<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/2781">
    <dcterms:title><![CDATA[The Teaching of [θ] and [ð] Sounds in English]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pronunciation teaching has its unique place in the curricula of most of the  European countries though it has been neglected in Turkey so far. Mispronunciation  of some core sounds is among the fundamental problems in the speech of both  nonnative pre-service and in-service teachers in Turkey. The [θ] and [ð] sounds  constitute the biggest trouble for Turks, for they do not take place in the Turkish  sound system. To remedy this case, a sample lesson plan on teaching these problem  causing-sounds has been developed according to the audio articulation method,  which is claimed to be a fossilized pronunciation mistake breaker. It is hoped that the  sample lesson plan on the [θ] and [ð] sounds will correct the pronunciation mistakes  of non-native English teachers and teacher-trainees in Turkey.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[15]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2780">
    <dcterms:title><![CDATA[University students‘ attitudes towards alternative assessment in FLT]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper describes a small-scale study of newly enrolled  university students regarding their views of nontraditional strategies of  assessment in foreign language teaching. Taking into account the importance  of attitudes to student motivation for learning, as well as contemporary  education reform issues related to assessment, the research investigates  students‘ attitudes towards alternative assessment methods, primarily peer, self  and portfolio assessment, following a one semester, undergraduate course at  University of Banjaluka. Attitudes of students from 3 different faculties -  Philology, Philosophy, and Technology, are explored and compared.  The findings reveal that majority of students endorse alternative assessment  techniques in FLT, and suggest their implementation in other subjects. This  research confirms numerous benefits of alternative assessment application at  university level, supporting beliefs of other researchers that using alternative  assessment techniques to assess student learning can lead to increased self  reflection, higher cognitive skills development, improved intrinsic motivation,  creativity, communication, cooperation, integration of language skills and  enhanced overall student performance.  In conclusion, benefits for students, teachers and institutions have been  summarized, and the use of alternative assessment recommended as an  effective supplement, if not replacement, to traditional tests and exams, which  will suit the needs of individual students by paying more respect to their  personal, linguistic and sociocultural diversity.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[580]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2779">
    <dcterms:title><![CDATA[Business English Courses:  Towards Sociolinguistic and Pragmatic Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Global business environment requires a new approach to needs analysis in  business English courses for adult learners. With increasing demand for excellent business  communicators from multinational corporations, language teachers, publishers and  materials writers are expected to offer more effective language courses. To be good  communicators learners need to acquire both linguistic and non-linguistic competence.  The latter refers to sociolinguistic and pragmatic competence and includes four basic  components: (1) practicing transferable business skills and managerial skills, (2) being  aware of intercultural differences and business etiquette, (3) understanding the principles  of business ethics and corporate social responsibility, and (4) applying the principles of  effecting business writing. Time of the course permitting, these four components  incorporated into a language course are likely to make it more attractive and useful to the  learner. This approach to language teaching was assessed in a questionnaire – tertiary  level students were asked to assess their competence, strengths and weaknesses. The  results of the study suggest that students highly appreciate the non-linguistic course  components. The respondents believe that these components are of key importance in  effective business communication and contribute to increased employability and  promotion opportunities.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[60]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2778">
    <dcterms:title><![CDATA[Ambiguity in Foreign Language Acquisition and Role of Language  Aptitude]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this article is to provide an overview of cognitive theories  important for foreign language acquisition and to emphasize the role of language  aptitude for foreign language comprehension. Language comprehension is a specific  example of the perceptual processes, and the same principles that emerge in  perception also play important role in language. Ambiguity resolution is a key  component of language comprehension, and it is similar to ambiguity in perceptual  processes. According to CANAL-FT cognitive theory of foreign language  acquisition, one of the central abilities required for foreign language acquisition is the  ability to cope with novelty and ambiguity. This ability will be explained as a part of  the experiential aspect of intelligence, based on Sternberg‘s triarchic theory of human  intelligence. Novel tasks or situations serve as good measures of intellectual ability  and more intelligent individuals move from consciously learning in a novel situation  to automating the new learning. Applied to classroom environment, this theory  predicts that language aptitude is kind of information processing and developing  expertize, rather than an entity fixed at birth. Language aptitude training should  increase language performance and lead to ambiguity resolution.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[17]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2777">
    <dcterms:title><![CDATA[A Dialectial Analysis of Grammatical Terms Defining The English  Articles]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study looks into the English article system from the perspective of  dialectics. The goal of the study is to enlarge the scope of understanding the English  article system by demonstrating that at the very elementary comminicative level is is  more appropriately characterized as a relational dialectial system rather than a simple  binary one as described in most traditional pedagogical frammar boks. This study tries  to reach this goal by interpreting such key metalingustic notions as anaphoric generic  uniquenness etc as well as the three main descriptors of the English articles which  involve article definite and indefinite For Plato dialogues or our Daily  communicational acts are fundamentally dialectial. Thus the base reasoning fort his  stady is that if we understand the Notion related to dialectic or dialectial acts better  this will in tum help us understand our own dialogical acts in general and the English  articles as a key dialogical marker in particular.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[678]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2776">
