<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/2831">
    <dcterms:title><![CDATA[A contrastive analysis approach to the teaching of auxiliary selection in L2  Italian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Auxiliary selection (AS) with those Italian intransitive verbs (IVs) that can use both  essere ‗to be‘ and avere ‗to have‘, but with a change in meaning (e.g. È/Ha corso al parco ‗He  ran to/at the park‘), represents one of the major challenges in the acquisition of Italian as L2. In  this paper we argue that this is so largely because this phenomenon has not been treated  adequately in relevant grammars, dictionaries and textbooks. In order to prove our argument we  present a case study of AS with the IV correre ‗to run‘ involving university students of L2  Italian who are native speakers of Serbian. The results indicate that a contrastive analysis  approach to the teaching of AS with IVs is more efficient than the traditional one, and it is  suggested that it should be used more frequently in order to facilitate the acquisition of AS by  learners of L2 Italian.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[57]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2830">
    <dcterms:title><![CDATA[On Extinct Suffixes: -arium]]></dcterms:title>
    <dcterms:abstract><![CDATA[There are two English nominal suffixes sharing the same meaning ―a place  or device containing or associated with [something]‖: -arium and -ary (for the latter,  the English language dictionaries mention only the meaning ―one that relates to or is  connected with [something]‖). These two suffixes have produced, directly or  indirectly, a considerable number of derivatives designating more or less ‗a place‘  (35), ‗a device‘ (33), or other realities (15). Diachronically, the suffix -arium  produced most indirect derivatives in the 13th c. and almost stopped producing any in  the 20th c., the suffix -ary reached a peak in the 16th c. and stopped producing any in  the 20th c., while Latin nouns in -arium were borrowed in considerable amounts in the  19th c. and almost stopped being borrowed in the 20th c. The suffix -arium can,  therefore, be considered extinct from the point of view of its productivity. For  students in nature-related fields almost all the nouns in -arium and -ary are indicative  of places and devices of interest for these fields.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[75]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2829">
    <dcterms:title><![CDATA[One Example of Balkanistic Discourse on Montenegro]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study is to analyze the presence of balkanistic  discourse in the article &quot;Montenegro, land of stout hearts and stones&quot;,  published in the Washington Post on December 3, 2010, and to indicate  the factors involved in its generation and reproduction. We will pursue the  specifics of the author&#039;s perception of the Montenegrin geographical and  civilizational space and examine his writings in their relation to prior  paradigms of travel narrative regarding Montenegro and other Balkan  countries.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[571]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2828">
    <dcterms:title><![CDATA[Linguistic competence vs. Translation competence: A pedagogic  approach]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to address the issue of linguistic competence  versus translation competence seen from a pedagogical perspective. I will start by  reviewing the well-known distinction between competence and performance and their  interrelatedness. Other dimensions will be added to linguistic competence, which  together contribute to the process of language learning (either foreign or second):  sociolingistic competence, pragmatic competence and intercultural competence. In  close connection with linguistic competence I will try to delineate the components of  translation competence, by outlining similarities and differences between the two  processes. Some elements of translation competence, apart from those that are also  inherent to linguistic competence will be analysed and exemplified: monitoring  competence, ICT competence and content-knowledge competence. From a pedagogic  viewpoint, in order for the students to attain a certain degree of translation  competence, their level of linguistic competence must be fairly well-developed (at  least upper-intermediate, or B2 according to the Common European Framework of  reference for languages); however, when learning how to translate, students have to  be able to further enhance their linguistic competence. Therefore, I will also attempt  at providing a basic teaching methodology involving the use of translation in  EFL/ESL classes, so as to increase students‘ both competences.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[560]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2827">
    <dcterms:title><![CDATA[Adult Education: Using Motivating Strategies and Techniques]]></dcterms:title>
    <dcterms:abstract><![CDATA[Motivation is a key to success. It helps us understand why we do the things  we do, or why we learn and thrive to further develop our abilities to do something. In  language learning motivation plays a crucial role, because only the motivated students  will succeed. Without motivation our performance is diminished. Learners who are  not motivated tend to be distracted, bored, unfocused, and even frustrated. On the  other hand, motivated learners are eager to find out more, learn new things, pay  attention in class and conduct additional research at home in order to better  understand a given topic. That is why many teachers/instructors consider motivation  a crucial part of the instructional process. As teachers/instructors, we can certainly  contribute to the motivation of our students. We can motivate learners through  interesting classes, positive attitude as well as attractive exercises. This paper will  look into different types of motivation and their influence on the learners as well as  some techniques and strategies teachers/instructors can use to motivate their students]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[18]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2826">
