<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/1781">
    <dcterms:title><![CDATA[Code-Switching in the Contemporary Dialects; a Case Study on Raji Dialect Regarding to Different Generations]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: code switching, language loss, dialect, language shift, morphosyntactic  ABSTRACT  In the language shift situation, a dominant language is acquired perfectly. While the minority language is used less and less and is gradually forgotten. Its vocabulary decreases, and the speakers have to insert into their speech words and phrases from the dominant language. This is the situation with the Raji dialect. Only the oldest speakers preserve the language to full extent. Very few people under 40 know their parents&#039; language or they can understand it, but do not speak it. During the interviews conducted in Persian, all informants can speak Persian without switching to Raji. But when speaking Raji, even the oldest speakers don’t use numerous Persian words, but the middle generation switch to Persian rather often, inserting Persian phrases and words that show no phonological or morphosyntactic integration into the Raji dialect. In the speech of the oldest speakers, no code switching pattern was found when they were speaking by Raji dialect while the code-switching pattern was more typical for representatives of the middle generation. They switch to Persian mainly to compensate the insufficiency of their Raji vocabulary. In their casual speech they often insert Persian words that are not integrated into the Raji dialect structure. On the other hand, the attempts of the middle generation to use &quot;as much Raji as possible&quot; during the interview with a researcher confirm that they are conscious of the insufficiency of their language competence. During the interviews they prefer to adapt Persian words to the Raji dialect phonologically and morphologically, sometimes they even try to use Raji numerals that are not used by older people. Such unpredictability of code-switching, together with weakening of sociolinguistic motivation and insertion of Persian words and phrases as a result of the vocabulary reducing, seems to be one of the symptoms of the gradual language loss.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1958]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2400">
    <dcterms:title><![CDATA[COGNITIVE LINGUA-CULTURAL ASPECTS in TEACHING TRANSLATION for INTERCULTURAL COMMUNICATIVE COMPETENCE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article is dedicated to the application of cognitive lingua-cultural aspects in training future translators to come over the problems emerge form especially cognitive and cultural differences of different origin societies. The essences of intercultural competence of an interpreter as well as its specific features are determined necessary for translation work. The author reveals the features of education of future interpreters and translators for the requirements of intercultural interpretation in globalized world. He also states the necessity of culturally centered linguistic, didactical and translational paradigm forcing us to seek new ways to improve the training of translators in intercultural communication. The explanation and function of translation is stated like ‘Interpretation must be instrumental in transmitting culture’ and ‘indeed, interpretation is a very important medium for cultural exchange between people using different languages’. ‘High level of intercultural interaction for translation analysis of a source text in target language provides adequate translation activities and promote the act of dialogue between cultures, an important role in which plays a translator of sense, expressed in one language, by means of another verbal code’.  As for the education of translation it is determined that ‘A clear lesson to be learnt from translation studies is that the teaching and assessment of translation need to be based on a far wider range of criteria than those involved in simply labelling individual lexical and grammatical items as right or wrong.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[1039]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/182">
    <dcterms:title><![CDATA[Cognitive Mechanisms of Word-formation Process:   Interrelation of Conceptual and Verbal Structures]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article deals with the peculiarities of mechanisms providing formation of semantics of compound words from the perspective of the cognitive approach. More to the point, it is a question of conceptual derivation, where meaning formation of compound words is carried out by the interaction of its component conceptual structures. The author has researched the main means which take part in the processes of conceptual derivation of both structurally motivated and structurally unmotivated compound words. Special attention is given to revealing the propositional structures correlated with the word formation meanings of compound words.    Keywords: word-formation, conceptual derivation, cognitive mechanism, perspectivization, compositionality.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-29]]></dcterms:date>
    <dcterms:extent><![CDATA[3269]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2569">
    <dcterms:title><![CDATA[Cognitive Mechanisms Structuring Our Language and Thought: Theoretical Approach to Metaphor and Metonymy ]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another.   However, taking into account that scientific disciplines exploded during the last century, linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains.   The aim of the paper is to present some of the major theories of metaphor and metonymy and clarify the understanding of differences between metaphor, metonymy and metaphtonomy. The first section of the paper deals with relationship between language, metaphor and metonymy and cognition. The notion of domain is presented in the second part of the paper which also presents notions of contiguity and similarity. The following section focuses on the theoretical approach to metaphor and metonomy as well as on relationships and mappings which occur as a result of cognitive processes. With the purpose of better understanding of metaphor and metonymy, the paper briefly touches on notions of polysemy and linguistic means.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[1032]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2823">
