<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/975">
    <dcterms:title><![CDATA[TEACHING MODAL VERBS EFFECTIVELY IN ESL]]></dcterms:title>
    <dcterms:abstract><![CDATA[A modal verb is a type of auxiliary verb that is used to indicate modality. The modal auxiliary verbs express a variety of moods or attitudes of the speaker towards the meaning expressed by the main or lexical verb in a clause. Many modal verbs have more than one meaning or use and in some cases two different modal verbs have some meanings or uses in common but are not completely interchangeable. Auxiliary verbs are as their name suggests, helping verbs, and help complete the form and meaning of main verbs.     Many students are not aware of the subtle shades of meaning that are found within the meaning of a modal; for example, there are many layers to the meaning of can.  What is a modal? What is modality? How do we form modals? And what do modals mean? These are the questions that many students ask when trying to learn modals. Modals are difficult for students to grasp because a modal and modality are rarely explained to the student, the form of modals does not follow the conventional rules of grammar, and there are so many meanings of modals that students often get confused about which modal to choose.    The aim of the paper is to present the various uses of these verbs, the features of modal verbs that causes difficulty and how auxiliary verbs are distinguished from other verbs. Also the scope of this paper will analysis the two ways to teach the meanings of the modal auxiliaries. The most common way to teach modals is as a list. Modals, when taught as a list, are presented like regular vocabulary which does not present the various ways each modal can be used. A better way to teach modals is as a system which is more efficient to teach modals by placing the modals in context (e.g. making guesses, giving advice, permission, request, etc.).     Keywords: teaching, modals, verbs, methods, students]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3475]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/976">
    <dcterms:title><![CDATA[IMPLEMENTING A LISTENING AND SPEAKING CURRICULUM IN A LINGUISTICALLY HOMOGENOUS ENGLISH FOR ACADEMIC PURPOSES PROGRAM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Linguistic homogeneity in English for Academic Purposes (EAP) programs can be a challenge to curriculum design and implementation. In university EAP programs where the majority of students share an L1 with classmates, instructors sometimes struggle to balance the use of the L1 and L2 in class. Despite the potential for immersion, students in these settings may also socialize primarily in their L1 rather than English, the target language.  These factors demand special consideration in courses focused on oral production and comprehension where sustained interaction and negotiation of meaning is crucial. Ninety percent of the students in the Intensive English as a Second Language Program at Michigan Technological University come from China and share an L1. In this context, the classroom provides important opportunities for interaction and negotiation of meaning in the target language.  The program recently redesigned, piloted, and evaluated a new curriculum.  Using examples from the curriculum and the classroom to present this case, I argue that linguistically homogeneous classrooms focusing on oral and aural communication require different curricula than more diverse EAP settings.  Examples from the development and delivery of the new listening and speaking curriculum are potentially applicable in both ESL and EFL settings.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3386]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/977">
    <dcterms:title><![CDATA[Balkanski identiteti u kontekstu integracija i konintegracija]]></dcterms:title>
    <dcterms:abstract><![CDATA[U procesima evroatlanskih integracija vrlo često koristi se sintagma zapadni Balkan kao politička kategorija i označava uglavnom sve države jugoistočne Evrope, koje  su   ili nisu članice  Evropske Unije ili su u pristupnim pregovorima. Određene kontraverze, nerazumijevanja ili ideološka instrumentalizacija i kontaminiranost, te i zbog straha da Evropska Unija u procesu približavanja i ulaska u članstvo ne bi tretirala sve države jugoistočne Evrope-zapadnog Balkana podjednako, na temelju napretka svake pojedine države, nastavkom takve politike prema   balkanskim   identitetima   u kontekstu integracija i konintegracija zahtijeva seriozna istraživanja.      U referatu: Balkanski  identiteti u kontekstu integracija i konintegracija, riječ je o procesu konstituiranja i transformacije   identiteta na balkanskom  prostoru. Nepoznavanje ili često nerazumijevanje ideja zapadnog Balkana  izazvano je  nedostatkom sistematski  istraživanja u koja bi se uključile i mnoge humanističke i  društvene znanosti. Promatrajući taj problem sa šireg aspekta, unutar društvenih znanosti u svijetu, uza sve mnogobrojne radove o tome, lako je uočiti da nigdje nije bilo tako teško postići pouzdano objašnjenje kao u slučaju slijedećih fenomena i procesa: konstituiranje, transformacije i funkcije balkanskog identiteta u javnosti svih nivoa i/ili svih stepena razvijenosti identiteta u kontrekstu integracija   ili konintegracija: svih etnija i subetnija, njihovih identiteta i subidentiteta, a napose naroda i narodnih zajednica, modernih nacija i nacionalne zajednice i nacija-država, koje povezuje sintagma zapadni Balkan.       