<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/2801">
    <dcterms:title><![CDATA[―Coopertive Learning in ELT: A Literature Review]]></dcterms:title>
    <dcterms:abstract><![CDATA[Cooperative learning has received increased attention in recent years due to the  movement through learner centred learning. This paper provides an overview of the use of  cooperative learning (CL) and effects of it in second language instruction. After three brief  definitions of CL, key areas are discussed in the paper. The first part of the article provides  the theory of language and learning in CL while the second part introduces the objectives,  syllabus, types of learning and teaching activities and the roles of teacher, learners and  instructional materials in CL. The article concludes cooperative learning makes maximum use  of cooperative activitites involving pairs and small groups of learners in the classroom.  Moreover, it establishes a democratic form of teaching. It enhances both the individual and  the community. Each student can share his/her ideas and learn to listen and respect each other.  Furthermore, Cooperative learning influences collabarative spirit among students by  minimizing competition leading to conflicts in today‘s world.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[53]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2800">
    <dcterms:title><![CDATA[The Value of Language and Content Needs Analysis in English for  Legal Purposes Courses: Example from Croatia]]></dcterms:title>
    <dcterms:abstract><![CDATA[English for legal purposes (ELP) is gaining more importance  worldwide, which means using this type of language in different cultural and  linguistic contexts, and in different legal systems. Therefore there is a need to  develop ELP courses which are sensitive to the particular environment in which  they will be implemented (Jordan, 1997) and the first step is to conduct a  thorough needs analysis of language knowledge and skills as well as areas of law  the students find most important.  This study evaluated the needs of three groups of ELP students: first-year law  students taking ELP as a mandatory course, graduate law students taking ELP as  an elective course and practising lawyers attending ELP courses at a specialised  language school. A total of 161 students participated.  The study adopted a quantitative approach and aimed at determining differences  between the groups in the fields of language skills and areas of law, as well as at  establishing students‘ satisfaction with the current ELP course and their  motivation and usage of ELP. The outcomes of the study confirmed our initial  hypothesis: there is a strong correlation between gaining work experience and the  level of importance attached to areas of law studied in ELP courses.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[97]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2799">
    <dcterms:title><![CDATA[Building Awareness of Discourse Structure Through Teaching Reading  Strategies in English for Legal Purposes Class]]></dcterms:title>
    <dcterms:abstract><![CDATA[Research has been carried out for several decades on what makes some  students more successful in foreign language reading than others. It was established  that good readers possess greater awareness of discourse structure, meaning they are  able to recognize the signalling mechanisms which give clues to the ways the text is  organized (Grabe, 2009). Discourse structure awareness is seen as a type of  metalinguistic awareness which also includes knowledge of reading strategies and  their appropriate use in order to resolve reading problems and properly interpret text  information.  Our research was based on the following hypothesis: explicit teaching of reading  strategies in English for Legal Purposes class will enhance students&#039; awareness of  discourse structure as well as reading comprehension. The data was collected  through the SORS (Survey of Reading Strategies) questionnaire (Mokhtari &amp;  Sheory, 2002), a reading comprehension test developed for this research and a semistructured  interview to check how students perceive the reading process and  discourse structure before and after strategies instruction. The data was analyzed  using descriptive statistical procedures and the results fully confirmed our  hypothesis: the subjects (N=20) achieved better results on the reading  comprehension test and reported easier identification and interpretation of discourse  markers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[96]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2798">
    <dcterms:title><![CDATA[Space of Periphery in Romanian Interwar Novel]]></dcterms:title>
    <dcterms:abstract><![CDATA[The novelists dealing with the issue of periphery aim to present as accurate as possible,  the real world as a harsh, tough, hermetic one, shaped by very particular rules. The novel of  suburbia is, above all, one of peripheral areas. They emerge as outcomes of the city‘s growth  and are usually populated by a dirty, mixed crowd. We may say that dirtiness, misery, garbage  represent the specificity, even the constant of this marginal world. The characters of the  Romanian novel of periphery live, paradoxically, two-folded: namely, in a torturing,  miserable, destructive present, that we may undoubtedly call as awful; but also in a pink,  happy future hardly loomed among the alcohol steams or the smoke of sordid workshops, a  desired future, ―invested‖ in a love story which, eventually, ends in crimes, extra-conjugal  adventures, violence. In short, they project all in a ―golden future‖.  What I am trying to do in this research is to show the representative areas of the periphery  – like the pub, the brothel, the church, the street – as they are reflected in Romanian interwar  novels on such topics, novels that follow the social reality of the time, with an almost  naturalistic fidelity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[46]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2797">
