<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/2661">
    <dcterms:title><![CDATA[Identitet i Obrazovanje]]></dcterms:title>
    <dcterms:abstract><![CDATA[Pitanje identiteta zaokuplja podjednako književnost i književnu teoriju. Osobni identitet gradi se u odnosu prema osjećaju pripadnosti grupi. Proces obrazovanja složeni je postupak pri kome se na mnogo načina, kroz identifikacijske procese, gradi identitet pojedinca. U njemu sudjeluju i zadani jezični sustavi i pročitana književna djela. Današnji modificirani načini učenja i dalje sudjeluju u oblikovanju rodnih i nacionalnih identiteta, kako zajedničkih, tako i individualnih, a neki instrumenti koje nam nudi suvremena književna teorija pomažu nam pri analizi tog procesa.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[953]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2660">
    <dcterms:title><![CDATA[Intercultural Linguistic Competence and EFL Immersive Environments]]></dcterms:title>
    <dcterms:abstract><![CDATA[Currently, we are witnessing a new emphasis on the inseparability of language and culture in the development of policies and programs for the teaching of foreign languages. For language learners, an awareness of the cultural facets of language makes it easier to comprehend the topics and situations they encounter when reading or listening. Exposure to the culture of the people who speak the language being learned also leads to increased understanding and tolerance.    There are many excellent sources to help teachers connect culture with the language learning process. For example, to develop an English as a foreign language (EFL) program at our university, we consulted the linguistic communicative benchmarks from the Council of Europe. Additional guidelines are available from the national Standards in Foreign Language Education Project, which provides valuable information on how to help students (1) understand the perspectives of other cultures, (2) compare of others with their own, and (3) use the foreign language outside the school setting. These cultural objectives enhance an EFL program where ″the true content of the foreign language course is not the grammar and the vocabulary of the language, but the cultures expressed through that language″ (National Standards in Foreign Language Education project 2006, 47-48).    When developing our program, we felt that literature modules would be a great way to incorporate U.S. and British cultural elements while strengthening English reading abilities. We also recognized that using literature offered the potential to create an interesting multimedia experience and to introduce variety and more extensive exposure to English. Although unabridged literature is typically appropriate for advance learners, there is a renewed interest in integrating graded literary materials such as simplified novels that are written especially for beginning and intermediate level students. Therefore we structured our program around graded literary readers, in this case simplified novels, as well as associated audio recordings, films, and other supplementary texts and exercises. The aim of this article is to describe the implementation and results of two cultural multimedia modules that center on the simplified novels 1984 by George Orwell and Of Mice and Men by John Steinbeck.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[990]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2659">
    <dcterms:title><![CDATA[The use of Anglicisms in authentic Italian and Slovene commercial correspondence]]></dcterms:title>
    <dcterms:abstract><![CDATA[Analyses of various business languages show a great presence of Anglicisms, which can be ascribed to companies’ desires to be competitive on the global market. In line with current globalization trends, the impact of English as a source language on Italian and Slovene is considerable (see Bombi 2005, Rosati 2004, Sicherl 1999, Šabec 2011). In order to determine whether there are any common tendencies or divergences between the two business languages in the use of Anglicisms, a corpus of business correspondence texts was collected and studied combining qualitative and quantitative research methods. The corpus consists of 530 business correspondence texts, written in real-life communicative situations. There are 265 texts written by Italian businesspeople that have business contacts with Slovene partners, and the same number of texts written by Slovene businesspeople for their Slovene partners. In this case, therefore, Italian is a tool for international communication, whereas Slovene is used as the language for communication on the domestic market. Bearing these important differences in mind, various trends and English-language elements may be present in both receptor languages analyzed (Italian and Slovene). However, the differences or similarities in the use of Anglicisms between the two languages can also be ascribed to the diversity of texts that emerges at the linguistic and pragmatic level: the collected texts display a wide range of differences in length (short vs. long), topic (offer, request, complaint, etc.), number of recipients (one vs. more), relationship between the sender and recipient (formal vs. informal), and medium (letter, fax, or e-mail). Taking these differences into consideration, this paper sheds light on the factors that stimulate the use of Anglicisms in the texts studied-]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[941]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2658">
