<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/935">
    <dcterms:title><![CDATA[LEARNING ENGLISH AS LINGUA FRANCA IN TODAY’S  GLOBAL COMMUNICATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Motivation has been accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language learning. Motivation is the force that initiates learning and later  sustains the long and tedious learning process.    Without sufficient motivation, even individuals with the most remarkable language learning aptitude cannot accomplish long-term goals, and neither are appropriate curricula and good teaching enough on their own  to ensure student achievement.    Due to complex nature of language which is at the same time means of communication, part of identity, and the most important channel of social organization, motivation research is very complex task.Language is at the same time: a) acommunication coding system that can be taught as a school subject; b) an integral part of the individual&#039;s identity involved in almost all mental activities; and c)the most important channel of social organization embedded in the culture of the community where it is used (Dorney, 1998).    A general assumption underlying this overview is the belief that L2 motivation is a complex, multifaceted construct, and that different approaches emphasize different aspects of its complexity. However, no theory has managed to represent it in its total complexity.    Nowadays, English language became means of global communication due to its use in contemporary technology and electronic communication, so learning is not only limited to formal surroundings, such as classroom. On the contrary, learners have a chance to be in contact with English language every day using the Internet, watching popular films, and listening to music originating from English speaking countries.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3511]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/936">
    <dcterms:title><![CDATA[NOMINAL COMPOUNDS IN TECHNICAL ENGLISH]]></dcterms:title>
    <dcterms:abstract><![CDATA[An important feature of technical English is a sequence of modifiers placed in front of the final noun, the head noun. These structures, called (lexicalised) noun phrases or nominal compounds, are very productive and they are mainly used as text compression devices. Since the number of modifiers is not limited, rather long and complex structures found in scientific and technical texts may cause ambiguity, difficulties in comprehension or even misinterpretation. In this paper, complex noun phrases extracted from technical English textbooks and scientific papers in the field of electrical and computer engineering are classified into two groups depending on what elements they consist of, i.e., i) different-component compounds, and ii) noun compounds. We also discuss the problem of the analysis and interpretation of the meaning of nominal compounds since these issues usually pose major challenges for the translation of scientific texts written in English into Croatian.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3456]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/937">
    <dcterms:title><![CDATA[AKTUALNOSTI UZDRŽAVANJA IZMEĐU SRODNIKA]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu se analiziraju specifičnosti, dinamika i aktualni trendovi u sklopu instituta uzdržavanja  između srodnika.  Autor ističe kako antropološka podloga i društvena verifikacija prava i obveze srodničkog  uzdržavanja usporedno osnažuju ovaj segment obiteljskih odnosa. Kritički analizira važeće normativne  pristupe i stajališta pravne prakse, navodeći aktualne dvojbe i poteškoće u ostvarivanju tog prava  unutar različitih kategorija srodnika. Navodi nužnost promjene nekih normativnih rješenja u svrhu  omogućavanja jednostavnijeg postupka i lakšeg ostvarivanja prava na uzdržavanje, te naglašava potrebu  većeg i učinkovitijeg angažmana državnih tijela u situacijama kada izostane ispunjavanje obveze od  strane davatelja uzdržavanja.  Ključne riječi: pravo i obveza uzdržavanja, obiteljska i srodnička solidarnost, uzdržavanje između  različitih kategorija srodnika, društvena intervencija.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Faculty of Law, University of Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3010]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/938">
    <dcterms:title><![CDATA[PRAVO NA SAZNANJE PODRIJETLA I NAJBOLJI INTERES DJETETA]]></dcterms:title>
