<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/2828">
    <dcterms:title><![CDATA[Linguistic competence vs. Translation competence: A pedagogic  approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to address the issue of linguistic competence  versus translation competence seen from a pedagogical perspective. I will start by  reviewing the well-known distinction between competence and performance and their  interrelatedness. Other dimensions will be added to linguistic competence, which  together contribute to the process of language learning (either foreign or second):  sociolingistic competence, pragmatic competence and intercultural competence. In  close connection with linguistic competence I will try to delineate the components of  translation competence, by outlining similarities and differences between the two  processes. Some elements of translation competence, apart from those that are also  inherent to linguistic competence will be analysed and exemplified: monitoring  competence, ICT competence and content-knowledge competence. From a pedagogic  viewpoint, in order for the students to attain a certain degree of translation  competence, their level of linguistic competence must be fairly well-developed (at  least upper-intermediate, or B2 according to the Common European Framework of  reference for languages); however, when learning how to translate, students have to  be able to further enhance their linguistic competence. Therefore, I will also attempt  at providing a basic teaching methodology involving the use of translation in  EFL/ESL classes, so as to increase students‘ both competences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[560]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2829">
    <dcterms:title><![CDATA[One Example of Balkanistic Discourse on Montenegro]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to analyze the presence of balkanistic  discourse in the article &quot;Montenegro, land of stout hearts and stones&quot;,  published in the Washington Post on December 3, 2010, and to indicate  the factors involved in its generation and reproduction. We will pursue the  specifics of the author&#039;s perception of the Montenegrin geographical and  civilizational space and examine his writings in their relation to prior  paradigms of travel narrative regarding Montenegro and other Balkan  countries.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[571]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2830">
    <dcterms:title><![CDATA[On Extinct Suffixes: -arium]]></dcterms:title>
    <dcterms:abstract><![CDATA[There are two English nominal suffixes sharing the same meaning ―a place  or device containing or associated with [something]‖: -arium and -ary (for the latter,  the English language dictionaries mention only the meaning ―one that relates to or is  connected with [something]‖). These two suffixes have produced, directly or  indirectly, a considerable number of derivatives designating more or less ‗a place‘  (35), ‗a device‘ (33), or other realities (15). Diachronically, the suffix -arium  produced most indirect derivatives in the 13th c. and almost stopped producing any in  the 20th c., the suffix -ary reached a peak in the 16th c. and stopped producing any in  the 20th c., while Latin nouns in -arium were borrowed in considerable amounts in the  19th c. and almost stopped being borrowed in the 20th c. The suffix -arium can,  therefore, be considered extinct from the point of view of its productivity. For  students in nature-related fields almost all the nouns in -arium and -ary are indicative  of places and devices of interest for these fields.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[75]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2831">
    <dcterms:title><![CDATA[A contrastive analysis approach to the teaching of auxiliary selection in L2  Italian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Auxiliary selection (AS) with those Italian intransitive verbs (IVs) that can use both  essere ‗to be‘ and avere ‗to have‘, but with a change in meaning (e.g. È/Ha corso al parco ‗He  ran to/at the park‘), represents one of the major challenges in the acquisition of Italian as L2. In  this paper we argue that this is so largely because this phenomenon has not been treated  adequately in relevant grammars, dictionaries and textbooks. In order to prove our argument we  present a case study of AS with the IV correre ‗to run‘ involving university students of L2  Italian who are native speakers of Serbian. The results indicate that a contrastive analysis  approach to the teaching of AS with IVs is more efficient than the traditional one, and it is  suggested that it should be used more frequently in order to facilitate the acquisition of AS by  learners of L2 Italian.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[57]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2832">
    <dcterms:title><![CDATA[John Ashbery‘s Poetry: A Postmodern approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Postmodernism has had its influences on different literary genres such as  fiction, drama, and poetry. Truly, fiction has been the center of attention in many critical  studies. But the manifestations of the movement can also be traced in poetry. John  Ashbery is one of the contemporary poets whose poetry is best regarded as the  postmodernist poetry. His works have been characterized by a free-moving and  disjunctive syntax, experiments with linguistic elements, integrated humor and prosaic  features. In his poems, the human mind and its workings are evident. He experimented  radically with different elements of poetry such as linguistic and semantic aspects.  Nowadays he appears to have been to the second half of twentieth century what Eliot was  to the first: the most universally acknowledged of poets writing in English. The present  essay elaborates on Ashbery looking back at poetic tradition while absorbing current  techniques of combining present and past, centrality and marginality, and placing reader  and writer side by side.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[123]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2833">
    <dcterms:title><![CDATA[Iranian English Major vs. Subject-matter ESP Teachers‘ Beliefs and  Instructional Practices in ESP Classes: A Comparative Study]]></dcterms:title>
