<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/2808">
    <dcterms:title><![CDATA[Writing War and Feminine Discourse]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main aim of this paper is to prove that feministic discourse related to war, is the  best example that there is still enough space for debates whether it is necessary to  separate feminine writing from ―traditional/masculine style― and that the feminist  critique of a language is absolutely necessary segment of contemporary discourse  analysis.  Feminine writing is the term presented by French philosopher and writer, Helene  Cixous who claims that women write/rewrite signs inscribed in their bodies, but she also  explains that this style is not reserved exclusively for women, that men can also write  feminine.  Following above mentioned theory, this paper is using writing styles of two Bosnian  artists, one writer and one film director, who both described the most painful and violent  stories using non-violent language, and who managed to show the reality of war  perceived by woman without using any aggressive or offensive discourse.  Even though I do believe that there is no such thing as essential womanhood, common  to all women repressed by patriarchy, the aim of this paper is show that feministic war  discourse is exactly the place where class, origin, race and all other differences, are  utterly minimized among all women around the world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[694]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2809">
    <dcterms:title><![CDATA[Applying Cognitive Development on Second Language Acquisition (SLA)]]></dcterms:title>
    <dcterms:abstract><![CDATA[―Language Acquisition requires meaningful interaction in the target  language- natural communication- in which speakers are concern not with the form of  their utterances but with messages they are conveying and understanding.‖ Stephen  Krashen.  Second language acquisition (SLA) is the process by which people learn a second  language in addition to their native language(s). The term second language is used to  describe the acquisition of any language after the acquisition of the mother tongue.  The language to be learned is often referred to as the ‗target language‘ or L2,  compared to the first language L1.  Cognitive learning theory has focuses on unobservable change in mental knowledge.  Cognitivsim or mental change, as psycholinguists say, should no longer be ignored as  a rejection of the behaviorist views. Cognitive abilities of SLA vary from one person  to the other; presumably the recent studies suggested a synthesis in which the process  of language acquisition may interact with cognitive development to produce an  improvement in acquired language.  SLA is often viewed as part of Applied Linguistics; it is typically concerned with the  language system and learning processes, whereas applied linguistics may focus more  on the experiences of the learner particularly in the classroom. The cognitive  development of the second language acquisition is developed in this research through  student –directed projects, presentations and classroom discussions to supplant the  traditional lecture format.  The purpose of this research is to combine these vital strands of investigation into  close dialogue that will be applied on a group of university students studying a course  of Sociolinguistics in Al Alsun Faculty, English Department. Results will be recorded  to show the improvement of the second language (English Language) on this group  viewable in their presentations and performances.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[677]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2810">
    <dcterms:title><![CDATA[‖Sight‖ – ‖Vision‖ Binomial or the ―Poetic Dwelling‖ of the World:  (Pre)Modern Perspectives in Ioana Em. Petrescu‘s Study &quot;Eminescu  and the Mutations of the Romanian Poetry&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study attempts to offer ‗a cartography‘ of the internal  ‗morphology‘ of the ‖sight‖ – ‖vision‖ dialectics proposed by Ioana Em.  Petrescu in her work, Eminescu and the Mutations of the Romanian Poetry.  This internal ‗morphology‘ is analysed from double perspective: from the  perspective of the history of the literary ideas and from the point of view of  the history of the pre-modern science.  We believe that Ioana Em. Petrescu‘s work found its theoretical and  conceptual sources primarily in the (pre)modern philosophy theorized by  Aristotle, Plato and Tomas Aquinas whose studies were highly read by the  Romanian critic. In other words, it is our endeavor to demonstrate the  existence of a semantically ontological superposition between the pre-modern  text and that of the Romanian critic.  Our premise is that the &quot;sight – vision” axis presented in Ioana Em.  