<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/1058">
    <dcterms:title><![CDATA[SEMANTİC AND CULTURAL ANALYSİS OF THE TERMS FOR İ N K İN THE SLAVİC LANGUAGES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This text will analyze the semantic and cultural motivation of the terms for i n k in the Slavic languages and their dialects, followed by an etymological analysis of the corresponding terms in other European languages.  Namely, the issue of L 2084 &quot;чернила&quot; is referred to, according to the questionnaire of General Slavic Linguistic Atlas (OLA), which encompasses answers of circa 850 inhabited placeson the entire Slavic territory. The terms for мастило, according to this questionnaire, are displayed on the mapno. 37 of VIII lexical volume of OLA (М. Pizhurica 111:2003)  The following text will analyze the geographical distribution of these terms on the Slavic territory, while illustrating the semantic motivation of the proper terms through etymological analysis.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3466]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1057">
    <dcterms:title><![CDATA[THE ROLE OF COGNITIVE MECHANISMS AND SEMANTIC MOTIVATION IN BUSINESS ENGLISH IDIOMS ACQUISITION - AN EXPERIMENTAL STUDY]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper aims to explore the possible application of cognitive semantics in the process of Business English idioms teaching and learning. The theoretical assumptions of this study are based on the cognitivist view that idioms are, to a certain extent, semantically motivated by cognitive mechanisms, with the conceptual metaphor being the most dominant one. This study is an attempt to test the hypothesis that metaphoric conceptualisation can contribute to a more successful acquisition of idioms, especially in comparison to pure memorisation of the same linguistic expressions. This small-scale experiment was carried out with twenty Business and Economics students divided into the experimental group and the control group. The experimental group students were introduced to the semantic motivation of idiom meaning, whereas the control group students were taught the same idioms in the traditional way. After being presented with the carefully selected idioms in two different ways, the students in both groups were required to do four different types of exercises with a view to testing the semantic motivation hypothesis. As a result, the research findings and the results obtained in this experimental study suggest that the awareness of cognitive mechanism and semantic motivation behind the meaning of idioms can significantly assist students in the process of a somewhat systematic and consistent acquisition of Business English idioms.    Keywords:  Idiomatic expressions, Business English, cognitive mechanisms, conceptual metaphor, semantic motivation, language acquisition]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3453]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1056">
    <dcterms:title><![CDATA[USING LANGUAGE LABS FOR INTERPRETATION PRACTICE]]></dcterms:title>
    <dcterms:abstract><![CDATA[As new technologies advance language teachers are gaining more and more new tools to use in their work and to improve, upgrade and expand their teaching methods. Within a TEMPUS project, the Faculty of Philology in Banja Luka recently obtained a Sanako computer phonological laboratory for use in its foreign language departments. This paper presents one possible use of such a language laboratory, specifically for teaching language interpretation skills. The paper first gives a short overview of the software and activity options available through the language laboratory, followed by a comparison of how language interpretation skills were previously exercised to potential new approaches which make use of the language laboratory. The paper further gives a brief overview of some of our experiences in such classes with an experimental group of students, reflecting on the observed benefits, difficulties and possible outcomes, aiming to enable a broader implementation and utilization of the language laboratory and hoping to support the English Department’s efforts to keep up with modern trends in EFL.    Keywords: language laboratory, interpretation, computer-assisted language learning]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3395]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1055">
    <dcterms:title><![CDATA[COURSE BOOK - ENEMY OR ALLY OF THE MODERN TEACHER?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Course book has always been considered the best teaching material used in classroom. But, with time  and with advanced development of pedagogical and methodological conscience of students, teaching and  classroom discourse, course book just wasn&#039;t enough for student to achieve optimal conditions for efficient  second language acquisition. Soon a great dissension appeared between teaching methods of the teacher and  the course book itself; between teacher and student in general. Those two didn&#039;t have the same goals or the  same picture of who each of them was and what was their role in the second language acquisition process. In  this paper we will present some advantages and disadvantages of a set of course books for L2; in particular  those of Italian that are used in Croatian schools or constructed by Croatian teachers and experts. Also we  will present results of a content analysis of those books done with a questionnaire that has been adapted  particularly for this research.  We made the hypothesis that the problem lies somewhere in the content of the course book. Our  goal is to find out which aspects of course book design, especially regarding its contents, should be changed  in order to reduce that dissension between teachers and students; to make the course book better and more  efficient in the second language acquisition process. This paper and the results presented inside can be  considered a new direction in course book design policy; new perspective and the new way to harmonize  book contents with the school curriculum premises. Thus the quality of course books that our children use  will be increased significantly and the great leap in students&#039; educational success will be noticed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3442]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1054">
