<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/2430">
    <dcterms:title><![CDATA[Teaching English Morphology: Tools For Cognitive Growth]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to demonstrate specifically designed teaching tools for linguistics courses at the university level. These tools are a part of research whose aim is to investigate the positive effects of the higher order cognitive functions on the mastery of the subject matter. The tools are constructed to suit the needs of English major students in the course of English morphology. Primary purpose of the tools is to stimulate higher order cognitive functions, such as analysis, synthesis and critical thinking. Their usage is planned for the practice classes where students’ participation is of crucial importance for the mastery of the course. The paper will present several such instruments designed for different topics, present their cognitive demand, design, instructions for usage and other important aspects of their administration, as well as the overall benefit for the mastery of the course. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[892]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1797">
    <dcterms:title><![CDATA[Teaching English through Authentic Songs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Foreign language learning, Authentic songs, Method, Integration of four basic skills  ABSTRACT  The use of music and songs in language teaching has been widely investigated and many researchers have reported positive effects of songs on language learning . Findings of earlier research imply that it is possible to enrich students’ learning experiences by using songs. However, relevant literature does not provide a clear framework for utilizing authentic songs in language classes. This paper proposes a new method of utilizing authentic English songs in a four-step framework and discusses how language learning can be facilitated with this method. The four-step framework is described and techniques under each step are verified. Proposed method is expected to provide teachers of English as a foreign language with clear-cut guidelines for utilization of authentic songs and thus enable teachers to create an enjoyable classroom atmosphere and effective language learning activities which integrate and lead to development of four basic language skills.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1983]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1953">
    <dcterms:title><![CDATA[Teaching English through Hemingway’s Eyes]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Teaching Literature, Short Stories, Language Skills, Foreign Language Teaching, Classroom Activities  ABSTRACT  Literature is one of the most powerful fields that can be used to teach language due to its fascinating nature and the fun it could bring to the language class. According to Collie and Slater (1990), there are four key reasons for using literature in the classroom. These are valuable authentic material, cultural enrichment, language enrichment and personal involvement. Furthermore, while reading a contextualized text, students become familiar with many features of the written language, which develops their own writing skills. Not only does the teaching of literature develop reading and writing, but it also enhances both speaking and listening through oral reading, dramatisation, improvisation, role-playing, and group discussions. For these reasons, literature, and more specifically short stories, could be utilisd to teach various elements in EFL as well as all the language four skills.  Hişmanoğlu (2005) suggests that teaching short stories seem to be a very helpful technique in today’s FL classes. He thinks that being short; they make the students’ reading task and the teacher’s coverage easier. He also asserts that an important feature of short fiction is its being universal as students worldwide have experienced stories and can relate to them. Moreover, short fiction, contributes to the development of cognitive analytical abilities by bringing the whole self to bear on a compressed account of a situation in a single place and moment (Sage 1987:43).  In this workshop, Hemingway’s short story: ‘Old Man at the Bridge’ will illustrate the integration of literature and EFL. The participants will read the story and then discuss in groups what language points and skills could be taught through the text. Then the groups will share their ideas with each other and a conclusion will be provided by the presenter.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1707]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2570">
    <dcterms:title><![CDATA[Teaching Gender-Neutral English in EFL Classrooms]]></dcterms:title>
    <dcterms:abstract><![CDATA[The use of gender-neutral language instead of gender-biased one is rapidly becoming important in the business and academic world. In fact, gender-neutral words such as “human being”, “person” and “chairperson” are commonly used as generic meanings in English-speaking countries, whereas the use of gender-biased words such as “man”, “he”, and “chairman” has been avoided recently.     Some language reformers point that the reason why such gender-specific terms as generic meanings should be avoided is not only because they confuse us, but also because they do have effects on our thought. In fact, the results of some experiment studies show that readers of terms like &quot;he&quot; and &quot;man&quot; are more likely to think more readily of males than of females (Erlich and King 1998).     It is also true that recently many English-speaking countries have passed strict law prohibiting discrimination based on gender. Consequently, quite a few organizations, especially, academic organizations prohibit gender-biased language in their writing (Ferguson 2004).     