<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/580">
    <dcterms:title><![CDATA[TESAWWUF TRADITION IN BOSNIA AND HERZEGOVINA –  YESTERDAY AND TODAY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Tessawuf in Bosnia was established in 15 century. Dervishes were coming to  Bosnia earlier even in the end of 14 century, before Sultan II Mehmed Fatih  conquered Bosnia. They were establishing relations with local people and  spread tesawwuf.  Tesawwuf in Bosnia found fertile ground and domicile people accept Islam  trough tesawwuf. Tesawwuf had different popularity through recent five  centuries, from the time when it was very popular and until the middle of 20th  century, when was forbidden. From seventies it was again accepted by  Islamic community when again dervishes lodges open for public. In this  century tesawwuf again is more and more popular.  Today we have survived just few tesawwuf buildings from ottoman period.  However, we have left plenty of tesawwuf literature and other written work,  which proves strong tesawwuf tradition in Bosnia.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-05-23]]></dcterms:date>
    <dcterms:extent><![CDATA[2623]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-582X     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1771">
    <dcterms:title><![CDATA[Text Types and EFL Readers&#039; Strategic Processing]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: reading strategies,text types, coding,reading proficiency, think-alouds  ABSTRACT  Research in L2 reading strategies has reported various factors affecting ESL/EFL readers’ cognitive and metacognitive processing of texts. These include variables related to the reader, the text and the task assigned. Although L2 readers’ variables (e.g., L2 reading proficiency, vocabulary knowledge, prior background knowledge) have received considerable attention from L2 reading investigators, there still remains lack of qualitative studies that investigate how variations in text types and reading purposes can impact the strategic processing of L2 readers with varying reading proficiency. Hence, this study, through think-aloud reporting and retrospective interviews, explored the reading problems and strategies reported by Saudi EFL readers processing expository and narrative texts for two purposes for reading. The qualitative coding of the verbal protocols yielded a constructed taxonomy of seventy strategic processes.  Of the three variables, text types (expository vs. narrative) proved to be the most influential, yielding significant differences for four out of six major categories and specific strategies, especially five bottom-up strategies. Generally, frequencies were found higher for the narrative text for the reading problems, word-attack strategies and bottom-up strategies, and higher for the expository text for the top-down strategies. With respect to the reading problems, the study findings are not consistent with those from previous studies which concluded that readers often encounter difficulties processing the expository than the narrative text due to the differences in readers’ formal schema about text types. Second, differences in L2 reading proficiency showed some significant differences between good and poor readers in three major problems being monitored and three top-down strategies. Nonetheless, the qualitative findings revealed that EFL good and poor readers differed in how they employed the strategies. Finally, the most used strategy was the cognitively undemanding strategy of rereading, then paraphrasing in L1, followed by reading on, adjusting reading rate/speed of reading, and paraphrasing in L2]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1984]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/707">
    <dcterms:title><![CDATA[The Abandonment of the Poverty-Debt Circle by Dint of the Fiscal policy: the Modest B&amp;H Experience]]></dcterms:title>
    <dcterms:abstract><![CDATA[The recent crisis that was taking the stage in the 2008/2009 pioneered in developed countries (US and UK) after the failure and merging of numerous financial institutions, bailout of banks, and downturns in stock markets, but soon occupied most countries around the globe. As the consequence of the aforementioned experience many developing countries were caught into a cycle of poverty and debt which impairs a long-term, stable and sustained economic growth.     The story of developing nation’s wide indebtedness starts with the advice of the International Monetary Fund (IMF) and World Bank to borrow the necessary capital to achieve the economic recovery. So they were forced to borrow heavily in order to survive. There is generally ‘lack of agreement’ about the effects fiscal policy may have during crisis and thus the recent economic crisis stimulated various policy responses globally. But literature agrees that fiscal policy growth support is significantly hampered by the high initial levels of public debt.Bosnia and Herzegovina, a SEE developing country, are not an exception from this plague.     It was floating for long without any BH institution in the ‘driving seat’ since the local fiscal coordination was in the hands of international community. In 2008, just prior to the Great recession but as the response to the missing fiscal responsibility International organizations advised the Fiscal Council of Bosnia and Herzegovina establishment. But the current situation in Bosnia and Herzegovina is quite away from this idea of sustainability and continuous economic development.In line with aforementioned statements, the objective of this study is to evaluate the existing fiscal policy in the developing Bosnia and Herzegovina in lights of existing relevant literature and to define modes that will perhaps brighten the crucial macroeconomic indicators.    Keywords: Fiscal policy, debt, IMF, World Bank, unemployment, Central Bank, stand-by arrangement, developing.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04-24]]></dcterms:date>