    <dcterms:title><![CDATA[What Every Teacher Should Know about It]]></dcterms:title>
    <dcterms:abstract><![CDATA[t is certain that all teachers must possess knowledge. The question, however,  is: „What kinds of knowledge every teacher aspiring to be successful in his or her job  should have?― The purpose of this paper is to provide, if not definitive, than at least an  elucidating answer to this question. The paper deals with three kinds of knowledge all  teachers should possess: content or subject matter knowledge, pedagogical knowledge and  pedagogical content knowledge. Content knowledge refers to the teacher‘s knowledge of  the subject matter he/she teaches, and increases the teacher‘s own confidence, which  directly influences the level of confidence the students‘ have for the teacher. Pedagogical  knowledge, on the other hand, is not directly associated with the subject matter, but can  still have an immense impact on the final results of the learning process. It is concerned  with improving the relationship between the students and the teacher by helping the  teacher recognize a variety of different situations which can appear in the classroom and  equipping the teacher with appropriate techniques which enable him/her to respond  appropriately to each of those situations. The third kind of knowledge, pedagogical  content knowledge, unites the previous two, and helps the teacher find the  methodologically most appropriate ways to present the given content. As elaborated in the  paper, taken together, these three kinds of knowledge improve rapport between the  students and the teacher and maximize student achievement, which is the ultimate goal of  any learning process.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[8]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2796">
    <dcterms:title><![CDATA[Russian Emigration on The Balkans: The ―Limnos Episode‖  (On Memoirs and Verses of Representatives of White Army)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The article traces the role island Limnos (Greece) in the fates of  representatives of ―white movement‖ which has arisen after revolution in  Russia in 1917 and during civil war. Parts of Russian Army were on  Limnos since February 1920 till November 1921. It represents the results  of analysis of memoirs and verses by some representatives of Russian  Army, among which Ivan Kalinin, Erast Giatzintov, Ivan Sagatsky,  Nikolay Turoverov. The author of the paper revealed features of the  description of landscapes of Limnos in memoirs and verses those who  passed through Limnos. It is shown what difficulties were endured by  Russian Army on Limnos (cold, hunger, isolation from the world). It is  proved that the Russian Army under the direction of Wrangel has shown  moral courage, unity, patriotism. Authors of memoirs and verses concern  problems of mutual relations of Russians and Greeks, the inhabitants of  Limnos, what has found reflection in various forms of spiritual and  cultural dialogue.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[564]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2795">
    <dcterms:title><![CDATA[SUGGESTIONS TO IMPROVE CRITICAL READING APPLICATIONS  IN ELT/EFL CLASSES]]></dcterms:title>
    <dcterms:abstract><![CDATA[As the society we are living has become more complex and specialized in  the last decades, reading has become one of the most important skills in ELT/ EFL  teaching. The importance of connecting and commenting on the ideas are the key  elements of social and academic success. In the past decade, there has been a  sustained interest in promoting reading as a significant and viable means of language  development for second and foreign language (L2 and FL) learners (Day and  Bamford, 1998; Krashen, 1995). Critical reading is a skill which we use in our social  and academic lives. As critical readers we need to understand, question and evaluate  the texts which are actively participate in our lives. By looking at the texts which are  already there, from a different point of view will develop our critical thinking as well  as critical reading. Being one of the most frequent skills that we use in every part of  our lives, critical reading can be developed through learning and practice. In this  study the benefits of Critical (CR) practices in traditional EFL/ELT classes is  discussed and some classroom applications to improve critical reading in ELT is  presented]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[93]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2794">