    <dcterms:title><![CDATA[You Reap What You Sow”- The Use of Idiomatic Language by EFL Teacher-Trainees in Developing Materials]]></dcterms:title>
    <dcterms:abstract><![CDATA[Material evaluation and development courses in EFL teacher training programs carry an utmost importance for educating teachers to acquire the skill to evaluate, select and rewrite materials to cater for their students’ needs better. As Masuhara (1998:240) states “students come and go and so do materials but a large number of teachers tend to stay”. In EFL settings, in particular, non-native language teachers tend to over-rely on a single textbook, due to their self-perceived lack of Communicative Competence (CC) (Medgyes, 2001). As part of their CC, knowledge of idiomatic language is particularly considered in this study because avoiding the use of such language might make non-native teachers sound unnatural and unimaginative (Cooper, 1999). Thus, teachers might either reflect this kind of tone in the materials they develop or become more dependent on the available materials. Therefore, the aim of this study is to uncover to what extent EFL teacher-trainees use idiomatic expressions in writing materials. In doing so, the materials (i.e. unit preparation, supplementary worksheet preparation) prepared as part of the requirements of “Materials Evaluation and Development in ELT” course were examined by means of Content Analysis (McCarthy &amp; O’Dell, 2002). During this process, idiomatic expressions ranging from idioms to proverbs were identified (Dobrovol’skij &amp; Piirainen, 2005; Harnish, 1993) and verified using idiom and proverb dictionaries. The results were then analyzed both quantitatively and qualitatively. The data analysis showed that the teacher-trainees hardly used idiomatic expressions in their materials. As for some of the teacher trainees who made use of idiomatic expressions in their materials, they usually did not incorporate them in a way to enhance the development of CC. The overall findings emphasize the need to improve idiomatic competence for effective material development.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[950]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2657">
    <dcterms:title><![CDATA[The Communicative Approach and Its Applications in the Modern English Classes]]></dcterms:title>
    <dcterms:abstract><![CDATA[In Communicative Language Teaching Approach, the aim of language teaching is to teach the communication process. However, the primary requirement for any communication is the existence of a meaningful input to be got across. If the necessary knowledge of a language is not obtained, then the desired communication may not be realized due to a lack of essential input. Thus, the structure of the target language should be known by speakers to a certain extend if they are non-native speakers of the target language as in the case of English as a Second/Foreign Language (EFL/ESL) learners in Turkey and Bosnia and Herzegovina. At this point the notions of language accusation and language learning step in as EFL/ESL learners may not have the opportunity to be exposed to the target language, in this case &quot;English&quot;, sufficiently. The reasons for this situation may vary according to the primary needs of the students, different educational beliefs and opportunities. In this paper three main topics are presented about Communicative Language Teaching Approach including the application of Communicative Language Teaching Approach in the modern English classes, the effects of this approach on students&#039; motivation and some activities based on CLT.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[944]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2656">
    <dcterms:title><![CDATA[Clustering Balkan Countries Based on Competitiveness Factors: A Strategic Perspective2]]></dcterms:title>
    <dcterms:abstract><![CDATA[Prior to directing their investments, strategy makers at national and firm level need to know competitive advantages and disadvantages in a country or region. By bearing this need in mind, this study aims to examine competitive factors in Balkan countries to develop a road map for investors. To do this, we used World Economic Forum’s “Global Competitiveness Index” to analyze the case of Balkan countries as a region to cluster and compare them based on Global competitiveness factors. Analysis results pointed out those Balkan countries were clustered in two groups and scored lower or medium level on almost all competitive factors as the region. Based on these findings, authors suggested various strategic recommendations at micro and macro level.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1396]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2655">
    <dcterms:title><![CDATA[Volume 2, Issue 2]]></dcterms:title>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[3633]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2654">
    <dcterms:title><![CDATA[Political, Historical and Environmental Factors at Language Transmission from Generation to Generation: the Model of Uzbek Originated Afghan Immigrants who live in Gaziantep, Turkey]]></dcterms:title>
