<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/395">
    <dcterms:title><![CDATA[Types of synonymic groups in Russian]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research has two main purposes:   1) to distinguish structural types of synonymic groups;   2) to verify the headwords of synonymic groups as a linguistic or psycholinguistic concept.    Typically, a headword has: 1) common semantic elements, 2) the highest frequency, and 3) no stylistic and emotional connotations.     The main source of data is the results of two experiments and data from the Russian National Corpus. The subjects&#039; task was to choose the main words of the submitted groups. We used 32 synonymic groups, taken from the Russian synonymic dictionaries: the first experiment contained 12 synonymic groups and the second had 20 synonymic groups. Forty-five subjects participated in the first experiment, 67 in the second experiment.    We distinguished two types of synonymic groups with different structures. The first type (centric synonymic groups) consists of synonymic groups, the headword of which can be uniquely identified by experimental and corpus data. In such cases, the subjects unanimously determined the headword, and the headword is the most frequent word of the synonymic group. There are eight (67%) such groups in the first experiment and 14 such groups (70%) in the second experiment.     The second type (non-centric synonymic groups) includes synonymic groups, in which the subjects were not able to choose the main word of the synonymic groups. There are four (33%) such groups in the first experiment and six such groups (30%) in the second experiment.     It is impossible to distinguish the headword in non-centric synonymic groups. Such synonymic groups are integrated by a semantic gestalt based on a nonverbal semantic code. Formal and component analysis of non-central synonymic groups is not effective.     Keywords: Russian language, synonymic groups]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-29]]></dcterms:date>
    <dcterms:extent><![CDATA[2827]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/396">
    <dcterms:title><![CDATA[Forging Synergy between a Foreign Language and Intercultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The expansion of the borders of the European Higher Education Area (EHEA) provides members of academic communities with a challenging opportunity to participate in various exchange programmes. The phenomenon of mobility tests the proficiency level of the participants’ Intercultural Communicative Competence, whichenables them not only to speak a common language but also interact effectively and appropriately in the context of a hosting country.     The paper focuses on the case study of internationalisation process implemented by eight European Teacher Training institutions – CáFoscari University (Italy), thePedagogical University of Tirol (Austria), the University of Cyprus (Cyprus), the School of Education of Aarhus University (Denmark), theUniversity of Nantes (France), EötvösLoránd University in Budapest (Hungary), Jagiellonian University, Krakow (Poland), and the Institute of Foreign Languages, Vilnius University (Lithuania) –via the designed educational project carried out within the framework of an Intensive Programme in the socio-cultural context of the Republic of Lithuania. The data of the study based on the participants’ reflections reveals that no matter how positive the respondents’ attitudes towards mobility are, and how willing they are to participate in various exchange programmes, the level of their ICC does not always meet the desired internal and external outcomes. This proves the necessity of Intercultural education to be integrated into the content of many subjects, foreign languages, above all.     Keywords: teachers&#039; Intercultural Communicative Competence, Intercultural education, educational project, diary, reflection]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-21]]></dcterms:date>
    <dcterms:extent><![CDATA[2816]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/397">
    <dcterms:title><![CDATA[Lack of Oral Proficiency in English among Secondary Students in Misurata: Reasons and Remedies]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study was conducted to investigate why the secondary students in Misurata were unable to orallycommunicate in Englishfluently, even though they had studied it as a general subject during their school education. Themain reasons for the students’ poor speaking skills are the traditional teacher-fronted method of teaching, insufficient allocation of time for oral-skills training, and theteachers themselves not taking any interest in developing oral skills. The data for the study, among other things, were mainly based on the classroom observations of the lessons presented by 12 secondary teachers at five schools over a period of more than two months. The data analysis was carried out using tables in percentageto obtain accurate results. The findings clearly proved that the points stated in the hypothesis for the poor oral production of speech by the secondary students in Misurata were correct. Based on the conclusions drawn, recommendations that can positively help to develop oral skills among the students of secondary schools were presented.    Keyowrds: secondary school students, Misurata, English language, fluency]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-21]]></dcterms:date>
    <dcterms:extent><![CDATA[2820]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/398">
    <dcterms:title><![CDATA[Product Writing for Better Linguistic and Cultural Acquisition by English Language Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended.     Most people’s daily experience shows that the culture of cultivated writing is losing the battle with truncated correspondence via e-mail and other electronic media. In light of this, learning to write and utilize such basic forms as applications, complaints and reports may prove beneficial for students’ writing, as well as their general linguistic competence and their adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ adoption of the grammatical forms and the vocabulary/register that are required, or most commonly used, in the selected forms. This shows the extent of their real progress, as well as changes in their attitudes toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process.    Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-21]]></dcterms:date>
