<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/175">
    <dcterms:title><![CDATA[Zero Semantic Extension of the Persian Origin Words in the Contemporary Bosnian Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Bosnian language lexis is characterised by a number of words of eastern origin, i.e. the words from Turkish, Arabic or Persian have a prominent place. The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovina.   Comparison of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. The Persian Origin Words that experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbs; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animals.    Keywords: Persian origin words, zero semantic extension, thematic areas]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-15]]></dcterms:date>
    <dcterms:extent><![CDATA[3276]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/176">
    <dcterms:title><![CDATA[Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model]]></dcterms:title>
    <dcterms:abstract><![CDATA[A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, group-based problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning.  However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future.    Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-13]]></dcterms:date>
    <dcterms:extent><![CDATA[3275]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/177">
    <dcterms:title><![CDATA[Writing the Proper Story: The Importance of Personal Experience and Inadequacy of Fiction in Alice Munro’s Story “The Ottawa Valley”]]></dcterms:title>
    <dcterms:abstract><![CDATA[The tendency among contemporary women writers to look inside themselves for material for fiction is particularly evident in the work of Alice Munro. Munro’s practice of utilizing personal experience in her stories is central to her work, and is therefore identified as an essential element of her fictional aesthetic. In “The Ottawa Valley,” the parallels between Munro’s experiences with her own terminally-ill mother and those of the narrator whose mother has Parkinson’s Disease, are immediately recognizable. Other stories also contain bits and pieces gathered from Munro’s memories; however, she is adamant that her stories should not be seen as strictly autobiographical. Her refusal to allow her work to be described as autobiographical serves as a protective shell into which the author may retreat, and as a reminder that Munro’s stories operate on many levels of reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. This ambiguity between fiction and reality is evident in stories where Munro and/or the characters seem to be second-guessing themselves. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story.” This paper examines the importance of personal experience and inadequacy of fiction in writing by Alice Munro in general, and particularly in reference to her short story “The Ottawa Valley.” The parallels between the narrator’s experiences in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories.      Key words: Alice Munro, Postcolonial literature, personal experience, fiction, short story]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-12]]></dcterms:date>
    <dcterms:extent><![CDATA[3274]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/178">
    <dcterms:title><![CDATA[Slovene as the second/foreign language in Slovene pre-school institutions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Slovenia has long been a place for immigration; with the accession into the European Union it has become even more interesting for different groups of immigrants from European and non-European countries. According to the Statistical Office of the Republic of Slovenia, 106.486 foreigners (5.16% of overall population in Slovenia) were living in Slovenia at the end of 2015. It is expected that this migration trend in the light of world events continues or even increases. One of the key factors for the successful integration of young generations of migrants in society is education. The survey Index of the policy of integration of migrants (MIPEX, 2015), implemented by the British Council and Migration Policy Group, shows that few education systems in Europe are adapting to the realities of immigration. Sweden, Australia, New Zealand, Norway, Canada, Portugal are the most engaged countries, whereas Slovenia is among the least committed (it ranks 28 among 38 selected countries). Language has a major role in supporting children’s process of identity formation and in helping them understand where they fit in the new environment they are entering. Language is, of course, not the only factor that promotes integration and enables successful education, but the fact remains that immigrant pupils are better achievers in those countries that pay greater attention to second/foreign language learning starting in preschool institutions. In the present paper we discuss the Slovene pre-school teachers’ and pre-school teacher assistants&#039; attitudes towards learning Slovene as the second/foreign language in Slovene pre-school institutions. The research was conducted on a sample of 143 pre-school teachers and pre-school teacher assistants. The results imply that Slovene pre-school teachers and pre-school teacher assistants hold positive attitudes towards learning Slovene as a second/foreign language, they see their role as the promoters of learning Slovene as a second/foreign language to non-Slovene children, but they strongly express the lack of training in language learning strategies of Slovene as a second/foreign language.  Keywords: Slovene, second/foreign language, preschool institutions, pre-school teacher and pre-school teacher assistant]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-12]]></dcterms:date>
    <dcterms:extent><![CDATA[3273]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/179">
    <dcterms:title><![CDATA[Anthroponyms of the fairy tale Kako je Potjeh tražio istinu by Ivana Brlic-Mazuranic and aspects of their translation in target language texts]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is the general opinion that translation of literary works should be transparent and in the spirit of the original. The same applies for translation of personal names as one of particularities of a literary work. In addition to identifying protagonists, personal names play important role in their characterization and represent a literary character to the reader in a multilayer manner and in more direct way than in everyday life. Therefore, we believe that translation of personal names in a literary work should earn specifically important place in order to achieve genuine reception with readers of the translated literary work. 				The objective of this study is to present the results of comparative analysis of personal names of the characters in the Croatian source text, fairytale Kako je potjehtražioistinu and their versions in other target languages. The corpus includes release of all available translations of the fairytale Kako je Potjehtražioistinu(How Quest Sought the Truth) in English, French, Hungarian, German, Italian, Russian, Czech, Danish, Swedish and Ukrainian language printed during the last hundred years,ie of its publication in the collection of children fairytales Price izdavnine (Tales from long ago) until present.							With consideration to translating procedures, various translating strategies applied in translation of personal names of the fairytale’s characters into different languages will be compared and highlighted in this study. Cross-cultural and semantic implications of translation choices will be observed and consequent conclusions will be made on extent of their authenticity.  Keywords: Tales, translating personal names, translation procedures, comparative analysis]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-11]]></dcterms:date>
