<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/208">
    <dcterms:title><![CDATA[Motivation versus age variable in secondary-school learners of English language]]></dcterms:title>
    <dcterms:abstract><![CDATA[Motivation is probably the most important factor for successful learning of any kind. This paper will attempt to explore the process of motivation for English language learning in secondary school learners considering the variable of age - its application or lack of it through the learning process itself, relevant factors which affect students, teacher’s role, the influence of parents, peers, and the environment, and to prove the hypotheses that a) motivation changes and decreases with the change of age in secondary school learners; and b) extrinsic motivation is more present than intrinsic motivation at secondary school level. This research problem will be examined through the method of questionnaire on the sample of 100 respondents – secondary school students (from first grade up to the fourth grade) of High Commercial School in Travnik. The paper will also attempt to discuss the types of motivation, types of learners, learners’ age, environment etc. and other learners’ variables, both through the recent theoretical studies regarding motivation in general (a detailed description of sources, characteristics and types of motivation), and, also, it will try to present a practical sample research of a decrease in motivation that starts at the upper-primary level and tends to decrease through the secondary level.     Key words: Motivation, extrinsic motivation, intrinsic motivation, language learners, age variable]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-03]]></dcterms:date>
    <dcterms:extent><![CDATA[3253]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/207">
    <dcterms:title><![CDATA[Sufiksi perzijskog porijekla u bosanskom jeziku]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu se istražuje zastupljenost sufiksa perzijskog porijekla u bosanskom jeziku, koji su općenito manje proučavani u poređenju s npr. sufiksima turskog porijekla. Želi se ukazati na činjenicu da oni nisu tako malobrojni, kako bi se moglo činiti, ali nisu ni pretjerano frekventni. Među njima, prisutne su i mnoge samostalne riječi iz perzijskog jezika, koje u našem jeziku imaju funkciju sufiksa, poput perzijskog kar, koje se u našem jeziku realizira kao -ćār/-ćer, i perzijskih hane, name i zade, koji se u našem jeziku ostvaruju kao -(h)ana, -nama i -zada. Pored njih, zabilježeni su i sufiksi: -dān/-den, -dār/-tār, -stān i -vān/-van, te sufiks -ane, jedini kojim se izvode prilozi. Cilj rada jeste ukazati i na potrebu njihovog podrobnijeg osvjetljavanja u kontekstu tvorbenog sistema bosanskoga jezika.           Ključne riječi: sufiksi, bosanski jezik, perzijski jezik, turski jezik]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-05]]></dcterms:date>
    <dcterms:extent><![CDATA[3255]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/206">
    <dcterms:title><![CDATA[Pre-service teacher training: motivation, objectives and teaching strategies]]></dcterms:title>
    <dcterms:abstract><![CDATA[Trinity College Diploma in TESOL offers a compulsory part of the course titled Unknown Language Learning Experience. It is an assessed part of the course and it accounts for 20% of the final mark. Trainees have to write a language journal guided by a semi- structured questionnaire after observing and participating in four lessons taught in an unknown language. The main objective of this experience is to introduce teaching methodologies and activities suitable for total beginners and to show how to write up a lesson plans and do a contrastive analysis. In 2003 we have organized a course on the island of Gran Canaria training 24 students from the UK, Australia and Spain. Eleven/twelve years after the experience, in 2015, we have asked them the very same questions they had to answer back in 2003 in their journals. This action research procedure has proven the validity of the unknown language experience. The questions we have analysed deal with feeling, motivation, teaching strategies, objectives and techniques. 100% of them valued the experience as a positive one and 40% of them stated that they could follow the lesson precisely because only L2 was used. 100% of the trainees said that they have used the same unknown language teaching strategies since they have considered them as a very useful in language teaching methodology. Due to the success of the experiment we have done trial experiments from 2011- 2013 at the University of Las Palmas de Gran Canaria with the main aim to implement the Unknown Language Experience in the core curriculum at the Teacher Training Faculty.     Keywords: L2, TESOL, journal, motivation, ULE]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-08]]></dcterms:date>
    <dcterms:extent><![CDATA[3256]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/205">
