<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/358">
    <dcterms:title><![CDATA[LOVE AND HATRED IN TWO LANGUAGES: CROSS-CULTURAL ANALYSIS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Living in a world that has become a &#039;global village&#039; makes different nations seem very similar - we dress in a very similar way, we listen to the similar music, we sometimes even use the same words. But how similar are we when it comes to understanding another person’s culture and values related to some of the general notions, such as love and hatred? The authors of this paper come from two countries that speak Slavic languages and are in many ways similar: Russia and Croatia. This similarity initiated a cross-cultural research described further in the paper. The authors have compared the meanings of two opposite notions (a value and an anti-value) - love and hatred - with regard to the meaning and importance they have in these two countries and how they are used in their respective languages. The definitions of the value love were collected from various available dictionaries in different areas and then analyzed as semantic components. Then the same procedure was conducted with the anti-value hatred. Since these semantic components are used in sentences/phrases in Russian and Croatian in various ways, their comparison has been made. Furthermore, students of two universities (one Russian and one Croatian) filled in a questionnaire regarding the meaning these notions have for them. The purpose of the questionnaire was to help the authors find out whether there are similarities/differences in how these two notions are perceived in their respective countries and languages and whether their meanings and importance for the culture differ. The obtained results will offer some insight into the Russian and Croatian languages when compared on the linguistic and cultural level with regard to a value and an anti-value.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2913]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/357">
    <dcterms:title><![CDATA[HEMINGWAY AND KADARE - A COMPARATIVE OUTLINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this article I tried give a comparative view between two great novel writers, who belong to different nations, cultures and periods, Ernest Hemingway and Ismail Kadare.  Both of them are the greatest representatives of their own national literature, and both are part of the world elite literature, translated in more than 40 languages, and internationally awarded. Similarity between Hemingway and Kadare can be noticed not only in their literary works, but in their political ideology as well.  I analyzed some of their novels, and in this paper I pointed out some similarities and differences in themes, characters, style, narration etc.  Hemingway’s novels that I cover in this paper are Farewell to Arms, For Whom the Bell Tolls, Islands in the Stream, Moveable Feast and Old Man and the Sea, as long as Kadare’s novels are: Chronicle in Stone, General of the Dead Army and November of a Capital City. As a result, I noticed that these two authors have many things in common, their relation to Paris, their political ideology, and in their novels we can notice similar characteristics in their characters - their heroes represent moral values; themes - both of them write about war, love, social issues, etc; naration, style, etc. So, no matter Hemingway and Kadare distant in time and place, there are some touching points between them.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2909]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/356">
    <dcterms:title><![CDATA[KOKUJI (国字): THE JAPANESE “NATIONAL CHARACTERS”.  A CASE STUDY: THE JAPANESE ACQUATIC FAUNA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The great influence that the Chinese writing system has had on the Japanese, Korean and Vietnamese writing systems is widely demonstrated. Nevertheless, besides the use of the characters directly imported from China, these cultures have had the necessity to create “national characters” to satisfy the needs of their own languages. This paper, that analyzes this phenomenon in the Japanese environment, begins with an analysis of the reasons that have pushed the Japanese “to create” own characters and the reasons why at a certain moment such “creation” has been suspended. In the second part of the paper samples of kokuji will be presented that can be circumscribed to those with radicals 魚・鳥・木・草 and that result to be surely the most numerous and related to species of flora and fauna japonica.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2910]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/355">
