<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/2678">
    <dcterms:title><![CDATA[Interactive Whiteboards: Interacting or Self-Acting?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper reports on a study to be conducted to explore to what extent the use of the Interactive Whiteboards (IWBs) affects classroom interaction in an English as a Foreign Language (EFL) context. The participants will be Turkish preparatory class students in a private university in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[972]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2679">
    <dcterms:title><![CDATA[Language Acquisition as a Cultural Fact and a Translation Process: Is a New Perspective Possible In the Context of Interdisciplinarity]]></dcterms:title>
    <dcterms:abstract><![CDATA[Second language acquisition or foreign language learning is usually associated with various elements including intelligence, motivation, learner beliefs, learning strategies, and some other issues related to teachers or educational associates. These elements have been proven to be essential in second or foreign language acquisition.    However; foreign language acquisition is not solely the process which includes learning of grammar, words, or syntax of a specific language. Second language acquisition is -to some extent- sure to be associated with cultural acquisition of a target language. When the culture of a specific language is the subject of interest, it is probable to assume second language acquisition as a cultural translation process.    In this paper, it will be argued that theories of Translation Studies may put forward some fruitful ideas related to second language acquisition in the context of interdisciplinarity.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[992]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2680">
    <dcterms:title><![CDATA[Issues of Learning the Romanian Language as a Foreign Language among Serbian Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to present the main issues of learning the Romanian language as a foreign language among Serbian students of the Faculty of Philosophy, University of Novi Sad. It is the intention of the authors to detect and discuss the common errors made by students taking the final test. The testing has been done on a sample of thirty students and the target group were A1, A2, B1, B2 level students. The test consisted of reading comprehension, writing and use of language. The language courses have been held twice a week and last ninety minutes each.    Based on research results, it could be said that students create their own mental grammar that suffers changes during the whole language learning process. The common errors that occurred on A1 and A2 level are related to writing of the Romanian specific vowels ă, î, â and use of article and preposition; on B1 and B2 level errors are related to use of the enclitic forms of personal pronoun, use of present tense and order of words in sentence. Having in mind the fact that error making could be a strategy in language learning process, the authors believe that these results could be a reliable indicator of the Romanian language learning process as a foreign language. Analysing the errors, it could be concluded that there is a strong influence of both mother tongue and other languages learned before. Furthermore, it could be underlined that a large number of errors are intralingual in nature due to the fact they occured as a resuls of transfer from mother tongue or other foreign language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[964]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2681">
    <dcterms:title><![CDATA[Encouraging Students’ Creativity through Literature in EFL Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Over the years, it has been stated that creativity focuses on how we think and our strong desire to achieve something new or different. It is very important for language as well because the main purpose of language is to conduct the messages during communication. Individuals may wish to transfer their messages through different tools, which they would find out through creation. Therefore, encouraging creativity should be a purpose of language teachers as creative communication is both needed and crucial.     Use of literature is an effective way of encouraging creativity in language classes. A creative context implies an environment of possibility which offers choices and encourages students to play with ideas and words and find innovative ways forward. Teachers want to include form, function and rules of language in those by helping students explore these in meaningful contexts. In this sense, literature is of the greatest help as it provides ways to achieve that.     This paper aims to study the ways to exploit literary texts in order to have students discover language patterns with form and function; as well as the ways to foster students’ creativity through the use of literature. For this purpose, regular language and reading lessons were held with an EFL class of 21 students. The attitudes of the students and the classroom teacher have been identified through interviews and questionnaires. In addition, the academic performances of the students have been evaluated at the beginning and the end of the research process. As a result, it has been seen that both students and the teacher had positive attitudes towards the use of literature in language classes and the academic performances have increased.     In conclusion, this study can help creativity through the use of literary texts be placed in teaching foreign language as a new trend.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[989]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2682">
    <dcterms:title><![CDATA[A Comparative Analysis of Current Economic Development in the Balkan Countries]]></dcterms:title>
    <dcterms:abstract><![CDATA[Welcome to the Special Issue of Journal of Economic and Social Studies (JECOSS). While JECOSS aims to embody interdisciplinary areas such as economics, business administration, public administration, political studies, international relations, labor economics and industrial relations, econometrics, sociology and psychology, this Special Issue focuses on contemporary economic issues in the Balkans and is titled as &quot;A Comparative Analysis of Current Economic Development in the Balkan Countries&quot;..  The Balkan Peninsula (South Eastern Europe) is an important area where both important historical and political events are taken place for the centuries. It has also recently experienced an unprecedented transformation. Over the past two decades, the Balkan Countries have gone through very important economic, social and political changes. Some former socialist countries (Bulgaria-2007, Slovenia-2004 and Romania-2007) and Greece (1981) have become full members of the EU. Some other Balkan countries (Serbia, Montenegro, Croatia, Bosnia-Herzegovina, Kosovo and Macedonia) have experienced fierce political conflicts which ended up with the wars in the region in 1990s. Following the turmoil, these countries have started to struggle for economic, social and political reconstruction process. In the war and during economic and politicaltransformation, many of the Balkan countries had economically declined. Their welfare levels had gone down.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1385]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2683">
