]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3542]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1066">
    <dcterms:title><![CDATA[PORTFOLIO KEEPING ENDS TO A GOOD PRODUCT: THE CASES OF READING AND MOTIVATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Portfolio has been in use from the past in other disciplines. But there are growing bodies of research which document its importance in foreign language teaching. The current study was implemented on selecting 91 undergraduate students passing their general English course in Iran. Traditional reading program was administered for control group whereas; portfolio keeping was integrated into experimental group. The result of ANCOVA showed that portfolio keeping has a positive effect on reading ability of the students in experimental group. The better reading result is explained by this argument that a good product is justified by a good process. Furthermore, portfolio keeping increased their attitude/motivation towards learning English; especially it increased integrative motivation of the students more than instrumental and attitude.         Keywords: portfolio keeping, reading skill, attitude, integrative motivation, instrumental motivation.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3373]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1065">
    <dcterms:title><![CDATA[J. M. COETZEE’S W A I T I N G F O R T H E B A RB A RI A N S : A POSTMODERN APPROACH TO THE IMAGES OF THE CONTEMPORARY POSTCOLONIAL REALIT]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper, I discuss J. M. Coetzee&#039;s novel Waiting for the Barbarians within the framework of postcolonial reality, but also try to show that it transcends that very postcolonial reality becoming, in this sense, a universal and general reality, applicable in many contexts. The colonial context of the novel is presented in the contemporary light of world powers. Another important focus of this paper is on the postmodern features of the novel and the second part of this paper dicusses this theme in detail. It will be observed how the human body can serve as a text which can be interpreted in many ways.    The main protagonist of Waiting for the Barbarians, the Magistrate, tries to construct narratives from various sources: from the body of the “barbaric” girl, archeological slips, his own torture, etc. History also becomes another riddle to be solved, another narrative to be interpreted and recreated. The allegorical form of the novel featuring many postmodern characteristics makes Waiting for the Barbarians a novel that can transcend continents and that can be placed in various contexts. This paper will try to point some of them in order to defend the thesis on the universality of the reality portrayed in Coetzee’s novel where, among others, history is only one text which can be manipulated and presented in a appropriate narrative according to those who (re)create it.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3394]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1064">
    <dcterms:title><![CDATA[Visoko obrazovanje: Izazovi i perspektive u moderno doba]]></dcterms:title>
    <dcterms:abstract><![CDATA[Visoko obrazovanje u Bosni i Hercegovini, kao i u Europi suočava se sa brojnim izazovima kao što su: poboljšanje kvaliteta i usklađivanje poučavanja i učenja sa širim društvenim potrebama te potrebama tržišta rada, prilagođavanje globalizaciji i povećanju broja studenata i institucija visokog obrazovanja u cijelom svijetu, povećanje i širenje pružanja visokog obrazovanja upotrebom novih tehnologija kao što su mrežni kursevi te virtuelno ili mješovito učenje. Autor daje osvrt na trenutno stanje visokog obrazovanja u Bosni i Hercegovini, poteškoćama kroz koje prolaze željene reforme, koje mijenjaju ustaljenje načine rada i mogu obezbjediti visokom obrazovanju u Bosni i Hercegovini napredak i preduslov su za što brži pristup Evropskoj uniji. Najviše pažnje u radu će biti posvećeno promovisanju europskih principa visokog obrazovanja, te o potrebnoj podršci, koju treba pružiti visokoškolskim ustanovama da budu kreativnije, inovativnije, da razviju kritičko razmišljanje i da stvaraju odgovorne diplomante. Evropska budućnost visokog obrazovanja u BiH nije samo cilj, to je i obaveza koja uključuje zajedničko djelovanje i sinergiski nastup visokoškolskih ustanova, akademske zajednice, resornih ministrstava i Agencije za razvoj visokog obrazovanja i osiguranje kvalieta.]]></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[3143]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1063">
    <dcterms:title><![CDATA[TURKISH EFL STUDENTS’ ATTITUDES TOWARDS THEIR L1-  ACCENTED ENGLISH]]></dcterms:title>
    <dcterms:abstract><![CDATA[Emerging different English accent varieties as a result of the recognition of English as a lingua franca  all around the world has led many researchers in different contexts to explore the attitudes of the students  towards their pronunciation. To report on the perspectives of the English learners in Turkey, which is one of  the EFL contexts, the present study aimed to explore the attitudes of Turkish male and female EFL learners  towards their English pronunciation. It was conducted with 60 students studying at English preparatory  school of a state university in İstanbul, Turkey. The data were collected by means of a questionnaire which  was designed by Tokumoto and Shibata (2011) to examine Turkish EFL learners’ self-assessment of their  English accent. The items of the questionnaire measure cognitive, affective and behavioral components  constructing learners’ attitudes. The results showed that Turkish EFL learners highly agreed that they had a  non-native accent and their accent was not understandable enough for both native and non-native speakers  of English. Although both genders reported negative beliefs for the acceptability of their accent for personal  cross-cultural communication, female participants were found to believe that their accent was acceptable for  international business and for an English teacher more than male students did. Additionally, Turkish EFL  learners did not feel confident in their English pronunciation and they did not want to keep their accent,  they would like to sound like a native-speaker instead. Based on these results, practical suggestions regarding  the role of accent in language classes were discussed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3422]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1062">
