<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/965">
    <dcterms:title><![CDATA[TECHNOLOGY-ENHANCED ENGLISH LANGUAGE LEARNING]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper presents the project ‘Technology-Enhanced English Language Learning’ which was made to meet the requirements for completion of the course ‘Building Teaching Skills Through the Interactive Web’ within the E-Teacher Scholarship Program offered by the American English Institute, University of Oregon.     The project was created and conducted at the Pedagogical Faculty in Sarajevo, University of Sarajevo, in order to meet the students’ needs and address the particular issues and problems by implementing some of the technology-enhanced changes in the actual teaching context, i.e. a Class Blog, a Web Quest and a Nicenet Class. The target class for this project was a group of 30 Bachelor level students, all EFL learners, who attended the third year of Pedagogical Faculty in Sarajevo. The project was envisaged to introduce some novelties into our classes through the implementation of new technology. The aim was to increase the students’ motivation and self-confidence, foster their autonomous learning and enhance their abilities to use English more effectively in a meaningful context.    This paper presents all relevant stages of the project implementation, starting from the background information about the learners, the setting, the course goals and the students’ needs, then describing the issues that started the project and the initial solutions, elaborating on the response and changes made, and concluding with reflections about the project and suggestions resulting from it.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3458]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/966">
    <dcterms:title><![CDATA[TURKISH AS THE LANGUAGE MEDIATING ACCEPTANCE OF F A R SI SM S IN BOSNIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[Bosnian  language lexis is characterised by a number of loanwords, whereby words of eastern origin, i.e. words from Turkish, Arabic or Persian, occupy a prominent place, not only in number but also in terms of language, style and other characteristics.     Words of eastern originwere introduced in the Bosnian language mostly through Turkish and are, for that reason, referred to as turcisms. However, a more scientifically approved term is orientalisms since not all of these words belong to the Turkish lexical material, and they involve a great number of Arabic and Farsi phrases. Apart from that, not all the words of eastern origin entered the Bosnian language through Turkish exclusively, as there is a number of words that enteredBosnian directly from Arabic or Persian.     The number of turcisms in the Bosnian language is quite impressive. For instance, Škaljić’s Rječnik turcizama (Dictionary of Turcisms) contains 8,742 words (expressions) and 6,878 terms(1979: 23).     Compared to Turkish and Arabic, lexis of Persian origin is the least present –in Škaljić’s Dictionary of Turcismsthere were total 1031words of Persian origin, out of which 653 basic words and 378 derivatives (Akopdžanjan, 2010: 180). This proportionately smaller number of words of Persian origin in relation to the other two languages is quite reasonable and logical since there was no direct contact between the peoples of Bosnia and Herzegovina and Iran, as was the case with Turkey, which ruled in our region for more than five centuries. Although there was no direct contact between the two nations, influences and echoes of Iranian civilization in the Balkans, or in Bosnia and Herzegovina,were visible for centuries before the arrival of the Ottomans and Islam, since the time of settlement of the Slavs in this region. The penetration of Iranian civilization and culture on our soil continued through the expansion of Manichaeism,so the influencesof this civilization were kept in Newly-Manicheism teachings of Bogomil, and later after the arrival of the Ottomans and the acceptance of Islam in this region were restored and preserved through various Sufi and Dervish movements (Džaka, 1991: 398–399).    This paper examines the significance and role of the Turkish language as the language mediator in the case of words of Persian origin entering the Bosnian language. Before it was fully adopted by the Bosnian   language, a Persian loanword, from the moment it was borrowed from the source (Persian) to the receiver (Bosnian) language, would undergo various stages of adaptation on the phonological, morphological, and semantic plane. The focus of this paper is the analysis of semantic changes to Farsisms words that occurred due to the impact of Turkish language as a mediator.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3407]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/967">
