<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/2841">
    <dcterms:title><![CDATA[Gestures as a Peer-Assistance Mechanism in Collaborative Tasks]]></dcterms:title>
    <dcterms:abstract><![CDATA[Although research on the learner-learner interactive processes has shown how  collaboration may result in provision of developmentally appropriate assistance, the  mechanisms providing or obtaining assistance during language learning tasks have been  little examined. In addition, EFL research has been scarce when nonverbal  communication, including gesture, is concerned. The purpose of this qualitative  exploratory study is to explore to what extent, in what ways and in what types are  gestures are used as a mechanism of obtaining and providing assistance amongst peers to  complete collaborative language learning tasks in an ESL classroom. The study is  conducted in a school in Bosnia. To collect data, collaborative tasks in an ESL classroom  were observed for nine days and video-tapped. The participants were interviewed about  their gestures. The results of this research suggest that many types of gestures are used to  a great extent as a mechanism of obtaining and providing assistance amongst peers to  complete collaborative language learning tasks. These gestures are mainly synchronized  with speech. The results have some pedagogical implications.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[115]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2840">
    <dcterms:title><![CDATA[USING LITERATURE IN EFL CLASSES: SHORT STORY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to investigate underline the benefits of using  literature in EFL classes. Short Stories can be used as a good source in ELT classes in  almost all levels depending on the difficulty status of the story. Due to their length  which is very appropriate for language classrooms, students can make good use  of short stories in learning the target language. Using short stories in ELT classrooms  is an effective technique for teaching linguistic system as well as the life in relation to  the target language. Choosing the right short story is an important part of the process.  At this point, students‘ proficiency level, age, and interests should be taken into  consideration. Another important thing is the course objectives and appropriateness of  the story as content.  In this study the importance of using Short Stories in ELT classrooms and points to  be considered while choosing the right short story was discussed at the opening part  of the study. On the next part, teaching discrete language skills by using short story in  ELT classrooms is studied and a sample application is build up in order to share  practical ideas.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[27]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2839">
    <dcterms:title><![CDATA[THE IMPLEMENTATION OF COLLABORATIVE WEB 2.0 TOOLS IN ELT  CLASSROOMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The internet applications first labeled by Tim O‘Reilly in 2004 as Web 2.0  have offered numerous new opportunities for the English teachers. Blogging, wikis,  podcasting, and social networking are a few examples of the so-called Web 2.0  technologies that language teachers are currently exploring. However, not only many  ELT teachers currently working at the schools but also a good number of prospective  English teachers‘ awareness of Web 2.0 tools in ELT is far from satisfactory (Usluel  and others, 2009). This paper aims to provide awareness for the educators for the  potentials of Web 2.0 tools in language learning and teaching. A theoretical  foundation for a technology enhanced pedagogy is outlined, one that places Web 2.0  within a social constructivist and connectivist context. Also the importance of Web  2.0 tools in providing comprehensible input to the language learner is emphasized.  Finally, an overview of relevant technologies applicable to ELT is provided, along  with successful classroom usage models and links to online resources.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[28]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2838">
    <dcterms:title><![CDATA[Being an English Teacher in Turkey: Future Teachers‘ Perspectives]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study aims at identifying prospective teachers‘ perceptions with  respect to positive and negative aspects of being an English teacher in Turkey. To  this end, a qualitative research design was used and the participants were future  teachers (n=40) studying at the department of English language teaching in Turkey.  In order to gather data, each participant was interviewed via structured questions.  During these interviews, the prospective teachers were asked to put forward their  negative and positive associations with the terms: ―teacher‖, ―English teacher‖ and  ―English teacher in Turkey‖. The collected data imply those prospective teachers‘  beliefs and values as well as perceptions over teaching and working as an English  language teacher in Turkey. The results also denote how future teachers evaluate the  present conditions, which are financial and moral, the practitioners work in Turkey  today.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[589]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2837">
    <dcterms:title><![CDATA[Individual Orientations Towards Intercultural Differences on The  Basis of a Study Conducted Among The Polish Students of English Philology]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present paper is to show how the Polish students  of English Philology changed their orientations towards intercultural  differences as a result of intercultural encounters they experienced and  instruction in intercultural development offered to them. With increased  levels of intercultural communication, their competence in intercultural  relations magnified. As assumed, the students‘ initial emotional desire to  acknowledge, appreciate, and accept cultural differences occurred to be  weak. However, with the intercultural development, the levels of  intercultural sensitivity being a component of intercultural competence,  rose significantly. In effect the students were able to recognize certain  values and pick up on verbal and non-verbal signals typical of other  cultures allowing for further empathy being developed and adjusting to  different scripts of communication. For the purpose of observing the  varying levels of intercultural sensitivity and subsequently intercultural  competence, the author decided to design a ranking questionnaire as a  research instrument. It consisted of a series of statements marked by the  respondents with numbers 1-5 to indicate the degree to which they agree  or disagree with them. It was designed for comparative analysis of their  responses. The interpretation of the collected data involved searching for  relations between the investigated variables. Through careful examination  of the questionnaire and its collected data, the author managed to notice a  meaningful change in the attitudes, values and skills exhibited by his  students in terms of their intercultural identities.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[575]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2836">