    <dcterms:extent><![CDATA[2823]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/399">
    <dcterms:title><![CDATA[Conceptual Metaphors of Science Prolegomena to a Cognitive History of Science]]></dcterms:title>
    <dcterms:abstract><![CDATA[The cognitive abilities explained by cognitive science and cognitive semantics can inform us concerning the use of metaphors in science. The thesis is that abstract ideas rest on experiences of the concrete world. In this paper I will explain the use of conceptual metaphors in science, with examples from the mechanistic worldview of the 17th and 18th century. If we proceed from the way people think in general, their mental abilities, reason and cognition, we could get close to an understanding of how scientists during the scientific revolution shaped their ideas about the invisible geometry of matter. This is a cognitive history of ideas. What is called the ‘cognitive turn’ in the humanities has generated vigorous growth of research, for example, in cognitive poetics, neuroaesthetics, and cognitive anthropology. These approaches try to arrive at an understanding of creative processes. In the historical sciences there is also a growing interest in cognitive-historical analyses, particularly in archaeology and history of science. The aim of the cognitive history of science is to reconstruct scientific thinking on the basis of cognitive theories. The starting point for a cognitive history of ideas that I defend here is that philosophy, science, and mathematics do not really happen just in texts, in language, in laboratories, or in social contexts, but in brains and minds in interaction with the world around the subject, and are thus connected to the body, to perception, thoughts, and feelings. We humans are captured in our brains situated in the world, we are dependent on our thoughts and senses, our prior knowledge, our mental images, when we try to create a picture of the world. Science, in other words, is shaped by our distinctive way of reasoning, not least in metaphors.    Keywords: metaphors, cognition, cognitive history, Sweden]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-16]]></dcterms:date>
    <dcterms:extent><![CDATA[2806]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/400">
    <dcterms:title><![CDATA[Elevating the development of listening skills to foster SLA in an Asian context]]></dcterms:title>
    <dcterms:abstract><![CDATA[In EFL curricula where language is taught as a knowledge set, links between pedagogical theory and practice can be quite strong. However, links between pedagogical theory and practice seems more tenuous when applied to the teaching of skills, in particular, L2 listening skills which are often left to develop as by-products of a student’s grammatical and lexical understanding. And, in many contexts, this oversight can have serious consequences. Given that English is a stress-timed language, learners coming from syllable-timed or mora-timed languages, such as Japanese or Korean, can be robbed of learning opportunities when listening skills are deficient. The crucial role of comprehensible input in second language acquisition is well established, so when learners have developed listening skills, all language that is basically understood is available as a learning opportunity as comprehensible input. However, when learners have incipient listening skills, learners are often unable to comprehend auditory input containing words that are largely understood, thus losing opportunities for L2 language development. Learners coming from syllable-timed or mora-timed languages often lack a natural understanding of suprasegmental phonology, impeding comprehension. It is well established in the research literature that listening skills are best taught as a set of sub-skills to help students develop a basic phonetic awareness, however such research findings have not always made it into practice. This qualitative study reports on a set of first year university students at a Japanese university where listening was taught as a set of sub-skills. An overwhelming majority felt this type of instruction helped to improve their listening skills, suggesting that this fundamental pedagogy needs greater emphasis in countries with syllable-timed or mora-timed native languages. The results of this study are described and interpreted in the context of the English education system in Japan.    Keywords: listening skills, EFL curricula, comprehensible input]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-04-16]]></dcterms:date>
    <dcterms:extent><![CDATA[2802]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/401">
    <dcterms:title><![CDATA[Strategies for appropriate and helpful teacher response to stressful situations caused by disruptive students in the classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[Whether you have been teaching for 20 years or have just started your teaching career, there’s always a possibility you will have a student in your classroom with disruptive behavior. This behavior can go beyond the limits of what is considered to be acceptable in a learning environment. An obvious example of disruptive behavior is when the student verbally attacks, is late for class, experiences angry outbursts, social problems, etc. or simply rebels against something that is happening beyond the classroom door. However, very rarely are we, as teachers, aware of the possibility that the student might be having a mental health crisis.  We, the Language Centre at South East European University, have encountered various stressful situations, while at the same time we struggle for balance and try to find appropriate responses for students’ complaints about grades, “unfair” treatment, the policy of the faculty, etc. In an effort to resolve this dilemma, we will conduct research within the Language Centre through interviews with the academic and administrative staff as well as the students and their supervisors. In our presentation, we will present several strategies to deal with stressful situations that affect the entire learning environment, including the teachers themselves, such as: defining the problem, the reason behind it, the time of occurrence, its impact, introducing meta-communication and early communication by setting early expectations, ways to stay calm when responding to a crisis event and setting limits. We will also explore basic principles related to classroom management and a variety of strategies for early intervention in order to create a dynamic learning environment that promotes learning safety.    Keywords: Disruptive behaviour, strategies, safe learning environment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-16]]></dcterms:date>