    <dcterms:title><![CDATA[ACADEMIC WRITING PROFICIENCY: THE ROLE OF ACADEMIC WRITING INSTRUCTION IN EFL PREPARATORY PROGRAMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In studies of writing, linguistic proficiency has been assumed to play an important factor contributing to writing proficiency (Raimes, 1987; Bereiter &amp; Scardamalia, 1987; Hayes 1996). Additional factors such as “cognitive” processes (i.e. planning and reviewing) (Ellis, 2005), memory (McCutchen, 1996, Alamargot &amp; Chanquoi, 2001), and  the matter of the quality of writing  and lexical fluency (Van Gelderen &amp; Oostdam; 2002, 2004) and error correction  (Ferris &amp; Roberts, 2001; Ferris;1999, 2002, 2004) have been among the focus areas. This study examines whether instruction in a university preparatory EFL program increases the quality of writing. A typical criticism from university academic writing classes often argues that short preparatory programs do not produce able, coherent, and proficient writers as preparatory reading and writing programs face the dual challenge of integrated skills instruction as well as covering many of the conventions of academic writing.  In an effort to evaluate the effects of teaching academic writing within an EFL preparatory program, this research aims to compare the quality of writing within two groups of students, low level EFL students (pre-intermediate and intermediate levels) after a two-three semester program against students whose initial fluency was significantly higher at the time of university entry (direct-entry students with an IELTS 6.5 equivalency or higher). To this aim, four factors which are readability, lexical density, coherence and grammar complexity in 50 essays have been examined quantitatively. In this presentation, we aim to highlight implications of the findings for academic writing instruction at EFL university settings and for the broader context academic programs in EFL context.  Our findings indicate that EFL students graduating from the ELC score well below their direct-entry peers in a number of categories.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3530]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1053">
    <dcterms:title><![CDATA[COLLABORATIVE LEARNING -AN EFFECTIVE METHOD FOR TEACHING NATIVE ARABIC SPEAKERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Native Arabic speaking students of the Gulf Middle East region are descendants of tribes and nomadic families which may be a possible reason why they are social constructivists when it comes to learning. Most prefer a learning environment in which they are actively engaged learners within a group. Native Arabic speaking students are social so best benefit from collaborative learning methods in particular from cooperative learning. Collaborative learning is an educational approach that involves groups of learners working together to solve a problem, complete a task, or create a product. (Lejeune, 1999). Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan,1994). According to Vygotsky’s Social Development Theory; social interaction plays a fundamental role in the process of cognitive development. The purpose of this paper is to illustrate why collaborative learning is an effective teaching method in language education with non-native English speakers (with focus on native Arabic speakers). Collaborative and cooperative learning styles are effective in the ESL classroom with native Arabic speakers because it helps students to share ideas, stimulates critical thinking, helps students to take control and invest in their learning with structural guidance from their teachers, teachers take the role of learners, students can become teachers, and every student gets to be an equal participant in the given task. Collaborative learning is also an effective teaching style that promotes social skills amongst students that can be used both in the classroom and outside in natural situations. It helps introverted students feel more confident about socializing with their peers. When I divide my students into groups or pairs using collaborative or cooperative learning styles; work is done with deeper concentration along with higher critical thinking skills.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3525]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1052">
    <dcterms:title><![CDATA[THE V-ING  FORM OF THE VERB IN THE POSITION OF NUCLEAR PREDICATIVE COMPONENT (NP2)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article deals with the V-ing form of the verb in the position of nuclear predicative component. The author analyses the structure of the sentences with V-ing form of the verb, revealing syntactic connections of it.     Keywords: nuclear predicative component, subordinative connection, homogeneous elements, syntactical elements.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3487]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1051">
    <dcterms:title><![CDATA[METAPHOR, IDEOLOGY AND CULTURE: CONSTRUING REALITY IN US NATIONAL SECURITY STRATEGY]]></dcterms:title>