    <dcterms:title><![CDATA[POGLED NA STILSKE FIGURE PRIPOVIJETKE MRAK NA SVIJETLIM STAZAMA IVANA GORANA KOVAČIĆA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to explore the stylistic authenticity of Dark on the Lit Paths, a short story written by Ivan Goran Kovačić, within the context of theory of stylistic devices. The short story abounds in expressive lyrical descriptions which portray characters and events from the author’s own homeland who, sympathising with the minor, ordinary, suppressed members of society emphasizes an idyllic harmony between Jačica Šafran, a peasant and nature, at the same time warning against poverty, envy and inhuman relationships among people. The paper presents an analysis of stylistic devices which, like skillfully interwoven threads in the plot of this short story, in presentation of characters and in problems presented in this work, are extremely important for the poetic segment of the author’s work of fiction. Gérard Genette (1985; 52) claims that a stylistic device is space which has its own form, space “between a sign and sense”, “inner space of language”, and that there are as many stylistic devices as there are forms of this space that can be identified. Therefore, the paper aims to present a review of figures of diction, figures of speech based on sentence structure, tropes and figures of thought, using the concrete examples from the short story in order to show the characterisation of the figurative features of Kovačić’s text, such as its picturesque features or expressive syntax. Figures of literary discourse have been exempt from this paper. Analysing the short story through various examples of anaphora, epiphora, onomatopoeia, epithets, inversion, similes, metaphors, antithesis, gradation, hyperbole, irony, personification and many other stylistic devices, the author wishes to present, determine or dispute the recent claims by numerous critics who do agree about one thing – that Kovačić&#039;s fiction is original both in its structure and expression. She also wishes to emphasize a wide range of meaning and engagement of the writer&#039;s discourse.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-09]]></dcterms:date>
    <dcterms:extent><![CDATA[2905]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/354">
    <dcterms:title><![CDATA[TASK BASED LEARNING:A COMMUNICATIVE ALTERNATIVE FOR EFL TEACHERS AND LEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[TBL is an approach that makes the task the basic unit for planning and teaching. It contrasts with approaches that are centred around grammar because it involves the specification not of a sequence of language items, but of a sequence of communicative tasks to be carried out in the target language. TBL aims to engage learners in real language use. This can be done by designing tasks which require learners to use the language for themselves. Tasks hold a central place both in current SLA research and in language pedagogy. Tasks serve to provide learners with a natural context for language use. As learners work to complete a task, they have opportunities to interact, which are thought to facilitate language acquisition. The difference between traditional approaches to teaching English, such as PPP, and TBL is that in TBL, the focus on language form comes at the end as the communication task is the central point to the framework. Therefore, a typical TBL lesson consists of ‘pre-task’, ‘task cycle’ and ‘language focus’ stages. This paper aims to explain the content of the stages, giving English language teachers some ideas about the kind of activities for each of them.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2964]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/353">
    <dcterms:title><![CDATA[TENDENCIES OF DEVELOPMENT OF THE WORLD&#039;S EDUCATIONAL SYSTEMS AND PEDAGOGICAL EDUCATION IN UZBEKISTAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Education as an area is most closely associated with the formation of human personality, and therefore is the most important factor of economic and social development. The teacher was and still is the key figure in the education system. Consequently, pedagogical education is seen as the foundation of the education system in general. However, the importance of student-teacher relationship has become a main issue in the post-modern society, emphasizing the role of the student in the learning process.   This research paper investigates the most common didactic models for teaching and acquiring knowledge, while proposing the normative and methodological basis for the continuity of organizational stages of teacher’s education. In terms of this, this paper deals with these models by presenting the current situation in the teaching system of Uzbekistan, presenting its methodologies.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2966]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/352">
    <dcterms:title><![CDATA[THE IMPORTANCE OF CONTRASTIVE TEXT STUDIES IN TRANSLATOLOGY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper aims at bringing up a type of text linguistic analysis, different from traditional one, with the emphasis on the contrastive studies in general and on the English-Albanian cross-linguistic phenomena in particular. It will concentrate in explaining some of the most intriguing and most diverse text analysis elements having in mind the following text categories: Point of view, Composition, Text Idioms. A grammatical structure (Relative Constructions) has been examined thoroughly within the translation method analysis, out of and within the co-text analysis. It resulted in two different outcomes: traditional direct method analysis on one side and text linguistic co-text analysis on the other. Text linguistics as a special field of studies has been greatly developed due to the increased number of translations from one language into another. Text analysis, which relies on the deep description of micro and macro text elements of the text, is crucial for determining the level of translation accuracy of a particular text. Having in mind the relevance of recent discourse and pragmatic analyses impact in the development of interdisciplinary studies, the explanation of constituent elements of the written text is of great importance for the contrastive text studies or translation studies respectively.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2954]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/351">
