<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/2778">
    <dcterms:title><![CDATA[Ambiguity in Foreign Language Acquisition and Role of Language  Aptitude]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this article is to provide an overview of cognitive theories  important for foreign language acquisition and to emphasize the role of language  aptitude for foreign language comprehension. Language comprehension is a specific  example of the perceptual processes, and the same principles that emerge in  perception also play important role in language. Ambiguity resolution is a key  component of language comprehension, and it is similar to ambiguity in perceptual  processes. According to CANAL-FT cognitive theory of foreign language  acquisition, one of the central abilities required for foreign language acquisition is the  ability to cope with novelty and ambiguity. This ability will be explained as a part of  the experiential aspect of intelligence, based on Sternberg‘s triarchic theory of human  intelligence. Novel tasks or situations serve as good measures of intellectual ability  and more intelligent individuals move from consciously learning in a novel situation  to automating the new learning. Applied to classroom environment, this theory  predicts that language aptitude is kind of information processing and developing  expertize, rather than an entity fixed at birth. Language aptitude training should  increase language performance and lead to ambiguity resolution.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[17]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2779">
    <dcterms:title><![CDATA[Business English Courses:  Towards Sociolinguistic and Pragmatic Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Global business environment requires a new approach to needs analysis in  business English courses for adult learners. With increasing demand for excellent business  communicators from multinational corporations, language teachers, publishers and  materials writers are expected to offer more effective language courses. To be good  communicators learners need to acquire both linguistic and non-linguistic competence.  The latter refers to sociolinguistic and pragmatic competence and includes four basic  components: (1) practicing transferable business skills and managerial skills, (2) being  aware of intercultural differences and business etiquette, (3) understanding the principles  of business ethics and corporate social responsibility, and (4) applying the principles of  effecting business writing. Time of the course permitting, these four components  incorporated into a language course are likely to make it more attractive and useful to the  learner. This approach to language teaching was assessed in a questionnaire – tertiary  level students were asked to assess their competence, strengths and weaknesses. The  results of the study suggest that students highly appreciate the non-linguistic course  components. The respondents believe that these components are of key importance in  effective business communication and contribute to increased employability and  promotion opportunities.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[60]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2780">
    <dcterms:title><![CDATA[University students‘ attitudes towards alternative assessment in FLT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper describes a small-scale study of newly enrolled  university students regarding their views of nontraditional strategies of  assessment in foreign language teaching. Taking into account the importance  of attitudes to student motivation for learning, as well as contemporary  education reform issues related to assessment, the research investigates  students‘ attitudes towards alternative assessment methods, primarily peer, self  and portfolio assessment, following a one semester, undergraduate course at  University of Banjaluka. Attitudes of students from 3 different faculties -  Philology, Philosophy, and Technology, are explored and compared.  The findings reveal that majority of students endorse alternative assessment  techniques in FLT, and suggest their implementation in other subjects. This  research confirms numerous benefits of alternative assessment application at  university level, supporting beliefs of other researchers that using alternative  assessment techniques to assess student learning can lead to increased self  reflection, higher cognitive skills development, improved intrinsic motivation,  creativity, communication, cooperation, integration of language skills and  enhanced overall student performance.  In conclusion, benefits for students, teachers and institutions have been  summarized, and the use of alternative assessment recommended as an  effective supplement, if not replacement, to traditional tests and exams, which  will suit the needs of individual students by paying more respect to their  personal, linguistic and sociocultural diversity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[580]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2781">
    <dcterms:title><![CDATA[The Teaching of [θ] and [ð] Sounds in English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pronunciation teaching has its unique place in the curricula of most of the  European countries though it has been neglected in Turkey so far. Mispronunciation  of some core sounds is among the fundamental problems in the speech of both  nonnative pre-service and in-service teachers in Turkey. The [θ] and [ð] sounds  constitute the biggest trouble for Turks, for they do not take place in the Turkish  sound system. To remedy this case, a sample lesson plan on teaching these problem  causing-sounds has been developed according to the audio articulation method,  which is claimed to be a fossilized pronunciation mistake breaker. It is hoped that the  sample lesson plan on the [θ] and [ð] sounds will correct the pronunciation mistakes  of non-native English teachers and teacher-trainees in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[15]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2782">
    <dcterms:title><![CDATA[Measuring Authorship - A Tribute to Forensic Discourse Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is believed by many that our fingerprints are as unique as our  DNA. Owing to the advances in modern technology and the aid of  computers, it is possible to use software that is able to measure all the  probabilities of occurrence of identical fingerprints, DNA, written or  spoken discourse. In recent years, forensic discourse analysis experts and  linguists have been trying to measure the degree to which every individual  is unique. These findings are especially relevant for analysing the content  of suicide letters, testimonies, testaments, ransom demands, confessions,  SMS messages, diary entries etc. The quest of forensic discourse analysis  is to apply the linguistic knowledge to the legal context with the aim of  deciding on the authorship of the above-mentioned short notes. In  applying the linguistic knowledge to the analysis of suicide letters, for  instance, it is of great importance to determine whether there is a murder  behind such a letter, viz. whether the letter is a genuine suicide letter.  Another interesting phenomenon is related to testimonies, viz. the degree  to which the interrogators added written content to the oral confession, or  the degree to which the testimony, based on the linguistic evidence, is  false. In this process, experts apply various methods of measuring the  degree to which the testimonies are authentic. Some of these methods  involve measuring sentence length average, word length average,  collocations analysis, and forensic transcription.  The aim of this paper is to pay tribute to forensic discourse analysis of  English texts and focus on some of its methods that are particularly related  to the application of the linguistic knowledge. In doing so, we shall focus  on a brief analysis of two well-known cases, Derek Bentley and Susan  Smith.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[566]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2783">