Petrescu‘s volume underlies in the explanation provided by Aristotle gave to  the sense of sight (‗cognition through intellect‘, and noũs – ‗the Eye of the  Soul‘). We therefore believe that even if they belong to two different scientific  paradigms, the texts of the two authors generate a dialogue between them.  Undoubtedly, Ioana Em. Petrescu‘s ―theory of sight‖ initially communicated  in an osmotic manner with pre-modern texts; afterwards, the Romanian critic  turns her attention to modern concepts of scientificity with a view to  sustaining her convictions in the field of literary poetics.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[592]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2811">
    <dcterms:title><![CDATA[English for Mathematicians: from Language to Tasks]]></dcterms:title>
    <dcterms:abstract><![CDATA[The author describes the language education system implemented at a faculty  preparing professional mathematicians, physicists and IT specialists, paying special  attention to the course for mathematicians. The article also presents a profile of a typical  attendant of the course based on the theory of learning styles, which together with the  stylistic features of the language of mathematics, predetermines the syllabus and  appropriate teaching methodology. The author proposes some essential principles on the  background of the theory of ESP, EAP and task-based teaching and learning, giving a  number of examples from his teaching practice.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[122]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2812">
    <dcterms:title><![CDATA[Functional Categories in the L2 Acquisition of English Morpho-Syntax: A  Longitudinal Study of Ten Farsi-Speaking Children]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been considerable debate during the last several decades regarding  child and adult second language acquisition of morpho-syntax. This is a longitudinal case  study of ten Farsi-speaking children learning English. The research deals with the initial  state and further development in the child second language (L2) acquisition of syntax  regarding the presence or absence of functional categories, as well as the role and degree  of L1 influence in this regard. Some studies in the field of child L1 acquisition are  discussed to determine similarities or differences between child L1 and child L2  acquisition. Examining data collected from the children‘s speech over a period of 9  months, the competing claims of the two most prominent hypotheses about early L2  grammars are tested: Vainikka &amp; Young-Scholten‘s (1996) Minimal Trees/Structure  Building hypothesis and Schwartz &amp; Sprouse‘s (1996) Full Transfer/Full Access  hypothesis. Word order, suppliance of copula be are investigated and the conclusion is  reached that functional categories are absent at thei nitial state and that they emerge  without the learners‘ reliance on their L1, consistent with Minimal Trees/Structure  Building.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[562]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2813">
    <dcterms:title><![CDATA[Functional Categories in the L2 Acquisition of English Morpho-Syntax: A  Longitudinal Study of Ten Farsi-Speaking Children(conclusion)]]></dcterms:title>
    <dcterms:abstract><![CDATA[There has been considerable debate during the last several decades regarding  child and adult second language acquisition of morpho-syntax. This is a longitudinal case  study of ten Farsi-speaking children learning English. The research deals with the initial  state and further development in the child second language (L2) acquisition of syntax  regarding the presence or absence of functional categories, as well as the role and degree  of L1 influence in this regard. Some studies in the field of child L1 acquisition are  discussed to determine similarities or differences between child L1 and child L2  acquisition. Examining data collected from the children‘s speech over a period of 9  months, the competing claims of the two most prominent hypotheses about early L2  grammars are tested: Vainikka &amp; Young-Scholten‘s (1996) Minimal Trees/Structure  Building hypothesis and Schwartz &amp; Sprouse‘s (1996) Full Transfer/Full Access  hypothesis. Word order, suppliance of copula be are investigated and the conclusion is  reached that functional categories are absent at thei nitial state and that they emerge  without the learners‘ reliance on their L1, consistent with Minimal Trees/Structure  Building.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[563]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2814">
    <dcterms:title><![CDATA[The Use of Non-verbal Communication in the classroom]]></dcterms:title>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[587]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2815">