Referat: Balkanski identiteti u kontekstu integracija i konintegracija, dvokomponentnim istraživačkim i interpretacijskim historisjko-pravnim metodama pojmovno treba ukazati na integracijske procese, koji su obilježili historiju Balkana (slovinstvo, panslavizam, ilirski pokret, austroslavizam, neopanslavizam, ideja jugoslavenstva, slavenski integralizam, balkanizacija) ali i najnovije, konintegracijske procese (ideja zapadnog Balkana)  i odrediti  veze i relacije sa načelima balkanskog identiteta kao pretpostavke budućeg evroatlanskog razvoja.]]></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[3158]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/978">
    <dcterms:title><![CDATA[NATO na svjetskoj geopolitičkoj sceni]]></dcterms:title>
    <dcterms:abstract><![CDATA[NATO je poznat kao do sada najmoćniji vojni savez u istoriji, kako u apsolutnom značenju borbenih sposobnosti, vatrenih i manevarskih, tako i u relativnom značenju u datom, sadašnjem vremenu. Manje ili više je poznato da NATO na odbrambene i/ili vojne aktivnosti troši više budžetskih sredstava  nego sve ostale države svijeta. NATO do sada nije izgubio ni jedan rat i potpuno je opravdao svrhu svog postojanja kako je zadano u Washington Treaty 1949. NATO kao političko-vojni savez je uglavnom poznat kao relativno samostalan ili zajednički instrument provođenja zajedničke politike svojih članica, pri čemu je dominantna upotreba sile sa naglaskom na upotrebu nuklearnih kapaciteta u strateškom interesu.     Ipak, manje vidljiva ali ne manje značajna stvar je sagladavanje NATO u svjetlu ukupnih međunarodnih odnosa na planeti, pitanje ekonomije članica NATO i njihovog učešća u svjetskoj ekonomiji, sagledavanje uloge njenih članica u drugim regionalnim i svjetskim institucijama i odnos prema pretpostavljenom neprijatelju. Širenje NATO i širenje uticaja NATO kroz partnerske programe nije bazirano samo na vojnoj sili.    Ovaj tekst će predstaviti poziciju NATO u širem medunarodnom kontekstu i dati objašnjenja odakle stvarno potiče uloga i moć NATO kao glavnog igrača u obezbjeđenju bezbjednosti kako na regionalnoj evro-atlantskoj, tako i na svjetskoj sceni.]]></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[3139]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/979">
    <dcterms:title><![CDATA[Multikulturalizam, interkulturalizam i interkulturalni dijalog u kontekstu europskih integracija]]></dcterms:title>
    <dcterms:abstract><![CDATA[Multikulturalizam i interkulturalizam, aktualni su i važni, znanstveno - teorijski i praktičko - politički pristupi kulturnim raznolikostima, kako u kontekstu Europske unije („jedinstvene u različitosti“), tako i Bosne i Hercegovine (BiH), i njenog pridruživanja Europskoj uniji (EU). O relevantnosti međunarodnih rasprava o kulturnim raznolikostima najbolje govore službeni dokumenti i deklaracije UNESCO-a i Vijeća Europe u kojima se kulturna raznolikost promovira kao resurs održivog razvoja, te faktor integracije, uključivanja i mira. Pri tome se interkulturalni dijalog ističe „kao ključ za budućnost Europe“, što je relevatno i za BiH jer istovremeno uvažava njenu kulturnu raznolikost, ali i naglašava dijalošku dimenziju njene multikulturalnosti. Naposljetku, poštivanje kulturne, vjerske i jezične raznolikosti, manjinskih prava i kulturnih prava, kao i mjere protiv rasizma, ksenofobije itd., sastavni su dio pregovaračkog poglavlja o „Pravosuđu i temeljnim ljudskim pravima“, u cilju usklađivanja zakonodavnog i institucionalnog okvira država koje pregovaraju o pristupanju Europskoj uniji, s pravnom stečevinom EU.]]></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[3152]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/980">
    <dcterms:title><![CDATA[CONTRASTIVE ANALYSIS OF ENGLISH AND  BOSNIAN CONSONANT]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a foreign language has always been rather demanding job. Learning our mother tongue, we have already acquired certain patterns of behavior that language units exhibit and when learning a new language we first notice the differences in these patterns. We become particularly aware of the differences between the patterns of our mother and second language because we memorize new language by contrasting it to the first one. However, when it comes to similarities between the languages, we do not tend to be so careful. We usually take them for granted and imply that if two language units exhibit similarity they also exhibit equality. This false similarity then misleads us into false equality. We tend to believe that words that are pronounced similarly have the same meaning, which is not always the case. The same implies to