<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/2701">
    <dcterms:title><![CDATA[An Analytic Interpretation of Grammatical Phrases  Construing the English Articles]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper studies the English article system from the perspective of  dialectics. The aim of the study is to expand the area of understanding the English  article system by showing that at the very elementary communicative level is more  relevantly indicated as a relational dialectical system rather than a simple binary one  as characterized in most traditional pedagogical grammar books. This research  attempts to reach this objective by interpreting such key metalingustic notions as  anaphoric generic uniqueness 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 dialectical. Thus the base reasoning for his  research is that if we understand the Notion linked to dialectic or dialectical acts  better this will in turn help us comprehend 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[30]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2700">
    <dcterms:title><![CDATA[Corrective feedback on the oral production and its influence in the  intercultural classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[The role of error correction or corrective feedback has been studied and  emphasized since the beginning of language learning. The term largely relates to the four  skills of language such as reading, writing, speaking and writing. This article will focus  on the oral production and will have a look at language acquisition in an intercultural  classes. The positive feedback will be discussed and the attitude of the teacher towards  the learners will be explored through the research. The language learning can be effected  negatively or positively by the way of the teachers‘ attitude towards the learner. The  article focuses on the different examples of corrective feedback and its influence in the  intercultural classes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[41]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2699">
    <dcterms:title><![CDATA[A study of anxiety among the Graduation Learners of English as a Foreign  Language in Pakistan.]]></dcterms:title>
    <dcterms:abstract><![CDATA[The learning of English as a foreign language in Pakistan takes place in  two different types of Educational Institutions – Urdu and English Medium. Some  students, in a pilot study, were reported to have acquitted themselves well in their  language class while others not so well, particularly in speaking the language in the  classroom. The main reason for low performance in this regard was reportedly  attributed to anxiety and nervousness among the low performers. In order to ascertain  this hypothesis empirically, this researcher carried out a full fledge research to this  effect. The study as such used qualitative semi- structured individual interviews and  focus group discussion. A total of thirty four participants including twenty seven  learners and seven experienced language teachers participated in the research. The  findings suggest that anxiety in communication stems, on the one hand, in the learners  from their self created perceptions and beliefs about themselves, and on the other,  from the strict and formal classroom environment in the educational institutions. On  the basis of these findings the study suggests some measures to be followed in the  classroom to alleviate the element of anxiety in the learners. Such measures are  expected to yield positive results in the performance of the learners.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[22]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2698">
    <dcterms:title><![CDATA[Teaching Business English for Distance Learning Students – Challenges,  Problems and Potential Solutions]]></dcterms:title>
    <dcterms:abstract><![CDATA[Distance learning has become a type of learning which is increasingly  preferred by students both in bachelor and master programs at the Faculty of Economics  and Business Administration, mainly due to economic reasons which force young people  to start working immediately after finishing high-school. However, distance learning is  also a solution for middle-aged people who graduated different universities in their youth,  but have professions which are no longer requested on the job market. As the spectrum of  distance learning students is so heterogeneous from different points of view such as age  or professional background, teaching English to such students has encountered a number  of challenges and problems that we have been trying to cope with so far. In order to  identify these problems, we have made a survey among distance learning students from  our faculty by using questionnaires and guided interviews. We have also made a  summary of the issues identified in our teaching experience and we have talked to  colleagues who are in the same situation in order to discover the common points. The  paper will present the results of this investigation and the solutions we propose, solutions  which are based on our 10 year-experience in teaching distance learning students as well  as on the review of specialized literature in this area.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[54]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2697">
    <dcterms:title><![CDATA[How to Teach Phrasal Verbs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching phrasal verbs is a difficult area. Many a study has proved that  contextualization has an important positive effect on the ability of the students to  decipher the correct meaning of a phrasal verb. In this article you will read some useful  approaches to the presentation of phrasal verbs to improve the students‘ level of  understanding.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[43]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2696">
    <dcterms:title><![CDATA[Postmodern Narrative Strategies in Paul Auster&#039;s Novels Man in the Dark  and Invisible]]></dcterms:title>