    <dcterms:abstract><![CDATA[U radu se analizira korelacija prava na saznanje vlastitoga podrijetla i  pravnog standarda najboljeg interesa djeteta. Autor iznosi antropološku podlogu  vrednovanja prava na saznanje podrijetla kao izvornog ljudskog prava i njegovu  vezanost za utvrđivanje majčinstva i očinstva. Kritički analizira važeća  normativna rješenja međunarodnih i domaćih akata, navodeći poteškoće i dvojbe  u ostvarivanju tog prava unutar različitih segmenata obiteljskopravnih odnosa.  Ističe svrhovitost načelne i suštinske podudarnosti prava na saznanje podrijetla i  najboljeg interesa djeteta, ali i navodi specifične životne okolnosti kao moguće  iznimke. Autor je posebnu pozornost usmjerio na davanje mogućih primjedbi i  prijedloga pro futuro.  Ključne riječi: pravo na saznanje podrijetla, majčinstvo, očinstvo,  najbolji interes djeteta.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Law faculty of University Džemal Bijedić Mostar]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3039]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/939">
    <dcterms:title><![CDATA[CONTRASTIVEANALYSISAS A DIDACTICTOOL IN THE ACQUISITION OF THE SPANISH ARTICLEFOR SLOVENIANLEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to present an approach to the teaching for meaningful learning of the article from the perspective of Contrastive Analysis between the Spanish and Slovene article. This work will take into account, firstly, on the role of plurilingualism set by the CEFR, and secondly, the pedagogical potential of notion of linguistic awareness, and all the didactics implications that entails. The research wants to focus on the similarities and differences between the uses of article in Slovenian and Spanish language, in order to contribute to the development of plurilingual awareness of the Slovene students. Although several hypotheses in Contrastive Analysis have been rejected in the past, we still consider it as a very useful tool for language teaching.   Keywords: Contrastive Analysis, Spanish article, mother tongue, Second Language Acquisition, plurilingualism, linguistic awareness.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3435]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/940">
    <dcterms:title><![CDATA[A CRITICAL OVERVIEW OF ENGLISH LANGUAGE TEACHER  EDUCATION IN TURKISH EDUCATION SYSTEM: PRE-SERVICE  AND IN-SERVICE]]></dcterms:title>
    <dcterms:abstract><![CDATA[A teacher is an essential part of any education systems. Teacher training is always in the center of  politics and various attempts have been made for it to become more efficient. Furthermore, great effort has  been spent for improving language teacher education for more than 150 years in the Turkish Education  System. Therefore, the purpose of this paper is to reveal the changes which have occurred in both pre-service  and in-service language teacher training between the times of Ottoman Empire and Republic of Turkey]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3452]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/941">
    <dcterms:title><![CDATA[THE RELATIONSHIP AMONG EFL LEARNERS’ CREATIVITY, EMOTIONAL INTELLIGENCR, AND SELF-EFFICACY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The thrust of the current study was to investigate the relationship among EFL learners&#039; creativity (CR), emotional intelligence (EI), and self-efficacy (SE). To this end, a group of 120 male and female learners, between the ages of 19 and 35 studying BA in English Translation and MA in Teaching English at Islamic Azad University, Central Tehran were selected using convenient sampling and were given three questionnaires: Bar-On’s EQ-I questionnaire by Bar-On (1997), the General Self-Efficacy Scale questionnaire (SGSES) by Sherer et al. (1982), and a questionnaire of creativity (CR) by O&#039;Neil, Abedi, and Spielberger (1992). Analysis of the results through Pearson Moment Correlation Coefficient showed that there was not a significant relationship between students’ CR and EI, and EI and SE. In addition, CR and SE were correlated significantly but negatively. Multiple regressions revealed that CR could significantly predict SE. Regarding the findings of the study, the obtained results may help EFL teachers, teacher trainers, materials developers, and educational policy makers to possess a broader perspective and heightened degree knowledge toward the TEFL practice and to take practical steps toward the attainments of the desired objectives of the profession.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3559]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/942">
    <dcterms:title><![CDATA[ELEVATING THE DEVELOPMENT OF LISTENING SKILLS TO FOSTER SLA IN AN ASIAN CONTEXT]]></dcterms:title>
