<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/405">
    <dcterms:title><![CDATA[Culture, Identity and Foreign Language Teaching And Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language, culture and identity are essentially connected. But, it often happens that in foreign language classrooms teachers give little attention to the identity of the student. A student enters the classroom with his own identity and culture. When learning a foreign language, it is necessary for the student to learn and understand the culture of the foreign language, too. This is where the problem arises of culture and identity influencing teaching and learning foreign languages. In general, students are representatives of the identity and culture of their first language and where they come from. In order for the student to learn the foreign language he must feel that he can express himself freely in the classroom. However, the students are likely to become confused when they are faced with the new culture of the foreign language. They now have to understand and adjust this to their sense of identity and their culture, and this can often lead to uncertainty. It can result in the student feeling unsure as to where they belong in the community.     The teacher needs to be aware of this issue and should include it to the method of teaching and resources used. The paper deals with the question of how the process of teaching and learning a foreign language affects the students’ identity and sense of belonging to a community.    Keywords: foreign language, culture, identity]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2826]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/406">
    <dcterms:title><![CDATA[Collaborative Learning –An Effective Method for Teaching Native Arabic Speakers]]></dcterms:title>
    <dcterms:abstract><![CDATA[Native Arabic speaking students of the Gulf Middle East region are descendants of tribes and nomadic families which may be a possible reason why they are social constructivists when it comes to learning. Most prefer a learning environment in which they are actively engaged learners within a group. Native Arabic speaking students are social so best benefit from collaborative learning methods in particular from cooperative learning. Collaborative learning is an educational approach that involves groups of learners working together to solve a problem, complete a task, or create a product. (Lejeune, 1999). Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan,1994). According to Vygotsky’sSocial Development Theory; social interaction plays a fundamental role in the process of cognitive development. The purpose of this paper is to illustrate why collaborative learning is an effective teaching method in language education with non-native English speakers (with focus on native Arabic speakers). Collaborative and cooperative learning styles are effective in the ESL classroom with native Arabic speakers because it helps students to share ideas, stimulates critical thinking, helps students to take control and invest in their learning with structural guidance from their teachers, teachers take the role of learners, students can become teachers, and every student gets to be an equal participant in the given task. Collaborative learning is also an effective teaching style that promotes social skills amongst students that can be used both in the classroom and outside in natural situations. It helps introverted students feel more confident about socializing with their peers. When I divide my students into groups or pairs using collaborative or cooperative learning styles; work is done with deeper concentration along with higher critical thinking skills.    Keywords: Native Arab students, language learning, collaborative learning, cooperative learning]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2822]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/407">
    <dcterms:title><![CDATA[Running Rabbits and Shoulder Markings: Metaphorical Terms in Aviation English]]></dcterms:title>
    <dcterms:abstract><![CDATA[The role of metaphor as a basic cognitive mechanism in the construction and retrieval of specialized knowledge has been well studied within cognitive terminological theories (Faber, 2012; Tercedor Sánchez et al, 2012; Temmerman, 2000). However, the results of these analyses have mainly been applied in designing or improving terminological resources, leaving somewhat aside the impact metaphor has on bridging general and specialized knowledge, especially in the acquisition of new knowledge.    This paper discusses the role of metaphor as a cognitive process in the conceptualization of certain key concepts in the domain of aviation. A number of terms and their collocations that reflect metaphorical mappings from the source domains the HUMAN BODY and ANIMALS have been extracted out of a corpus of English aviation textbooks and manuals related to the field of air traffic management. Instances of metaphorical conceptual mapping are identified and analyzed both at the conceptual and terminological level.    Ana Ostroški Anić is a research assistant at the Department of General Linguistics of the Institute of Croatian Language and Linguistics in Zagreb, Croatia. Her research interests lie in the areas of terminology, specialized translation, LSP, phraseology, and cognitive semantics. She has been working on several terminological projects within the Croatian Special Field Terminology (Struna) program.    Keywords: ESP, LSP, terminology, Aviation English]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2803]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/408">
