<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/2688">
    <dcterms:title><![CDATA[The Performance Tasks in Primary EFL Classrooms]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the study was to investigate if there was a match between 7th grade English Language Teaching Program and EFL (English as a Foreign Language) classroom practices concerning PTs (Performance Tasks) in terms of characteristics, evaluation and contribution of PTs to language learning. The participants of this study were 30 7th grade EFL students. The data were collected by means of a questionnaire and document analysis. The data were analyzed with the use of SPSS 15.00. Results did not show a significant difference between perceptions of the PTS and gender. Similarly, no correlation was found between perceptions of the PTs and mother and father education level. The analysis of the data indicated that although classroom practices meet moderately the curricular requirements in terms of characteristics, and evaluation and contribution of PTs to language learning, there are still some problems related to PTs in EFL classroom practices.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[938]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2689">
    <dcterms:title><![CDATA[Bosnian-English-Turkish Phrase Book  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[There is no doubt that the language is one of the greatest humankind&#039;s tools to communicate. The demand to learn foreign language is fast growing and it is easy once you have simple and instructive methods. This phrase book will feature headwords that offer the users accessibility and make it easy to navigate. It also includes extra cultural words to extend the user&#039;s knowledge of the language. It is useful for travelers, students and business people who need quick access to the core words of the language.    ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publications]]></dcterms:publisher>
    <dcterms:date><![CDATA[2011-11]]></dcterms:date>
    <dcterms:extent><![CDATA[1079]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2690">
    <dcterms:title><![CDATA[Languages for Specific Purposes in Theory and Practice]]></dcterms:title>
    <dcterms:abstract><![CDATA[Languages for Specific Purposes in Theory and Practice is a collection of esays which will appeal to teachers of modern languages no matter the level of instruction. The essays highlight the latest development of Foreign Language Teaching in the Balkan countries, Eastern and Western Europe and the Middle East. The field of Language for Specific Purposes (LSP) is one of the richest areas of second language research and practice because increasing globalization and changing technologies spawn new modes of intercultural connection and new occasions for second language use. ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Cambridge Scholars Publishing ]]></dcterms:publisher>
    <dcterms:date><![CDATA[2011-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1081]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2691">
    <dcterms:title><![CDATA[Reasons of using native tongue by future English teachers   in English classes ]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study primarily focuses on examining English Language Teaching students’ attitudes towards the reasons for using Turkish in English classes and differences between genders. To measure students’ attitudes towards using the target language and the native tongue in the classroom, a five-point Likert type scale which was taken by the research conducted by Gürbüz Ocak, Nurcay Kuru and Hande Özçalışan (2010). It consists of 22 questions and it was administered on chosen 20 students (14 female, 6 male). The scale, then, was analyzed via factor analysis, t-test and ANOVA (one-way analysis of variance) for the data distribution.     The differences between genders and ages were analyzed via independent t-test and statistical calculations.  Frequency, percentage, means, and standard deviations were calculated and demonstrated in the research. After data collection and evaluation it was found out that the factor of ‘fear’ and the anxiety about the possibility of mispronouncing English words are the most effective factors. It was also found out that females are effected the feeling of ‘fear’ more than males.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05-25]]></dcterms:date>
    <dcterms:extent><![CDATA[1093]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2692">
    <dcterms:title><![CDATA[REVISION AND IMPROVEMENT OF THE HS CABLE NET INFORMATION SYSTEM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Through the cable internet speed levels incerased and prices decreased which led to great user satisfaction, however, still there are certain issues needed to be revealed in order to achieve a greater level of service quality and also to meet the consumer needs.  The purpose of this project is to evaluate problem-solving solutions for the information system of the HS cable internet. After a brief analysis of the cable internet history and IS structure the project focuses on lacks and problems detected during the analysis, implementing new software applications with the aim of detecting and preventing problems the HS cable internet deals with. Beside problem detection and prevention another task was to accelerate the problem-solving process by implementing another application, related to the problem detection software, which will print intervention prescriptions on site fulfilled by the workers in charge. Implementing these ideas will also lead to a better operator-user relationship, since problems will be detected, prevented and solved in a quicker time frame.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05-12]]></dcterms:date>
    <dcterms:extent><![CDATA[744]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2693">
