<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/1788">
    <dcterms:title><![CDATA[The Usage of Visual Aids and the Academic Achievement of the Students]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Academic Achievement,Using visual aids,Visual aids,Grammar,FLT  ABSTRACT  The usage of visual aids in foreign language teaching and learning is very crucial. This study aims to investigate the effect of the usage of visual aids on the academic achievement of the students in the prep-school of Gaziosmanpaşa University, Tokat. 53 participants of the 63 students participated to the study. The results show that there is an effective usage of visual aids at the prep-school of the university. However there is not a significant effect of the visual aid usage on the academic achievement.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1898]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/373">
    <dcterms:title><![CDATA[THE USE OF AGENT-BASED MODELS IN COGNITIVE LINGUISTICS: AN APPROACH TO CHOMSKY’S LINGUISTICS THROUGH THE CLARION MODEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper we propose the use of Agent-Based Models (ABM) (Gilbert 2008) to study the development of historical natural languages starting from a universal grammar according to Chomsky’s &quot;Theory of the principles and parameters&quot; (Chomsky 1995) .  The CLARION architecture, designed by Ron Sun (Sun 2002) integrates implicit and explicit knowledge, cognitive and meta-cognitive levels, with the motivational aspect, i.e. accepting the cardinal principles of the embodied mind (Clark 1997) and recognizing the basic role of direct men- environment interaction in cognitive mechanisms. Ron Sun develops these points in a theory of mind and in a thorough discussion of learning problems.  The goal of an artificial neural network (ANN), based on a CLARION architecture, is to verify theoretical assumptions through simulation, bringing together the dichotomy between implicit (subsymbolic) and explicit (symbolic) knowledge through a learning mechanism realized by the extraction of explicit rules by subsymbolic knowledge, based on interaction with the world. In the real world, cognitive operations are mostly performed unconsciously. Moreover, learning is carried out through attempts, in dynamic circumstances. The methodology allows to observe the development of cognitive structures of individual agents through ABM and contribute to studying the emergence of unplanned and unexpected routines or mechanisms. The use of neural models as learning tools implies that the simulations are realistic, considering the relationship between intentional behaviour, learning, desires, individual structures and social structures. The simulation, thus, enables a study the mind from an evolutionary perspective (that of satisfying a particular need in a physical and sociocultural world), understanding how individual structures and social institutions and environment could change each other.  Through ANN-based models one can build realistic &#039;intelligent agents&#039;, i.e. with a &#039;mind&#039;, minimizing the programming of rules of behaviour and letting the interaction with the environment produce efficient behaviour.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2897]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2659">
    <dcterms:title><![CDATA[The use of Anglicisms in authentic Italian and Slovene commercial correspondence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Analyses of various business languages show a great presence of Anglicisms, which can be ascribed to companies’ desires to be competitive on the global market. In line with current globalization trends, the impact of English as a source language on Italian and Slovene is considerable (see Bombi 2005, Rosati 2004, Sicherl 1999, Šabec 2011). In order to determine whether there are any common tendencies or divergences between the two business languages in the use of Anglicisms, a corpus of business correspondence texts was collected and studied combining qualitative and quantitative research methods. The corpus consists of 530 business correspondence texts, written in real-life communicative situations. There are 265 texts written by Italian businesspeople that have business contacts with Slovene partners, and the same number of texts written by Slovene businesspeople for their Slovene partners. In this case, therefore, Italian is a tool for international communication, whereas Slovene is used as the language for communication on the domestic market. Bearing these important differences in mind, various trends and English-language elements may be present in both receptor languages analyzed (Italian and Slovene). However, the differences or similarities in the use of Anglicisms between the two languages can also be ascribed to the diversity of texts that emerges at the linguistic and pragmatic level: the collected texts display a wide range of differences in length (short vs. long), topic (offer, request, complaint, etc.), number of recipients (one vs. more), relationship between the sender and recipient (formal vs. informal), and medium (letter, fax, or e-mail). Taking these differences into consideration, this paper sheds light on the factors that stimulate the use of Anglicisms in the texts studied-]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[941]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3358">
    <dcterms:title><![CDATA[The Use of Asphaltites in the Landfill Layer]]></dcterms:title>
    <dcterms:abstract><![CDATA[The waste materials emerged in developing cities should be disposed without  damage to environment. Landfills must properly be designed and well managed. Recently,  some waste materials were began to be used with clay in landfill layer design. This process  was positive effects on environment by means of recycling, regains to economy and reducing  environmental pollutions. In this study, asphaltite dust was added at ratio of 5%, 10% and 15%  to mixture of 90% kaolinite and 10% bentonite by weight. Geotechnic, physical and chemical  experiments were carried out on the samples. The experiment results were in acceptable limits  with the literature, United States Environmental Protection Agency and the Turkish solid  waste regulations. As a result, the asphaltite can be used as an additive material in landfills.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[521]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2936">
    <dcterms:title><![CDATA[The Use Of Building Models As An Educational Material And Their  Impact On Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Materials are an indispensable component of education and teaching and used for  supporting teaching during the teaching-learning process. Aids and materials are employed in  an attempt to fulfill the objectives of the teaching process during education-teaching activities.  In today’s rapidly-changing and developing world, individuals are not supposed to obtain  information from one single source and memorize it; in contrast, the objective is to school the  type of individuals who can know how to access to information, how to use it and how to  come up with ways to overcome problems encountered. The use of teaching materials  designed in accordance with the principles of teaching technologies is vitally important for  enabling individuals to develop such skills. A fundamental factor in increasing the level of  achievement in courses, in ensuring a decent educational system and in enabling students to  experience an enduring learning process is to get students to like the subject to be taught.  Otherwise, students will not be interested enough to get the input and no enduring learning  process will take place no matter how well-versed and experienced an instructor is in his/her  field. This paper is a study into the effects of the use of educational materials on the level of  students’ achievement and interest in courses. Furthermore, it includes a comparison between  the efficiency of material-aided instruction and teacher-centered instruction. The effect of  these two methods on the level at which particular concepts related to a lesson are learned has  been analyzed through the use of experimental design with pretest-posttest control group.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2010-06]]></dcterms:date>