    <dcterms:title><![CDATA[METAFORIČKI KONCEPT „LJUDSKA BIĆA SU ŽIVOTINJE“ U POEZIJI MUHAMEDA ELEZOVIĆA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ovaj rad ispituje konceptualnu metafgoru „LJUDI SU ŽIVOTINJE“ u poeziji Muhameda Elezovića, ne tako poznatog pjesmika iz Bosne, ali usko povezanog s datom temom. Kroz teorijski okvir koji su postavili Lejkof i Džonson (1980) poznat kao Kognitivna tteorija metafore, pokazano je šta nam poezija govori o životu ljudskih bića, kroz povezivanje dvije date domene, tj. „LJUDI“ i „ŽIVOTINJE“. Daje nam se na znanje nešto što nismo ni znali ili smo samo djelimično znali o sebi.    Ključne riječi: ljudi, životinje, poezija, konceptualna metafora, Muhamed Elezović]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3459]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/968">
    <dcterms:title><![CDATA[FUNNY AS HELL: CONCEPTUAL INTEGRATION THEORY AND STAND-UP COMEDY]]></dcterms:title>
    <dcterms:abstract><![CDATA[The construction of meaning in humor research falls within the cognitive group of operations present in everyday human life and occurring at a lightning speed invisible to the conscious human mind. The topic of this paper is, hereby, Cognitive-linguistic analysis of humor in stand-up comedy. The analysis is based on Fauconnier and Turner’s Blending Theory with special attention to jokes with religious content taken from the materials of American stand-up comedians. The aim of the paper is to prove that the conceptual integration theory is able to account for the creation of meaning in this type of humorous discourse. Furthermore, the analysis will try to prove that the theory of conceptual integration can explain the creation of incongruity in the blends of religious jokes and show that disparagement is inherent in this type of humor.    Keywords:Conceptual Integration Theory, Stand-up Comedy, Incongruity, Religion]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3451]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/969">
    <dcterms:title><![CDATA[TEACHING GRAMMAR IN GE AND ESP CONTEXT: A CASE STUDY OF CHEMISTRY UNIVERSITY STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching grammar of a foreign language has always been a matter of controversy. One of the most prominent, yet unsettled issue is whether grammar should be taught explicitly or implicitly. To that end, the study aims to investigate relation between contextualizing grammar teaching and students’ achievement at the end of the course. The study has been conducted among the first year students of Chemistry at the State university of Novi Pazar. Research instruments include a questionnaire administered to 25 students, as well as classroom observations. Students of chemistry have to take two courses in English language during their studies; the first course is in General English (GE), where grammar is taught explicitly, and the second course in English for Specific Purposes (ESP), where grammar points are contextualized. After the analysis of students’ achievement at the end of each term, it can be concluded that the students scored better results in the ESP course than in the GE course. Moreover, the questionnaire results revealed that students’ preferences go in favor of teaching grammar in context, which is indicated as more efficient than giving isolated examples. Another result highlighted a significant change in students’ attitude towards learning English language at the end of the ESP course.    Keywords: General English, English for Specific Purposes, Chemistry students, achievements, preferences]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3468]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/970">
    <dcterms:title><![CDATA[ULOGA SUDOVA U KONSOCIJATIVNIM USTAVNO -  PRAVNIM SISTEMIMA SLUČAJ BOSNE I HERCEGOVINE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Polazna stajališta konsocijativnog ustavnog uređenja su iscrpna i kao  takva su uslovljena brojnim faktorima koji su u središtu interesa političkih  nauka. Bosna i Hercegovina i njeno ustavno uređenje spadaju u ovu  kategoriju i predstavljaju par excellence političko pitanje. Dodatno  opterećenje postojećeg ustavnog uređenja se ogleda u obavezi harmoniziranja  postojećeg Ustava sa odlukama Evropskog suda za ljudska prava. Ovaj rad  problematizira postojeće konsocijativno ustavno uređenje u svjetlu obaveze  sprovođenja odluke Evropskog suda za ljudska prava u predmetu Sejdić i  Finci, te harmonizacije postojećeg ustavno-pravnog uređenja sa Evropskom  konvencijom o zaštiti ljudskih prava i osnovnih sloboda. Ovaj rad ne  pretendira da ponudi konačno ili sveobuhvatno rješenje nadasve složenog  političko-pravnog problema zvanog Bosna i Hercegovina, no, odluka  Evropskog suda za ljudska prava u predmetu Sejdić i Finci nudi impetus za  uspostavljanje novog ustavno-pravnog okvira na nivou Bosne i Hercegovine,  okvira u kojem će politička i druga prava ostalih biti izjednačena sa pravima  konstitutivnih naroda u Bosni i Hercegovini.  Ključne riječi: Konsocijacija, Sejdić i Finci, Evropski sud za ljudska prava,  politička prava, konstitutivni narodi, ostali, Ustav BiH, međunarodna  zajednica, Evropski sud za ljudska prava]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3080]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/971">