    <dcterms:title><![CDATA[Designing teaching materials – necessity or luxury?]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper examines designing language teaching materials as an integral segment of language courses taught at tertiary level. Firstly, it defines teaching materials and considers them both as anything that can be used to facilitate the language learning and as authentic materials specially designed for development of specific skills. Secondly, it discusses reasons for designing materials as supplement to the materials teachers are provided with. Thirdly, the authors attempt to present the advantages of the process of producing materials. Material designing enables teachers to have a control over selection of topic, situations, functions and skills to be developed. Moreover, it takes into account particular learning environment, students’ learning needs and their learning experiences, cross-cultural issues and their influence on development of students’ communication competence.    This is followed by a comparison of experiences in material designing at two faculties, Faculty of Mining, Geology and Petroleum Engineering, University of Zagreb, and Faculty of Technical Sciences, University of Novi Sad. The language teaching material development starts at both faculties with identification of the main requirements set by the departments and the detailed needs analysis of students’ needs which is the foundation of all language courses preparing students for using language in working environment. This initial stage helps teachers to select the textbooks and decide on additional material they need. Although material designing contributes greatly to the relevancy and productivity of language courses, it goes together with numerous obstacles ranging from technological to financial ones. To conclude the authors will elaborate on actual examples of materials produced for the courses they teach.    Keywords: language teaching, materials, design, textbooks, development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-09]]></dcterms:date>
    <dcterms:extent><![CDATA[3257]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/204">
    <dcterms:title><![CDATA[The meaning and use of phrasal verbs at C1 level]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite the fact that phrasal verbs are used in everyday English, foreign learners avoid learning and using them for their complexity and impossibility to understand the meaning of a phrasal verb from its separate parts (a verb itself and a particle separately).  As a result of that many learners at C1 level, although being fluent speakers, experience various difficulties using them. The focus of the paper is placed on the meaning and the use of phrasal verbs and the difficulties which students find at C1 level of the English language. The analysis in this paper is based on the phrasal verbs used in the book “Objective CAE” (O`Dell &amp; Broadhead, 2008, Cambridge University Press).   In this paper we are also interested in finding out why it is so difficult to understand and use phrasal verbs, the interaction between their meaning and understanding considering their polysemоus features. The results of this analysis may be useful for all ESL teachers to help them understand the difficulties their students face when dealing with phrasal verbs, especially at C1 level. Furthermore, it can be a valuable source for teachers how to introduce the phrasal verbs to their students and thus help them master phrasal verbs in both spoken and written discourse.    Keywords: phrasal verb, meaning, use, difficulty, English.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-13]]></dcterms:date>
    <dcterms:extent><![CDATA[3258]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/203">
    <dcterms:title><![CDATA[Theoretical review of the inclusive approach of the learning difficulties in the ESL classroom in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning difficulties (LDs) refer to a range of complex and often misunderstood neurological-based processing challenges. In most cases, these processing cause challenges to the acquisition of basic skills such as reading, writing and math. Different teaching methods may need to be applied to compensate for the specific aspects of learning that children find challenging to a process of learning.  In most ESL classrooms, there are  no qualified special needs teachers or teachers who are trained to work with students with learning difficulties. Even if there are, only a few teachers are trained on how to deal with learning disabilities in an ESL classroom and there is very little information on the subject. This paper will introduce the research concerning the difficulties and the education in the inclusive system among the teachers in Bosnia and Herzegovina.    Keywords: inclusion, specific learning difficulties, dyslexia, ADHD, special education, teacher training]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-20]]></dcterms:date>
    <dcterms:extent><![CDATA[3259]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/202">