    <dcterms:extent><![CDATA[636]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2401">
    <dcterms:title><![CDATA[THE USE OF CARTOONS AND COMIC STRIPES IN TEACHING FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Nowadays a lot of methods have been searched to be able to find out the better, easier and more beneficial, techniques and principles of teaching a language more effectively. In this article you can see one of these studies. Writer presents and discusses here ‘Using Cartoons and Comics in Teaching a Language’ to make it more sensible and concrete that we can have the sense of touch and we can apply practically he gives each step of appliance of the lesson and its principle he also uses methods of asking and answering the questions to make it be more understandable. As a result he mentions that they may not be used as main resource but at least supplementary materials to make the lessons more comfortable, profitable and less stressful]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1040]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2714">
    <dcterms:title><![CDATA[The Use Of Collocations By Advanced Learners Of English: Noun –Noun  And Adjective-Noun Collocations]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study‘s main aim is to find out how advanced learners of  English whose mother tongue is Turkish are dealing with collocations and  where these learners‘ main errors stem from. In order to have a basic insight  into the sources of error, the learners‘ written works will be exploited. The  students are at the department of langugage teaching education and they will  be the prospective teachers of English. This paper attempts to investigate these  students‘ written works to figure out to what extent they make use of  collocations, their sources of errors and mistakes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[78]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/473">
    <dcterms:title><![CDATA[The Use of Contrastive Analysis in Teaching English as a Foreign Language at Tertiary Level]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching English as a foreign language at university level is quite a different challenge compared to teaching high school or young non-native learners. This is due to the fact that university students are expected to acquire specific grammar terminology in order to master the grammar system of the target language. At the English Department of the Faculty of Philosophy in Sarajevo, during the first three (undergraduate) years of study the students are introduced to several grammar courses, focusing on the analysis of English grammar through descriptive explanations given in English. The courses serve as a basis that is expected to improve both the grammar and translation competence of the students. This paper examines to what extent the acquired descriptive knowledge of morphosyntactic properties of English is helpful in terms of translation of those Bosnian sentences whose proper translation into English requires the knowledge of contrastive rules. The research has been designed as a combination of action research and a quasi-experimental pre-test (delayed) post-test control-treatment group. As the research findings have revealed, teaching grammar to non-native learners of English without input as to the contrastive differences between the source and the target language results in erroneous translation, which is a consequence of negative transfer from the source into the target language. On the other hand, grammar teaching supported by the presentation of relevant contrastive rules has proved to be an efficient learning technique in terms of reducing errors and improving both grammar and translation competence of non-native learners.      Key words: verb phrase, erroneous translation, transfer, contrastive analysis, pre-testing, post-testing, treatment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015]]></dcterms:date>
    <dcterms:extent><![CDATA[2794]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1074">
    <dcterms:title><![CDATA[THE USE OF CONTRASTIVE ANALYSIS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT TERTIARY LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching English as a foreign language at university level is quite a different challenge compared to teaching high school or young non-native learners. This is due to the fact that university students are expected to acquire specific grammar terminology in order to master the grammar system of the target language. At the English Department of the Faculty of Philosophy in Sarajevo, during the first three (undergraduate) years of study the students are introduced to several grammar courses, focusing on the analysis of English grammar through descriptive explanations given in English. The courses serve as a basis which is expected to improve both grammar and translation competence of the students. This paper examines to what extent the acquired descriptive knowledge of morphosyntactic properties of English is helpful in terms of translation of those Bosnian sentences whose proper translation into English requires the knowledge of contrastive rules. The research has been designed as a combination of action research and a quasi-experimental pre-test (delayed) post-test control-treatment group. As the research findings have revealed, teaching grammar to non-native learners of English without input as to the contrastive differences between the source and the target language results in erroneous translation, which is a consequence of negative transfer from the source into the target language. On the other hand, grammar teaching supported by the presentation of relevant contrastive rules has proved to be an efficient learning technique in terms of reducing errors and improving both grammar and translation competence of non-native learners.    Keywords: verb phrase, erroneous translation, transfer, contrastive analysis, pretesting, post-testing, treatment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3491]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2495">
    <dcterms:title><![CDATA[The Use of Exercises in Foreign Language Grammar Lessons]]></dcterms:title>
    <dcterms:abstract><![CDATA[In foreign language teaching in general, exercises must have a dominant position, since a large variety of exercises is a prerequisite for mastering any foreign language. All other processes in the classroom should have a subsidiary function, to facilitate the language learning and to contribute to more rational and more efficient use of exercises.     After a short  review of existing classifications of language exercises, in this paper we will try to provide some basic methodological remarks on the exercises and their use in grammar lessons. We will also analyze the textbooks for Italian as a foreign language in order to determine which type of language exercises prevails in them.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[865]]></dcterms:extent>
</rdf:Description></rdf:RDF>