<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/2811">
    <dcterms:title><![CDATA[English for Mathematicians: from Language to Tasks]]></dcterms:title>
    <dcterms:abstract><![CDATA[The author describes the language education system implemented at a faculty  preparing professional mathematicians, physicists and IT specialists, paying special  attention to the course for mathematicians. The article also presents a profile of a typical  attendant of the course based on the theory of learning styles, which together with the  stylistic features of the language of mathematics, predetermines the syllabus and  appropriate teaching methodology. The author proposes some essential principles on the  background of the theory of ESP, EAP and task-based teaching and learning, giving a  number of examples from his teaching practice.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[122]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2810">
    <dcterms:title><![CDATA[‖Sight‖ – ‖Vision‖ Binomial or the ―Poetic Dwelling‖ of the World:  (Pre)Modern Perspectives in Ioana Em. Petrescu‘s Study &quot;Eminescu  and the Mutations of the Romanian Poetry&quot;]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study attempts to offer ‗a cartography‘ of the internal  ‗morphology‘ of the ‖sight‖ – ‖vision‖ dialectics proposed by Ioana Em.  Petrescu in her work, Eminescu and the Mutations of the Romanian Poetry.  This internal ‗morphology‘ is analysed from double perspective: from the  perspective of the history of the literary ideas and from the point of view of  the history of the pre-modern science.  We believe that Ioana Em. Petrescu‘s work found its theoretical and  conceptual sources primarily in the (pre)modern philosophy theorized by  Aristotle, Plato and Tomas Aquinas whose studies were highly read by the  Romanian critic. In other words, it is our endeavor to demonstrate the  existence of a semantically ontological superposition between the pre-modern  text and that of the Romanian critic.  Our premise is that the &quot;sight – vision” axis presented in Ioana Em.  Petrescu‘s volume underlies in the explanation provided by Aristotle gave to  the sense of sight (‗cognition through intellect‘, and noũs – ‗the Eye of the  Soul‘). We therefore believe that even if they belong to two different scientific  paradigms, the texts of the two authors generate a dialogue between them.  Undoubtedly, Ioana Em. Petrescu‘s ―theory of sight‖ initially communicated  in an osmotic manner with pre-modern texts; afterwards, the Romanian critic  turns her attention to modern concepts of scientificity with a view to  sustaining her convictions in the field of literary poetics.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[592]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2809">
    <dcterms:title><![CDATA[Applying Cognitive Development on Second Language Acquisition (SLA)]]></dcterms:title>
    <dcterms:abstract><![CDATA[―Language Acquisition requires meaningful interaction in the target  language- natural communication- in which speakers are concern not with the form of  their utterances but with messages they are conveying and understanding.‖ Stephen  Krashen.  Second language acquisition (SLA) is the process by which people learn a second  language in addition to their native language(s). The term second language is used to  describe the acquisition of any language after the acquisition of the mother tongue.  The language to be learned is often referred to as the ‗target language‘ or L2,  compared to the first language L1.  Cognitive learning theory has focuses on unobservable change in mental knowledge.  Cognitivsim or mental change, as psycholinguists say, should no longer be ignored as  a rejection of the behaviorist views. Cognitive abilities of SLA vary from one person  to the other; presumably the recent studies suggested a synthesis in which the process  of language acquisition may interact with cognitive development to produce an  improvement in acquired language.  SLA is often viewed as part of Applied Linguistics; it is typically concerned with the  language system and learning processes, whereas applied linguistics may focus more  on the experiences of the learner particularly in the classroom. The cognitive  development of the second language acquisition is developed in this research through  student –directed projects, presentations and classroom discussions to supplant the  traditional lecture format.  The purpose of this research is to combine these vital strands of investigation into  close dialogue that will be applied on a group of university students studying a course  of Sociolinguistics in Al Alsun Faculty, English Department. Results will be recorded  to show the improvement of the second language (English Language) on this group  viewable in their presentations and performances.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[677]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2808">
    <dcterms:title><![CDATA[Writing War and Feminine Discourse]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main aim of this paper is to prove that feministic discourse related to war, is the  best example that there is still enough space for debates whether it is necessary to  separate feminine writing from ―traditional/masculine style― and that the feminist  critique of a language is absolutely necessary segment of contemporary discourse  analysis.  Feminine writing is the term presented by French philosopher and writer, Helene  Cixous who claims that women write/rewrite signs inscribed in their bodies, but she also  explains that this style is not reserved exclusively for women, that men can also write  feminine.  Following above mentioned theory, this paper is using writing styles of two Bosnian  artists, one writer and one film director, who both described the most painful and violent  stories using non-violent language, and who managed to show the reality of war  perceived by woman without using any aggressive or offensive discourse.  Even though I do believe that there is no such thing as essential womanhood, common  to all women repressed by patriarchy, the aim of this paper is show that feministic war  discourse is exactly the place where class, origin, race and all other differences, are  utterly minimized among all women around the world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[694]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2807">
    <dcterms:title><![CDATA[Building a community of shared practice by localizing externally-derived  professional development in educational reform‘]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research focuses on sociolinguistic aspects of education reform in the Gulf  Cooperation Council Countries (GCC) region and the strategies by which the  achievement of ‗linguistic convergence‘ and corresponding ‗cultural convergence‘ or  ‗optimal convergence‘ can enhance in-service teachers‘ Continuing Professional  Development (CPD) participant learning. This professional reflection, situated within the  evolving context of reform underway in Bahrain, is based on research conducted at the  Bahrain Teachers College (an autonomous professional college founded in 2008 within  the University of Bahrain) during 2008-2010. The data, gathered from in-service CPD  modules with mid-career Bahraini teachers, includes a wide range of practice-based  sources including surveys, interviews, focus groups, and observation.  Managing the shift from externally-prepared in-service CDP, toward contextualizing the  materials, curriculum, and program delivery to the cultural, social, and educational  environment of Bahrain is challenging. Developing ―ownership‖ of new approaches to  learning, can make effectively localize the training at the classroom level. The data  points to ways that balance the learning needs of local in-service teachers with the  internationalizing imperatives of multinational education consultancy:]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[104]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2806">