    <dcterms:title><![CDATA[THE LEARNING AND MASTERY OF OFFICIAL LANGUAGES: A KEY STEP TO PROFESSIONAL INSERTION IN CAMEROON]]></dcterms:title>
    <dcterms:abstract><![CDATA[Relationships with others, in this modern globalized world, command respective challenges in communication and bring closely everyone into connection with people of other languages and cultures. The latter make people require exchanging cognitive notions, thoughts and principles through this connection, and to achieve this goal a strong medium is needed: language. Language is at the heart of human beings interaction and mostly for children’s learning. Through language, one can receive knowledge and acquire skills. Language enables both to communicate with others efficiently for a variety of objectives and to scrutinize their own and others’ experiences, feelings and ideas, giving them order and meaning. Because language is central to children’s intellectual, emotional and social development, it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. This is a reality in Cameroonian schools and even at professional level. The fact that local, national, official and foreign languages are spoken in Cameroon makes the country unique and exceptional in Africa and even in the world. One can realise in Cameroon sub-system of Education, for instance, that a student can learn French, English, German, Spanish, Chinese or one of the 300 native languages that counts the country. Thus, Foreign and second language education has developed to unravel the challenges the present and prospective interlocutors encounter, by emphasizing on learning how to communicate successfully with others speaking a different language and living a different culture. Better still, the mother tongue as well as official languages (French and English) and some foreign languages ( Italian, Spanish, Chinese…) remain, in Cameroon,  part of the curriculum throughout primary, secondary and tertiary schooling, and this enables the learners to communicate worldwide and also be in acquaintance not only with their own cultural awareness but also with the others. Languages have become very important in Cameroon in looking and getting jobs in the public administration. The premise of the paper is, then, to highlight the benefits that are hidden behind the learning of languages in Cameroon. It also shows the place languages play in the development of Cameroonians’ awareness and competence in the use of two or more languages: an asset for a better insertion in society at professional level.     Keywords: Challenges, Communication, Plurilingual, Professional Level, tutored environment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3546]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/972">
    <dcterms:title><![CDATA[NEPRAVEDNA ZAJEDNICA: BOSNA I  HERCEGOVINA IZMEĐU POLITIKA  NACIONALIZMA I NEOLIBERALIZMA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Autorica teksta polazi od stajališta da su društveni problemi u Bosni i  Hercegovini uzročno-posljedično povezani s obilježjima složenog ustavnopravnog  uređenja i društvenog konteksta, ponajviše s teškoćama odvijanja  procesa tranzicije, modernizacije i globalizacije, te s posljedicama rata i  svekolike društvene krize. Protektoratski angažman Evropske Unije nad  perifernom Bosnom i Hercegovinom nije urodio očekivanom stabilizacijom i  modernizacijom.  Demokratizacija i stvaranje funkcionalne zajednice za strane i domaće  aktere politike, stavljena je u drugi plan iza političkih i tržišnih interesa.  Neoliberalna ekonomska politika u uvjetima ekonomskog i društvenog sloma  socijalizma, tranzicijske transformacije i intenziviranih globalizacijskih  procesa, nastoji se nametnuti kao dominantna. Za primjenu neoliberalnog  koncepta u domaćim nacionalističkim diskursima, dejtonski poredak je od  prvorazredne važnosti. Savezništvo politike nacionalizma i neoliberalne  ekonomske paradigme determinirajući je činilac sistemskih društvenih  sukoba u Bosni i Hercegovini.  Dejtonska ustavno-pravna zamka sa svojim prisilama deregulacije i  konfliktnim funkcijama predstavlja instrument za provođenje navedenih  politika. Ovaj nedemokratski shizofreni sistem, usmjeren protiv dobrobiti  građana, dobiva podršku iz finansijskih središta međunarodnog sistema  moći, ne nudi rješenja koja bi poboljšala položaj većine stanovništva.  