    <dcterms:title><![CDATA[LeksiĦke greške u studentskim prevodima sa italijanskog jezika]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper deals with classification and explanation of the reasons of the most  frequent lexical errors which occur in the translations of the undergraduate students of the  Department of Italian Language and Literature (University of Montenegro). The corpus of  the research consists of the written translations from the Italian as a foreign language into  the Montenegrin as a mother tongue. The translations have been made in class, at home  and during the exams on the second and the third year of the mentioned courses of  undergraduate studies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[52]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2825">
    <dcterms:title><![CDATA[Communicative language teaching and socio-cultural competence:  An ongoing process]]></dcterms:title>
    <dcterms:abstract><![CDATA[Communicative language teaching is undoubtfully the most widely  adopted teaching approach, however sometimes the learners turn out to be ‘fluent  fools‘, especially when the balance between language forms (accuracy/usage) and  language functions (fluency/use) are not linked to culture.  Culture should not be considered a fifth skill, neither something to be taught  deductively, reduced to a list of features to be learned. Culture is always in the  background, challenging our ability to make sense of the world around us, so the  teacher must raise students‘ awareness and develop a broad communicative  competence encompassing linguistic, sociolinguistic, discourse and strategic  competences, especially when he/she teaches a lingua franca such as English.  In this paper I will try to formulate a practical model offering some principles that  may prove useful for the development of skills and methods appropriate to a lingua  franca speaker, or rather, an intercultural speaker.  Thus becoming an intercultural speaker implies developing a solid basis of  intercultural awareness, and this implies a shift from description (usually linked to  cross-cultural studies), to modelling, in order to design a process of competence  building.  Descriptions cannot be taught, they can be memorized and are useful only when the  right situation appears, while models can be taught and competences, based on  models, can be developed and adapted to many different situations.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[61]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2824">
    <dcterms:title><![CDATA[Raising Language Learners‘ Pragmatic Awareness and Intercultural  Competence  in Increasingly Multilingual Environments]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pragmatic fluency forms crucial part of a language user‘s competence. Norms  of politeness, communicative styles, scripts and preferences differ between languages and  cultures in describable ways, FL realizations of pragmatic functions are often unclear to  the learner where the relevant contextual factors are not self-evident, or are ignored when  they inconceivably grossly differ from the L1 phenomena. Even positive L1 transfer is not  activated if the learner has not been trained, whereas handling pragmatic and discourse  features of the TL in the classroom is conducive to increased operationality in the use  thereof.  A promising perspective for successful intercultural and pragmatic training is the  Interface Model, which proceeds from an explication of how relevant principles operate  in the learners‘ L1 (culture) through an explanation of pertinent L2 norms and subsequent  modification of the L1 principle to accommodate L2 data, to practice first expecting the  learner to apply the appropriate FL strategies and speech acts against an L1 (!) context. By  such a gradual, multi-stage method the learner becomes ‗pragmatically fluent‘ before  commencing to use the operational principles in the TL itself. The juxtaposition and use  of L1 and L2 principles alongside lead to successful automatization and internalization of  the material and the development of pragmatic multicompetence – L2 users differ  significantly in their employment of pragmalinguistic strategies from monolingual  speakers of either language, transferring similar speech acts back and forth between the  tongues in their command. The Interface Model enables them to transfer those patterns of  interactional behavior which will be appropriate.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[556]]></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/2822">
    <dcterms:title><![CDATA[IRAK’IN YENiDEN YAPILANDIRILMASINDA AİLE EĞİTİMİ ve AİLE  İŞLETMELERİNİN ÖNEMİ VE KATKISI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Irak, Suudi Arabistan, Kanada ve Ġran‘dan sonra ispatlanmıĢ 115 milyar varilin ùzerinde  petrol rezerviyle dùnyada dôrdùncù sırada yer almaktadır. Tùrkiye‘nin Gùneydoğu  komĢusu olan Irak‘ın kuzeyinde çoğunluğu Kùrtlerden oluĢan Kùrt Bôlgesel Yônetimi  vardır ve onlardan kısaca bahsetmek istiyoruz. Nùfusu yaklaĢık 3 ila 6.5 milyon arasında  değiĢen Duhok, Erbil ve Sùleymaniye valiliklerinden oluĢan bu bôlge yaklaĢık 40,000 km  karedir. Bôlgeyi kalkındırma amaçlı dùzenlemeler 2006 yılından itibaren hayata  geçirilmekte ve yabancı sermayeyi çekebilmeyi amaçlamaktadır. Son yıllarda komĢu  Tùrkiye ile ikili ticari anlaĢmalar artmaktadır.  Bu çalıĢmada baĢlıca Irak genelindeki ve ôzel olarak Kùrt bôlgesel yônetimi içerisindeki  Kuzey Irak bôlgesinde ailenin ônemi ve aile iĢletmelerinin ekonomideki yeri ùzerinde  çalıĢtık. Bu çalıĢmamızda devletten ve ôzel sektôrden, birinci elden bilgi toplama  gayretimizle bu bôlgede bulunmanın avantajını kullanmayı hedefledik. Ama ùlkenin  geçirmiĢ olduğu sıkıntılı ve istikrarsız yapısından kaynaklanan nedenlerden dolayı bilgiye  ve istatistiki dataya ulaĢma sıkıntıları hȃlȃ mevcuttur. Kısaca iktisat tarihine değindikten  sonra iĢletmeler için (aile iĢletmeleri ve yabancı yatırımcıları da kapsayan) gerekli olan  kanuni dùzenlemeler ùzerinde duruldu. Yapılan taramalardan 10‘a yakın aile Ģirketiyle  irtibata geçildi. Onlar hakkında kısa malømatlardan sonra içlerinden birinin yôneticisiyle  irtibat sağlanarak yùz yùze mùlakat yapıldı ve detaylı bilgi alındı. Bu çalıĢmanın amacı  Irak‘ta çok sayıda var olan aile Ģirketlerinin durumu, hangi sektôrde ağırlık kazandıkları,  ikinci veya ùçùncù kuĢak devamı var mı? Ne tùr yasal dùzenlemeler vardır? Sorularına  cevap aramaktır. Bu çalıĢma kısmen Irak geneli ama ôzelde Kuzey Irak bôlgesi aile  eğitimi iĢletmeleri ùzerinde durulmuĢtur. Irak‘ın gùney kısımları Bağdat ve Musul gibi  ônemli kentlere gùvenlik sebebiyle gidip gôzlemleme imkanımız olmadı ama Kuzey‘de  bulunan baĢkent Erbil, Sùleymaniye ve Duhok illerinde gùvenliğin varlığından dolayı aile  Ģirketlerini birebir gôzlemleme imkanımız oldu.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[681]]></dcterms:extent>
</rdf:Description></rdf:RDF>