    <dcterms:title><![CDATA[INTERKULTURALNA EDUKACIJA I MULTILINGVIZAM NA BALKANU1]]></dcterms:title>
    <dcterms:abstract><![CDATA[Iako je na Balkanu oduvek prisutan multilingvizam, karakteristika ovog dela evropskog kontinenta je ta da se balkanski narodi nikada nisu u većoj meri zainteresovali da uče i usvajaju jezike svojih neposrednih suseda. Činjenica je da su sve savremene balkanske države višejezične, odnosno da unutar granica balkanskih država žive brojne manjine i etničke zajednice koje su sačuvale kako svoje kulturno i etnično obeležje tako i svoje jezike. Ti jezici, nažalost, nisu u podjednakoj meri u svim državama Balkana priznati, ili su i dalje zvanično nepriznati. Ovo je direktna posledica podudaranja sa zvaničnom nacionalnom i jezičkom politikom koja se sprovodi u njima a koja i dalje propagira čvrst nacionalni stav o „jednoj državi, jednoj naciji i jednom jeziku“. Balkanski narodi još nisu naučili kako treba da komuniciraju između sebe, jer i pored viševekovnog suživota nisu uspeli da se upoznaju. Dodatno, komunikaciju između njih opterećuju brojni nerešeni problemi (teritorijalni, nacionalni, religijski, kulturni itd) kao i teško breme istorijskog nasleđa. Budući da su svi balkanski narodi usmereni ka ulasku u Evropsku uniju, jedna od prvih lekcija koju treba da savladaju jeste interkulturalna komunikacija. Samo na taj način moguće je sačuvati i jezički i kulturno-civilizacijski diverzitet Balkana kao važan deo ukupnog kulturno-civilizacijskog nasleđa ujedinjene Evrope.    Ključne reči: Balkan, multilingvizam, interkulturalna edukacija, balkanski jezici.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3524]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1061">
    <dcterms:title><![CDATA[HODONIMI BRČKOG]]></dcterms:title>
    <dcterms:abstract><![CDATA[Veći broj hodonima (&lt; gl. hodati) urbanog dijela Brčkog vezan je za antroponime i patronime, a takvi nisu bili predmet analize u uvom radu. U radu smo analizirali nazive samo onih ulica, šetališta, trgova i sl. čija etimologija nije lahko dokučiva. Tako da smo u uvome radu obradili dvadeset i četiri brčanska hodonima.     Brčanski hodonimi najčešće su domaćeg porijekla: Bare, Kožara. Međutim, neki od njih su i stranog porijekla: Meraje, Islahijet, Musala, Dizdaruša, Šedrvan (tur.), Bulevar (fran.), Ficibajer (germ.), Srpka Varoš (mađ.), Prnjavor (grč.).     Kao i u većini krajeva naše zemlje, tako i u Brčkom hodonimi često dobijaju ime po hidronimima i fitonimima: Grčica, ali među njima ima i onih koji su dobili ime po zemljištu na kojem su nastali: Ekonomija i Stari Rasadnik, prema objektu: Šedrvan, prema geomorfološkom izgledu tla: Bare, Blatuša, Brod i Konačko Brdo, po historijski važnim događajima, sporazumima i sl.: Krfska i i 4. Juli.    Jedan hodonim obilježen je nacionalnim obilježjem: Srpska Varoš.     U jednom hodonimu upotrijebljena je odrednica stari: Stari Rasadnik, dok nisu registrirane odrednice poput gornji, donji, srednji i sl.     Neka brčanska naselja doživjela su proces denominacije: Atik, Džedid itd.    Nije mali broj urbanih brčanskih naselja koja su nastala doseljeavanjem; dobrovoljnim, tragajući za boljim i lakšim uslovima življenja: Brod, Stari Rasadnik, ali i prisilnim, bježeći od političkih, nacionalnih i drugih neprijatelja: Omerbegovača.   Ključne riječi: Brčko, naselja, hodonimi, antroponimi, patronimi, hidronimi, fitonimi]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3350]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1060">
    <dcterms:title><![CDATA[DATA ELICITATION THROUGH LANGUAGE TESTING:  CHALLENGES OF TEST DESIGN]]></dcterms:title>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3498]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1059">
    <dcterms:title><![CDATA[EMOTION AND COLOUR: PHYSIOLOGY, LEXICALISATION  AND CONCEPTUALISATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[In English and in many other European languages, Croatian included, it is quite common to use colour terms as an indicator of different emotions. When we talk about the colour and humans, we actually refer to the colour of their skin, more precisely their face.     The major goal of this study is to investigate the correlation between the primary colour terms in collocational units and their corresponding emotions in English and Croatian. Since most of the current research on emotion concepts has focused on English, we would like to provide further evidence from Croatian expressions of emotions. A cross-linguistic corpus-based analysis of the two language corpora (the British National Corpus and the Croatian National Corpus) in the first part of the paper should offer a better insight into the salience of basic emotion categories in reference to basic colour categories. The second part of the paper investigates the motivation behind some of the linguistic expressions within the framework of cognitive linguistics. Despite the obvious cross-linguistic differences as to the system of preference by which each language links colours and emotions, some systematic patterns, due to their motivational force, are likely to appear in both languages under study.    Keywords: emotion, colour, collocational units, conceptual metaphor, metonymy]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3403]]></dcterms:extent>
</rdf:Description></rdf:RDF>