Therefore, it seems very important for us EFL teachers to equip our students with ways to avoid sexist language by teaching it in classrooms. Otherwise, our students may not be aware of such language and may even use it in English-speaking settings in the future. Therefore, in order to enable our students to skillfully interact in authentic situations, as EFL teachers, we should have a responsibility to equip our students with an understanding of gender-biased language and appropriate substitutions for such language.     First, this paper reviews exactly what gender-biased terms have been replaced by what gender-neutral terms in English-speaking countries recently. Second, this examines how much EFL learners are currently aware of gender-biased language by administering a questionnaire survey toward about 66 Japanese university students. Finally, I would like to discuss exactly what gender-neutral terms and how to teach in EFL classrooms effectively.    ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[807]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/969">
    <dcterms:title><![CDATA[TEACHING GRAMMAR IN GE AND ESP CONTEXT: A CASE STUDY OF CHEMISTRY UNIVERSITY STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching grammar of a foreign language has always been a matter of controversy. One of the most prominent, yet unsettled issue is whether grammar should be taught explicitly or implicitly. To that end, the study aims to investigate relation between contextualizing grammar teaching and students’ achievement at the end of the course. The study has been conducted among the first year students of Chemistry at the State university of Novi Pazar. Research instruments include a questionnaire administered to 25 students, as well as classroom observations. Students of chemistry have to take two courses in English language during their studies; the first course is in General English (GE), where grammar is taught explicitly, and the second course in English for Specific Purposes (ESP), where grammar points are contextualized. After the analysis of students’ achievement at the end of each term, it can be concluded that the students scored better results in the ESP course than in the GE course. Moreover, the questionnaire results revealed that students’ preferences go in favor of teaching grammar in context, which is indicated as more efficient than giving isolated examples. Another result highlighted a significant change in students’ attitude towards learning English language at the end of the ESP course.    Keywords: General English, English for Specific Purposes, Chemistry students, achievements, preferences]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3468]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2524">
    <dcterms:title><![CDATA[Teaching Intercultural Communicative Competence: A Contrastive Look into Spanish Language Textbooks]]></dcterms:title>
    <dcterms:abstract><![CDATA[Development of intercultural communicative competence, as an understanding of what culture comprises, positive attitudes toward cultural diversity, and competent use of different communicative skills, represents an integral, if not the most important part of foreign language instruction. However, different individuals bring different goals and motivations to the intercultural experience, which is strongly influenced by their dominant cultural model. Thus, depending on the cultural model to which they have been exposed during their life together with each person’s individual traits, students respond differently to the teaching of intercultural competence. On the other hand, manuals that are used in foreign language instruction equally manifest authors’ local cultural traits and specific attitudes toward the target language and culture. Consequently, it is important to consider these cultural interpretations and effect they might have on the outcomes of the foreign language instruction.     In this paper we observe different interpretations of Hispanic cultures in Spanish language textbooks of different countries, more specifically, a number of selected textbooks published by major editorials from Spain, United States, and Serbia. The analysis of the corpus is organized in terms of three main categories, that is, sociolinguistic, sociocultural, and intercultural content, since these components are most directly related to the presentation and interpretation of the target language culture and intercultural competence. It is envisioned that the analysis will provide us with a clear understanding of interdependence of local cultural models and content related to the teaching of intercultural competence, which will enable some general, as well as culture specific suggestions for the elaboration of foreign language manuals and their application in the teaching of foreign languages.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[794]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2722">
    <dcterms:title><![CDATA[Teaching Italian as a foreign language. The experience at the University of  Banja Luka]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present article is to show how to organize, from the structural  and didactic point of view, the study of a foreign language (FL), in this case the Italian  language at some different private, university and school institutions where the foreign  language had not been taught before.What are the difficulties for teachers in ―making  themselves accepted‖ by students, how to meet the needs of a student who wants to learn  that specific FL, and what are the teaching methods allowing the student to learn  according to his needs. As we will see, the teaching methods already in use to teach a FL  very often do not match the ones of a new FL. This non-coincidence is not always a  disadvantage, but it may become a challenge between method and learning, whose results  do not only concern the learning of the FL, but they also offer a possible opening for the  creation of a new ―forma mentis‖ as well as a more adaptable ―modus studiandi‖ for the  student.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[47]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1909">