    <dcterms:extent><![CDATA[3272]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/180">
    <dcterms:title><![CDATA[Using Games in TEFL - A Case Study of “Meša Selimović” Elementary School in Sarajevo]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this study was to examine the use of educational games in teaching English as a foreign language (TEFL) to young learners. The research was conducted in “Meša Selimović” elementary school in Sarajevo, Bosnia and Herzegovina. The participants were three teachers of EFL and one third grade consisting of approximately 25 students ages 8-9. The research conducted proved the hypothesis that using games to teach EFL to young learners is a highly effective and enjoyable technique of language teaching/learning. The study was conducted in five stages using both quantitative and qualitative methods of research. The data was gathered by means of a class observation analysis, students’ poll, teachers’ interview and questionnaire, and a schoolbook analysis. The principal conclusion of the study is that educational games are an effective technique of teaching EFL to young learners and that it offers more positive learning outcomes than negative ones.    Keywords: teaching English as a foreign language (TEFL), English as a foreign language (EFL), educational games, young learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[3271]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/181">
    <dcterms:title><![CDATA[The importance of being critical – Polish EFL teachers&#039; beliefs and practices]]></dcterms:title>
    <dcterms:abstract><![CDATA[Sooner or later, countries like Poland will have to welcome immigrants from the Middle East and successfully communicate with the immigrants from different cultural backgrounds. I would like to argue that critical cultural awareness proves to be a cornerstone of the model of Intercultural Communicative Competence (Byram, 1997) and should be considered a prerequisite for developing the rest of the components comprising the model. The main aim of the present research paper is to investigate, analyse and discuss Polish EFL teachers&#039; beliefs on the idea of including critical cultural awareness, a crucial component of intercultural competence, in the EFL lessons, teachers&#039; teaching practices with reference to developing particular elements of intercultural competence in the EFL lessons and the possible discrepancies between their beliefs and practices. A questionnaire administered to 125 Polish EFL teachers and a case study of three practitioners, who were observed, interviewed and confronted in a focus-group discussion, were used to collect the relevant data. The results of my research study suggest that a lot of Polish EFL teachers declare that they consider Byram&#039;s intercultural communicative competence model (Byram 1997) relevant to foreign language teaching and learning in the present-day and seem to be willing to implement it in their lessons, yet many of those teachers appear not to prioritize intercultural competence in their teaching practice. This apparent discrepancy between language teachers&#039; beliefs and their practices may stem from teachers&#039; lack of sufficient intercultural training during their professional education. A need for implementing critical cultural awareness into the pre-service teacher trainings was identified.    Keywords: intercultural competence, critical cultural awareness, EFL teaching and learning]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-05-02]]></dcterms:date>
    <dcterms:extent><![CDATA[3270]]></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/183">
    <dcterms:title><![CDATA[Netspeak: Linguistic Properties and Aspects of Online Communication in Postponed Time]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the context of English as a global language, and Netspeak as a new electronic medium of communication, the present paper examines the linguistic properties and distinctive features of online communication in postponed time, bearing in mind that synchronicity is one of the dimensions upon which electronic communication can be categorised. This corpus-based study, for which data were collected from several Internet sites, places particular focus on the features of English used in asynchronous settings. The analysis, based on the model proposed by David Crystal (2001), portrays a number of highly distinctive features of Netspeak, proving an immense impact of thethis type of commucniation in terms of graphology (emoticons, punctuation) and the lexicon (blending, compounding), these being areas where it is relatively easy to introduce both innovation (nonce formation and other ludic Netspeak extensions) and deviation (abbreviations, acronyms).    Keywords: Netspeak, Internet, asynchronus settings, distinctive linguistic features, synchronicity]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-21]]></dcterms:date>
    <dcterms:extent><![CDATA[3268]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/184">
    <dcterms:title><![CDATA[On conceptual nature of antonymy: Evidence from corpus-based investigations]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper provides an overview of corpus investigations in studying antonymy with an aim to argue in favour of the conceptual approach to antonymy. Antonymy is considered to play an important role in organizing languages’ vocabularies. However, there is no consensus in the literature on the issue of whether antonyms form a set of stored lexical associations (as the structuralists and the Princeton WordNet model propose), or whether the category of antonymy is a context-sensitive, conceptually grounded category (as conceptual models of meaning propose). On the basis of author’s recent investigations of antonymy in Serbian written discourse, this paper argues in favour of the conceptual approach to antonymy. This approach predicts a category with a continuum structure, with prototypical antonym partners as core members, and category members for which a partner is not available in a context-free environment. The theoretical implication of the investigations presented is that antonymy is primarily a conceptual relation, based on general cognitive processes.    Keywords: antonymy, cognitive approach, conceptual relation.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2016-04-17]]></dcterms:date>
    <dcterms:extent><![CDATA[3267]]></dcterms:extent>
</rdf:Description></rdf:RDF>