<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/388">
    <dcterms:title><![CDATA[ORGANIZATIONAL-PEDAGOGICAL CONDITIONS OF FORMING PROFESSIONAL COMPETENCE OF TEACHERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article highlights the issues of development of teachers’ professional competence, the necessity of cooperation and experience exchange between teachers, and the correlation of personal interests with the requests and needs of the state and society. The author considers the main means of the development of competence of the teacher (entry into communication, the establishment of friendly relations with the participants of the educational process, creation of an enabling environment), given the emphasis to the role of external factors on the development of professional competence of teachers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2898]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/387">
    <dcterms:title><![CDATA[VOCABULARY INSTRUCTION MODEL AS A FOUNDATION FOR READING ACADEMIC ARTICLES IN THE ISRAELI ACADEMIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[A firm mastery of target language vocabulary is crucial for academic reading performance. Therefore, teachers should equip learners with tools that would help them understand and learn lexical items.To this end, we propose a graded instructional model, which combines strategies for decoding the meaning of novel words as well as learning and retaining them. In order to understand an unfamiliar word a student is encouraged to either guess it or consult a dictionary. Following lexical deciphering, the teacher assists the student in selecting the most frequent and useful words to be learnt. The learning process requires explicit focus on novel words. First, the learner copies the new word into his notebook alongside its dictionary definition and the context it was used in. Next, the student creates a keyword association which helps him retain the word. The learner then attempts to learn it using his preferred perceptual learning style. Since   long-term retention of vocabulary requires multiple repetitions in varied contexts spaced at increasingly larger intervals, the teacher provides the learner with plentiful opportunities at novel vocabulary reinforcement. In addition, testing vocabulary progress guarantees further encounters with the target words. The graded vocabulary instruction model may be successfully integrated in versatile pedagogical frameworks aimed at lexical expansion.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2890]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/386">
    <dcterms:title><![CDATA[CONTRASTIVE ANALYSIS OF ENGLISH COMPOUNDS AND THEIR CORRESPONDENTS IN ALBANIAN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Contrastive analysis or contrastive linguistics is related to the field of applied contrastive studies which predicts and clarifies the difficulties in the process of second language acquisition.  It is also claimed that a comparison of different levels between the mother tongue and the target language (phonology, morphology, syntax, lexis, culture) would identify points of difference or difficulty and provide results that would be important in language teaching. This paper aims at describing and analyzing the similarities, dissimilarities, and identities between the English and Albanian compounds by form and meaning. Considering the fact that the dissimilarities are the main cause of difficulty in the learning of the second language or a foreign language, the paper will look at the most common errors Albanian university students make whilst translating compounds from Albanian to English and vice versa. The research presents a combined methodological design, both quantitative and qualitative approach. Correspondingly, English and Albanian grammar books were used as the primary sources in this contrastive study. The research also included the conducting of a test run questionnaire and the subsequent analysis of its results. Consequently, the results gave some insightful ideas or indications regarding implications in teaching and learning compounds in an ELT context.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2892]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/385">
    <dcterms:title><![CDATA[ADULT L2 ACQUISITION OF REFLEXIVE VERBS IN RUSSIAN AND POLISH]]></dcterms:title>
    <dcterms:abstract><![CDATA[From previous research, perceptual saliency and morphophonological and morphosyntactic regularity significantly contribute to a successful acquisition of morphemes (Goldschneider &amp; DeKeyser 2001). This pilot study investigates if and to what extent these features are predictors in the acquisition of reflexive verbs in adult L2 Polish and Russian. Despite these languages being closely related, their reflexive verbs differ dramatically. Polish uses a particle siẹ that has a high sonority value and can be freely placed in a sentence. Russian uses a reflexive affix which is placed directly after the finite verb ending and has two phonetically reduced variants -sja and -s’ that depend on the phonological context.   In this pilot study, we hypothesized that i) perceptual saliency (understood as higher sonority and a prominent position in a sentence) facilitated perception and sentence repetition; ii) morphosyntactic regularity and predictability positively affected written production. Two groups of Dutch first-year students learning Russian and Polish respectively as L2 at the University of Amsterdam were recruited. Russian and Polish native speakers served as controls. In order to test perception/comprehension and (re)production of reflexive verbs in L2, a sentence repetition task (SRT) was used. The task consisted of 15 target sentences and 10 distractors for each language (syllable length: 17–22), and was administered in e-prime. The sentence position of the target structure and semantic categories of reflexive verbs were controlled. In order to test written production, a sentence translation task (STT) was developed that contained 15 Dutch items. For the controls, accuracy in both tasks was at ceiling. The Dutch-L2 groups performed significantly worse. The accuracy scores on target structures in SRT were better in Polish (61% vs. 40%). In the STT, the Russian L2 students outperformed the Polish L2 participants (84% vs. 58%). The results of this study support the idea that perceptual saliency and morphophonological uniformity affect perception and (re)production, while morphosyntactic regularity and predictability (boundness) is relevant for written production.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2883]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/384">