    <dcterms:abstract><![CDATA[Political, Historical and Environmental Factors at LanguageTransmissionfrom Generation to Generation: the Model of Uzbek Originated Afghan Immigrants who live in Gaziantep, Turkey  Since language has a major role for transmitting the cultural values of the society to the next generations, it is the basic unit of the society that ensures the continuity. Although it is a natural process that the language of the society, which is learnt in the family first, interacts with the other languages and changes throughout this interaction, it cannot be accepted as normal that the members of the society forget their mother tongue and interact through other languages. It is the result of the fact that the members of the society could not transmit their mother tongue to the next generations because of some political, historical and environmental factors. For instance, Uzbek originated Afghan immigrants, who were brought from Afghanistan in 1983 and were housed in Gaziantep in Turkey with a political decision made in 1982, were interacting in Persian not in Uzbek, which is an evidence showing how some political, historical and environmental factors can be effective on hindering language transmission to the next generations. In this study, we tried to investigate the causes and results of the language corruption among these Uzbeks via the survey we conducted on these Uzbeks, even the last members of the royalty ofBukhara Khanate. Consequently, the questions asked in the survey aimed to find out the effect of language corruption on culture change, and the effect of these culture changes on the sense of belonging.     ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[943]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2653">
    <dcterms:title><![CDATA[EFL Learners’ Attitudes towards Intercultural Communicative Competence]]></dcterms:title>
    <dcterms:abstract><![CDATA[As a requirement of the rapid globalization and the increase in intercultural communication in many parts of our lives, English has gained a new status as the language of international communication. Following the change in the role of English, integrating culture into English Language Teaching (ELT) has gained in importance and teaching only the target language culture has been questioned with the idea of teaching world cultures which is a necessity for intercultural communicative competence (ICC). Although the attitudes of teachers towards teaching ICC have been studied in different countries, the research on the attitudes of learners towards learning ICC is limited in literature, especially in Turkey.     In this paper, I will present the attitudes of English as a Foreign Language (EFL) students towards learning ICC in EFL context. The purpose of the study is to determine whether a) EFL learners support the idea of learning world cultures, b) They are only in favor of learning target language culture, or c) They are opposed to learning values of any foreign culture.  The variables such as gender, age, English proficiency level, major and the medium of instruction at their departments will be taken into consideration to see if they affect students’ attitudes towards learning ICC. Approximately 420 EFL learners studying at the preparatory classes of seven different Turkish state universities located in various parts of the country will take part in the study.  A questionnaire assessing their attitudes towards learning ICC will be administered to those students. The data to be obtained from the questionnaires will be entered into SPSS and analyzed through quantitative methods by running descriptive statistics and ANOVA. The results of the study are expected to be of benefit to policy makers, course designers and text book writers.     ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[985]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2652">
    <dcterms:title><![CDATA[The Role of Learning Styles on the Performance of Learners in ICT embedded Language Teaching]]></dcterms:title>
    <dcterms:abstract><![CDATA[Information Communication Technologies (ICT) has generated a huge difference in last the few decades in industry, commerce, transportation and obviously everyday life. It is an undeniable fact that education was undergone a great change by the use of information communication technologies in class environment. Traditional teaching methods have far been replaced by tools provided by computers and it now became a wonder if the roles of teachers would ever stay the same in the following year as ICT embedded language teaching came to be widely used. Though information communication technologies provide students with the opportunity to visualize the content they have been exposed to, it is questionable if learners really have the equal chance to get the utmost benefit of this content as they are exposed to the same activities or the same materials paying the least attention to learners own learning styles.     This study aims to explore the extent to which the learners can take benefit from the content information communication technologies provide, whether the kinesthetic learners are left out of the circle of this opportunity as the content is more likely to support visual and audio learners. The study is conducted among eighty adult learners of English as a foreign language at a language course in Istanbul. The findings of the study have not only given the researchers the chance to evaluate the materials and the technologies used but also provided an insight on the process for the betterment of these materials as learning styles were found to play the key role on the performance of the students with the materials they were being exposed to.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[984]]></dcterms:extent>
</rdf:Description></rdf:RDF>