<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/355">
    <dcterms:title><![CDATA[POGLED NA STILSKE FIGURE PRIPOVIJETKE MRAK NA SVIJETLIM STAZAMA IVANA GORANA KOVAČIĆA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to explore the stylistic authenticity of Dark on the Lit Paths, a short story written by Ivan Goran Kovačić, within the context of theory of stylistic devices. The short story abounds in expressive lyrical descriptions which portray characters and events from the author’s own homeland who, sympathising with the minor, ordinary, suppressed members of society emphasizes an idyllic harmony between Jačica Šafran, a peasant and nature, at the same time warning against poverty, envy and inhuman relationships among people. The paper presents an analysis of stylistic devices which, like skillfully interwoven threads in the plot of this short story, in presentation of characters and in problems presented in this work, are extremely important for the poetic segment of the author’s work of fiction. Gérard Genette (1985; 52) claims that a stylistic device is space which has its own form, space “between a sign and sense”, “inner space of language”, and that there are as many stylistic devices as there are forms of this space that can be identified. Therefore, the paper aims to present a review of figures of diction, figures of speech based on sentence structure, tropes and figures of thought, using the concrete examples from the short story in order to show the characterisation of the figurative features of Kovačić’s text, such as its picturesque features or expressive syntax. Figures of literary discourse have been exempt from this paper. Analysing the short story through various examples of anaphora, epiphora, onomatopoeia, epithets, inversion, similes, metaphors, antithesis, gradation, hyperbole, irony, personification and many other stylistic devices, the author wishes to present, determine or dispute the recent claims by numerous critics who do agree about one thing – that Kovačić&#039;s fiction is original both in its structure and expression. She also wishes to emphasize a wide range of meaning and engagement of the writer&#039;s discourse.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2905]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/356">
    <dcterms:title><![CDATA[KOKUJI (国字): THE JAPANESE “NATIONAL CHARACTERS”.  A CASE STUDY: THE JAPANESE ACQUATIC FAUNA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The great influence that the Chinese writing system has had on the Japanese, Korean and Vietnamese writing systems is widely demonstrated. Nevertheless, besides the use of the characters directly imported from China, these cultures have had the necessity to create “national characters” to satisfy the needs of their own languages. This paper, that analyzes this phenomenon in the Japanese environment, begins with an analysis of the reasons that have pushed the Japanese “to create” own characters and the reasons why at a certain moment such “creation” has been suspended. In the second part of the paper samples of kokuji will be presented that can be circumscribed to those with radicals 魚・鳥・木・草 and that result to be surely the most numerous and related to species of flora and fauna japonica.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2910]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/357">
    <dcterms:title><![CDATA[HEMINGWAY AND KADARE - A COMPARATIVE OUTLINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this article I tried give a comparative view between two great novel writers, who belong to different nations, cultures and periods, Ernest Hemingway and Ismail Kadare.  Both of them are the greatest representatives of their own national literature, and both are part of the world elite literature, translated in more than 40 languages, and internationally awarded. Similarity between Hemingway and Kadare can be noticed not only in their literary works, but in their political ideology as well.  I analyzed some of their novels, and in this paper I pointed out some similarities and differences in themes, characters, style, narration etc.  Hemingway’s novels that I cover in this paper are Farewell to Arms, For Whom the Bell Tolls, Islands in the Stream, Moveable Feast and Old Man and the Sea, as long as Kadare’s novels are: Chronicle in Stone, General of the Dead Army and November of a Capital City. As a result, I noticed that these two authors have many things in common, their relation to Paris, their political ideology, and in their novels we can notice similar characteristics in their characters - their heroes represent moral values; themes - both of them write about war, love, social issues, etc; naration, style, etc. So, no matter Hemingway and Kadare distant in time and place, there are some touching points between them.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2909]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/358">
    <dcterms:title><![CDATA[LOVE AND HATRED IN TWO LANGUAGES: CROSS-CULTURAL ANALYSIS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Living in a world that has become a &#039;global village&#039; makes different nations seem very similar - we dress in a very similar way, we listen to the similar music, we sometimes even use the same words. But how similar are we when it comes to understanding another person’s culture and values related to some of the general notions, such as love and hatred? The authors of this paper come from two countries that speak Slavic languages and are in many ways similar: Russia and Croatia. This similarity initiated a cross-cultural research described further in the paper. The authors have compared the meanings of two opposite notions (a value and an anti-value) - love and hatred - with regard to the meaning and importance they have in these two countries and how they are used in their respective languages. The definitions of the value love were collected from various available dictionaries in different areas and then analyzed as semantic components. Then the same procedure was conducted with the anti-value hatred. Since these semantic components are used in sentences/phrases in Russian and Croatian in various ways, their comparison has been made. Furthermore, students of two universities (one Russian and one Croatian) filled in a questionnaire regarding the meaning these notions have for them. The purpose of the questionnaire was to help the authors find out whether there are similarities/differences in how these two notions are perceived in their respective countries and languages and whether their meanings and importance for the culture differ. The obtained results will offer some insight into the Russian and Croatian languages when compared on the linguistic and cultural level with regard to a value and an anti-value.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2913]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/359">
    <dcterms:title><![CDATA[A CASE STUDY: EFL LEARNERS’ AND WRITING TEACHERS&#039; ATTITUDES TOWARDS PERFORMANCE BASED PORTFOLIO IN A UNIVERSITY CONTEXT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study has been carried out to investigate the attitudes of students and writing teachers towards the performance-based portfolio. In the study, both qualitative and quantitative research methods have been used. Within the process of qualitative research, teacher reflection papers have been used and interviews with the teachers and students have been made. Within the quantitative research process, an attitude survey designed by Brooks (1999) has been used and the student attitudes have been investigated. The participants of the study are 89 university students and 5 writing teachers. In the light of the findings obtained from this study, it has been concluded that the majority of the writing teachers and the interviewed students have a positive attitude towards the performance based portfolio while the findings from the student attitude survey displays the opposite. According to the findings from the general attitude survey, the majority of the students show a negative attitude towards the performance-based portfolio.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2920]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/360">
