<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/2641">
    <dcterms:title><![CDATA[EFL Teacher Trainees&#039; Perceptions of the Sufficiency of the Coursebooks in terms of Proverb Instruction]]></dcterms:title>
    <dcterms:abstract><![CDATA[Proverbs are formulaic expressions that mirror the culture of a language (Hirsch et al. 2002) and it is said that every native speaker possesses ‘proverb competence’ (De Caro, 1978) which allows them to comprehend and employ those expressions where necessary. When proverbs are used, the speech can become more fluent, natural and colourful (Prodromou, 2003; Sinclair, 1992). For these reasons, proverbs can be influential in the development of communicative competence (CC) which is an essential attribute of a successful language teacher. The research also shows that coursebooks are the main sources in Turkish EFL classrooms where prospective language teachers are learning the language (Can 2011).   Therefore, in this study, EFL teacher-trainees were asked to evaluate the sufficiency of the English coursebooks they used in Anatolian Teacher Training High Schools (ATTHS) in Turkey in terms of proverb instruction. Teacher-trainees as language learners were chosen as a focus group in this study since as the prime users and the reasons why coursebooks are developed they can provide very useful feedback to other stakeholders in the educational system (Cunningsworth 1995; McGrath 2002).   The data for this study were collected using questionnaires and interviews specifically designed for this study. Both qualitative and quantitative analyses of the data were performed and the following results were obtained:  (1)	the bulk of the informants thought that many of their coursebooks did not include a sufficient number of proverbs;  (2)	some students stated that their books incorporated proverbs randomly without adequate instruction;  (3)	all of the informants wanted the coursebooks to include more proverbs and to emphasise the teaching of their various aspects.  The findings of the study highlight the importance of obtaining continuous student feedback for material selection, evaluation and revision; and show how there sometimes might be discrepancies between administrative decisions and users’ needs and perceptions.   ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[940]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2640">
    <dcterms:title><![CDATA[Motivation and Student Perception of Acquiring L2 in the Tertiary Education]]></dcterms:title>
    <dcterms:abstract><![CDATA[This research concerns the study of the perception of the importance of motivation in English language learning. It aims to find out how important students perceive the importance of motivational factors in arousing their motivation learn EL. Motivation in learning has captured a lot of attention from researchers as a complicated, yet important phenomenon that decides learners’ learning performance. Dornyei (2001, pp.1-2) states that motivation is what influences people’s behavior and it has been largely agreed to play a very important role in determining the success or failure of learners in any learning context. Language learning is, of course, not an exception. In particular, the overall findings of research in ELT show that learner’s positive attitudes and motivation are related to success in second language learning (Gardner, 1985, cited in Lightbown &amp; Spada, 1999). As a result, understanding factors that have impacts, either negative or positive, on learners’ motivation is of great importance.     Having given the general content of the significance of motivation in education, it is important to take into consideration that motivation plays a significant and a decisive role in language learning, and the motivational factors are regarded as effective in determining the success or failure of language learning. Among the important contextual factors is the environment where students should have the chance to participate and decide on their learning, students&#039; curiosity should always be aroused and their attention must be attracted in order to guarantee a successful acquisition of the foreign language. Other motivational factors considered important in language learning are personality factors, related to the learner himself such as his anxiety, his self feeling and how far his interests are met in the course of learning foreign language. The other important side of motivational factors is related to the instructional factors, and how far the teacher is capable to enhance students&#039; motivation to learn through proper interaction. The issue of motivation in language learning and student perception of studying English language will be discussed in further details through my paper.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[978]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2639">
    <dcterms:title><![CDATA[Taking the Bull by the Horns: A Cognitive Linguistic Approach to Teaching Idioms]]></dcterms:title>
    <dcterms:abstract><![CDATA[During the course of their English language studies, many students are asked to learn various kinds of idiomatic expressions in English, ranging from phrasal verbs to idioms. While learners may be able to memorize the standard meanings of such phrases, they frequently lack the contextual knowledge in order to use them appropriately. This presentation will describe a series of classroom activities conducted with 20 first-year English language students at the University of Tuzla in Bosnia &amp; Herzegovina.  The activities are designed based on cognitive theory of metaphor and metonymy (Lakoff and Johnson 1980, Kövecses 2002, Radden &amp; Kövecses 1999) and are intended to bridge the gap between learners’ understanding of meaning and usage of idioms.  Specifically, these activities will encourage learners to hone their fluency via appropriate use of idioms while also suggesting ways for instructors to devise assessment mechanisms for appropriate use of these phenomena. The benefits of linking cognitive linguistic theory to meaning-focused classroom approaches and materials design will also be discussed. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[982]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2638">
    <dcterms:title><![CDATA[Roles of Investment and Innovation in Business Cycle from Kalecki’s Perspective with a Schumpeterian Approach: An Empirical Analysis for Turkey and Greece]]></dcterms:title>
    <dcterms:abstract><![CDATA[Business cycles are one of the best sources to understand current situation of a country’s economy. Michal Kalecki denotes investment as the best explanatory for the dimension and reason of cycles; on the other hand Schumpeter considers that innovation should be placed in a different position in this regard. In addition, both Kalecki and Schumpeter verify that investment and innovation are related with each other because innovation is also an important subject for investment. It is expected that investment and innovation have the effect in the same direction on output. In this study, business cycles have analyzed for 1971-2009 period by using the yearly data in Turkey and Greece and it has been dealt effects of investment and innovation on cyclical fluctuation. In this paper which growth rates have been discussed, ordinary least square estimation method has been used. In this respect firstly, it has been examined that the effect of innovation on investment and income. After that examined that effect of investment on output and finally innovation and investment have been evaluated by considering the effects on the output. It has been found that the obtained results support the views of Kalecki for both of the countries.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1390]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2637">
