<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/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/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/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/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/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: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/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/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/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/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:RDF>