phonemes. We are well aware of the English phonemes that do not exist in our own language and believe that those existing in both languages are equal. However, there are phonemes which exist in both languages but are pronounced in a different way and are therefore totally different. This paper addresses this teaching and learning challenge raising awareness of the consonants which exist in both languages but are pronounced in a different way. Methodology used in the paper is providing of the necessary theoretical background and the contrastive analysis of the consonants according to the place and manner of their articulation. The analysis has shown that half of the existing consonants are present in both languages but only half of them are equivalents. As such this paper highlights potential problems in pronunciation and raises learners&#039; awareness.     Keywords: English consonants, Bosnian consonants,contrastive analysis, place of articulation, manner of articulation.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3405]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/981">
    <dcterms:title><![CDATA[STRATEGIES FOR APPROPRIATE AND HELPFUL TEACHER RESPONSE TO STRESSFUL SITUATIONS CAUSED BY DISRUPTIVE STUDENTS IN THE CLASSROOM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Whether you have been teaching for 20 years or you have just started your teaching career, there’s always a possibility you will have a student in your classroom with disruptive behavior. This behavior can go beyond the limits of what is considered to be acceptable in a learning environment. An obvious disruptive behavior is when the student verbally attacks, is late for class, experiences angry outbursts, social problems, etc. or simply rebels against something which is happening beyond the classroom door. However, very rarely are we, as teachers, aware of the possibility that the student might be having a mental health crisis.  We, the Language Center within South East European University, have been encountering various stressful situations, while at the same time we are struggling for balance and finding an appropriate response for students’ complaints about grades, “unfair” treatment, the policy of the faculty, etc. Hence, the research will be done within the Language Center through interviews with the academic and administrative staff and the students as well as their supervision. In our presentation, the objectives are to present several strategies to deal with stressful situations which affect the entire learning environment, including the teacher him/herself, such as: defining the problem, the reason behind it, the time of occurrence, its impact, introducing metacommunication and early communication by setting early expectations, ways to stay calm when responding to a crisis event and setting limits. We will also explore basic principles related to classroom management and a variety of strategies for early intervention in order to create a dynamic learning environment that promotes learning safety.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3374]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/982">
    <dcterms:title><![CDATA[COLOUR NAMING LEXEMES IN TENNYSON&#039;S POEM T HE L A DY O F S H A L OT T AND THEIR TRANSLATION INTO  THE SERBIAN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper certain lexical fields of colour naming lexemes from Tennyson’s poem The Lady of Shalott and their translational equivalents in Serbian are chosen in order to determine the internal system of mutual references concerning the abovementioned names of lexemes. The colours will be considered from semantic, pragmatic and stylistic aspect. The sequence of colours is given according to their cognation, according to Berlin-Kay’s Universal Theory of Categories of Basic Colours (1969). According to this theory, the colours are considered due to the principle of their frequency. This theory is based upon the postulate about achromatic and chromatic colours. The achromatic colours are white, black and grey, whereas all others are chromatic. The chromatic colours which will be analyzed after achromatic ones, in the following order, are red (with its shades: light-red, crimson and blood-red), orange, purple, blue, silver, and yellow. For comparison, a segment which is smaller than a sentence is chosen (most often it is a noun phrase, and sometimes it is a clause, depending on the length of a verse). Structural model is chosen because of its convenience for the analysis up to the clause level. The contrastive analysis is performed on the basis of tertium comparationis, represented by rhyme on formal basis, and by phrasal lexeme on the basis of contents. The corpus of research is the Tennyson&#039;s poem itself. The comparability is to a great extent determined by semantic criteria. The aim of this paper is to indicate the similarities and differences in the colour naming lexemes and also to review their use in both languages, as well as their function in literary work. The research is based upon psycholinguistic and cognitive relations between colours from one side, and emotionality and warmth from the other, and over which the conceptualization of their meaning can be revealed as well as the cultural distinctiveness of the Serbian language speakers.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3553]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/983">