    <dcterms:title><![CDATA[THE METONYMS AND DEAF CHILDREN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language is an abstract system of symbols, which is concretely realized by  way of speech, writing and signing.  Difficulties in speech and communication in deaf children cause problems in their social,  emotional and cognitive development. Deaf children show inadequate results on semantic  tests due to their inadequate knowledge of the language, the level of concreteness and  underdeveloped linguistic associations.  These problems can be for the most part overcome with the adoption of sign language.  The aim of our study was to evaluate the meanings of certain words and their association  by deaf children, attending grades six to eight-24 students; as well as to establish the  development of the category of metonym words. We also wanted to examine the strength  of the relationship between the knowledge of sign language and the level of knowledge of  this category of words, if one existed at all.  The study incorporated a segment of the Semantic Test by S. Vladisavljevic. Pupils were  given 20 words-notions (snail, gold, snake, deer, flower, drop, fair, fox, rock and rabbit)  and it was requested of them to give all possible meanings for those words.  A qualitative and quantitative analysis was completed of the obtained linguistic material.  The obtained results showed a partial influence of the pupil‘s age and the level of  knowledge of metonyms. Also, it was observed that better knowledge of sign language  affects the results of the deaf pupils, i.e. they had better speech and understanding of word  meanings.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[112]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2775">
    <dcterms:title><![CDATA[Standard accent or Intelligibility: Desiderata for International  Communication in English as a Foreign Language with special reference to  the situation in Pakistan]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main objective of learning a foreign language these days is to acquire  communicative competence in such a language in real life situations. Being the most  important lingua franca, English is the most sought- after foreign language in the  contemporary world. There are, of course, two main options in pursuing this goal in  countries like Pakistan. The so-called elite class of the society which always tends to  set its self apart from the general masses and in some ways still wants to promote the  colonial legacy wants to adopt the standard accent of English in their communications  which means either ‗general American‘ or British ‗RP‘. The general public perforce  resorts to ‗Pingilsh‘ due to many social constraints and pursues the criteria of mutual  intelligibility, as a benchmark in speaking English as a foreign language. The aim of  this paper is to highlight the significance of ‗Pinglinsh‘ as a model to be followed in  the country uniformly in its entire system of education.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[679]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2774">
    <dcterms:title><![CDATA[Genre and Gender as Byronic Subversions in Don Juan]]></dcterms:title>
    <dcterms:abstract><![CDATA[Don Juan by Lord Byron is puzzling and engaging for a contemporary  reader because of the subversiveness of its nature manifested in transgressions of both  social and literary kind. It is classified as an epic, but it subverts every convention of  the genre, retaining only the framework. The most prominent subversion of the genre  is at the same time the subversion of gender. It is manifested in the choice, description  and action of the main hero. Within the genre which normally serves as a mirror  reflecting patriarchal society values and imposing clear-cut patterns for desired  behavior in warrior societies, Byron presents us with an effeminate version of a  notorious Spanish lover Don Juan, who gets to be chosen a hero of this unusual epic  poem. This paper aims at exploring subversive nature of the aforementioned text and  pointing out to the way gender is socially constructed and therefore changeable  category, thus bringing it into connection with ideas of Judith Butler who questions  the patriarchal discourse of power and claims that what has been sold to us as a  difference of sex was actually gender all along.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[65]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2773">
    <dcterms:title><![CDATA[Language Change]]></dcterms:title>
    <dcterms:abstract><![CDATA[Every language changes constantly. English has been changing throughout  its history and it is still changing today. New words are coming into use every day.  The input of those words changes vocabulary, pronunciation, grammar and spelling of  language. Of course, old forms and old pronunciations are dropping out of use as time  goes by. This work is about language change. There is a great variety of reasons for  language change: influence of the mass media, influence of travel and global  communications, computers and technology, social change, scientific and  technological discoveries, new concepts. First language has an effect on the  pronunciation of the English as a Second language as well. This work gives brief  answers to questions: why language changes, what are types of language change, how  language changes spread through communities, how historical circumstances  influence language change, what is the relationship between language learning and  change, what is the evolutionary path of a language etc.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[23]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2772">
    <dcterms:title><![CDATA[Interpretacija divanske poezije u nastavi bosanskog jezika i knjiţevnosti kroz  poetiku islamskog simbolizma, a posredstvom primijenjene lingvistike]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu se putem primjene znanja o etimolońkom znaĦenju rijeĦi daju odreħene  smjernice za interpretaciju divanske poezije u nastavi bosanskog jezika i knjiņevnosti.  Dekodiranju hermetĦke poetike islamskog simbolizma pristupa se interdisciplinarno;  etimologija je polazińte koje nas upuĤuje na suńtinu odreħenih pojmova koji su kontekstualno  vezani za ovu vrstu poezije, pri Ħemu se uzima u obzir i lingvostilistiĦki, semantiĦki,  pragmatiĦki i sociolońki pristup u interpretaciji pojedinih simbola, pojmova i termina, a tako i  ove poetike u cjelosti.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[101]]></dcterms:extent>
</rdf:Description></rdf:RDF>