<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/2721">
    <dcterms:title><![CDATA[The Challenge of Intercultural Communicative Competence for Polish  Learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Intercultural Communicative Competence is a well established field of study  with a well documented and constructed theoretical model which also provides clear skills  and goals attainable for ICC learners. The skills, goals and attitudes can be evaluated by  the use of Self-Awareness Inventories with an ICC training programme utilising SAI data.  The question is what are the challenges of developing an intercultural ability which faced  by largely homogeneous cultural societies, such as Poland. Much of current Polish  research into ICC is limited and focused on investigating Polish intercultural business  experiences or examining Hofstede‘s dimensions in relation to specific cultural groups  and regions. Little work has been undertaken on the issues that Polish people face in  developing ICC.  This paper will present findings of research conducted regarding challenges that Polish  learners of ICC face in the developing the necessary skills and goals. The paper is based  on an SAI which was developed by the author specifically to evaluate socio-cultural  background factors and their relationship to the development of ICC skills. The results of  the survey provide indicators to certain areas which may hamper or effect intercultural  communicative competence.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[42]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2720">
    <dcterms:title><![CDATA[Perceived lexical similarities between L2 Italian and L3 English in the  reading comprehension of Croatian-Italian bilingual EFL learners]]></dcterms:title>
    <dcterms:abstract><![CDATA[Recent studies investigating transfer in language acquisition have shown  that not only the knowledge of a first language, but also all other languages known to  a person may facilitate the acquisition of a new language. This is also the case with  languages belonging to different language families such as English and Italian,  which, nonetheless, have many conspicuous lexical similarities. Whereas studies  have concentrated on language production and error analysis, it is necessary to  acknowledge the importance of investigating third language comprehension as well.  The present study examines the perception of lexical similarities in written text  comprehension by Croatian-Italian bilinguals who are at two distinct levels of  English proficiency. A form involving similarity judgments for lexical items varying  in the degree of formal and semantic similarity has been designed drawing on real  language use as provided by corpora. The results obtained are compared to objective  formal similarity as provided by a string matching algorithm, the normalized  Levenshtein distance. Results suggest that the ratings of lexical similarity perceived  by the learners are related to formal and semantic word similarity. They also indicate  that in the case of semantically similar words older students rely more on previously  acquired lexical knowledge, whereas younger learners tend to give more uniform  ratings relying more on formal similarity. We suggest that an explicit approach to  raising the learners‘ awareness of language similarity and to promoting transfer as a  learning strategy would improve the third language learning process and its outcome]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[25]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2719">
    <dcterms:title><![CDATA[FOSTERING THE DEVELOPMENT OF ANALYTICAL AND  CRITICAL THINKING SKILLS IN AN UNDERGRADUATE READING  COURSE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language departments of most universities have a purpose in offering a  reading course to freshmen. Students need to get prepared for heavy academic reading  load, and learn how to tackle with texts of different lengths and genres. Reading,  generally, is an analytical and critical process. It requires reflection and desicionmaking.  Reading comprehension enhances through better thinking skills. However,  thinking skills are not explicitly taught in reading classes. Modern trends in teaching  reading skills integrate explicit instruction of analythical thinking and critical thinking  skills. This paper seeks the ways of designing a reading course for freshmen in which  identifyable analythical and critical thinking skills are integrated into reading skills,  and the reading subjects and activities emphatically foster thinking and reflection.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[31]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2718">
    <dcterms:title><![CDATA[Nominalni stil u jeziku reklame u Italiji]]></dcterms:title>
    <dcterms:abstract><![CDATA[M. Garavelli (1971:2003) definińe nominalni stil kao sintaktiĦku jedinicu  koja u osnovi ima „una frase in cui la funzione predicativa è affidata a una forma  della classe morfologica dei nomi‖. U italijanskom jeziku uopńte, nominalni stil je  toliko rasprostranjen da je postepeno izgubio sopstvenu stilsku moĤ. Razlog za  njegovu tako veliku upotrebu moņe biti taj ńto se imenske reĦenice smatraju idealnim  sredstvom koje moņe odgovoriti zahtjevu jeziĦke ekonomiĦnosti, posebno u nekim  kanalima prenońenja (prije svega usmenom, ali i pisanom: u jeziku novina pa i samoj  reklami). U radu Ĥemo prenijeti klasifikaciju razliĦitih vrsta nominalnog stila u  zavisnosti od pozicije u kojoj se nalaze subjekat i predikat i ograniĦiti se na primjere  u jeziku televizijske i novinske reklame.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[77]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2717">
    <dcterms:title><![CDATA[The concept of ―embryo‖ between the Indo-European and the Semitic  worlds:  a multilinguistic and multicultural analysis.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present contribution aims to a multilinguistic and multicultural  analysis of the concept of ‗embryo‘ both in Indo-European and Semitic  worlds.  The question about embryo‘s status is strictly linked to the present ethic and  medical scientific environments. Leaving out bioethical problems, this  contribution sketches the main features of the concept of embryo mostly from a  linguistic point of view and then tries to value some cultural consequences.  Starting with the presentation of the Garbhopaniṣ ad, an ancient Sanskrit text,  composed between the 7th and 4th centuries BC, that illustrated the  development of embryo from the fertilization and the very first weeks of  pregnancy to birth, through a representative selection of Greek and Latin  Authors who explicate embryo‘s nature, its features, its development and the  moment in which a foetus can be considered a human being (the exempla are  selected from both medical and philosophical classical texts), we close with a  few words about the ―embryo‖ in semitic languages and cultures.  The analysis is about linguistics (with a close terminological examination) and  cultural studies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[70]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2716">