    <dcterms:extent><![CDATA[2805]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/402">
    <dcterms:title><![CDATA[Emotion and colour: Physiology, lexicalisation and conceptualisation]]></dcterms:title>
    <dcterms:abstract><![CDATA[In English and in many other European languages, Croatian included, it is quite common to use colour terms as an indicator of different emotions. When we talk about colour and humans, we areactually referring to the colour of their skin, more precisely their face.     The main goal of this study is to investigate the correlation between the primary colour terms in collocational units and their corresponding emotions in English and Croatian. Since most of the current research on emotion concepts has focused on English, we would like to provide further evidence from Croatian expressions of emotions. A cross-linguistic corpus-based analysis of the two language corpora (the British National Corpus and the Croatian National Corpus) in the first part of the paper should offer a better insight into the salience of basic emotion categories in reference to basic colour categories. The second part of the paper investigates the motivation behind some of the linguistic expressions within the framework of cognitive linguistics. Despite the obvious cross-linguistic differences as to the system of preference by which each language links colours and emotions, some systematic patterns, due to their motivational force, are likely to appear in both languages under study.    Key words: emotion, colour, collocational units, conceptual metaphor, metonymy]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-16]]></dcterms:date>
    <dcterms:extent><![CDATA[2807]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/403">
    <dcterms:title><![CDATA[Using Film Subtitles in FLT in Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is a general belief that students need to receive substantial input of authentic materials in FLT. The combination of verbal information with full visual experiences, such as films, has been found most appealing. Not only a large amount of natural language, but also a rich variety of cultural forms and expressions are mediated by this kind of “comprehensible input” (Krashen 1985). Various studies have demonstrated the ways in which intralingual subtitled audio-visual material can improve the effectiveness of general foreign language comprehension (Caimi 2002, Vanderplank 1988) and how it can be a useful tool in foreign language teaching and foreign language acquisition (Neuman &amp; Koskinen 1992).     Most foreign television and cinema programs distributed in Croatia have always been accompanied by interlingual subtitles; therefore the viewers are accustomed to them. Consequently, such a habit can be efficiently exploited in foreign language learning among Croatian students who will certainly more easily develop strategies to derive benefits from subtitled films.     The main aim of this study was to examine whether and to what extent film subtitles (captions) increase learners’ ability to process languages. Our hypothesis was that subtitles facilitate general comprehension of a film, provided that the linguistic difficulty of the authentic film material has been carefully selected in order to match the students’ overall competency in L2. Our research was conducted among students of B1/B2 level of English L2. Students were divided into two groups: one group watched a sequence of a feature film without subtitles, while the other was shown the same material with subtitles. Both groups were given a specially designed test to assess their general comprehension of the viewed material. The findings revealed that the group of students viewing the subtitled film showed better results than the other group.    Keywords: FLT, authentic audio-visual material, intralingual film subtitles, Croatian learners]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-16]]></dcterms:date>
    <dcterms:extent><![CDATA[2818]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/404">
    <dcterms:title><![CDATA[How much is too much? – The treatment of anglicisms in the context of Croatian and German]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this research is to establish the relevance of the results from a survey conducted among university students of English and German at the University of Osijek. The survey was construed in order to establish the degree of awareness among non-native users of English on how anglicisms are treated in the context of Croatian and German language systems and what strategies are used to cope with the pervasive influence of English vocabulary. Preliminary results show that English lexical borrowings from the field of IT technology are used very frequently in their communication via computers and mobile phones and the students are rather slow to acquire the suggested Croatian and German equivalents and neologisms in the IT terminology.    Three basic strategies of direct borrowing, phonological and morphological adaptation, and neologisms will be researched by applying a questionnaire with both lexical and visual prompts for the students. The goal is to elicit responses that will be analysed and put in the context of whether Croatian and German function as a &quot;language of identification&quot; or a &quot;language of communication&quot; (House, 2003).    Keywords: Anglicism, borrowings, neologisms, Croatian, German]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2825]]></dcterms:extent>
</rdf:Description></rdf:RDF>