    <dcterms:title><![CDATA[Adpositions Derived From Nouns In Iranian Languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this study is to explore the noun-derived adpositions in Persian language and other living Iranian Languages in the light of the relevant literature. To accomplish that, first the existing works that deal this type of grammaticalization will be discussed. Next, seven languages from the Iranian language family will be examined to reveal how adpositions develop out of nouns.       Keywords: adposition, noun, grammaticalization, Iranian Languages, Persian]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-03-22]]></dcterms:date>
    <dcterms:extent><![CDATA[3260]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/201">
    <dcterms:title><![CDATA[PASSENGERS’ SATISFACTION IN COACH TRAVEL IN BOSNIA AND  HERZEGOVINA - STUDY ON PERCEPTION OF UNIVERSITY STUDENTS  IN SARAJEVO]]></dcterms:title>
    <dcterms:abstract><![CDATA[Abstract: Transportation of people was always very important aspect of human life.  Today, there are many ways in which people can travel. This paper was occupied with  coach travel, and passengers’ satisfaction in it in Bosnia and Herzegovina. A coach  is a type of vehicle used for carrying passengers on excursions, touristic journeys and  trips, and on other long distance journeys such as intercity or international bus lines.  The goal of this study was to find out level of passengers’ satisfaction in coach travel  in Bosnia and Herzegovina, and what is most important for passengers when they use  coach travel services - is it price, speed, safety, comfort, or something else.  Study was performed on perception of university students in Sarajevo, because they are  representative sample of passengers’ population in Bosnia and Herzegovina. Focus of  the study was on “on board experience”, which is actually experience of passengers  while they are inside of the vehicle. Research clearly indicated what aspects of coach  travel are most important for passengers, and also suggested some proposals that can  make coach travel more competitive and attractive.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2016-04]]></dcterms:date>
    <dcterms:extent><![CDATA[3306]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/200">
    <dcterms:title><![CDATA[Attitudes Toward Humanities and Social Sciences and Their Relationship   With English Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Humanities and social sciences are mostly regarded as &#039;&#039;soft sciences&#039;&#039;. Females have greater interest in them compared to males. Because linguistic (in this paper, English language studies) belongs to both humanities and social sciences, the present study aims to examine the relationship of students&#039; estimates of English competence and their attitudes toward humanities and social sciences. The sample consists of 157 participants (88 females and 69 males).Who are at tertiarry level in Turkey. The obtained results reflect no gender differences in students&#039; attitudes toward English and Turkish language; however, significant gender differences were found in their attitudes toward literature, psychology, sociology and pedagogy. Participants&#039; attitudes toward humanities and socal aciences were in significant relationships with all aspects of self-reported English competence. In addition, self-reported grammar skills were the best predictor of attitudes towards the English language.  Keywords: English competence, humanities, social sciences, gender differences.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-02]]></dcterms:date>
    <dcterms:extent><![CDATA[3261]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/199">
    <dcterms:title><![CDATA[Tense and Gender production in Arabic-Speaking Aphasics]]></dcterms:title>
    <dcterms:abstract><![CDATA[The current study aims at examining the tense and agreement patterns as produced by agrammatic Palestinian-Arabic speakers using sentence completion tasks. The participants were presented with two sentences and asked to work on them. The first sentence included an inflected verb for both tense and agreement. In the second sentence, the participants were requested to complete a missing verb, where the temporal adverb or the subject’s person, gender, or number was changed. The findings revealed that the agrammatic speakers showed a significant dissociation between tense and agreement, whereby tense was significantly more impaired compared to agreement inflections. Similar results are reported from other languages. The results provide further evidence of Tree Pruning Hypothesis (TPH) that functional categories associated with upper nodes in the syntactic tree are more impaired than functional categories associated with the lower nodes of the tree. The selective deficits of the morpho-syntactic structures suggest that specific morphemes should be targeted in therapy programs.    Keywords: Palestinian Arabic (PA); Agrammatism; Aphasia; Tense and Gender; Tree Pruning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-05]]></dcterms:date>
    <dcterms:extent><![CDATA[3262]]></dcterms:extent>
</rdf:Description></rdf:RDF>