    <dcterms:title><![CDATA[On the Acquisition of English Articles with Bosnian L2 Learners of English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Regarding the discrepancy between the English and the Bosnian language  concerning an article system, this paper attempts at clarifying the difficulties for Bosnian  L2 learners of English. Based on a similar study and an experimental study with Bosnian  learners, this paper illustrates and copes with the very apparent and widely present issue  of English articles among Bosnian learners. The principles of Definiteness and Specificity  are introduced to contrast the two languages, aiding to a deeper understanding of this  conceptual difference between English and Bosnian. The paper first states the current  position of the English (definite and indefinite) article in the light of the Bosnian  language, and specifies their respective Bosnian equivalents, eventually giving a  suggestion to a deeper understanding]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[7]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2805">
    <dcterms:title><![CDATA[Mass Culture and Literature in Japan in the Interwar Period]]></dcterms:title>
    <dcterms:abstract><![CDATA[The paper deals with the conditions influencing the emergence of mass culture  in Japan in the interwar period. It describes the spread of mass media, statescript reform,  appearance of the enbon and specifics of big publishing companies. Special attention is  devoted to the characteristics of popular literature and the emergence of historical and  detective novels as new genres.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[111]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2804">
    <dcterms:title><![CDATA[GROWN-UP‘ SYNTAX IN CHILDREN‘S STORYBOOKS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study hopes to challenge the view that syntax in children‘s storybooks  is custom-made to match the general abilities of young listeners and readers. Reading  with an adult mind and eyes prompts the question whether at least some children‘s  storybooks make it difficult to draw a line between ‗young‘ and ‗grown-up‘ syntax.  The small-scale research was a text-based analysis of three children‘s stories aimed  at pre-teen children aged seven through twelve. With a manually handled corpus kept  within manageable limits it was possible to determine the presence or absence of  syntactic structures associated with advanced language use, i.e. those believed to  require considerable experience, knowledge and skill in language production and  reception. The main finding to report is that syntax in children‘s stories is little  different from what may be informally described as ‗grown-up‘ syntax. The paper  also invites the reader to acknowledge the difficult task of balancing a downgraded  version of syntax against an urge to tell an engaging story that wants to be read.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[557]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2803">
    <dcterms:title><![CDATA[The Effect of L and L2 Word Glossary on Learning of  Technical Vocabulary in Reading Comprehension Texts]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recent studies suggest that word marginal glossaries are very useful  in reading text when readers have no knowledge about some words and help  them comprehend the text without wasting time for looking up the word  meaning in dictionaries or making mistakes because of incorrect guessing the  word meaning according context. The study aimed to compare the effect of L1  &amp; L2 word glossary on learning and retention of technical vocabularies of Civil  Engineering students. The research question is: &#039;Is there any relation between  retention and learning of technical vocabulary and using of glossaries?&#039; If so,  what is the difference between using of L1 and L2 word glossary and which of  these two sorts has more effect on retention and learning of technical  vocabulary? and the considered hypothesis is &#039;The effect of L1 and L2 word  glossary is similar on retention and learning of technical vocabulary‘. The  study was done by two tests (test 1 &amp; test 2) with five passages of reading  comprehension. In test 1, the definition of words in word glossary of technical  vocabularies is in English language (L2) and in test 2, the definition of the  vocabularies is in Persian language (L1). These two tests were administered  one after another with 15 minutes break between them and 45 minutes was  considered to answer the questions for each test. The same students participated  in two tests. They were 40 Civil Engineering students of Engineering Technical  University (Azad University), Chaloos branch. All of them were male and they  were selected after administering a placement test among 60 Civil Engineering  students of the university. The placement test was administered one week  before the main tests. Comparison the scores of two tests and analyzing them  showed that the students answer test 2 (with Persian word glossary) better than  test 1 (with English word glossary). Although there were students that answer  test 1 better than test 2 and some of them act the same in two tests, most of  them answer test 2 (with Persian word glossary) better than test 1 (with English  word glossary) and totally result disapprove the hypothesis of the study and it  can be said L1 word glossary is more effective than L2 word glossary on  learning and retention of vocabularies and also technical word glossary.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[578]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2802">
    <dcterms:title><![CDATA[The Critical Study of the Dichotomous Representation of the Natives as the  Other in Hedayat‘s Blind Owl]]></dcterms:title>
    <dcterms:abstract><![CDATA[Despite the voluminous amount of research on the Blind Owl, little is still  carried out on the representation of the natives in this work. This paper explores the text to  reveal how the author, by giving credit to himself as an ‗I‘, artist and a painter, tries to  establish a division between himself and the rest of the society, the world of Rajalehah,  the Rabbles. Through the employment of the new genre of writing, the novel, Hedayat not  only revolts against all the forms of traditional writings but also all the traditional customs  and at large makes use of it as a means of scattering his ideological concepts through the  mouth of the narrator. This discussion seeks to unveil the mask of orientalised system of  representation of the natives, as the peripheral, and finally the ‗Other‘.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[108]]></dcterms:extent>
</rdf:Description></rdf:RDF>