    <dcterms:title><![CDATA[The Efficiency of Banking Sector in Bosnia and Herzegovina in Comparison to Slovenia: Comparative Analysis]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper analyzes the banking sector&#039;s performance of the two former Yugoslavian republics, Slovenia and Bosnia and Herzegovina. This study is the first study examining the efficiency of banking sector of two countries. Countries have formed their banking systems, with their central banks as central and main monetary institutions. Performance of the banking sector of the two countries is being examined, taking into account that one country is a post war country, while other succeeds to join to European Union. It is determined using the data on return on assets (ROA) as indicator of profit, and return on equity (ROE) as an expression of rentability of banking sector, then compared to nonperforming loans (NPL) in order to foreseethe affect on future lending. Foreign direct investment is also being examined due to the large portion of it was initially made into banking sector. Financial health of the banking sector is analyzed by comparing deposits to loans figures, in several structural aspects. Based on data Slovenia’s banking sector has higher return on equity throughoutyears, therefore it is more profitable.On the other hand Bosnia and Herzegovina’s banking sector is more risk protected, since banks have higher adequate capital that offers protection against risk.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1391]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2636">
    <dcterms:title><![CDATA[Ethno-Linguistical and Dynamic Transformation Process of Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Language and identity are two items impossible to ignore in a `nation` defined by following different elements within it and with language indicating feelings of group belonging. Bosnia and Herzegovina has a very distinguished place in the world with its history and mosaic-like unity, and has included three ethnicities over recent centuries. fromt time to time, similarities have bounded in contrast to the differences seperating and deepening the `otherness feeling`. Governing rules in the Bosnia and Herzegovina territories have had the leading effect of shaping the characterisitics of those areas.  The most distinct turning points writing the fate of those territories were the Ottoman Empire and the former Yugoslavia. In our study, we aim to study that process in terms of ethnical and linguistic perspectives.  Key Words: Ethnicity, Language, Boshnjak, Serbian, Croatian, Transformation]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1305]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2635">
    <dcterms:title><![CDATA[Utilizing Information Systems for Measuring Impact on Social Sustainability: Survey of Microcredit Organizations in Bosnia and Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[Microfinance has been used as a tool for social sustainability and development since the 1970s. In microfinance, assessment of social sustainability is often conducted through client impact monitoring. This study explores the impact measurement practices of microcredit organizations in Bosnia and Herzegovina and their use of information systems in this process. We draw on the latest trends of using shared measurement systems for impact monitoring, to point out the potential of using such systems to achieve sustainable impact on wider social issues in Bosnia and Herzegovina. This paper outlines the roles and responsibilities that different stakeholders should play in the system development process.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1395]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2634">
    <dcterms:title><![CDATA[The Channels of Contagion in the Global Crisis: The Case of the Southeastern Europe (SEE-7) Countries]]></dcterms:title>
    <dcterms:abstract><![CDATA[Prior to the global crisis, the SEE-7 had a strong growth performance through increasing in exports and capital inflows. However, they also, just like developing countries, suffered from the global economic crisis. The purpose of this paper is to analyze through what channels the global crisis had an impact on economic activity of the SEE-7. Initially, we reviewed literature about contagion, including its definitions and its channels. We used panel data regression to analyze the impacts of external variables on GDP. According to empirical findings obtaining from the panel regression results, until the global crisis, the external variables significantly promoted the abilities of their growth. However, the contributions of external variables on their growth rate reduced sharply with the global crisis.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[1397]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2633">
    <dcterms:title><![CDATA[Effect of Collaborative Strategic Reading on Omani EFL Students’ Reading Performance]]></dcterms:title>
    <dcterms:abstract><![CDATA[Intending to talk about a study that aimed at studying the effect of Collaborative Strategic Reading(CSR) on EFL students’ reading performance. CSR is a teaching technique that was originally developed by Klingner and Vaughn and which aims at improving the learners&#039; reading skill. CSR is defined by many educators as an instructional program in which students work in pairs or in small groups to help one another master the academic content. It consists of four main strategies: preview, click and clunk, get the gist and wrap-up.       The study population consisted of grade seven students studying the English language course in Omani basic Education schools during the academic year 2009-2010. Two grade seven basic education classes of a total of thirty-four students from a male school in Sharqiyah South educational district represented the sample of the study. A class of seventeen students represented the experimental group, which was taught the reading texts using Collaborative Strategic Reading. The other class represented the control group, which received traditional classroom instruction.    A reading comprehension test was used to explore the research question. The major results of the reading test revealed a statistically significant difference between the students’ achievement of the experimental group and the students’ achievement of the control group using t-test that favored the experimental group that was taught using Collaborative Strategic Reading  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[968]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2632">
    <dcterms:title><![CDATA[L&#039;Académie française (the French Academy) and the Encumen-i Danis]]></dcterms:title>
    <dcterms:abstract><![CDATA[The Hatt-ı Sherif of Gülhâne (Imperial Decree of the Rose Chamber) is the confirmation of the impact of Western influence in social and political realms to the Ottomans. The influence of French culture and literature on Turkish culture and literature up to the present has been analyzed and studied from various perspectives. However, the Encumen-i Danis has not drawn the attention of researches perhaps due to its short existence.   In this study L&#039;Académie française or the French Academy that acted as an official authority on the French language, and the Encumen-i Danis is juxtaposed, their emphasis on mother tongue is analyzed.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012]]></dcterms:date>
    <dcterms:extent><![CDATA[946]]></dcterms:extent>
</rdf:Description></rdf:RDF>