<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/2791">
    <dcterms:title><![CDATA[Presence of Andragogical Principles in English Language Teaching Practice]]></dcterms:title>
    <dcterms:abstract><![CDATA[The contemporary market demand implies that the institutions training  English teachers need to equip them with the knowledge of teaching approaches and  techniques to be used in compulsory and non – compulsory educational settings with  the learner profiles ranging from preschool students to retirees. Malcolm S. Knowles  in his The Adult Learner (2005; 1973), while contrasting the pedagogical and  andragogical educational models, concludes: the pedagogical model excludes the  andragogical assumptions; the andragogical model includes the pedagogical  assumptions; and, an ideological andragogue should be able to use or apply the model  whose assumptions are more realistic in a given situation. One of the implications is  that the effective foreign language teachers are supposed to master both the models if  they are to teach adult learners. The second one is that the teaching styles will  oscillate on the continuum between highly teacher-centered and highly learnercentered  one due to the teachers‘ abilities and willingness to draw from both the  andragogical and pedagogical educational models. The assumptions have been tested  through a survey revealing that the teaching styles of the majority of the English  teachers of the language schools tend towards the teacher-centered pole, thus the  pedagogical model.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[64]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2790">
    <dcterms:title><![CDATA[Creation of an Online ESP Course in Web 2.0 Environment]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Internet of today offers almost unlimited options and tools for the creation  of various online teaching materials that can be used for all the needs of an ESP course,  both as main and as extracurricular (additional) materials.  After a brief introduction bringing some important facts about Web 2.0 and its use related  to e-learning, the central part of this paper will be dedicated to the creation of an online  course in English for Information and Communication Technologies (ICT) used as an  extracurricular resource for the students of the Faculty of Electrical Engineering in East  Sarajevo. The course will be described through the tools and services necessary for its  creation as well as through its organizational concepts and practical usage. Such a  description will be briefly preceded by the presentation of some general facts about the  English language, lessons, tuition and curriculum at the Faculty.  In the conclusion of the paper, some general conclusions and expected practical results  will be mentioned.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[49]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2789">
    <dcterms:title><![CDATA[A Postmodern Study of Doris Lessing‘s The Golden Notebook  in the Light of Jean-Francois Lyotard ‘s Ideas]]></dcterms:title>
    <dcterms:abstract><![CDATA[It has become a virtual commonplace of contemporary criticism that  postmodern thought challenges the Enlightenment view of human reason,  especially its assumption of a stable, autonomous subject capable of directing the  forces of history. For this reason some theorists see postmodernism as pivoting  on a reformulation of anti-Enlightenment thought that surfaced during the  nineteenth-century and which remained active throughout the modernist period.  From this perspective, literary modernism&#039;s ambivalent stance toward the  integrity of the subject is in part the legacy of Marx, Nietzsche, and Freud--  precisely those nineteenth-century thinkers who situate much of the postmodern  project. Regarding all the previous criticisms, this study clearly assumes that  postmodernism employs quite different critical methodologies from those of  modernism. Nevertheless, as Jean-Francois Lyotard suggests, evidence of this  postmodern emphasis is latent in modernism itself, most particularly in those  highly experimental or transgressive works that challenge traditional notions of  referential language, rational order, or the autonomous subject. This study,  particularly, examines Doris Lessing‘s major work for which she was awarded  Nobel Prize in Literature in 2007, The Golden Notebook (1962), in which  postmodern elements especially Lyotard‘s exists. Ultimately, the paper hails this  most influential novel as a postmodern masterpiece.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[692]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2788">
    <dcterms:title><![CDATA[PRE-SUFI NOVELS: DORIS LESSING‘S NATURAL INCLINATION FOR  SUFI THOUGHT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper discusses the impact of certain sufistic ideas on one of  Doris Lessing‘s celebrated novels: The Memoirs of a Survivor. This novel is the  example that shall be analyzed as Lessing&#039;s markedly Sufistic novel in order to show  the characteristics of Lessing&#039;s works which scholars recognize as undeniably  influenced by Sufism. The discussion in this novel is important in order to examine  the differences on the craftsmanship of the novel even before Lessing incorporated  officially to Sufism in her succeeding novels right after she has known about Sufism.  This paper also argues Lessing‘s expected inclination to Sufism, or her visions before  she finally realized how Sufism has influenced her art and her holistic evolution.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[590]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2787">
    <dcterms:title><![CDATA[Significance of Teaching Semiotic Pedagogy]]></dcterms:title>
    <dcterms:abstract><![CDATA[Charles Sanders Peirce, the father of American semiotics and pragmatism,  insisted that educational institutions be places for learning and not merely instruction.  If Peirce‘s argument is accepted, then it is necessary to redefine the role of teachers,  students, and subject matters in relation to learning semiotics, with its cultural  emphasis on codes, signs, and social interaction. Semiotics is especially appropriate  for rethinking the learning and teaching progress. In particular, semiotics is a central  part of the emerging global discipline which studies human communication as one  of the Human Science disciplines using logic based research methods of semiotics  and phenomenology to investigate social and cultural interactions.  Thus, the present article is focused on the three areas of Semiotics as defined by  Charles Morris when he participated in the Unified Science Project at the University  of Chicago: 1. Semantics; 2. Syntax; 3. Pragmatics. In the same spirit, my article  involves pedagogical activities for providing effective syllabus designs, teaching  strategies, and classroom activities that show relevance for contemporary pedagogical  studies in Communication and Cross-cultural studies.  Pedagogy based on the semiotic work of Peirce, and exemplified by his definition of  the university as a ―community of interpretation‖, forces a reconsideration of the  roles which learners, teachers, and subject matter play within educational endeavors.  This reconsideration may be called a ―semiotic pedagogy‖ of communication and  culture.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[11]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2786">