    <dcterms:title><![CDATA[TEAMWORK    -Activities for Communication in English-  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The intent in putting this book together was to provide students with models of language, and ample opportunities to use them meaning fully, purposively, and creatively for self-expression, and thereby to gain practical experience, communicative skills, and confidence in using English.   The emphasis is on performance of language through developing ability to &quot;think in English&quot;. The requirement is that students actively engage and participate in using language for communication and thereby develop their skills through interaction in English.   While emphasis is on fluency development, accuracy practice is also provided through the language modeled and subsequent exercises to help students enhance their communicative competence in using English.   ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publications]]></dcterms:publisher>
    <dcterms:date><![CDATA[2011-05-01]]></dcterms:date>
    <dcterms:extent><![CDATA[1078]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2694">
    <dcterms:title><![CDATA[Dyslexia/dysgraphia and foreign-language learning: analysis of written discourse (an example from Croatia)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dyslexia is a learning disability that can significantly affect both the learning  process of a foreign language and competences in a foreign language. Although dyslexia  is highly individualized, dyslexic people usually face problems with sound differentiation,  pronunciation and visual discrimination, since they lack phonological perception. This in  turn affects their reading and writing skills. Additionally, dyslexia is characterized by  non-linguistic symptoms such as memory deficit, concentration dysfunction, spatial  disorientation, information processing and organization, as well as difficulties relating to  perceptual abilities, rapid naming, sequencing, and the automaticity of basic skills  (European Dyslexia Association).  The aim of this paper is to present the outcomes of research conducted on  dyslexic/dysgraphic learners of English (the focus group) and non-dyslexic learners of  English (the control group), both of whose mother tongue is Croatian. The research is  based on a comparative analysis of written discourse. The objective of the research was  twofold: to identify differences between the groups of the participants and to check  whether dyslexia affects competences in a foreign language in the same way as the native  language of a learner. The outcomes of the research are in line with the current theories on  the issue, but also reveal some interesting aspects about the effect of dyslexia on learning  foreign languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[9]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2695">
    <dcterms:title><![CDATA[DOMESTIC MOTIVATION IN METAPHORICAL  CONSTRUCTIONS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main focus of this paper is a comparison of cultural perceptions and motivation in  metaphoric constructions reflected through phraseology used in American English and  Serbian languages. Phraseology used in these languages is seen as collective wisdom  shaped through centuries. The premise of the analytical methodology used in the paper is  that there is a strong correlation between cultures and phrases that they use, or, in other  words, the phrases used in a culture are not mere linguistic creations but an archetypal  engendering of beliefs, thoughts, history and cognitive horizons and limitation.  The paper is comprised of three main parts whose sequence is arranged so that the first  part elucidates the basic concepts underpinning the function and notion of phraseology.  Different views are provided in an attempt to induce a comprehensive framework theory  which would encompass and reflect all the properties of phraseology and usher the reader  into the next part.  Part two looks closely into a substantial number of American English common  phraseologisms and almost as many Serbian ones. They are compared and segregated into  groups in a way that makes the inference that follows easier and more exact.  The phrases having been analyzed and statistically processed, conclusions are laid out in  the last part about the most apparent similarities and differences existing in the two  languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[44]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2696">
    <dcterms:title><![CDATA[Postmodern Narrative Strategies in Paul Auster&#039;s Novels Man in the Dark  and Invisible]]></dcterms:title>
    <dcterms:abstract><![CDATA[In many of his novels Paul Auster uses characteristic postmodern narrative  strategies in order to tell their stories, introduce the characters and depict the  atmosphere. The two novels that are the central topic of this paper, &quot;Man in the Dark&quot;  and &quot;Invisible&quot;, belong to the category of his recent novels, and, observed both as  separate units and as a whole, present an excellent example for the identification and  analysis of such strategies. After a brief general introduction about postmodern  narrative strategies in literature, the strategies used in the named novels will be  identified and analyzed, with respect to various narrative theories that exist in present  time, and that will bring to some general conclusions at the final part of the paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[50]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2697">
    <dcterms:title><![CDATA[How to Teach Phrasal Verbs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching phrasal verbs is a difficult area. Many a study has proved that  contextualization has an important positive effect on the ability of the students to  decipher the correct meaning of a phrasal verb. In this article you will read some useful  approaches to the presentation of phrasal verbs to improve the students‘ level of  understanding.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[43]]></dcterms:extent>
</rdf:Description></rdf:RDF>