    <dcterms:title><![CDATA[Strategies, New Directions and Resources for Teaching Colloquial Arabic  as a Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The spoken and written language known as Modern Standard Arabic (MSA) is  the idiom that links almost three hundred million Arabic speakers from Iraq in the East to  Morocco in the West, and it is this form of Arabic that is used in broadcast media and  newspapers, and also for speeches and addresses on formal occasions. For obvious  reasons, it is Modern Standard Arabic which is for the most part taught to students of  Arabic as a foreign language in universities and private institutes. However, for someone  to claim that they really ―know‖ Arabic, it is also necessary to master one or more of the  many colloquial Arabic languages spoken throughout the Arab world. In contrast to MSA,  Arabic colloquial languages are relegated to an inferior position in the classroom where  they are most often added as an afterthought to the MSA course (although some separate  colloquial language courses are taught in university continuing education courses and  private institutes). At least part of the difficulty in teaching colloquial Arabic is because  these languages are, for the most part, not written or standardized and thus are only  mastered through listening or speaking. Arabic colloquial languages were strengthened by  Georgetown University‘s important series of colloquial language text-books and  grammars first published in the nineteen sixties; however, today, with the advent of the  Internet and other electronic resources, this series can be supplemented or superseded  using Web 2.0 technologies such as YouTube and podcasting as well as popular songs  and cinema. In addition, many Arabic literary authors have also written text in colloquial  dialects. This paper highlights strategies and assesses resources for teaching colloquial  Arabic as a foreign language.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[38]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2793">
    <dcterms:title><![CDATA[The Bologna Process in Bosnia-Herzegovina:  Strengthening, Re-Branding, or Undermining Higher Education?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Several years after Bosnia-Herzegovina formally agreed to partake in the  Bologna Process of higher education reform, confusion, frustration, and misconceptions  still abound among the country‘s students and educators about what Bologna actually  means. This paper will analyze and discuss the process of integrating the Bologna  process into college and university English language programs in BiH.The paper will  use a number of sources in order to facilitate an in-depth exploration of the complexities  surrounding Bologna implementation. Official guidelines, texts, and declarations  published by the Council of Europe about the Bologna process will be a major source of  research for this paper. The paper will also incorporate interviews with students,  assistants, and professors from English departments of local universities to understand  the perceived reality of these changes in college-level English programs. Drawing these  sources together will be the case study of a year-long Council of Europe project devoted  to curricular reform in BiH, one which included participation of both education experts  and local English professors. By examining these sources together, this paper will  contrast and analyze the fundamental tenets of the Bologna reforms, as well as the onthe-  ground perceptions of the same process among English language teachers and  learners. The paper will seek to pinpoint some sources of confusion between these  positions, and to discuss the broader implications of these disconnects.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[682]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2792">
    <dcterms:title><![CDATA[To Use or Not to Use: First Language in Tertiary Instruction of English as a  Foreign Language]]></dcterms:title>
    <dcterms:abstract><![CDATA[The issue of whether first language (L1) use in teaching foreign languages  (FL) is justified can be considered from various perspectives. The diachronic  perspective considers the role of L1 in FL instruction along with the development of  teaching methods and linguistic theories. The taxonomic perspective concerns the  arguments for and against L1 use taking into account its cognitive, social and  affective aspects. The role of L1 can also be viewed from the empirical perspective  considering the effects of its use and examining attitudes, beliefs etc. of participants  in the dynamic process of FL teaching and learning.  The survey presented in this paper aims to investigate and compare the perception of  using Croatian in tertiary English for Specific Purposes (ESP) instruction concerning  L1 use. Two groups of respondents involved in the study were undergraduate nonlinguistic  majors at a Croatian university and ESP instructors in various higher  education institutions in several Croatian universities. The questions that the research  in this paper addresses is 1) whether the tertiary students‘ perception of using  Croatian as L1 in teaching EFL corresponds to that maintained by tertiary language  instructors and 2) whether students and instructors, respectively, support the usage of  L1 in the tertiary EFL classroom. First language use is explored in terms of necessity,  frequency, usefulness and its appropriateness for selected examples of usage. The  presented findings comprise those obtained by quantitative as well as qualitative data  analysis.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[26]]></dcterms:extent>
</rdf:Description></rdf:RDF>