    <dcterms:title><![CDATA[HOW BOSNIAN AND TURKISH STUDENTS ACQUIRE ENGLISH LANGUAGE: NEGATIVE TRANSFER IN FOREIGN LANGUAGE LEARNING]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the language transfer theory, it is assumed that the learner’s native language (NL) will positively or negatively affect his/her learning a foreign language (FL) in second language acquisition (SLA). Therefore, when there are differences between his/her NL and FL, the native language will actively aggravate foreign language learning. In case of similarities between the native language and target language, the transfer functions positively, while in case of differences, it functions negatively.      On the basis of the theories of transfer analysis and cognitive theories of second language acquisition, this paper is an attempt to find out the phenomena of native language&#039;s negative transfer in English learning by means of Turkish-English translations, as well as Bosnian-English translations, with the purpose of showing how both Turkish and Bosnian learners of English are negatively influenced by their native language knowledge in learning English.    It is hypothesised that the negative language transfer in acquiring a foreign language is inevitable, and the  differences between the learners’ NL and FL will interfere with the target language learning.     75 Bosnian and 174 Turkish students of the International University of Sarajevo filled in questionnaire specially designed to measure negative transfer from both languages, depending on major differences between Turkish and English, and Bosnian and English language in terms of grammar, reading, writing, and structure of the sentence.  The data of Bosnian-English and Turkish-English translations were collected from English Language School students (preparation school), freshmen, sophomore, junior and senior students and the major mistakes were analyzed. It is concluded that the biggest number of mistakes was due to the negative transfer from native languages, and correlates with previously identified differences. At last, suggestions for teachers and learners were proposed according to the mistakes the participants made.   Keywords: native language, foreign language, negative transfer, transfer analysis theory, cognitive theories]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3354]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/984">
    <dcterms:title><![CDATA[PRODUCT WRITING FOR BETTER LINGUISTIC AND CULTURAL ACQUISITION BY ENGLISH LANGUAGE STUDENTS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Product writing is considered uncreative and unstimulating, as it trains students to model their output according to rules and patterns. The risk students might particularly be exposed to when taught such writing is their memorising complete phrases, the most common grammatical forms and lexis used, and leaving a false impression of having mastered the register and form of selected writing patterns, and improved their linguistic and writing ability in general. Teaching product writing to students whose native culture has proven hesitant in regard to adopting correspondence as standard in certain situations, e.g. when applying for a job, complaining about a faulty product or substandard service, or writing a report to an authority, may prove additionally difficult and the achievements of a course based on it unintended.     Most people’s daily experience shows the culture of cultivated writing losing battle with truncated correspondence via e-mail and other electronic media. In light of that, learning to write and manipulate such basic forms as applications, complaints and reports may still prove beneficial for students’ writing and more general linguistic competence and adoption of the target culture. This paper presents the results of a writing course administered to first-year English undergraduates as part of a general English language skills course and analyses them in terms of the students’ actual adoption of the grammatical forms and vocabulary/register required or most commonly used in the selected forms, showing the extent of their real progress, as well as changes to their attitude toward such writing as representative of the target culture. It also reveals the role the course has had in developing the students’ awareness of learning as a process and of formative assessment, or rather, specific assessment that focused on a product, while emphasising the relevance of teaching/learning as a process.    Keywords: product writing, teaching/learning writing as a process, linguistic acquisition, cultural acquisition, formative assessment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3535]]></dcterms:extent>
</rdf:Description></rdf:RDF>