    <dcterms:title><![CDATA[Lexical Availability and L2 Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Vocabulary research has followed a different path in English and in Spanish applied linguistics. Spanish applied linguistics has paid more attention to available lexicons of speakers than to word frequency. The measure of lexical availability combines the frequency at which a word is produced as a member of a semantic category (e.g. dog in category Animals) and the position in the list of associations provided by a group of individuals. It focuses on the words retrieved by speakers in response prompts (word stimulus) related to daily situations.    This paper intends to present some of the aspects of lexical-availability research that are interesting for L2 vocabulary acquisition. It attempts to show the potential of lexical-availability research as an alternate approach for vocabulary planning (the use of L1 lexical-availability measures to select the teaching vocabulary for L2) as well as the study of some psycholinguistic aspects of vocabulary acquisition, such as the organization of learners&#039; mental lexicons, the similarities and the differences between response patterns, the kinds of semantic associations that learners activate in response to prompts (semantic categories), the consideration of the most available words obtained by lexical-availability research as semantic prototypes. Likewise, the study of learners&#039; lexical availability can uncover sociolinguistic and cultural issues. Furthermore, this paper wishes to inspire researchers of languages other than Spanish to apply this methodology to different languages.    All these aspects are hereby presented on the basis of the Slovene learners&#039; available lexicons in Spanish as L2 (N=200) (Šifrar Kalan, 2009; 2012; 2014b) and English as L2 (N=20) (Šifrar Kalan, 2014a).     Keywords: foreign languages, vocabulary acquisition, lexical availability, word associations]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-15]]></dcterms:date>
    <dcterms:extent><![CDATA[2819]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/409">
    <dcterms:title><![CDATA[Metaphor translation in subtitling]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper aims to shed light on how subtitlers cope with metaphor translation. The paper presents the results of a case study on a set of English subtitles of one Croatian movie. Metaphor translation procedures were analyzed using Conceptual Metaphor Theory. There are four basic ways to translate metaphors: a. using the same conceptual metaphor, b. using a different conceptual metaphor, c. using a non-metaphorical paraphrase; and d. deleting the metaphor. In addition, a non-metaphorical expression can be translated by a metaphorical expression. Metaphors are mental, linguistic, but also cultural entities. Since translation in the contemporary age is recognized as both linguistic and cultural transfer, translating metaphors is at the core of the translation task. Many conceptual metaphors are universal and can be found in (almost) all languages, but some are culturally specific, appearing in just one language (group). This case study shows that the universality of metaphor influences the choice of a metaphor translation procedure, in a way that shared metaphors are mostly translated using the same conceptual metaphor, whereas non-shared metaphors are translated by a different metaphor or a non-metaphorical paraphrase. The paper also explores the ways in which the specifics of subtitling as a constrained type of translation influence the choice of a translation procedure. The results are compared to the results of a previous study, which dealt with the translation of metaphors in literature.    Keywords: conceptual metaphor, translation, subtitling, universality, conventionality, temporal and spatial constraints]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-13]]></dcterms:date>
    <dcterms:extent><![CDATA[2810]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/410">
    <dcterms:title><![CDATA[Konceptualna metaforizacija stihova sa somatskom sastavnicom srce unutar sevdalinki]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sažetak:     Rad će se baviti iznalaženjem odgovora dvama pitanjima: dinamikom mogućeg udjela metaforiziranih stihova sevdalinke sa somatskom sastavnicom srce, u kognitivnoj perspektivi, s jedne strane, i pojavnošću odgovarajućih konceptualnih modela, s druge strane. Kognitivna lingvistika u ovom smislu  obuhvata teoriju pojmovne metafore kao sredstava da se konceptualizuje svijet, ali i uže specifično, kao sredstvo perspektivizacije i  usmjeravanja pažnje s dvojakim ciljem: da se naglase željeni stavovi, pogledi i mišljenja i da se odagnaju nebitni i nepoželjni aspekti ostalih pojava. Na taj način sevdalinka konceptualizuje svijet oko sebe, svijet primarno bošnjačko-muslimanski, sa mnogim socijalnim netrpeljivostima koje u ovoj perspektivi bivaju odagnane, jer ne umire se od njih već od sevdaha.    Ključne riječi: sevdalinka, sevdisanje, kognitivna lingvistika, konceptualna metafora i metonimija, domene izvora i cilja    Abstract    The purpose of the study will be to explore the following questions: the dynamics of the possible contribution of metaphorical lyrics in sevdalinka song with the heart as a somatic component, in a cognitive perspective, on the one hand, and the occurrence of corresponding conceptual models, on the other hand. In this sense, cognitive linguistics covers the theory of conceptual metaphor as means of conceptualizing the world, but also in the narrow sense specifically, as means of perspectivisation and directing the attention with a twofold purpose: to emphasize the desirable attitudes, views and opinions, and to dispel unimportant and undesirable aspects of other phenomena. In this manner, sevdalinka conceptualizes the world around it, primarily a Bosniak-Muslim world, with many social animosities being dispelled in this perspective because one dies, in figurative sense, because of sevdah and not because of them.    Keywords: sevdalinka, sevdah, cognitive linguistics, conceptual metaphor and metonymy, domains of source and purpose]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2811]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/411">