    <dcterms:title><![CDATA[DEVELOPING A BLENDED-LEARNING MODEL IN AN L2 CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study analyzes the pedagogical model of the blended-learning delivery format that may be incorporated in an L2 classroom. The study begins with the introduction of current developments in the area of blended-learning in higher education and in second-language acquisition research in particular. The focus is on scholarship that empirically informs the instruction and acquisition of language competence in an L2 classroom with an added computer-assisted language-learning component, blended-learning in particular. The model studied is a combination of face-to-face instruction as the basis of learning experience and an online teaching and learning tools. The focus is on specific tasks to be incorporated into the design of activities for both methods of learning and instruction. Five types of tasks, interactive, adaptive, communicative, productive and instructional, are studied as the main building blocks of an L2 learning environment. The discussion focuses on ways the blended-learning model allows reconfiguration of specific tasks in the two, face-to-face and online, components, leading to changes in the dynamics of an L2 classroom, shifting also the role of student and instructor in the studied blend. The analysis shows that the incorporation of the studied model may contribute to the increase of students’ engagement in the learning process at both learning spaces, face-to-face and online, fosteringa learner-centered L2 environment. The study concludes with a discussion of benefits the blended-learning approach offers in an L2 classroom and suggests directions for further empirical investigations.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2882]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/383">
    <dcterms:title><![CDATA[CRITERIA FOR THEMATIC GROUPING OF BANKING/FINANCIAL TERMS IN THE UZBEK LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The following article is dedicated to the question of thematic grouping of banking/financial terms, which take a considerable place in the lexical structure of the Uzbek language. The paper presents the criteria for the distribution of terms according to their lexical structure, their original properties, and it provides examples for the substantiation of the hypothesis.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2901]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/382">
    <dcterms:title><![CDATA[THE ACCESSIBILITY HIERARCHY OF RELATIVIZATION IN SECOND LANGUAGE ACQUISITION]]></dcterms:title>
    <dcterms:abstract><![CDATA[The accessibility hierarchy of relativization (Keenan and Comrie 1977) describes the restrictions that the grammar of a language imposes on the relativizability of clause and phrase constituents. This paper explores the applicability and validity of the accessibility hierarchy in second language acquisition and production.  It has been noticed that even Danes who are fairly proficient in English (university students) seem to have difficulties with relativizing possessors despite the fact that Danish has the exact same rules for relativization as English. All the elements listed in Keenan and Comrie’s hierarchy can be relativized, and several of the relativizers in the two languages are cognates. On the one hand, the apparent difficulties of Danes defy common sense and theories on contrastivity and cross-linguistic influence (Ellis 2009, 2012, Jarvis 2011, Lado 1957), according to which Danes should not have problems with the formation of English relative clauses. On the other hand, they lend the accessibility hypothesis support since Danes seem to be challenged by the relativization of constituents that are low on the accessibility hierarchy, suggesting that the hierarchy is not only relevant for the static differences between language systems, but also for the dynamic interlanguage of language learners (Selinker 1972).  This study investigates the nature of the abovementioned difficulties and attempts to place the accessibility hierarchy subsequently in the context of second language acquisition by analysing several types of data stemming from Danish students studying English Business Communication. Essays and summaries in English, translations from Danish into English and vice versa, as well as gap-filling tests and tests concerning the construction of relative clauses by merging independent clauses both in English and Danish are analysed.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2899]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/381">
    <dcterms:title><![CDATA[LANGUAGE ECOLOGY RE-ORIENTATION IN A CONTEMPORARY METROLINGUAL FRAMEWORK:  A CRITICAL PARADIGM SHIFT TO AN EXPANDED, COMMON STANDARD ALBANIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Given present emergent trans-local new media in de-territorialized and poly-lingual milieus, an approach to the current Unified Literary Albanian (ULA) that integrates elements of Gramscian-esque and Bakhtinian-esque optics on language would be more in sync with contemporary poly-glossic realities of numerous Albanian speech communities in 21st century linguistic marketplaces than the language’s present standard. Such reforms could serve as partial remedies for current linguistic injustices and insecurities regarding various purported dysfluencies of marginalized and disenfranchised speakers of stigmatized Albanian varieties, thereby averting returning to past repressions. This alternative positioning allows younger