    <dcterms:title><![CDATA[CONTRASTIVE ANALYSES OF POSTPOSITIONS IN TURKISH  LANGUAGE AND PREPOSITIONS IN BOSNIAN LANGUAGE ON THE  EXAMPLE OF THE NOVEL „DEATH AND THE DERVISH―]]></dcterms:title>
    <dcterms:abstract><![CDATA[When transferring from one language, language A, to the other , language B,  similarities and differences can easily be perceived. Very often, some language categories are  found in one language, but not in the other one. In order to detect those similarities and  differences, we need contrastive analyses. Turkish language does not identify category of  prepositions, and instead of prepositions, postpositions or quasi-postpositions are being used,  occasionally even case endings. Subject relations in Bosnian language are expressed by  prepositions, while in Turkish language different morpho syntactic resources and word  classes ( case endings, flex ion, post positions, quasi-post positions etc.) are being used. In  this paper, we shall borrow examples from Mesa Selimovic&#039;s novel „Death and the Dervish―,  and discus the question of prepositional concord in Bosnian with post positions in Turkish.  When listing adverbs in Turkish, we are noticing different words for prepositional  expressions in Bosnian: words and endings, since Turkish language does not identify  prepositions like other Indo European languages do, therefore prepositions are placed after the  correlated word. Hence, the main difference is that prepositions are placed in front of the  autonomous words case form, and post positions after the word to which case ending of that  same post position is implicated. This will be discussed further.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[58]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2816">
    <dcterms:title><![CDATA[REALIGNING THE LINGUISTICS-LITERATURE INTERFACE FROM  A CONCEPTUAL STANCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Multimodality in the domain of linguistic and literary research and  teaching emerged imperceptibly and laid the groundwork for an organic and  systemic analysis of language-based phenomena. In this sense, literary theory is an  extension of linguistic processes ensuing from the rudimentary thought-forming  cycles. Nonetheless, linguistics is by no means literatureless and its multifarious  theoretical frameworks can be neither vindicated nor demarcated as autonomous in  their own right. The causality-corollary relation is incontrovertible and easily  demonstrable. However, the notion of inter- and post-disciplinary studies is  routinely dismissed or regarded contemptuously and with grave misgivings.  This paper aims to disprove such viewpoints by dint of theoretical evidence from the  stockpile of cognitive linguistics. Conceptual categories will serve as the linchpin of  the research tenor thus corroborating the premise that the generation of given textual  or verbal discursive sequences inexorably reverts to the source upon its  manifestation. In this manner, both the creative process and its deliverables are  conceptually bound at the cognitive level. For the purposes of this small-scale  survey, samples from fiction, poetry and prose alike, are selected and conceptually  parsed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[62]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2817">
    <dcterms:title><![CDATA[SEMANTIĥKI REGENS I NJEGOVI ABROGATORI U ARAPSKOJ  GRAMATICI ZAVISNOSTI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ovaj rad istraņuje zavisne veze reĦeniĦnih Ħlanova u arapskom jeziku  primarno iskazane promjenom flektivnih formi i interpretira ih u kontekstu  tradicionalnog, izvorno arapskog koncepta zavisnosti reĦeniĦnih elemenata ili  konstituenata, ali i u kontekstu modernih sintaktiĦkih i semantiĦkih teorija. Jedan dio  rada se osvrĤe na al-Ğurğānījev sistem klasifikacije regensa kao upravnih elemenata  unutar razliĦitih sintaktiĦkih konstrukcija, koji je na izvanredan naĦin uspio pomiriti  sintaktiĦke i semantiĦke kriterije klasifikacije. Uglavnom se analiziraju semantiĦki ili  apstraktni regensi koje je postulirala i prepoznala klasiĦna arapska nauka o jeziku, tj.  semantiĦki regens imenske reĦenice, semantiĦki regens indikativa prezenta u okviru  glagolske reĦenice i Ħesto propitivani i od nekih uĦenjaka odbaĦeni semantiĦki regens  modifikatora u imeniĦkoj frazi. U radu se pojańnjavaju razlike koje postoje izmeħu  dviju dominirajuĤih gramatiĦkih ńkola, kufske i basranske, pri analizi rekcije  semantiĦkih regensa i njihovih abrogatora te forme zavisnih Ħlanova. ZakljuĦak  pokazuje da su u tradicionalnoj arapskoj gramatici anticipirani neki pogledi modernih  semantiĦara.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[24]]></dcterms:extent>
</rdf:Description></rdf:RDF>