    <dcterms:abstract><![CDATA[In EFL curricula where language is taught as a knowledge set, links between pedagogical theory and practice can be quite strong. However, links between pedagogical theory and practice seems more tenuous when applied to the teaching of skills, in particular, L2 listening skills which are often left to develop as byproducts of a student’s grammatical and lexical understanding. And, in many contexts, this oversight can have serious consequences. Given that English is a stress-timed language, learners coming from syllabletimed or mora-timed languages, such as Japanese or Korean, can be robbed of learning opportunities when listening skills are deficient. The crucial role of comprehensible input in second language acquisition is well established, so when learners have developed listening skills, all language that is basically understood is available as a learning opportunity as comprehensible input. However, when learners have incipient listening skills, learners are often unable to comprehend auditory input containing words that are largely understood, thus losing opportunities for L2 language development. Learners coming from syllable-timed or mora-timed languages often lack a natural understanding of suprasegmental phonology, impeding comprehension. It is well established in the research literature that listening skills are best taught as a set of sub-skills to help students develop a basic phonetic awareness, however such research findings have not always made it into practice. This qualitative study reports on a set of first year university students at a Japanese university where listening was taught as a set of sub-skills. An overwhelming majority felt this type of instruction helped to improve their listening skills, suggesting that this fundamental pedagogy needs greater emphasis in countries with syllable-timed or mora-timed native languages. The results of this study are described and interpreted in the context of the English education system in Japan.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3352]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/943">
    <dcterms:title><![CDATA[THE LINGUISTIC LANDSCAPES OF MOSTAR AND LEUVEN: A COMPARATIVE STUDY]]></dcterms:title>
    <dcterms:abstract><![CDATA[Linguistic landscaping is a pioneering subfield of sociolinguistics exploring language in its written form in urban contexts. Since 1997 (Laundry and Bourhis, 1997), as a swiftly expanding research area worldwide, it has proved to be a relevant instrument for measuring various social and linguistic phenomena in multiethnic and multicultural ecologies (Backhaus, 2007; Ben-Rafael e.a., 2006; Edelman, 2010; Grbavac, 2012; Pavlenko, 2010 etc.) This paper aims at a comparative analysis of the linguistic landscapes of two seemingly different sociolinguistic surroundings: the city of Mostar in Bosnia and Herzegovina and the city of Leuven in Belgium. The motivation and justification for this research lies in the fact that the linguistic landscapes of these two cities have not been inspected so far through the LL research methods. Furthermore both cities are embedded in similar yet different political, ideological, cultural, social and linguistic settings. Therefore the aim of the paper is to outline the similarities and differences of these two sociolinguistic contexts visible in the linguistic landscape. We propose the hypothesis that the two linguistic landscapes will show some similarities in language usage patterns and in the collective identity construction modes. Both LLs are set in regions where different languages and cultures are intertwined, therefore we expect to find some possibly universal matrices. Additionally, the contribution of this paper is to be seen in the documentary value of the research.    Key words: linguistic landscape, comparative studies, multiethnic ecologies, linguistic diversity]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3455]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/944">
    <dcterms:title><![CDATA[“OUR NEIGHBOURING COUNTRIES”: RAISING MULTICULTURAL AWARENESS THROUGH A CLIL PROJECT FOR YOUNG LEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents a CLIL project, which was designed and piloted for 18 weeks with 6th grade students of an experimental primary school, in northern Greece, aiming to interweave language and content learning. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their multicultural awareness c) enhance their knowledge in aspects of cultures of neighbouring countries and corresponding aspects of Geography. Stories were at the ‘core’ of the project, since they are considered motivating and fun, as well as an optimal way to introduce children to a diversity of cultures. The CLIL courses were designed in the form of a ‘story-based’ mini syllabus, including common traditional stories from our neighbouring countries in the Balkan and North-East Mediterranean area. Multimodal materials, such as stories, ppt, video clips, songs were used to arouse the students’ interest within a ‘task-based’ framework, which called for working together on a common group task, helping each other and interacting while being involved in “problem-solving”.  The effectiveness and feasibility of the project were estimated by collecting both qualitative and quantitative data. The results indicated the positive effect of the CLIL approach on the students’ skills in the target language along with the students’ considerable familiarization with the target cultures.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3413]]></dcterms:extent>
</rdf:Description></rdf:RDF>