    <dcterms:title><![CDATA[ŽIVOTINJSKA SIMBOLIKA U IZABRANIM DJELIMA GÜNTERA GRASSA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Promatrajući Grassove naslove, primjećujemo čestu upotrebu životinja: Mačka i miš, Pasje godine, Lumbur, Štakorica, Korakom raka, itd.. Cilj ovoga rada je analizirati zašto se Grass odlučuje za određenu životinju u izboru svojih naslova, prikazati simboliku odabranih životinja i otkriti postoji li veza između životinje i djela. Analiza se temelji na tri njegova djela: Mačka I miš (1961.), Pasje godine (1963.) I Lumbur (1977.).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2948]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/350">
    <dcterms:title><![CDATA[CROSS-LINGUISTIC TRANSFER IN ORAL L2 PRODUCTION OF CROATIAN L1 SPEAKERS LEARNING ITALIAN AS A FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The acquisition process of the target language is characterized by the complexity of linguistic rules in learner’s L1 and linguistic purposes of that particular language. This process accomplishes a system called interlanguage (Selinker, 1972). In this system the linguistic transfer, especially a negative one, often causes a large number of cross-linguistic deviations in the target language. (Medved Krajnović, 2010). Previous research on L1 interference in the acquisition and production of Italian as a foreign language has shown that many different linguistic transfers take place at lexical, phonological, grammatical and morphological levels (Alujević Jukić &amp; Brešan, 2010; Sironić Bonefačić, 1990). In this paper we focus on the negative transfer of lexical elements from L1 Croatian to L2 Italian by analyzing the most frequent errors occurred in the oral productions of a group of intermediate (CEFR levels B1-B2) Croatian-speaking learners (approximately 40 students). Our analysis shows that the Croatian L1 significantly affects the choice of lexical structures and words in Italian L2. Indeed, during the oral production in L2 language, we noticed that errors are mostly calques, substitutions and use of lexical structures based on L1 linguistic model. The examination of the negative transfer reveals useful to draw both didactic and learning suggestions, which can be beneficial for the whole language learning process. For learners, the implication is the possibility of developing and strengthening a strategy to memorize lexical words and structures. In doing so, they can be helped by different activities during the lesson, such as contrastive demonstrations of errors in both the languages involved, cloze tests, as well as presentations of the texts that are being studied. We therefore suggest that teachers should model their didactic approach by focusing more on systemic errors related to the structures already learnt by the student (Cattana Nesci, 2004).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2958]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/349">
    <dcterms:title><![CDATA[STEREOTYPES AND PREJUDICES ABOUT THE ‘OTHER’ AS AN UNAVOIDABLE PART OF BRITISH LITERATURE AND CULTURE]]></dcterms:title>
    <dcterms:abstract><![CDATA[The concept of the ‘other’ is an inherent part of understanding one’s identity, since people define their roles through their relations toward ‘others’. Generally speaking, the ‘other’ is everyone who is detached and different from one’s self or one’s true nature. ‘Otherness’ became the subject of research in postmodern British literature in terms of its diversity and variety, divergence and disagreement with standard, conventional and established. To demonstrate how prejudices are widespread and what their role in literature is, the selection of British novels of the 20th century has been made with the emphasis on the second part of the century and postmodern British novel. The analysis has proved that stereotypes are indeed unavoidable part of British culture and literature and exposed their particular role in works of literature. The second half of the twentieth century brings seismic shift of literary and national identity: The English novel was replaced by novel written in English language due to importance and to strength. This is the main reason for selection of the British novels of the late 20th century that are representative both for their artistic quality and influence. The analysis of selected works from modern and postmodern periods with the regard to stereotypes and prejudices about &#039;other&#039; undoubtedly pointed out that mentioned concepts are unavoidable part of British literature and culture, and their numerous variations and roles in literature were clearly demonstrated.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2962]]></dcterms:extent>
</rdf:Description></rdf:RDF>