    <dcterms:title><![CDATA[COGNITIVE PROCESS OF WRITING FOR SECOND LANGUAGE YOUNG LEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Writing is a pleasant and seminal task, but writing is used as multi-leveled  teaching instruments, but instead difficulties, challenging and cognitively demanding.  Writing requires different skills. Students can improve these skills with some outside  support. In this paper, we will try to demonstrate that writing is not only self product of an  individual, but also an outcome of socio-cultural activity, and a cognitive process. In  particular, answers will be sought for the following questions: What factors do affect the  cognitive process of second language young learners‘ writing? How does schema help in  cognitive writing process? How can basic writers be helped to improve their writings?]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[4]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3415">
    <dcterms:title><![CDATA[Collaboration of NGOs and Local Governments for a Sustainable Struggle  against Urban Poverty in Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Poverty is among the significant issues that the governments should tackle with. This  problem has social and cultural dimensions as well as the economic dimension. From day to  day, so many international and national bodies apply policies to cope with this question.  For the solution of urban poverty, two worldwide tendencies are critical turning points. One of  them is that, throughout the world, there is a tendency that central governments delegate some  of their duties and responsibilities to the local governments. This delegation of responsibilities  requires the delegation of certain financial and administrative resources as well. Otherwise, a  delegation of responsibility without necessary resources will result in growing crisis.  Delegation of responsibility and resources, at the same time, to the local governments will  prepare more successful solutions in coping with the problem of poverty. In general, local  governments are closer to the citizens and therefore they may follow the needs and desires of  citizens better than the central governments. Consequently, transfer of both responsibility and  resources from central to local governments, most probably will solve the urban poverty  problem more effectively.  The other tendency is increasing role of NGOs in social issues including the elimination of  urban poverty.  In coping with poverty, local governments and NGOs engage in two kinds of main activities.  One of them is the activities that directly produce a surplus value such as career creating  courses. The second one is the solution seeking policies such as social aids in kind and in cash  such as offering scholarship and free medical services.  In this study, a general outlook for the poverty will be drawn and the “culture of poverty” will  be briefly analyzed. Later, the policies of local governments and NGOs as dynamic actors in  poverty alleviation will be discussed. Lastly, as a case study, a critical challenge to poverty,  “Study Halls” established in the most underdeveloped region of Turkey will be analyzed.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2009-06]]></dcterms:date>
    <dcterms:extent><![CDATA[279]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2053">
    <dcterms:title><![CDATA[Collaborative Capacity Building for  Community-Based Small Nonprofit  Organizations]]></dcterms:title>
    <dcterms:abstract><![CDATA[This article focuses on the inter-organizational networks and  adaptive capacity among nonprofit organizations in the State of  Florida. Adaptive capacity is a function of the degree to which social  institutions (e.g., government, civic institutions, and the private sector)  possess a culture that empowers communities to make decisions and  actions that support community-led initiatives. The article specifically  focuses on network formation and sustainability among 40 nonprofit  organizations and their networks with other cross-sector organizations  identified as part of the asset mapping for the Strengthening  Communities in Central Florida (SCCF) project in the state. Network  relationships were strengthened and developed especially after the  implementation of the capacity building program. Organizational  factors such as leadership and the level of an organizations’ engagement  with the community have a statistically significant relationship with  the adaptive capacity of the organizational network.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-03-10]]></dcterms:date>
    <dcterms:extent><![CDATA[2377]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1053">
    <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’s Social 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.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3525]]></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/2482">
    <dcterms:title><![CDATA[College Students on College Teaching: A Case Analysis of a Teaching - Learning Exchange Process]]></dcterms:title>
    <dcterms:abstract><![CDATA[Designed to teach rhetorical reading and advanced academic writing, Freshman English II (ENG102) is a required course for all International University of Sarajevo (IUS) students, regardless of the program they are enrolled in. During this course, students were required to write a research paper for which they had to explore the concept of ‘Teaching Style’, come up with effective teaching criteria, observe the teaching actions of a Freshman English teacher, and define the effective and ineffective ones calling on the referred literature and their own intellectual reasoning. More than a hundred students revealed that they are intellectually excited and pleased by the teaching actions displaying teacher – centered style (i.e. Expert, Formal Authority, and Personal Model), while they are, however, extremely appreciative of and motivated by artful teaching performance, teaching behaviors which project high interpersonal rapport, and learner – centered teaching approach. For the purpose of reaching more valid and reliable conclusions, the remarks were complemented with the results obtained through a formal survey assessing teaching performance at the end of every semester. Consequently, it might be inferred that in order to meet the needs of IUS Freshman English student profiles, a teacher should be able to deliberately apply teaching techniques associated with every and any style; a style driven by both andragogical and pedagogical reasoning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[798]]></dcterms:extent>
</rdf:Description></rdf:RDF>