    <dcterms:extent><![CDATA[2456]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/382">
    <dcterms:title><![CDATA[THE ACCESSIBILITY HIERARCHY OF RELATIVIZATION IN SECOND LANGUAGE ACQUISITION]]></dcterms:title>
    <dcterms:abstract><![CDATA[The accessibility hierarchy of relativization (Keenan and Comrie 1977) describes the restrictions that the grammar of a language imposes on the relativizability of clause and phrase constituents. This paper explores the applicability and validity of the accessibility hierarchy in second language acquisition and production.  It has been noticed that even Danes who are fairly proficient in English (university students) seem to have difficulties with relativizing possessors despite the fact that Danish has the exact same rules for relativization as English. All the elements listed in Keenan and Comrie’s hierarchy can be relativized, and several of the relativizers in the two languages are cognates. On the one hand, the apparent difficulties of Danes defy common sense and theories on contrastivity and cross-linguistic influence (Ellis 2009, 2012, Jarvis 2011, Lado 1957), according to which Danes should not have problems with the formation of English relative clauses. On the other hand, they lend the accessibility hypothesis support since Danes seem to be challenged by the relativization of constituents that are low on the accessibility hierarchy, suggesting that the hierarchy is not only relevant for the static differences between language systems, but also for the dynamic interlanguage of language learners (Selinker 1972).  This study investigates the nature of the abovementioned difficulties and attempts to place the accessibility hierarchy subsequently in the context of second language acquisition by analysing several types of data stemming from Danish students studying English Business Communication. Essays and summaries in English, translations from Danish into English and vice versa, as well as gap-filling tests and tests concerning the construction of relative clauses by merging independent clauses both in English and Danish are analysed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2899]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1964">
    <dcterms:title><![CDATA[The Accessibility of Transfer in the Acquisition of Wh And Yes/No Questions by Albanian Secondary School Learners in Struga]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Contrastive Analyses, interlanguage, language transfer, positive negative transfer,  ABSTRACT  As an English teacher with twelve years teaching experience in Macedonia, I have very often noticed that most of my students have difficulties in asking questions in English especially WH questions. Their most common errors are failure to include an obligatory auxiliary or if they do include the auxiliary, they fail to invert it before the subject.  The focus of this study is one parameter of universal grammar, syntactic movement, the inversion of auxiliary and the subject, which I believe is important because it would shed light into Albanian secondary school intermediate learners ‘strategies in coping with parametric differences between L1 and L2. This study also points out the possible differences in terms of syntactic movement parameter in the formation of WH and Yes/ No questions.  Assessing the contrastive analysis hypothesis as an approach about SLA it could be said that these kinds of difficulties that Albanian intermediate secondary school students have may provide some account of transfer. Some contrasts between languages are inappropriate and they lead to negative transfer where as some of them are appropriate and lead to positive transfer.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1985]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/314">
    <dcterms:title><![CDATA[The Accusation Model before the International Criminal Court]]></dcterms:title>
    <dcterms:abstract><![CDATA[Review of the Book]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-28]]></dcterms:date>
    <dcterms:extent><![CDATA[3019]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-5706     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/919">
    <dcterms:title><![CDATA[THE ACQUISITION AND APPLICATION OF POSSESSIVE PRONOUNS IN CONTEMPORARY SERBIAN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper analyzes the acquisition and application of possessive pronouns in contemporary Serbian language. When analyzing the current situation in standard Serbian, some characteristics that differ from the official language norm are noticeable. Serbian grammars prescribe rules of application/distribution of all possessive pronouns which exist in the language. Although these rules are defined, they are not precise enough, because many situations which occur in the language have not been taken into consideration. The distribution (or the actual use) of possessive pronouns in reality often differs from the above mentioned prescribed rules: the possessive pronoun svoj is often substituted with other possessive pronouns which coexist in the language. It is assumed that in some cases these substitutions are arbitrary. The aim of this article is to explain when these substitutions are arbitrary and when they are not, and which psycholinguistic reasons exist that concern this issue. Aiming to prove this phenomenon, children (of pre-school and school age) and university-students have been tested. Some interesting examples have been taken from the CHILDES language-corpus. Examples from the Corpus of contemporary Serbian language and from many other sources (books, mass-media, free speech) have also been taken into consideration, but only a few of them will be mentioned/quoted in this article. The language/pronoun use has been observed by adults as well.    Keywords: possessive pronouns, acquisition, application, grammar, psycholinguistic factors, Serbian]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3471]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2496">