    <dcterms:abstract><![CDATA[Since the advent of English for Specific Purposes (ESP), plenty  of controversial issues have been raised in the academic circles all over the  world. As we know, one controversial aspects of ESP domain deals with  the significant role of the teacher variable. In the present study, the  investigators intended to compare and contrast Iranian English major ESP  instructors with their subject-matter counterparts in terms of their beliefs  and classroom practices in ESP classes. A total of 423 Iranian English  major (ELT) and subject-matter ESP teachers participated in the study.  The results revealed that theoretically a large and wide gap exists between  English major and subject-matter ESP teachers while practically this  difference is very slight.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[573]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2834">
    <dcterms:title><![CDATA[Modernizam nasuprot postmodernizma – Čitanje, razumijevanje,  poučavanje]]></dcterms:title>
    <dcterms:abstract><![CDATA[Namjera autorice jeste da ovim radom neposredno  uporedi univerzalne i kulturalne specifiĦnosti u Ħitanju,  razumijevanju i pouĦavanju knjiņevnog modernizma i  postmodernizma s meħukulturalnog aspekta. U radu Ĥe se  nastojati pobliņe osmotriti bogatstvo velikog knjiņevnog  sazvijeņħa modernizma, kao i njegov diskutabilni zavrńetak u  razmatranju nastanka sljedeĤe, joń uvijek prijeporno  neprihvaĤene, nove knjiņevne epohe, uvjetno nazvane  „postmodernizam―. S obzirom da su se ĦitalaĦke navike  promijenile, i da se joń uvijek mijenjaju u postmodernom, a  onda, recimo, i u post-postmodernom druńtvu kako u  Zapadnom, tako i u cijelom svijetu, te pobliņe i u Bosni i  Hercegovini, posebna paņnja posvetit Ĥe se knjiņevnom svijetu  XX i tendencijama XXI stoljeĤa, kao i njegovom razumijevanju  od globalne prema nacionalnoj perspektivi. ,]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[584]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2835">
    <dcterms:title><![CDATA[Basic Colors and Their Metaphorical Expressions in English and Persian:  Lakoff&#039;s Conceptual Metaphor Theory in Focus]]></dcterms:title>
    <dcterms:abstract><![CDATA[Metaphorical language is an indispensable part of human life, involving language,  thought and action (Lakoff &amp; Johnson, 1980; Lakoff, 1998). Accordingly, metaphor plays a  major role in people&#039;s everyday language use and thinking. Our conceptual system is based  on experiences we have gained with interacting with people and things surrounding us.  In this respect, color plays an important role in convention metaphorical expressions in  people&#039;s lives and daily communication. As a sub-category of metaphors, color terms are  widely used literally and metaphorically in different languages and may also reflect cultural  identities of language users.  Replying on ―Contrastive Analysis of Metaphors‖ proposed by Barcelona (2001, cf. Soriano,  2003) as a cognitive qualitative method and on the basis of ―Conceptual Metaphor Theory‖  (Lakoff and Johnson 1980, 1999, 2003; Grady 1997; Kôvecses 2000, 2002, 2005; etc), this  paper tries to investigate the extent to which connotations of basic colors, as used in the  structure of metaphors are varied in English and Persian on the one hand; and, as compared  to their differences in their metaphorical mappings in the languages concerned, on the other  hand.  To do so, we collected English instances from The Oxford Dictionary of Idioms (Siefring,  2005) and The Oxford Dictionary of Proverbs (Speake, 2008) and some other dictionaries.  Next, Persian instances were extracted from some Persian dictionaries. The findings of this  comparative analysis show that, although the connotation of colors in the structure of  metaphorical expressions are overlapping each other to some extent, most of the expressions  are culture-bound and specific to each language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[33]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2836">
    <dcterms:title><![CDATA[Contributions of Diatopic Hermeneutics for Intercultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article intends to present data from the exploratory research of an ongoing  doctoral project on reciprocal social representations between national and foreign  students32. This research and intervention project is being developed by the LEIP  (Laboratory of Research in Education in Portuguese / Line 2), coordinated by Maria Helena  Ançã, University of Aveiro. Qualitative data collection occurred between January and April  2011 and its main goal was to approach the internal complexity of foreign students in  Portuguese Schools, in order to identify reflection points for an intervention project in the  future. We understand that there is a co-existing linguistic and cultural diversity amongst  students, which does not seem valued and at times is even considered adverse, and could  potentially encourage mutual interaction and enrichment. These observations lead us to  advocate an intervention project based on intercultural dialogue and diatopic hermeneutics  as a strategy for dialogue.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[40]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2837">
    <dcterms:title><![CDATA[Individual Orientations Towards Intercultural Differences on The  Basis of a Study Conducted Among The Polish Students of English Philology]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present paper is to show how the Polish students  of English Philology changed their orientations towards intercultural  differences as a result of intercultural encounters they experienced and  instruction in intercultural development offered to them. With increased  levels of intercultural communication, their competence in intercultural  relations magnified. As assumed, the students‘ initial emotional desire to  acknowledge, appreciate, and accept cultural differences occurred to be  weak. However, with the intercultural development, the levels of  intercultural sensitivity being a component of intercultural competence,  rose significantly. In effect the students were able to recognize certain  values and pick up on verbal and non-verbal signals typical of other  cultures allowing for further empathy being developed and adjusting to  different scripts of communication. For the purpose of observing the  varying levels of intercultural sensitivity and subsequently intercultural  competence, the author decided to design a ranking questionnaire as a  research instrument. It consisted of a series of statements marked by the  respondents with numbers 1-5 to indicate the degree to which they agree  or disagree with them. It was designed for comparative analysis of their  responses. The interpretation of the collected data involved searching for  relations between the investigated variables. Through careful examination  of the questionnaire and its collected data, the author managed to notice a  meaningful change in the attitudes, values and skills exhibited by his  students in terms of their intercultural identities.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[575]]></dcterms:extent>
</rdf:Description></rdf:RDF>