    <dcterms:title><![CDATA[Contributions of Diatopic Hermeneutics for Intercultural Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article intends to present data from the exploratory research of an ongoing  doctoral project on reciprocal social representations between national and foreign  students32. This research and intervention project is being developed by the LEIP  (Laboratory of Research in Education in Portuguese / Line 2), coordinated by Maria Helena  Ançã, University of Aveiro. Qualitative data collection occurred between January and April  2011 and its main goal was to approach the internal complexity of foreign students in  Portuguese Schools, in order to identify reflection points for an intervention project in the  future. We understand that there is a co-existing linguistic and cultural diversity amongst  students, which does not seem valued and at times is even considered adverse, and could  potentially encourage mutual interaction and enrichment. These observations lead us to  advocate an intervention project based on intercultural dialogue and diatopic hermeneutics  as a strategy for dialogue.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[40]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2835">
    <dcterms:title><![CDATA[Basic Colors and Their Metaphorical Expressions in English and Persian:  Lakoff&#039;s Conceptual Metaphor Theory in Focus]]></dcterms:title>
    <dcterms:abstract><![CDATA[Metaphorical language is an indispensable part of human life, involving language,  thought and action (Lakoff &amp; Johnson, 1980; Lakoff, 1998). Accordingly, metaphor plays a  major role in people&#039;s everyday language use and thinking. Our conceptual system is based  on experiences we have gained with interacting with people and things surrounding us.  In this respect, color plays an important role in convention metaphorical expressions in  people&#039;s lives and daily communication. As a sub-category of metaphors, color terms are  widely used literally and metaphorically in different languages and may also reflect cultural  identities of language users.  Replying on ―Contrastive Analysis of Metaphors‖ proposed by Barcelona (2001, cf. Soriano,  2003) as a cognitive qualitative method and on the basis of ―Conceptual Metaphor Theory‖  (Lakoff and Johnson 1980, 1999, 2003; Grady 1997; Kôvecses 2000, 2002, 2005; etc), this  paper tries to investigate the extent to which connotations of basic colors, as used in the  structure of metaphors are varied in English and Persian on the one hand; and, as compared  to their differences in their metaphorical mappings in the languages concerned, on the other  hand.  To do so, we collected English instances from The Oxford Dictionary of Idioms (Siefring,  2005) and The Oxford Dictionary of Proverbs (Speake, 2008) and some other dictionaries.  Next, Persian instances were extracted from some Persian dictionaries. The findings of this  comparative analysis show that, although the connotation of colors in the structure of  metaphorical expressions are overlapping each other to some extent, most of the expressions  are culture-bound and specific to each language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[33]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2834">
    <dcterms:title><![CDATA[Modernizam nasuprot postmodernizma – Čitanje, razumijevanje,  poučavanje]]></dcterms:title>
    <dcterms:abstract><![CDATA[Namjera autorice jeste da ovim radom neposredno  uporedi univerzalne i kulturalne specifiĦnosti u Ħitanju,  razumijevanju i pouĦavanju knjiņevnog modernizma i  postmodernizma s meħukulturalnog aspekta. U radu Ĥe se  nastojati pobliņe osmotriti bogatstvo velikog knjiņevnog  sazvijeņħa modernizma, kao i njegov diskutabilni zavrńetak u  razmatranju nastanka sljedeĤe, joń uvijek prijeporno  neprihvaĤene, nove knjiņevne epohe, uvjetno nazvane  „postmodernizam―. S obzirom da su se ĦitalaĦke navike  promijenile, i da se joń uvijek mijenjaju u postmodernom, a  onda, recimo, i u post-postmodernom druńtvu kako u  Zapadnom, tako i u cijelom svijetu, te pobliņe i u Bosni i  Hercegovini, posebna paņnja posvetit Ĥe se knjiņevnom svijetu  XX i tendencijama XXI stoljeĤa, kao i njegovom razumijevanju  od globalne prema nacionalnoj perspektivi. ,]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[584]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2833">
    <dcterms:title><![CDATA[Iranian English Major vs. Subject-matter ESP Teachers‘ Beliefs and  Instructional Practices in ESP Classes: A Comparative Study]]></dcterms:title>
    <dcterms:abstract><![CDATA[Since the advent of English for Specific Purposes (ESP), plenty  of controversial issues have been raised in the academic circles all over the  world. As we know, one controversial aspects of ESP domain deals with  the significant role of the teacher variable. In the present study, the  investigators intended to compare and contrast Iranian English major ESP  instructors with their subject-matter counterparts in terms of their beliefs  and classroom practices in ESP classes. A total of 423 Iranian English  major (ELT) and subject-matter ESP teachers participated in the study.  The results revealed that theoretically a large and wide gap exists between  English major and subject-matter ESP teachers while practically this  difference is very slight.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[573]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2832">
    <dcterms:title><![CDATA[John Ashbery‘s Poetry: A Postmodern approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[Postmodernism has had its influences on different literary genres such as  fiction, drama, and poetry. Truly, fiction has been the center of attention in many critical  studies. But the manifestations of the movement can also be traced in poetry. John  Ashbery is one of the contemporary poets whose poetry is best regarded as the  postmodernist poetry. His works have been characterized by a free-moving and  disjunctive syntax, experiments with linguistic elements, integrated humor and prosaic  features. In his poems, the human mind and its workings are evident. He experimented  radically with different elements of poetry such as linguistic and semantic aspects.  Nowadays he appears to have been to the second half of twentieth century what Eliot was  to the first: the most universally acknowledged of poets writing in English. The present  essay elaborates on Ashbery looking back at poetic tradition while absorbing current  techniques of combining present and past, centrality and marginality, and placing reader  and writer side by side.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[123]]></dcterms:extent>
</rdf:Description></rdf:RDF>