    <dcterms:abstract><![CDATA[In many of his novels Paul Auster uses characteristic postmodern narrative  strategies in order to tell their stories, introduce the characters and depict the  atmosphere. The two novels that are the central topic of this paper, &quot;Man in the Dark&quot;  and &quot;Invisible&quot;, belong to the category of his recent novels, and, observed both as  separate units and as a whole, present an excellent example for the identification and  analysis of such strategies. After a brief general introduction about postmodern  narrative strategies in literature, the strategies used in the named novels will be  identified and analyzed, with respect to various narrative theories that exist in present  time, and that will bring to some general conclusions at the final part of the paper.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[50]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2695">
    <dcterms:title><![CDATA[DOMESTIC MOTIVATION IN METAPHORICAL  CONSTRUCTIONS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The main focus of this paper is a comparison of cultural perceptions and motivation in  metaphoric constructions reflected through phraseology used in American English and  Serbian languages. Phraseology used in these languages is seen as collective wisdom  shaped through centuries. The premise of the analytical methodology used in the paper is  that there is a strong correlation between cultures and phrases that they use, or, in other  words, the phrases used in a culture are not mere linguistic creations but an archetypal  engendering of beliefs, thoughts, history and cognitive horizons and limitation.  The paper is comprised of three main parts whose sequence is arranged so that the first  part elucidates the basic concepts underpinning the function and notion of phraseology.  Different views are provided in an attempt to induce a comprehensive framework theory  which would encompass and reflect all the properties of phraseology and usher the reader  into the next part.  Part two looks closely into a substantial number of American English common  phraseologisms and almost as many Serbian ones. They are compared and segregated into  groups in a way that makes the inference that follows easier and more exact.  The phrases having been analyzed and statistically processed, conclusions are laid out in  the last part about the most apparent similarities and differences existing in the two  languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[44]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2694">
    <dcterms:title><![CDATA[Dyslexia/dysgraphia and foreign-language learning: analysis of written discourse (an example from Croatia)]]></dcterms:title>
    <dcterms:abstract><![CDATA[Dyslexia is a learning disability that can significantly affect both the learning  process of a foreign language and competences in a foreign language. Although dyslexia  is highly individualized, dyslexic people usually face problems with sound differentiation,  pronunciation and visual discrimination, since they lack phonological perception. This in  turn affects their reading and writing skills. Additionally, dyslexia is characterized by  non-linguistic symptoms such as memory deficit, concentration dysfunction, spatial  disorientation, information processing and organization, as well as difficulties relating to  perceptual abilities, rapid naming, sequencing, and the automaticity of basic skills  (European Dyslexia Association).  The aim of this paper is to present the outcomes of research conducted on  dyslexic/dysgraphic learners of English (the focus group) and non-dyslexic learners of  English (the control group), both of whose mother tongue is Croatian. The research is  based on a comparative analysis of written discourse. The objective of the research was  twofold: to identify differences between the groups of the participants and to check  whether dyslexia affects competences in a foreign language in the same way as the native  language of a learner. The outcomes of the research are in line with the current theories on  the issue, but also reveal some interesting aspects about the effect of dyslexia on learning  foreign languages.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[9]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2693">
    <dcterms:title><![CDATA[TEAMWORK    -Activities for Communication in English-  ]]></dcterms:title>
    <dcterms:abstract><![CDATA[The intent in putting this book together was to provide students with models of language, and ample opportunities to use them meaning fully, purposively, and creatively for self-expression, and thereby to gain practical experience, communicative skills, and confidence in using English.   The emphasis is on performance of language through developing ability to &quot;think in English&quot;. The requirement is that students actively engage and participate in using language for communication and thereby develop their skills through interaction in English.   While emphasis is on fluency development, accuracy practice is also provided through the language modeled and subsequent exercises to help students enhance their communicative competence in using English.   ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publications]]></dcterms:publisher>
    <dcterms:date><![CDATA[2011-05-01]]></dcterms:date>
    <dcterms:extent><![CDATA[1078]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2692">
    <dcterms:title><![CDATA[REVISION AND IMPROVEMENT OF THE HS CABLE NET INFORMATION SYSTEM]]></dcterms:title>
    <dcterms:abstract><![CDATA[Through the cable internet speed levels incerased and prices decreased which led to great user satisfaction, however, still there are certain issues needed to be revealed in order to achieve a greater level of service quality and also to meet the consumer needs.  The purpose of this project is to evaluate problem-solving solutions for the information system of the HS cable internet. After a brief analysis of the cable internet history and IS structure the project focuses on lacks and problems detected during the analysis, implementing new software applications with the aim of detecting and preventing problems the HS cable internet deals with. Beside problem detection and prevention another task was to accelerate the problem-solving process by implementing another application, related to the problem detection software, which will print intervention prescriptions on site fulfilled by the workers in charge. Implementing these ideas will also lead to a better operator-user relationship, since problems will be detected, prevented and solved in a quicker time frame.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05-12]]></dcterms:date>
    <dcterms:extent><![CDATA[744]]></dcterms:extent>
</rdf:Description></rdf:RDF>