    <dcterms:title><![CDATA[Teaching Languages to International Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility.  The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both.  It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2103]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2528">
    <dcterms:title><![CDATA[Teaching Languages to International Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been much discussion of strategies and programs designed to assist international students in different countries. However, little attention has been given to improving their preparation in the country of origin. Responsibility for the solution of these problems lies partly with the country of origin, as well as the English-speaking country of education. The government of the country of origin should have a continuing interest in the educational development of its student citizens, many or most of who will return to positions of responsibility.    The influx into their classrooms of large numbers of non-native-speaker students from significantly different cultural backgrounds puts great pressures on tertiary teaching staff who have no special training and little institutional support to equip them to meet these additional demands. It can induce a sense of personal and professional frustration, a concern about declining standards in teaching and assessment, and considerable resentment towards the institutional and national policies that lead to these outcomes. This paper illustrates the contribution that training and experience in Applied Linguistics can make in such a situation. It describes the development by the academic language and learning unit at a major university of a website for academic staff teaching students from other countries, now the major source of international students. Based on a series of interviews with foreign students, conducted in English , exploring their experience in adapting to study in a foreign language and an unfamiliar educational culture, and supplemented by interviews with faculty staff, the website provides a range of resources to help staff to better understand the problems they encounter in teaching such students, and to devise inclusive solutions to them. The paper examines how an informed understanding of the nexus between language, culture and communication can be applied to the task of clarifying the expectations of teachers as well as students, to the benefit of both.     It is probably no coincidence that at the same time that education and business have become more globalised, and the number of Asian students studying in English language nations has grown, research on the issues, difficulties and problems facing international students has also become more extensive and intensive .These works contribute significantly to higher education research. Most recent research studies of international students, in particular those conducted in Australia, identify their problems in coping with English – both academic English and conversational English – in the field of education. These difficulties are felt especially in relation to speaking and writing. This is especially made clear in the evidence of students themselves. Of all the social and academic issues and problems facing international students that are cited in recent studies – differences in learning style, culture shock, homesickness, social difficulties – the problem they themselves most often refer to is difficulties with English.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1026]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/975">
    <dcterms:title><![CDATA[TEACHING MODAL VERBS EFFECTIVELY IN ESL]]></dcterms:title>
    <dcterms:abstract><![CDATA[A modal verb is a type of auxiliary verb that is used to indicate modality. The modal auxiliary verbs express a variety of moods or attitudes of the speaker towards the meaning expressed by the main or lexical verb in a clause. Many modal verbs have more than one meaning or use and in some cases two different modal verbs have some meanings or uses in common but are not completely interchangeable. Auxiliary verbs are as their name suggests, helping verbs, and help complete the form and meaning of main verbs.     Many students are not aware of the subtle shades of meaning that are found within the meaning of a modal; for example, there are many layers to the meaning of can.  What is a modal? What is modality? How do we form modals? And what do modals mean? These are the questions that many students ask when trying to learn modals. Modals are difficult for students to grasp because a modal and modality are rarely explained to the student, the form of modals does not follow the conventional rules of grammar, and there are so many meanings of modals that students often get confused about which modal to choose.    The aim of the paper is to present the various uses of these verbs, the features of modal verbs that causes difficulty and how auxiliary verbs are distinguished from other verbs. Also the scope of this paper will analysis the two ways to teach the meanings of the modal auxiliaries. The most common way to teach modals is as a list. Modals, when taught as a list, are presented like regular vocabulary which does not present the various ways each modal can be used. A better way to teach modals is as a system which is more efficient to teach modals by placing the modals in context (e.g. making guesses, giving advice, permission, request, etc.).     Keywords: teaching, modals, verbs, methods, students]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3475]]></dcterms:extent>
</rdf:Description></rdf:RDF>