    <dcterms:title><![CDATA[Technology Usage of Teachers in High Schools of Erbil City]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this research, high school teachers‘ technology usage rates in lessons or prelesson  period in Erbil City, Kurdistan Region-Iraq, is studied. A questionnaire was  prepared and the survey was done in April 2010 in 7 high schools on 65 teachers. The  research included most of the technologies in education such as board, book, projection  and internet. According to the results, it is obtained that high school teachers in Erbil have  never used some technologies and are not using some technologies sufficiently except  from boards and books. One of the reasons for this is identified as these technologies are  not available in schools. It is remarkable that most of the teachers have computers and  internet connection at home but they are not using these technologies for their lessons  despite the striking improvements in educational technologies.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[34]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2715">
    <dcterms:title><![CDATA[Reciprocal images of Turkish and Portuguese university students: for an  intercultural mediation between Portugal and Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper proposes to present an ongoing research project aiming at  diagnosing the reciprocal language and cultural images of Portuguese learners of  Turkish and Turkish learners of Portuguese as foreign languages in the Higher  Education context. As a case-study format project following an eminently  qualitative approach, it includes the application, analysis and interpretation of  the results of three distinct and sequential data-collection instruments: two  questionnaires/surveys, a collective interview, and an on-line platform that will  serve as a space for the interaction of the students of both countries. Conclusions  are to be taken on how the images/social representations the two groups of  students construct of each other pertain on their knowledge and attitudes towards  each other, and, ultimately, on their intercultural competence. Based on these  conclusions, ―cultural awareness‖ and intercultural competence development  guidelines, at the level of foreign language learning – teaching, are to be devised  and provided to be applied in Portuguese and Turkish higher education  institutions.  In this article we intend to account for the first questionnaire/survey, a more  quantitatively devised data collection instrument, which has been already applied  to the students involved in the study.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[45]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2714">
    <dcterms:title><![CDATA[The Use Of Collocations By Advanced Learners Of English: Noun –Noun  And Adjective-Noun Collocations]]></dcterms:title>
    <dcterms:abstract><![CDATA[The study‘s main aim is to find out how advanced learners of  English whose mother tongue is Turkish are dealing with collocations and  where these learners‘ main errors stem from. In order to have a basic insight  into the sources of error, the learners‘ written works will be exploited. The  students are at the department of langugage teaching education and they will  be the prospective teachers of English. This paper attempts to investigate these  students‘ written works to figure out to what extent they make use of  collocations, their sources of errors and mistakes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[78]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2713">
    <dcterms:title><![CDATA[Intercultural Learning and Non-Formal Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[The modern world of globalization offers a vast field for bringing cultures  together and making the previous distances disappear. Nowadays, people with  different cultural backgrounds share the same neighborhood. The question is whether  people representing different cultures live next to each other hating the others and the  diversity or whether they appreciate the value of intercultural society; whether the  interaction between the two presupposes an inevitable clash or it is rather a process  leading to harmony; whether different cultures can coexist based on mutual  acceptance or respect; whether there are some processes to go through and whether  there are certain difficulties to cope with.  The paper introduces the dimension of cultures, the possible fusions and clashes  among the societies or individuals representing different cultural backgrounds and  sharing different mindsets on reality. It targets the question of how to deal with  difference; how to build trust and tolerance between the representatives of an oriental  culture with that of western; how to have a Christian live next to a Muslim? How can  we valorize those cultures and learn throughout the process?  Speaking of learning in intercultural communication, the paper underlines the key  competences that should be developed in the ―citizen of the world‖. When doing so,  we introduce alternative approaches to the process of information acquisition, sharing,  and breaking the barricades – non-formal education tools found in the paper tend to  bring interculturality to the level of consciousness and develop the sense of  ―devouring diversity‖ from a more practical point of view.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[80]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2712">
    <dcterms:title><![CDATA[Mass Media (TV and Radio) News and Language Learning]]></dcterms:title>
    <dcterms:abstract><![CDATA[Two important issues regarding the selection and preparation of TV news  for language learning are: the content of the news and the linguistic difficulty.  Content is described as being specialized or universal. Universal contexts are likely  to be more comprehensible than specialized contexts. As for the linguistic difficulty,  it consists of acoustic, lexical/syntactic and text-type difficulties. With regard to texttype,  four types of spoken and visual elements are identified: symbolic, referential,  schematic, and iconic. Audiovisual texts with greater iconic combinations are likely  to be more comprehensible for language learning.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[595]]></dcterms:extent>
</rdf:Description></rdf:RDF>