<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/2798">
    <dcterms:title><![CDATA[Space of Periphery in Romanian Interwar Novel]]></dcterms:title>
    <dcterms:abstract><![CDATA[The novelists dealing with the issue of periphery aim to present as accurate as possible,  the real world as a harsh, tough, hermetic one, shaped by very particular rules. The novel of  suburbia is, above all, one of peripheral areas. They emerge as outcomes of the city‘s growth  and are usually populated by a dirty, mixed crowd. We may say that dirtiness, misery, garbage  represent the specificity, even the constant of this marginal world. The characters of the  Romanian novel of periphery live, paradoxically, two-folded: namely, in a torturing,  miserable, destructive present, that we may undoubtedly call as awful; but also in a pink,  happy future hardly loomed among the alcohol steams or the smoke of sordid workshops, a  desired future, ―invested‖ in a love story which, eventually, ends in crimes, extra-conjugal  adventures, violence. In short, they project all in a ―golden future‖.  What I am trying to do in this research is to show the representative areas of the periphery  – like the pub, the brothel, the church, the street – as they are reflected in Romanian interwar  novels on such topics, novels that follow the social reality of the time, with an almost  naturalistic fidelity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[46]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2799">
    <dcterms:title><![CDATA[Building Awareness of Discourse Structure Through Teaching Reading  Strategies in English for Legal Purposes Class]]></dcterms:title>
    <dcterms:abstract><![CDATA[Research has been carried out for several decades on what makes some  students more successful in foreign language reading than others. It was established  that good readers possess greater awareness of discourse structure, meaning they are  able to recognize the signalling mechanisms which give clues to the ways the text is  organized (Grabe, 2009). Discourse structure awareness is seen as a type of  metalinguistic awareness which also includes knowledge of reading strategies and  their appropriate use in order to resolve reading problems and properly interpret text  information.  Our research was based on the following hypothesis: explicit teaching of reading  strategies in English for Legal Purposes class will enhance students&#039; awareness of  discourse structure as well as reading comprehension. The data was collected  through the SORS (Survey of Reading Strategies) questionnaire (Mokhtari &amp;  Sheory, 2002), a reading comprehension test developed for this research and a semistructured  interview to check how students perceive the reading process and  discourse structure before and after strategies instruction. The data was analyzed  using descriptive statistical procedures and the results fully confirmed our  hypothesis: the subjects (N=20) achieved better results on the reading  comprehension test and reported easier identification and interpretation of discourse  markers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[96]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2800">
    <dcterms:title><![CDATA[The Value of Language and Content Needs Analysis in English for  Legal Purposes Courses: Example from Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[English for legal purposes (ELP) is gaining more importance  worldwide, which means using this type of language in different cultural and  linguistic contexts, and in different legal systems. Therefore there is a need to  develop ELP courses which are sensitive to the particular environment in which  they will be implemented (Jordan, 1997) and the first step is to conduct a  thorough needs analysis of language knowledge and skills as well as areas of law  the students find most important.  This study evaluated the needs of three groups of ELP students: first-year law  students taking ELP as a mandatory course, graduate law students taking ELP as  an elective course and practising lawyers attending ELP courses at a specialised  language school. A total of 161 students participated.  The study adopted a quantitative approach and aimed at determining differences  between the groups in the fields of language skills and areas of law, as well as at  establishing students‘ satisfaction with the current ELP course and their  motivation and usage of ELP. The outcomes of the study confirmed our initial  hypothesis: there is a strong correlation between gaining work experience and the  level of importance attached to areas of law studied in ELP courses.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[97]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2801">
    <dcterms:title><![CDATA[―Coopertive Learning in ELT: A Literature Review]]></dcterms:title>
    <dcterms:abstract><![CDATA[Cooperative learning has received increased attention in recent years due to the  movement through learner centred learning. This paper provides an overview of the use of  cooperative learning (CL) and effects of it in second language instruction. After three brief  definitions of CL, key areas are discussed in the paper. The first part of the article provides  the theory of language and learning in CL while the second part introduces the objectives,  syllabus, types of learning and teaching activities and the roles of teacher, learners and  instructional materials in CL. The article concludes cooperative learning makes maximum use  of cooperative activitites involving pairs and small groups of learners in the classroom.  Moreover, it establishes a democratic form of teaching. It enhances both the individual and  the community. Each student can share his/her ideas and learn to listen and respect each other.  Furthermore, Cooperative learning influences collabarative spirit among students by  minimizing competition leading to conflicts in today‘s world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[53]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2802">
    <dcterms:title><![CDATA[The Critical Study of the Dichotomous Representation of the Natives as the  Other in Hedayat‘s Blind Owl]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite the voluminous amount of research on the Blind Owl, little is still  carried out on the representation of the natives in this work. This paper explores the text to  reveal how the author, by giving credit to himself as an ‗I‘, artist and a painter, tries to  establish a division between himself and the rest of the society, the world of Rajalehah,  the Rabbles. Through the employment of the new genre of writing, the novel, Hedayat not  only revolts against all the forms of traditional writings but also all the traditional customs  and at large makes use of it as a means of scattering his ideological concepts through the  mouth of the narrator. This discussion seeks to unveil the mask of orientalised system of  representation of the natives, as the peripheral, and finally the ‗Other‘.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[108]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2803">