    <dcterms:title><![CDATA[WORD CLASS AND TEXTUAL FUNCTIONS OF ANTONYMS: A CORPUS STUDY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Antonymy is traditionally regarded as a paradigmatic relation, but recent studies of antonym co–occurrence in written discourse have shown that it can be investigated as a syntagmatic relation as well. Such investigations in the Untagged electronic corpus of Serbian identified two major and four minor functions of antonyms in discourse and its accompanying lexico-syntactic patterns, matching the results of similar analyses in English, Japanese, Swedish and Dutch. This paper presents a research on the relation between word class that antonym pairs belong to (e.g. adjectives, nouns, verbs, adverbs and prepositions) and their textual functions in Serbian written discourse. It is hypothesized that language users employ antonymous pairs in text irrespective of their grammatical class. The general conclusion is that the roles of antonyms in text are not influenced by word class as significantly as one might expect.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2918]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/361">
    <dcterms:title><![CDATA[LANGUAGE AND GENDER DIFFERENCE IN DISCOURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Many empirical researches on Gender and language have been conducted by numerous sociolinguists in order of finding out the relationship between them. These differences between women’s and men’s language consisted in terms of phonology, lexis, syntax, dominance and difference in discourse analysis. Some other studies have investigated the influence of female - male language differences on maintaining the imbalance power between the two genders. This paper will aim at finding out the relationship between gender and language in political debates in Albanian and English while trying to identify the impact of gender based language in displaying the difference and dominance in conversational interaction. Political debates in English and Albanian will be analyzed in order to distinguish cross gender and cross language differences through the use of linguistic and discourse features such as: turn taking, dominance, minimal response, overlaps, hedges, interruptions etc.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2915]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/362">
    <dcterms:title><![CDATA[EXTENDING BEYOND THE CLASSROOM: SEMIOTICS AND CULTURE IN EFL COURSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[This essay describes a semiotic analysis exercise designed to enhance students’ cultural and critical literacy, a skill necessary for language comprehension, pragmatics, and proficiency (Liton and Madanat). Rather than observing and comparing cultures as monolithic and unchangeable, students are encouraged to develop complex cultural understanding based on the reading of their surrounding semiosphere. Following Yuri Lotman’s concept of “semiosphere,” defined as a totality of signs in a certain system, students apply semiotic analysis on their local physical and media space in order to understand the signifying processes in their hybrid cultural environment. Rather than looking at the target culture as a separate Other, students observe the incursion of that culture into their own environment. The relevance of this approach is ensured by the system of signs in the Gulf – its semiosphere - being heavily influenced by mixing of Arabic and English, as well as Filipino/Tagalog, Bengali, and Hindi languages, by entertainment and media outlets of multiple cultures, and the logoed and branded presence of multinational companies. The semiosphere of the Gulf involves an array of signals that function both on the global and local scale, what Yuri Lotman describes as “a semiotic continuum filled with multi-variant semiotic models situated at a range of levels.” The exercise described in this paper invites students to use semiotics for analysis of culture and its objects, in turn increasing their integrated motivation, their agency, and their cultural literacy by getting them involved in “the processes of reflection and negotiation through which shared cultural understanding emerges” (Weninger and Kiss) while relying on standard practical techniques for teaching culture in the EFL classroom, “noticing,” “prediction,” and “research” (Cullen and Sato)]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2914]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/363">
    <dcterms:title><![CDATA[HOW TO BUILD AN ENGLISH CLAUSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[I will be examining central aspects of English clause structure from the standpoint of Cognitive Grammar (CG). Though well known and extensively studied, these phenomena have eluded definitive treatment; they still have much to tell us. Indeed, working out their theoretical basis has contributed to further development of the CG framework (Langacker 1991, 2008a, 2012). Especially relevant are two general notions: the organization of structure in terms of baseline and elaboration; and grammar as the implementation of semantic functions.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2904]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/364">
    <dcterms:title><![CDATA[CONCEPT FOR UKRAINIAN LANGUAGE TEXTBOOK FOR CROATIAN STUDENTS (IN TERMS OF LEARNING A CLOSELY RELATED LANGUAGE)]]></dcterms:title>
    <dcterms:abstract><![CDATA[In creating textbooks and course books for foreign language education, the starting point is the goal of learning the language – language acquisition either on the level of communication skills for specific purposes (business or daily), or as part of the process of training philology specialists, or more specifically, linguistics specialists. In this, among other factors, authors should take into account the ethno-linguistic characteristics of the audience, so the training process should be organised differently for groups of students who study a language closely related to their native language. In studying a closely related language, a variety of phenomena is observed, such as, for example, interference, cross-language homonymy, the fact that ability to perceive and understand a foreign language always outweighs the ability to reproduce material, etc. These points are important to consider when preparing textbooks and course books, and they should be reflected in the selection of lexical material and presentation of grammar. Existing textbooks for learning Ukrainian as a foreign language are mainly not designed for a Slavic languages-speaking audience, which makes the process of training specialists in Ukrainian in Slavic countries more difficult. On the other hand, the methods of organising the material in a textbook and its structure should be designed for philology students and therefore should feature a complex and comprehensive presentation of the language material and combine various methods of teaching. We propose the principles we follow in creating a textbook for learning Ukrainian designed for Croatian students whose primary field of study is the Ukrainian language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2916]]></dcterms:extent>
</rdf:Description></rdf:RDF>