generations of language learners to exercise their agency in arriving at “their own emergent orders of normativity” (Leppänen et al., 2009, p. 1080). Espousing this perspective encourages language guardians with ortholinguistic tendencies to refocus their energies from “deeply entrenched dogmas” (Del Valle, 2014, p. 370) of standard language ideology focusing on linguistic imposition and denigration, and exclusionary policies that neglected to integrate rich socio-historical realities of the languagers, to an inclusive linguistic regime that embraces the present linguistic diversity of polycentric sociolinguistic spaces. Instead of perpetuating outdated language policies involving inflexible linguistic intolerances of bygone eras that (still) attempt to hermetically seal language and prevent any leakage, cross-contamination, trans-languaging, or codemeshing from one variety (in)to another, mutual accommodation and communicability are advocated here. Given the diffusion of polycentric sociolects in various locales where Albanian is employed, “putting the toothpaste back in the tube” could be rather challenging and futile. Thus, various gatekeeping pedagogies, including many current replacement and appropriateness paradigms, could be ineffectual given contemporary metrolingual realities of many Albanian languagers and learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2893]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/380">
    <dcterms:title><![CDATA[A YEAR OF CELEBRATIONS: RAISING CULTURAL AWARENESS IN CLASS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The multinational nature of the English speaking community as well as the increasing use of English by non –native speakers, as it has become the lingua franca of our era, may lead to the assumption that the English language is not tied to any particular culture. This paper however suggests that teachers should choose a pluralistic approach with the ultimate goal of raising their students’ intercultural communicative competence. Thus, it examines both theoretically and practically, through extensive Needs Analyses, and a posteriori students’ evaluations, the appeal of a cultural awareness approach and the success of its implementation by means of a series of organized events. The Needs Analyses prove that the students are eager to learn more about the countries which they overwhelmingly consider a possible destination for studies and/or job (mainly US, UK, Australia, Canada and to a lesser extent Ireland). Celebrations, sports, local cuisines, as well as music and the film industry are absolutely cherished.     	Their participation in events including British Tea Parties, Irish Saint Patrick’s Day presentations and distinctive American Thanksgiving and Halloween celebrations prove the merit of the cultural awareness approach in EFL. Thus Clarks’s objective “to learn by doing rather than by being taught” can be applied in conjunction with a modern intercultural communicative approach and a strategy of an English language contextualization. Hence, students embark voluntarily on a learning process, improving not only their language but also their research, organizational and communication skills, while achieving cultural familiarization with all English-speaking people. In order to achieve the aforementioned, the use of computer-based technology is a sine qua non since it offers flexibility and redefines the roles of the teacher and the learners as the teacher assumes the role of the facilitator/guide on the side, leading students to autonomy.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2886]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/379">
    <dcterms:title><![CDATA[ARGUMENTATION AND POLITENESS STRATEGIES FOR ENHANCING CRITICAL LITERACY COMPETENCE IN C1/C2 STUDENTS OF SPANISH AS A FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This work, proceeding from Ivanovic (2015), focuses on the linguistic manifestations of argumentation and politeness in expressing different points of view and how they can be applied in teaching Spanish as a FL to advanced level students according to the CEFR (2001) which suggests the critical interpretation of texts in levels B2/C.  	For proving this proposal, columns published in two Spanish newspapers with different political orientation: progressive, El País (Carlos Boyero and Maruja Torres), and conservative, ABC (Antonio Burgos and Ignacio Camacho) were analyzed. Both the content and the strategies used by columnists have a persuasive goal and are considered materials that encourage students to think about social issues and trigger meaningful discussions.  	Previous studies have shown that, on the one hand, argumentation is a way of being polite because it justifies communicative goals and is a way of collaborating with the speaker, and, on the other hand, politeness can be considered as a tool for argumentation (Fuentes, 2009: 117, 125). It is supposed that (im)politeness is an argumentative technique that can add value and convince the speaker of something (Alcoba and Poch: 2006, 2010).   	Therefore, the aim of this paper is to approach Critical Literacy studies and develop critical literacy competence in C1/C2 students of Spanish as a FL focusing on argumentation and politeness strategies. In order to achieve that, as proposed in Goethals (2011), it is essential to enable students to identify different components of each text (text organization), to interpret its functional exponents and functions of certain strategies.   In that sense, to adopt critical approach towards media discourse and to be able to interpret the underlying messages it is necessary to emphasize the importance of the following aspects to the B2/C students of Spanish as a FL: argumentation and politeness strategies used in columns and its significant exponents because it can allow us to show whether these manifestations of argumentation and politeness depend on ideology or rather on the personal style of each author.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-07]]></dcterms:date>
    <dcterms:extent><![CDATA[2896]]></dcterms:extent>
</rdf:Description></rdf:RDF>