<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/1065">
    <dcterms:title><![CDATA[J. M. COETZEE’S W A I T I N G F O R T H E B A RB A RI A N S : A POSTMODERN APPROACH TO THE IMAGES OF THE CONTEMPORARY POSTCOLONIAL REALIT]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper, I discuss J. M. Coetzee&#039;s novel Waiting for the Barbarians within the framework of postcolonial reality, but also try to show that it transcends that very postcolonial reality becoming, in this sense, a universal and general reality, applicable in many contexts. The colonial context of the novel is presented in the contemporary light of world powers. Another important focus of this paper is on the postmodern features of the novel and the second part of this paper dicusses this theme in detail. It will be observed how the human body can serve as a text which can be interpreted in many ways.    The main protagonist of Waiting for the Barbarians, the Magistrate, tries to construct narratives from various sources: from the body of the “barbaric” girl, archeological slips, his own torture, etc. History also becomes another riddle to be solved, another narrative to be interpreted and recreated. The allegorical form of the novel featuring many postmodern characteristics makes Waiting for the Barbarians a novel that can transcend continents and that can be placed in various contexts. This paper will try to point some of them in order to defend the thesis on the universality of the reality portrayed in Coetzee’s novel where, among others, history is only one text which can be manipulated and presented in a appropriate narrative according to those who (re)create it.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3394]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1066">
    <dcterms:title><![CDATA[PORTFOLIO KEEPING ENDS TO A GOOD PRODUCT: THE CASES OF READING AND MOTIVATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[Portfolio has been in use from the past in other disciplines. But there are growing bodies of research which document its importance in foreign language teaching. The current study was implemented on selecting 91 undergraduate students passing their general English course in Iran. Traditional reading program was administered for control group whereas; portfolio keeping was integrated into experimental group. The result of ANCOVA showed that portfolio keeping has a positive effect on reading ability of the students in experimental group. The better reading result is explained by this argument that a good product is justified by a good process. Furthermore, portfolio keeping increased their attitude/motivation towards learning English; especially it increased integrative motivation of the students more than instrumental and attitude.         Keywords: portfolio keeping, reading skill, attitude, integrative motivation, instrumental motivation.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3373]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1067">
    <dcterms:title><![CDATA[VERBAL IRONY AND SOCIO-CULTURAL FACTORS]]></dcterms:title>
    <dcterms:abstract><![CDATA[А number of socio-cultural factors such as distance, common ground, social status of the ironist and his/her interlocutor, as well as “the victim” of irony, have a very significant impact on the usage of verbal irony. This study focuses on various combinations of these factors and their impact on the incidence with which verbal irony is used in formal and informal speech in Macedonian and English. In that respect, the analysis of the linguistic corpus, purposefully created for this research, reveals certain similar and dissimilar tendencies in both languages. For instance, in informal speech, both Macedonian and English speakers tend to use verbal irony more frequently when they have equal status with their interlocutors. Macedonian speakers, nevertheless, are more prone to using irony when addressing acquaintances and complete strangers with whom they share ‘low’ or no common ground, respectively, whereas English speakers prefer using verbal irony with closest family members and friends with whom they normally share ‘high common ground’. “The victim” of irony in informal speech doesn’t seem to bear any significant influence on the incidence of verbal irony in English, but in Macedonian the usage of verbal irony is manifestly more frequent when the ironist himself/herself is “the victim of irony”.     Keywords: socio-cultural factors, verbal irony, English, Macedonian]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3542]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1068">
    <dcterms:title><![CDATA[USING FILM SUBTITLES IN FLT IN CROATIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is a general belief that students need to receive substantial input of authentic materials in FLT. The  combination of verbal information, along with full visual experience such as it can be seen in a film, has  been found most appealing. Not only a large amount of natural language, but also a rich variety of cultural  forms and expressions are mediated by this kind of “comprehensible input” (Krashen 1985). Various studies  have demonstrated the ways in which intralingual subtitled audio-visual material can improve the  effectiveness of general foreign language comprehension (Caimi 2002, Vanderplank 1988) and how it can  be a useful tool in foreign language teaching and foreign language acquisition (Neuman &amp; Koskinen 1992).  Most foreign television and cinema programs distributed in Croatia have always been accompanied  by interlingual subtitles; therefore the viewers are accustomed to them. Consequently, such a habit can be  efficiently exploited in foreign language learning among Croatian students who will certainly more easily  develop strategies to derive benefits from subtitled films.  The main aim of this study was to examine whether and to what extent film subtitles (captions)  increase language processing ability of the learners. Our hypothesis was that subtitles facilitate general  comprehension of a film, provided that the linguistic difficulty of the authentic film material has been  carefully selected in order to match the students’ overall competency in L2. Our research was conducted  among students of B1/B2 level of English L2. Students were divided in two groups: one group watched a  sequence of a feature film without subtitles, while the other was shown the same material with subtitles.  Both groups were given a particularly designed test to assess their general comprehension of the viewed  material. The findings revealed that the group of students viewing the subtitled film showed better results  than the other group.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3474]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1069">