    <dcterms:title><![CDATA[Monetary Policy Transmission in the Balkans in the 21st Century: Empirical Evidence]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study investigates monetary policy transmission in the Balkans in the 21st century. In order to analyse the reaction of output and prices to a shock in monetary policy (defined as an increase in the interest rate), this study employs structural vector auto regression approach. The obtained impulse responses suggest that monetary policy in the six Balkan countries under investigation is not effective in influencing output and prices, which points towards a very limited use of monetary policy in the overall conduct of economic policy.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1386]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2684">
    <dcterms:title><![CDATA[Plagiarism: What are the Major Types and Causes among Iranian ELT Students?]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study aims to investigate plagiarism and its major types and causes among Iranian MA students majoring in ELT. It also aims at finding the possible similarities and differences between male and female students in terms of committing plagiarism. To do this, three classes of MA students majoring in ELT from Ilam and Shiraz universities were selected randomly from Iranian National Universities. Relying on the results of the previous studies, the study divides the causes of committing plagiarism into three major types: Time, Motivation and Awareness. To investigate plagiarism and its causes a questionnaire with 19 five-choice items was designed and through pilot study its validity and reliability were obtained. Based on Rajeev (2009) classification, plagiarism was classified into five types: full, self, partial, minimalistic and source-citation plagiarism and these were embedded in the questionnaire. The results of the study showed that as far as gender difference is concerned no significant difference was found between male and female participants with regard to the extent of committing various types of plagiarism. However, it also showed that the males were more familiar with the rules of reporting, quoting, giving reference and citation than the females. As for the causes of committing plagiarism the results showed that concerning Time both males and females had similar attitudes, while their attitudes toward Motivation and Awareness was different. Finally, while most of the females knew the lack of knowledge as a major cause of plagiarizing most males knew Motivation (not being read their term papers by the professors) as the major reason for committing plagiarism.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[857]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2685">
    <dcterms:title><![CDATA[Unavailable “Gazel” Lyrics in Rizayi Dewan]]></dcterms:title>
    <dcterms:abstract><![CDATA[Mehmed Ali Celebi who wrote by using the pesudonym “Rizayi” is one of the poets of 17th century. He has both works written in prose and one “müretteb dewan”. It is stated that first 15 couplets of 15. number qasida in that dewan was unread before.    In a corpus (mecmua), recorded with R-6809 number and named “Mecmua-i Devavin” in Gazi Husrev Bey Library, in Bosnia, those unread 15 couplets is detected. Furthermore, there are 9 unavailable gazel lyrics in Rizayi Dewan in the same corpus.    There are poems of Rizayi in Mecmua-i Devavin. The writer of that corpus wrote till “Kaf” letter among the poems of that poet. He chose poems among the poems of that poet.  We will publish above mentioned unavailable 9 gazel lyrics in the dewan and first 15 couplets.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[986]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2686">
    <dcterms:title><![CDATA[A Study of Death of a Salesman in the Light of Louis Althusser’s “Ideology”]]></dcterms:title>
    <dcterms:abstract><![CDATA[Althusser’s work on “ideology” offers literary critics the possibility of an entirely new kind of literary criticism. It has offered a revolutionary theory of society in whose terms literature could be understood, and a politically significant rationale for doing so. In the light of his work, it seemed that literary criticism could for the first time become both scientifically true and politically radical.  The main purpose behind an ideology is to offer change in society and introduce a set of ideals where conformity already exists, through a normative thought process. What ideology creates in people’s minds is a sense of illusion of being important and also being free. The result of such an imposed thought is loss of identity which Althusser mentions as a process of turning individuals into subjects and the slaves of the system unconsciously.    The core of all Miller’s works is fragmentation of the American society. He left for the history of theater, his great tragedy, Death of a Salesman, as an outstanding modern drama. Miller is an anomalous figure in the American theater, both reviled and exalted to the highest level for his work, often for the same reason. His themes are shaped more by social and political arguments than by the grieving of the human heart. Death of a Salesman mixes the tradition of social realism that informs most of Miller’s works with a more experimental structure that includes fluid leaps in time as the main character, Willy Loman, drifts into memories of his sons as teenagers and turns to be a victim of his own delusions of grandeur and obsession with success, which leads to failure.    In this article an attempt is made to analyze Miller’s work the light of Althusser’s ideology, with reference to such new concepts as Interpellation (Subject), ISAs (Ideological State Apparatuses), RSA (Repressive State Apparatus).  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[966]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2687">
    <dcterms:title><![CDATA[Integrating Content and Language in the Curriculum: The Dual Focus of CLIL]]></dcterms:title>
    <dcterms:abstract><![CDATA[The phenomenon of multilingualism has increased in the last years in Europe, supported by the initiatives undertaken by the Council of Europe (2006), which encourage intercultural communication and multilingualism as key policy goals in the European scenario. Among the recommendations of the Committee of Ministers concerning modern languages, we can highlight concrete measures to promote multilingualism, such as the support in the application of communication and information technologies to disseminate teaching and learning materials for all European national or regional languages, or the promotion of teaching programmes at all levels using a flexible approach, and their appropriate recognition in national qualification systems, in particular public examinations.     One of the measures which have attracted a great deal of attention in the last years is the encouragement in the use of foreign languages in the teaching of non-linguistic subjects (for example history, geography, mathematics) and the implementation of favourable conditions for such teaching. With the aim of providing an answer to these needs, an educational approach has been implemented throughout Europe: Content and Language Integrated Learning (CLIL), which seeks to increase the presence of the foreign language by teaching curricular content through the medium of that foreign language. This paper analyses the rationale of CLIL as one of the most effective frameworks to foster multilingualism and to help in foreign/second language learning.     Plurilingual Education in Europe: 50 Years of International Cooperation (2006) Council of Europe: Language Policy Division: Strasbourg.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[965]]></dcterms:extent>
</rdf:Description></rdf:RDF>