    <dcterms:title><![CDATA[The Interconnection and Interrelation Features of Words and Their Importance in Compiling Second Language Dictionaries]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the process of teaching language the most important task is to know the peculiarities of interconnection of words. And one of the effective factors of learning and teaching Uzbek as a second language is to conduct specific research on interconnection and interrelation features of words and to compose special dictionaries of the Uzbek language for Russian-speaking students. Meanwhile, the issue of interconnection and interrelation peculiarities of words has been investigated not only by many linguists but by some psychologists as well.One of those prominent psychological scientists is N.I.Jinkinn. According to him, the integration of speech units is divided into two phases. He also relates “the grammar field” with the second phase of speech-unitintegration. Furthermore, he points out that in the first phase of this process, words and word forms are spread out in the “speech field”. In the second phase a speaker selects the necessary words for the primary explanation of the idea,which is followed by the correct grammar form, and then collocates with a suitable word [1,45]. For instance, according to N.I.Jinkinn,a noun, an adjective and an adverb do not usually collocate with other words. They are called as lexics, which are spread in the “vocabulary field” but divided into characteristic groups.     Keywords: Uzbek language, dictionaries, interrelation, second language, interconnection]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2804]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/412">
    <dcterms:title><![CDATA[A controversy in presenting new vocabulary in an EFL class: semantically related sets (SR), semantically unrelated sets (SU), thematically related sets (TR)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study was designed to investigate if there is a significant difference among SR clustering, SU clustering and TR clustering of vocabulary presented to Turkish EFL learners, and if there is, which way of presentation would be a more useful tool in a Turkish EFL classroom. A total of 46 preparatory school students, studying at Anadolu University School of Foreign Languages, participated in this study. The participants were required to provide Turkish equivalents of the 15 new words presented in semantic, thematic or totally unrelated sets that they were encouraged to learn through word cards. The data gathered from 37 of these participants were analyzed. The results of the delayed tests revealed that semantically related sets (SR) significantly differed from unrelated and thematic sets, and helped the participants learn and recall more words, while the results of the immediate tests did not yield to a statistically significant difference.     Keywords: Vocabulary presentation, semantic clustering, lexical sets, thematic clustering.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2809]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/413">
    <dcterms:title><![CDATA[The relationship between English learning achievement and perceived self-efficacy of the first-year students at Naresuan University]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study aims to explore the relationship between English learning achievement and students’ perceived self-efficacy, and the possible factors of the students’ perceived self-efficacy. Some 370 first-year students at Naresuan University were randomly selected to fill in the questionnaires while grades representing students’ learning achievement were collected from the instructors.The collected data was analyzed by Pearson’s Correlation and Multiple Linear Regression.    The result of the study showed that there was a statistically significant relationship between English learning achievement and students’ perceived self-efficacy. The factor related to students’ perceived self-efficacy was mainly from vicarious experience, which was somewhat contradictory to the findings ofearlier studies (Bandura, 1986; Kiran&amp;Sungur, 2012; Lent, Brown et al., 1996; Luzzoet al., 1999; Pajares, Johnson &amp;Usher, 2007) Hopefully, the result of this studycan be utilized to improve student performance in English learning through a better understanding self-efficacy and its related factors.    Keywords: Self-efficacy, English learning, Learning achievement]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2821]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/414">
    <dcterms:title><![CDATA[Students’ Communicative Competence and Language Program Evaluation]]></dcterms:title>
    <dcterms:abstract><![CDATA[There is no dilemma at present times that language learning means learning how to use the language and not learning to know about the language. Exactly for this purpose, in today’s global world characterized by massification and mobility in the field of education, the Council of Europe - Common European Framework of Reference (CEFR), as a universal instrument allowing individuals to have a record of the different elements of their language learning achievement, begins its treatment of language use through the context of communication.Language programs at different institutions organize their work in the way that learners use the general competencies they bring with them, but also develop them further. Nonetheless, successful completion of university language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the cases where the language courses are treated as part of the curricula while the other instruction is in the L1. The fact that students at such institutions are not required to take any standardized English proficiency test put the effectiveness of the complete language program under a question mark. In order to provide evidence that its quality language provisionresulted in improved communicative competencefor students, the Language Center (LC) of the South East European University (SEEU) in Tetovo, Macedonia, introduced final oral examination as a part of the course grading criteria. The aim of this paper is to determine whether the introduction of the oral examination as a part of the final achievement exam hashelped raise student’s awareness of the need to improve their communication skills and thus attain better performance. Participants of the study are 114 students from eight sections, two per level, starting from beginner to upper intermediate, whose final scores will be followed in the last three exam sessions. In addition, individual students will be chosen and their progress followed during three academic terms in order to show the development of their communication skills. The results are expected to be used as an indicator for program evaluation by the University management and external evaluation.    Keywords: communicative competence, children, English language]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-02]]></dcterms:date>
    <dcterms:extent><![CDATA[2828]]></dcterms:extent>
</rdf:Description></rdf:RDF>