<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/2861">
    <dcterms:title><![CDATA[Literature and Colonialism: Tracing the Haitian Theme in the Literary  Works of Kleist, Seghers and Mueller]]></dcterms:title>
    <dcterms:abstract><![CDATA[The entire history of the &quot;Entdeckungsreisen&#039; in the 15th and the 16th Century  is a history of the conquered and the conquerer. With historical evidences of the various  European nations ruling over the &#039;other&#039; nations, comes a corpus of texts which  legitimates and hence establishes an outline of colonization in literary texts.  This discourse on colonialism in the various disciplines of the social sciences especially  in the literary texts helps us to analyze the links between power and authority and  apparently which also manifests itself in the language of the text.  The Haitian Revolution i.e. the Slave Revolt against the French Rule is a theme which  has been discussed in various historical time -periods over the centuries. In German  literature, this historical event has also been established in a series of works of Heinrich  von Kleist: Die Verlobung in St. Domingo, Anna Seghers: Die karibische Geschichten  and Heiner Mueller‘s Play: Der Auftrag.  It is interesting to know how the three texts establishes an intertextuality not only in its  form and structure, but also how in different dimensions of literary representations it  attributes the various trends of colonial discourse. Orientalising the other, represent ing  the ‗other‘ and the emergence of ‗stabilization through Power‘ can be observed in these  literary works.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[555]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2860">
    <dcterms:title><![CDATA[Assessment – Albanian educational system reality and challenges.]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper stresses the importance of assessment in second language class  today in the Albanian educational institutions, and in particular the advantages of using  assessment in improving teaching and learning. Assessment is generally seen as  something done to students by teachers. Many students may feel panicked and confused.  Tests descend upon them from time to time and have to be ‗got through‘. This paper  discusses the reality of the Albanian teaching and learning institutions in regard to  assessment and tests and the challenges encountered. The study goes on and makes a  modest attempt to give some practical solutions to these challenges and problems]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[109]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2859">
    <dcterms:title><![CDATA[Integration of Critical Thinking Skills into Grammar Curricula]]></dcterms:title>
    <dcterms:abstract><![CDATA[High standards are intended in all curriculum guidelines and it is not  different in most of the guidelines. In this paper, the language arts curriculum is put  under the spotlight and an in-depth analysis is provided on most benchmarks. Many  suggestions are made to further improve the curriculum and particular focus is placed  on implementation. The problems is in teaching grammar is highlighted and remedies  are offered. How to integrate the critical thinking skills in a grammar course is clearly  outlined and offered to teachers who look for answers to the problems in almost  every classroom.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[670]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2858">
    <dcterms:title><![CDATA[The tragedy and the human being in Arthur Miller‘s play Death of  a Salesman]]></dcterms:title>
    <dcterms:abstract><![CDATA[So far a number of articles have dealt with the American dream and how it is  developed in Arthur Miller‘s plays, especially in The Death of a Salesman. However, not  enough attention has been paid to the tragedy and the human tragedy in these plays. In the  essay ‗The Tragedy of the Common Man‘ Miller expressed his attitudes and beliefs about  the nature of literary tragedy, its principles, the social status of the protagonist, what he  understands as a human tragedy etc. This paper examines how this play could be  interpreted and reread with a primary focus that of ―tragedy and the human being‖, it tries  to answer to the question whether the protagonist‘s fall is a consequence of hamartia (a  flaw in the character of the protagonist of a literary tragedy that brings about his or her  downfall and a key element in tragedy) or whether he is a victim of the values of his  community (the main theme of the social drama); which is the role of the American  society‘s values and the conflict between the American dream and the idealization of this  dream within the main protagonist; it will also answer the question if his plays are merely  ‗social dramas‘ or ‗they challenge the tradition of tragedy from its first description in  Aristotle‘s Poetics and the conventions of Shakespearian tragedy.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[120]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2857">
    <dcterms:title><![CDATA[Grammatical orientation: fundamental language differences on  learnability]]></dcterms:title>
    <dcterms:abstract><![CDATA[The world languages can be roughly divided into three types  based on grammatical orientation, e.g. reality-oriented type (e.g. Russian,  Chinese); speaker-oriented (e.g. Japanese, Serbian); hearer-oriented (e.g.  English, Swedish). Differences borne out of grammatical orientations are  hardly ever taken into consideration in making teaching materials. Each  type has its peculiarities in grammatical system (e.g. reality-oriented  languages have a description of situation as a basic unit, while speakeroriented  languages consider speaker‘s experience as a base). Such  differences can create fundamental differences in the language use in  learners‘ L2, and this influence cannot be underestimated. In this paper, it  is aimed to raise awareness of such differences and point out that crosslinguistic  comparison can offer numerous points for improving L2  learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[667]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2856">