    <dcterms:title><![CDATA[STUDYING A DIALECT OF MALAY LANGUAGE FAMILY – THE  BATAK LANGUAGE , THROUGH FIELDWORK IN INDONESIA:  LESSONS FOR FUTURE STUDY IN THE AREA.]]></dcterms:title>
    <dcterms:abstract><![CDATA[All research is field work but field work undertaken to study a dialect of a  community ‗foreign‗ to researchers, in an unfamiliar part of the world is a particularly  daunting but enriching experience. So much about the language and culture of the  people speaking the language, the dynamics of language and culture, the way language  changes through contact with the outside world, can be learned through field study in the  area. This paper will present a preliminary study on a dialect of Malay language family,  that is, the Batak language, spoken by the Batak communities in the island of Sumatera  Indonesia in 2010. The study was undertaken as part of a module on Methods and  Approaches in Malay Linguistics taught at the National Institute of Education, Singapore  (NIE). The first part of the paper will describe the aims and preparation process  undertaken before the field trip. This will be followed by explanation on the actual study  conducted in the field and its findings in relation to the objective of the research. Lastly,  the limitations, accomplishment and implication in doing fieldwork research will be  discussed. The issue of research ethics will be highlighted whenever appropriate]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[107]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2784">
    <dcterms:title><![CDATA[To write a textbook for teaching a ―little‖ languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this time of domination of English in all fields, including linguistics,  methodology of preparing textbooks for learning and teaching the foreign languages  is also under its influence. This article shows how some achievements in this field can  be well used, but also how it‘s necessary to pay attention to differences, whether  structural, sociolinguistic, or purely pragmatic when writing a textbook for teaching  the &quot;little&quot; languages such as Bosnian. Apart from some theoretical assumptions, this  article offers some very practical advice that can be applied to writing books of other  languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[680]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2785">
    <dcterms:title><![CDATA[French Foreign Language Teacher Candidates‘ Evaluation of the  Computer Assisted Language Teaching Course]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present study is to determine the foreign language  teacher candidates‘ evaluation relating to the elective Computer Assisted  Language Teaching course which was conducted for four semesters between  the academic years of 2007-2010 at Uludag University. The study group  consists of 40 teacher candidates enrolled at Uludag University Faculty of  Education, French Language Teaching Department. A questionnaire  composed of one open-ended question was administered to the teacher  candidates who had taken the course. At the end of the course, the candidates  were asked to evaluate their experiences of the course, classroom practices,  gains and teacher-student interaction. Therefore, a blank sheet of paper was  distributed so that the candidates could write their answers in detail. The  candidates‘ answers were decoded and interpreted by means of content  analysis, a qualitative analysis method. Findings of the research revealed that  the course was learner centered, the candidates had gained wide knowledge  in both technical and educational points of language teaching, they were able  to critically evaluate the language teaching websites, and finally, they had  concerns relating to course assessment.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[685]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2786">
    <dcterms:title><![CDATA[Teachers&#039; Professional Development Tools: Importance and Usage]]></dcterms:title>
    <dcterms:abstract><![CDATA[Current technological developments have led to an easier access to  information leading to sociological changes worldwide. This brought about changes  in all professions, especially in teaching as one of the roles of the teachers is to  prepare their students to the world of future. This fact highlights the importance of  foreign language teaching and personal and professional development of teachers.  In order to enable professional development, professional development tools are  crucial. Richards and Farrell (2009) suggest 11 professional development activities &amp;  tools for language teachers. These are: workshops, self- monitoring, teacher  support groups, teacher journal, peer observation, teaching portfolios, analyzing  critical incidents, case analysis, peer coaching, team teaching, and action  research. In the present study, the level of importance attached to the above  mentioned tools and the frequency of their usage by the lecturers teaching at the  Foreign Languages High-school at Selçuk University is determined.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[72]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2787">
    <dcterms:title><![CDATA[Significance of Teaching Semiotic Pedagogy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Charles Sanders Peirce, the father of American semiotics and pragmatism,  insisted that educational institutions be places for learning and not merely instruction.  If Peirce‘s argument is accepted, then it is necessary to redefine the role of teachers,  students, and subject matters in relation to learning semiotics, with its cultural  emphasis on codes, signs, and social interaction. Semiotics is especially appropriate  for rethinking the learning and teaching progress. In particular, semiotics is a central  part of the emerging global discipline which studies human communication as one  of the Human Science disciplines using logic based research methods of semiotics  and phenomenology to investigate social and cultural interactions.  Thus, the present article is focused on the three areas of Semiotics as defined by  Charles Morris when he participated in the Unified Science Project at the University  of Chicago: 1. Semantics; 2. Syntax; 3. Pragmatics. In the same spirit, my article  involves pedagogical activities for providing effective syllabus designs, teaching  strategies, and classroom activities that show relevance for contemporary pedagogical  studies in Communication and Cross-cultural studies.  Pedagogy based on the semiotic work of Peirce, and exemplified by his definition of  the university as a ―community of interpretation‖, forces a reconsideration of the  roles which learners, teachers, and subject matter play within educational endeavors.  This reconsideration may be called a ―semiotic pedagogy‖ of communication and  culture.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[11]]></dcterms:extent>
</rdf:Description></rdf:RDF>