Međunarodna zajednica i političke strukture u Bosni i Hercegovini dio su  istog sistema globalne i lokalne moći koji braneći se od ustavne preobrazbe i  društvenih promjena ima za cilj očuvanje društvenog statusa quo. U  proučavanju eskalacije društvenih problema važno je uočavanje ideološke sfere koja skriva realne odnose moći i njegove stvarne namjere, odnosno  načine na koji se dejtonska paradigma i nacionalizam (kao moćno ideološko  oružje u rukama političko-kriminalnih struktura) koriste kao oruđa  dominacije u stvaranju, perpetuiranju i produbljivanju jaza među klasama, te  rastućim oblicima siromaštva, nejednakosti i ugnjetavanja.  Ključne riječi: Bosna i Hercegovina, društvena tranzicija, nacionalizam,  neoliberalna paradigma.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3083]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/973">
    <dcterms:title><![CDATA[Sigurnosni propisi i osiguranje transporta opasnih materija]]></dcterms:title>
    <dcterms:abstract><![CDATA[U ovom radu dat je prikaz međunarodne klasifikacije opasnih materija prema Evropskom sporazumu o međunarodnom cestovnom prijevozu opasnih materija – ADR, te su obrađeni osnovni vidovi transporta opasnih materija u svijetu sa posebnim osvrtom na Bosnu i Hercegovinu. Akcent je stavljen na sigurnosni aspekt transporta opasnih materija, posebno na transport zapaljivih tečnih materija iz klase 3. klasifikacije, iz razloga njihovog značajnijeg učešća u ukupnom transportu opasnih materija. Navedeni su međunarodni sigurnosni propisi iz oblasti transporta opasnih materija, ali je ukazano i na potrebu usvajanja nacionalnih sigurnosnih propisa. Cilj ovih propisa je da osiguraju siguran transport i da minimaliziraju rizik nesreća, koje su povezane sa narušavanjem zdravlja ljudi ili zagađenjem životne sredine. U kontekstu nastanka šteta nezaobilazno je pitanje osiguranja transporta opasnih materija, odnosno osiguranja od odgovornosti za štete učinjene trećim licima, koje je namijenjeno, prije svega, svim pravnim licima koja imaju zakonsku obavezu da pribave policu osiguranja odgovornosti za štete, koje mogu nastati u prijevozu opasnih materija.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3135]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/974">
    <dcterms:title><![CDATA[APOLOGY IN USE]]></dcterms:title>
    <dcterms:abstract><![CDATA[There have been many researchers (Holmes, Brown and Levinson, Olshtain, Blum-Kulka, House, Kasper) who have devoted themselves to the analysis of one of the basic units of human linguistic communication - the act of apologizing. An apology, as argued by Holmes (1989), is seen as a facesupportive act. As such, it does not impose on hearer’s face. It has been understood that the act of apologizing serves as a social goal of maintaining harmony between the speakers and in order to make it convincing and workable it has to be used with appropriate strategies. Olshtain (1989) claimed that apologies do not differ drastically across languages and therefore it could be said that they are mostly universal. Interestingly enough, what Blum-Kulka, House and Kasper (1989: 21) noticed is that apologies are used with different degrees of intensity. Speakers may use intensifiers or upgraders to increase the power of their apology (‘I’m so sorry’, ‘I’m really sorry’), but they may also use other modality markers such as downgraders to avoid using of apology and minimize their guilt (ex. I didn’t know you’d be eager to go out tonight.).    Moreover, an act of apologizing might not accompany the set of realization patterns typical for apologizing and does not have to coincide with speaker’s pragmatic intention. ‘Sorry ‘bout that!’ is an example that one may find in contexts in which a speaker is not apologizing for something s/he did, but s/he is sarcastic or just superficially using the pattern to avoid a sincere apology. In other words, meaning does not have to be tightly connected to the pragmatic intention whatsoever. Still, the aim of this paper will be to analyze the structure of an apology using data collection instruments, such as discourse completion test (DCT), rating scales and role-plays, in order to elicit apologetic data produced by non-native speakers who are highly proficient in English and who are responsible for teaching and guiding young generations. Indeed, the paper will examine teachers’ apologetic competences as a type of knowledge that everyone needs to acquire, process, develop, use and display on a daily basis. The analysis of teachers’ contextual perceptions and choices of apology strategies openly indicates their socio-pragmatic performance through written and oral tasks, and their pragmalinguistic performance as well.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3564]]></dcterms:extent>
</rdf:Description></rdf:RDF>