    <dcterms:title><![CDATA[Shakespeare‘s Othello: A Representation of the Clash between the Orient  and the Occiden]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper attempts to trace how Shakespeare‘s Othello reflects the deeprooted  Eurocentric ideology of the Elizabethan people and show how such views  created distinctions like self vs. other, master vs. slave, civilized vs. savage, white vs.  black, good vs. evil, strong vs. weak, occident vs. orient. These views had such a deep  impact that many writers have portrayed the Europeans as superior and the ‗self‘ as  belonging to the ‗centre‘ or ‗Occident,‘ whereas people in far-away lands are shown  as inferior and the ‗other‘ belonging to the ‗margin‘ or ‗Orient‘. In Elizabethan  England, African men were regarded as illiterate, barbaric, lustful womanizers who  were the white man‘s property and apt to be used as servants. These views have been  handed down century after century. However, in the play Othello Shakespeare breaks  away from these beliefs and introduces an African man who disregards such  stereotypical views and thus shocking his audience with this deviation from the norm.  He presents a reality that African men are indeed polite, educated, loyal and faithful  husbands. Shakespeare even makes Othello more prejudiced against his own culture  than against another race]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[20]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2855">
    <dcterms:title><![CDATA[Have them move, see and speak!]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to show that the 21st century modern TEFL classroom  has to provide entertaining, visual and kinesthetic elements for the language learners.  Four different TEFL games are presented in order to prove that total physical involvement  of the students aided by visuals help teaching and language acquisition. The description  and the presentation of the ‘Sandwich‘,‘ the Kali goddess‘, the ‘Traffic lights‘ and the  ‘Luggage‘, the ‗Scales‘ and the ‗Swatch‘ game all serve the aim to justify the necessity of  students‘ moving and being given plenty of visuals during the lessons. The need to  physically involve the students is supported by such respected professionals as Scott  Thornbury, Michael Swan and Mario Rinvolucri. The academic support is also aided by  the two greatest TEFL experts on motivation, Dôrnyei and Csizér]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[103]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2854">
    <dcterms:title><![CDATA[THE EFFECTS OF THE SYLLABUS, METHODS AND TEACHING  STYLES OF FOREIGN LANGUAGE COURSES ON THE  ACHIEVEMENTS AND ATTITUDES OF STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[English is taught as a foreign language nearly in all higher education institutions  in Turkey. Though the aim of teaching English is mainly based on communicational skills,  it is rarely performed with innovative and technologically up to date methods. Many  instructors find it easier to construct courses with a traditional style without using  technological devices and materials. English lessons become rather boring and dull, and as a  result of this, the achievement and attitudes of students decline.  The aim of this study is to assess the effect of the syllabus, methods and teaching styles of  foreign language courses on the achievements and attitudes of students. This research is an  experimental study with a mixed group and an attitude test, open – ended questions survey  model. The study was conducted on university students in the 2nd grade of the School of  Health, Erzincan University. 21 male and 24 female students took part in this research.  As the first step of the research the syllabus design, method and teaching style of the class  was defined by an interview with the instructors of English courses. Then the opinions of  students on English courses were obtained with a questionnaire using the Likert scale  model. Based on statistical analyses of the questionnaires and evaluation of observations on  the syllabus, methods and teaching style of the instructor, it was concluded that the  achievements and attitudes of the students vary according to the syllabus design, method  and teaching style of the class.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[12]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2853">
    <dcterms:title><![CDATA[Reasons for Using or Avoiding Games in an EFL Classroom]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this research was to determine the reasons pro and against using  games in an EFL classroom, as well as to discover possible obstacles teachers encounter  when applying these activities. The study was performed on both teachers and students of  English in Leskovac and Niń, towns in Southern Serbia. The total of 197 participants, 178  students and 19 teachers, took part in the survey. The main instrument employed in the  research was questionnaire. The research proved that both the teachers and students  prefer using to avoiding games in the classroom. During this research we were able to  define some obstacles for introducing game in the classroom which must be overcome.  The results suggest that games should be introduced in the classroom since both the  teachers and students have found sufficient reasons for their usage.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[559]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2852">
    <dcterms:title><![CDATA[The use of first language in the EFL classroom:  A facilitating or debilitating device?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite widespread use of only English in teaching EFL classes, the use of  first language in EFL class has been a perennial topic of discussion in the field of  language education. Most established L2 teaching methods discourage the use of L1 in  class. However, some scholars oppose ―English Only‖ trend in language classes  (Auerbach, 1993; and Kumaravadivelu, 2003). In a setting where the students share a  common L1, first language can create a less threatening atmosphere. In this article, the  non native speaker teachers‘ attitudes toward the use of the first language of the learners  in the classroom were asked through a questionnaire. Further, an attempt was made to  investigate whether non native speaker English teachers notice the use of the first  language as a facilitating or a debilitating factor. This article argues that first language is  one of the useful resources that students bring to the L2 classroom and can be used in a  judicious fashion.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[125]]></dcterms:extent>
</rdf:Description></rdf:RDF>