    <dcterms:title><![CDATA[Teachers&#039; Professional Development Tools: Importance and Usage]]></dcterms:title>
    <dcterms:abstract><![CDATA[Current technological developments have led to an easier access to  information leading to sociological changes worldwide. This brought about changes  in all professions, especially in teaching as one of the roles of the teachers is to  prepare their students to the world of future. This fact highlights the importance of  foreign language teaching and personal and professional development of teachers.  In order to enable professional development, professional development tools are  crucial. Richards and Farrell (2009) suggest 11 professional development activities &amp;  tools for language teachers. These are: workshops, self- monitoring, teacher  support groups, teacher journal, peer observation, teaching portfolios, analyzing  critical incidents, case analysis, peer coaching, team teaching, and action  research. In the present study, the level of importance attached to the above  mentioned tools and the frequency of their usage by the lecturers teaching at the  Foreign Languages High-school at Selçuk University is determined.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[72]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2785">
    <dcterms:title><![CDATA[French Foreign Language Teacher Candidates‘ Evaluation of the  Computer Assisted Language Teaching Course]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of the present study is to determine the foreign language  teacher candidates‘ evaluation relating to the elective Computer Assisted  Language Teaching course which was conducted for four semesters between  the academic years of 2007-2010 at Uludag University. The study group  consists of 40 teacher candidates enrolled at Uludag University Faculty of  Education, French Language Teaching Department. A questionnaire  composed of one open-ended question was administered to the teacher  candidates who had taken the course. At the end of the course, the candidates  were asked to evaluate their experiences of the course, classroom practices,  gains and teacher-student interaction. Therefore, a blank sheet of paper was  distributed so that the candidates could write their answers in detail. The  candidates‘ answers were decoded and interpreted by means of content  analysis, a qualitative analysis method. Findings of the research revealed that  the course was learner centered, the candidates had gained wide knowledge  in both technical and educational points of language teaching, they were able  to critically evaluate the language teaching websites, and finally, they had  concerns relating to course assessment.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[685]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2784">
    <dcterms:title><![CDATA[To write a textbook for teaching a ―little‖ languages]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this time of domination of English in all fields, including linguistics,  methodology of preparing textbooks for learning and teaching the foreign languages  is also under its influence. This article shows how some achievements in this field can  be well used, but also how it‘s necessary to pay attention to differences, whether  structural, sociolinguistic, or purely pragmatic when writing a textbook for teaching  the &quot;little&quot; languages such as Bosnian. Apart from some theoretical assumptions, this  article offers some very practical advice that can be applied to writing books of other  languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[680]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2783">
    <dcterms:title><![CDATA[STUDYING A DIALECT OF MALAY LANGUAGE FAMILY – THE  BATAK LANGUAGE , THROUGH FIELDWORK IN INDONESIA:  LESSONS FOR FUTURE STUDY IN THE AREA.]]></dcterms:title>
    <dcterms:abstract><![CDATA[All research is field work but field work undertaken to study a dialect of a  community ‗foreign‗ to researchers, in an unfamiliar part of the world is a particularly  daunting but enriching experience. So much about the language and culture of the  people speaking the language, the dynamics of language and culture, the way language  changes through contact with the outside world, can be learned through field study in the  area. This paper will present a preliminary study on a dialect of Malay language family,  that is, the Batak language, spoken by the Batak communities in the island of Sumatera  Indonesia in 2010. The study was undertaken as part of a module on Methods and  Approaches in Malay Linguistics taught at the National Institute of Education, Singapore  (NIE). The first part of the paper will describe the aims and preparation process  undertaken before the field trip. This will be followed by explanation on the actual study  conducted in the field and its findings in relation to the objective of the research. Lastly,  the limitations, accomplishment and implication in doing fieldwork research will be  discussed. The issue of research ethics will be highlighted whenever appropriate]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[107]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2782">
    <dcterms:title><![CDATA[Measuring Authorship - A Tribute to Forensic Discourse Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is believed by many that our fingerprints are as unique as our  DNA. Owing to the advances in modern technology and the aid of  computers, it is possible to use software that is able to measure all the  probabilities of occurrence of identical fingerprints, DNA, written or  spoken discourse. In recent years, forensic discourse analysis experts and  linguists have been trying to measure the degree to which every individual  is unique. These findings are especially relevant for analysing the content  of suicide letters, testimonies, testaments, ransom demands, confessions,  SMS messages, diary entries etc. The quest of forensic discourse analysis  is to apply the linguistic knowledge to the legal context with the aim of  deciding on the authorship of the above-mentioned short notes. In  applying the linguistic knowledge to the analysis of suicide letters, for  instance, it is of great importance to determine whether there is a murder  behind such a letter, viz. whether the letter is a genuine suicide letter.  Another interesting phenomenon is related to testimonies, viz. the degree  to which the interrogators added written content to the oral confession, or  the degree to which the testimony, based on the linguistic evidence, is  false. In this process, experts apply various methods of measuring the  degree to which the testimonies are authentic. Some of these methods  involve measuring sentence length average, word length average,  collocations analysis, and forensic transcription.  The aim of this paper is to pay tribute to forensic discourse analysis of  English texts and focus on some of its methods that are particularly related  to the application of the linguistic knowledge. In doing so, we shall focus  on a brief analysis of two well-known cases, Derek Bentley and Susan  Smith.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[566]]></dcterms:extent>
</rdf:Description></rdf:RDF>