    <dcterms:abstract><![CDATA[As the way of thinking embodied in language, metaphors supply cohesion to ideology and culture projecting common understanding of social phenomena. The actors in the world of politics and security, in an attempt to gain overwhelming support for whatever they do or plan to do,  draw on conventional metaphors arising from the common cultural and ideological background that seemingly offer the true explanation of otherwise complex and diverse phenomena. By mapping the physical world onto the social world the discourse of politics and security ensures that security issues may become the common issues that concern everyone and are understood and accepted as undisputed truth.    The 2010 US National Security Strategy, as our analysis aims to demonstrate, provides an insight into the culture and ideology underlying the recent US security policies. Focusing on metaphors, we search for cultural foundations of the expressed ideas and motivation behind the use of specific language. Specific examples from the text are presented as metaphoric structures linked to the well-established general metaphors. Drawing on the cognitive linguistics apparatus we seek to explain how the consistent use of chosen metaphors construe the representation of the reality which is strongly culturally and ideologically biased. While the source domains ensure cohesion of the text, conceptual metaphors convey the main message about the caring state providing a safe house for its citizens.     Our analysis combines cognitive linguistics with critical discourse analysis and cultural studies, looking for an interdisciplinary approach to studying language as both psychological and social phenomenon.    Keywords: metaphor, National Security Strategy, mapping, domain, cultural model]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3485]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1050">
    <dcterms:title><![CDATA[CLIL ASSESSMENT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper introduces assessment in general terms, its main function and methods used in schools, as well as new alternative evaluating methods (self and peer assessment, project assessment and portfolio) that are advised to be used in classroom besides oral and written testing.  The issue of assessment in the CLIL (Content and Language Integrated Learning) approach is still being resolved. It is the major area of teacher uncertainty in CLIL context since there are no established assessment practices for combined assessment of content and language. In this teaching approach, dual focus is on simultaneous language and content learning achieved by using the foreign language as the medium of instruction. The main concerns refer to what, who, when and how to assess. Do we assess content or language first? Do we sometimes assess one and not the other? Who assesses it, language teacher or content teacher? What tools can we use for assessment? It is important to bear in mind that assessment begins in the early phase of determining curriculum outcomes. The absence of clear language-specific learning objectives in curriculum makes the process of assessing even harder. Therefore, it is necessary to integrate language outcomes into curriculum, along with contentlearning objectives. This article addresses some studies investigating the effects of various assessment methods in practice. It recommends using alternative assessment measures such as portfolios, performancebased tasks, rubrics, descriptors, etc. It is necessary to do some more research to inform practitioners about the possibilities of integrated assessment of both language and content and to see in what context and on what modules these assessment tools may be used effectively and to offer some applicable framework.     Keywords: CLIL, assessment, tasks, rubrics, self and peer assessment, portfolio]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3389]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1049">
    <dcterms:title><![CDATA[NOSTALGIA IN THE DISCOURSES OF THE YOUTH  IN BOSNIA AND HERZEGOVINA]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper analyzes how students of 7 Bosnia and Herzegovina&#039;s (BiH) universities discursively  construct their ethnic and national identities in relation to the country&#039;s past as one of the republics of the  former Socialist Federal Republic of Yugoslavia (SFRY) . The discourses, obtained in 8 focus groups, are  analyzed within the framework of the Critical Discourse Analysis (CDA), which sees discourse as socially  constitutive as well as socially conditioned (Fairclough, 2001). The aim of the paper is to show how young  people in BiH represent and legitimize their ethnic/national identities with respect to the representation of  their country&#039;s socialist past, its influence on BiH&#039;s post-war crisis and the role of nostalgia in their political  imagination.  As a politically unstable country post-war Bosnia and Herzegovina struggles with envisaging its  future, largely because the society is highly divided along the ethnic lines. The memory of SFRY has been  perceived as extremely significant in both positive and negative terms, causing ambiguous attitudes to how  Yugoslavia&#039;s social heritage is to be viewed in present-day BiH. Young people&#039;s opinions on their country&#039;s  pre-war past and its influence on their identities are often contradictory, resulting in confusing discourses of  nostalgia and rejection. Given that SFRY is seen as both a cause of the 1992-1995 war in BiH and an object  of (borrowed) nostalgic discourse, the paper discusses]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3480]]></dcterms:extent>
</rdf:Description></rdf:RDF>