    <dcterms:title><![CDATA[The Acquisition of “Verb+Preposition Combinations” By L2 Learners of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[“Verb+preposition combination” refers to non-idiomatic constructions composed of a verb and a preposition such as look at, believe in, etc. The combinations investigated here are not phrasal verbs although they look like phrasal verbs in being multi-word expressions composed of a verb and a preposition. The difference is that in phrasal verbs at least one of the components is used idiomatically, whereas in V+P combinations neither the main verb, nor the particle loses its original meaning. The prepositions in V+P combinations are also different from the prepositions that denote time, location, direction or position and that can be followed by various different verbs. In V+P combinations, each verb can only precede a particular preposition for each lexical meaning. 	    The present research investigates the acquisition of English V+P combinations by adult L2 learners. The study comprises of a test battery with two grammaticality judgment tasks, a partial written production task and a mini-questionnaire. 57 beginning and intermediate-level learners of English as L2, whose native language is Turkish participated in the study. The tasks included sentences with English V+P combinations. If the verbs and prepositions are translated literally into L1, the resulting verb precedes a suffix instead of a preposition as Turkish is an agglutinated language. However, although some morphemes are equivalent to certain prepositions, when it comes to V+P combinations, there are mismatches which potentially affect learners’ performances.     The results indicate that although the more advanced learners performed better in the overall test, even the most advanced ones still have problems processing English V+P combinations which do not match with their Turkish equivalents. These findings will be discussed in the light of the Full Transfer/Full Access (FT/FA) Model of Schwartz and Sprouse (1996).  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[853]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/368">
    <dcterms:title><![CDATA[THE ACQUISITION OF ENGLISH L2 BY IMMIGRANT CHILDREN: EAL AND INTERCULTURAL EDUCATION IN MULTILINGUAL IRELAND]]></dcterms:title>
    <dcterms:abstract><![CDATA[Since the 1990s, Ireland has experienced considerable immigration. Currently, 12% of its schoolchildren come from immigrant backgrounds. The majority of these children learn English as a second (additional) language (ESL/EAL). The Irish Department of Education and Skills (DES) provides a programme of English language support for young ESL learners. To guide this programme, English Language Proficiency Benchmarks were developed by Integrate Ireland Language and Training (IILT), a campus company of Trinity College, Dublin. IILT produced two sets of context-appropriate ‘Benchmarks’, for primary and secondary education, derived from the Council of Europe’s Common European Framework of Reference for Languages (CEFR). This paper focuses on English L2 acquisition in Irish primary schools. It reports on how the primary level Benchmarks describe L2 proficiency development across CEFR levels A1, A2 and B1 in a manner sensitive to age/cognitive stage and curriculum requirements. It discusses assessment resources based on these Benchmarks – a version of the European Language Portfolio (IILT 2004) and the Primary School Assessment Kit (DES 2007). These tools enable assessment of and assessment for learning and promote learner autonomy. Research conducted by the author of this paper (published in 2014) into the relation between learning outcomes expressed in the Benchmarks and immigrant children’s English L2 acquisition is presented. It reports on mixed-methods analysis of data from a longitudinal study of L2 acquisition involving 18 children, aged four to ten years, from ten language backgrounds (including Croatian and Serbian). The children’s acquisition of English oral and literacy skills indicate that the Benchmarks appropriately describe L2 proficiency development. Individual and interactional influences on L2 acquisition and their pedagogical implications are discussed. The paper considers how CEFR-related approaches can support language learning, teaching and assessment in an intercultural educational environment.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2906]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2489">
    <dcterms:title><![CDATA[The Acquisition of Pronominal Case-Marking by Persian Learners of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sixty six seventh- and eighth-grade students (age 12–14) learning English in Persian classrooms were tested on their knowledge of English case-marked pronouns in sentences like She knows him,*She knows he and *Her knows him. The aim of the study was to evaluate the predictions of three theories of second language (L2) development against the results obtained. Given the case-marking properties of Persian Language, the Full Transfer/Full Access model of Schwartz (1998) and Schwartz and Sprouse (1994; 1996; 2000), the Minimal Trees model of Vainikka and Young-Scholten (1994; 1996a; 1996b; 1998) and the Lexical Learning/Lexical Transfer model of Wakabayashi (1997; 2002) make different predictions about the kinds of patterns of case-marked pronouns that will be found in the second language English of early learners with Persian first language (L1). It is argued that the results are consistent with the predictions of the Lexical Learning/Lexical Transfer model, but with neither Full Transfer/Full Access nor Minimal Trees.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1022]]></dcterms:extent>
</rdf:Description></rdf:RDF>