    <dcterms:title><![CDATA[The Effect of L and L2 Word Glossary on Learning of  Technical Vocabulary in Reading Comprehension Texts]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recent studies suggest that word marginal glossaries are very useful  in reading text when readers have no knowledge about some words and help  them comprehend the text without wasting time for looking up the word  meaning in dictionaries or making mistakes because of incorrect guessing the  word meaning according context. The study aimed to compare the effect of L1  &amp; L2 word glossary on learning and retention of technical vocabularies of Civil  Engineering students. The research question is: &#039;Is there any relation between  retention and learning of technical vocabulary and using of glossaries?&#039; If so,  what is the difference between using of L1 and L2 word glossary and which of  these two sorts has more effect on retention and learning of technical  vocabulary? and the considered hypothesis is &#039;The effect of L1 and L2 word  glossary is similar on retention and learning of technical vocabulary‘. The  study was done by two tests (test 1 &amp; test 2) with five passages of reading  comprehension. In test 1, the definition of words in word glossary of technical  vocabularies is in English language (L2) and in test 2, the definition of the  vocabularies is in Persian language (L1). These two tests were administered  one after another with 15 minutes break between them and 45 minutes was  considered to answer the questions for each test. The same students participated  in two tests. They were 40 Civil Engineering students of Engineering Technical  University (Azad University), Chaloos branch. All of them were male and they  were selected after administering a placement test among 60 Civil Engineering  students of the university. The placement test was administered one week  before the main tests. Comparison the scores of two tests and analyzing them  showed that the students answer test 2 (with Persian word glossary) better than  test 1 (with English word glossary). Although there were students that answer  test 1 better than test 2 and some of them act the same in two tests, most of  them answer test 2 (with Persian word glossary) better than test 1 (with English  word glossary) and totally result disapprove the hypothesis of the study and it  can be said L1 word glossary is more effective than L2 word glossary on  learning and retention of vocabularies and also technical word glossary.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[578]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2804">
    <dcterms:title><![CDATA[GROWN-UP‘ SYNTAX IN CHILDREN‘S STORYBOOKS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study hopes to challenge the view that syntax in children‘s storybooks  is custom-made to match the general abilities of young listeners and readers. Reading  with an adult mind and eyes prompts the question whether at least some children‘s  storybooks make it difficult to draw a line between ‗young‘ and ‗grown-up‘ syntax.  The small-scale research was a text-based analysis of three children‘s stories aimed  at pre-teen children aged seven through twelve. With a manually handled corpus kept  within manageable limits it was possible to determine the presence or absence of  syntactic structures associated with advanced language use, i.e. those believed to  require considerable experience, knowledge and skill in language production and  reception. The main finding to report is that syntax in children‘s stories is little  different from what may be informally described as ‗grown-up‘ syntax. The paper  also invites the reader to acknowledge the difficult task of balancing a downgraded  version of syntax against an urge to tell an engaging story that wants to be read.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[557]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2805">
    <dcterms:title><![CDATA[Mass Culture and Literature in Japan in the Interwar Period]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper deals with the conditions influencing the emergence of mass culture  in Japan in the interwar period. It describes the spread of mass media, statescript reform,  appearance of the enbon and specifics of big publishing companies. Special attention is  devoted to the characteristics of popular literature and the emergence of historical and  detective novels as new genres.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[111]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2806">
    <dcterms:title><![CDATA[On the Acquisition of English Articles with Bosnian L2 Learners of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Regarding the discrepancy between the English and the Bosnian language  concerning an article system, this paper attempts at clarifying the difficulties for Bosnian  L2 learners of English. Based on a similar study and an experimental study with Bosnian  learners, this paper illustrates and copes with the very apparent and widely present issue  of English articles among Bosnian learners. The principles of Definiteness and Specificity  are introduced to contrast the two languages, aiding to a deeper understanding of this  conceptual difference between English and Bosnian. The paper first states the current  position of the English (definite and indefinite) article in the light of the Bosnian  language, and specifies their respective Bosnian equivalents, eventually giving a  suggestion to a deeper understanding]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[7]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2807">
    <dcterms:title><![CDATA[Building a community of shared practice by localizing externally-derived  professional development in educational reform‘]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research focuses on sociolinguistic aspects of education reform in the Gulf  Cooperation Council Countries (GCC) region and the strategies by which the  achievement of ‗linguistic convergence‘ and corresponding ‗cultural convergence‘ or  ‗optimal convergence‘ can enhance in-service teachers‘ Continuing Professional  Development (CPD) participant learning. This professional reflection, situated within the  evolving context of reform underway in Bahrain, is based on research conducted at the  Bahrain Teachers College (an autonomous professional college founded in 2008 within  the University of Bahrain) during 2008-2010. The data, gathered from in-service CPD  modules with mid-career Bahraini teachers, includes a wide range of practice-based  sources including surveys, interviews, focus groups, and observation.  Managing the shift from externally-prepared in-service CDP, toward contextualizing the  materials, curriculum, and program delivery to the cultural, social, and educational  environment of Bahrain is challenging. Developing ―ownership‖ of new approaches to  learning, can make effectively localize the training at the classroom level. The data  points to ways that balance the learning needs of local in-service teachers with the  internationalizing imperatives of multinational education consultancy:]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[104]]></dcterms:extent>
</rdf:Description></rdf:RDF>