    <dcterms:title><![CDATA[LEARNING FOREIGN AND INDIGENOUS LANGUAGES: THE CASE OF SOUTH AFRICAN UNIVERSITIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language through another language is trivialto any type of language learning whether it may be the learning of a local or a foreign language. In South Africa the country’s language policy for higher education recommends the study of foreign languages (FLs) and indigenous languages.After a decade of its adoption, the learning of a foreign or indigenous language in that foreign or that indigenous language, respectively, at universities has been overlooked. In essence, the learning of foreign languages at the country’s universities dates back to the 19th century when the first higher education institution – the South African College was established. At that College a Department of General Literature that offered Dutch, English, Latin and Ancient languages, was established. English and Dutch teachers provided instruction in the English and Dutch language, respectively. The instructions involved theory, history and practice of English grammar and literature or Dutch grammar and literature. The learning of indigenous languages at the country’s universities began in the 20th century under the departments of Bantu Studies. They were learnt through English, and then later through English and/ Afrikaans. The instructions involved theory, history and practice of English grammar and literature. The aim of this study is to gain knowledge on the different approaches that may be used to learn a foreign language and an indigenous language. The study focuses on the complex challenges facing the country’s universities to adopt new, different and best models for the teaching of foreign and indigenous languages after many decades of using English and/ Afrikaans medium(s). A case study method is used for this study. The emphasis is on the learning of foreign versus indigenous languages in South African universities (SAUs). The paper comprises of an introduction, the theory of Grammar Translation Method (GTM), a case study on the learning of foreign versus South African indigenous languages (SAILs) at the SAUs, and a conclusion.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3522]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1070">
    <dcterms:title><![CDATA[Aspekti vanjske politike Evropske unije u Bosni i Hercegovini]]></dcterms:title>
    <dcterms:abstract><![CDATA[Stupanjem Lisabonskog ugovora na snagu 2009. godine, te uspostavom Evropske službe za vanjsko djelovanje (EEAS) 2010. godine, Evropska unija je poduzela potpuniji korak u definiranju svoje vanjske politike, konkretnijeg djelovanja u okviru međunarodnih odnosa te jače institucionalne organizacije u zastupanju svoje vanjsko-političke ideje. Bosna i Hercegovina kao potencijalni kandidat za članstvo, zbog svoje historijske i političko-pravne uređenosti, predstavlja velik izazov za vanjsko-političku i sigurnosnu praksu Evropske unije. U ovom radu nastoje se predstaviti perspektive i smjernice Evropske unije u definiranje vanjske politike prema Bosni i Hercegovini u proteklom periodu te naznačiti mogući odnos EU prema BiH u kontekstu vanjske i regionalne politike. U tom kontekstu obrađuje se uloga visokog predstavnika Unije za vanjske poslove i sigurnosnu politiku u procesu normalizacije političkih problema u BiH. Kroz analizu međunarodnog odnosa EU sa BiH, nastoji se odgovoriti na pitanje položaja BiH kao interesne sfere u domenu trenutne vanjske politike Evropske unije. U radu se razrađuje i shvatanje interesa EU za Bosnom i Hercegovinom kao sigurnosno-stabilnom zemljom u regiji, ali i buduće višedimenzionalne saradnje Unije i BiH do konačnog stupanja u članstvo. U konačnici, rad nastoji predstaviti utjecaj uspostavljene vanjske i sigurnosne politike Unije na BiH u njenom napretku ka evroatlanskim integracijama.]]></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[3150]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1071">
    <dcterms:title><![CDATA[„FUNKCIONISANJE DEMOKRATSKOG SISTEMA U USLOVIMA SLOŽENOG DRŽAVNOG UREĐENJA“]]></dcterms:title>
    <dcterms:abstract><![CDATA[Funkcionisanje demokratskog sistema vlasti u složenim državnim  zajednicama vrlo često nailazi na poteškoće koje izviru iz samog oblika  njihovog unutrašnjeg uređenja, posebno kada se u korijenu ovakvog uređenja  nalaze etničke, religijske ili jezičke razlike. Sa ovakvim preprekama susreće  se i Bosna i Hercegovina, kao složena država sui generis čiji demokratski  sistem izvire iz volje tri konstitutivna naroda i koji je formiran Ustavom  donesenim u cilju zaustavljanja rata. U ustavnim porecima država složenog  unutrašnjeg uređenja, zahtijeva se nužno postojanje određenih mehanizama i  instituta koji osiguravaju nesmetano funkcionisanje demokratske države  zasnovane na vladavini prava. Ovakvi instituti su utoliko značajniji i  kompleksniji kada se uzme u obzir činjenica da ih nerijetko prati i funkcija  zaštite prava i interesa određene jezičke ili nacionalne skupine. Ovaj rad  prvenstveno nastoji analizirati probleme unutrašnjeg uređenja Bosne i  Hercegovine kao složene države sa naglaskom na razloge njegovog nastanka,  uz komparativnu analizu ustavnih rješenja u pozitivnom pravu drugih  evropskih složenih državnih zajednica i ispitivanje mogućnosti njihove  primjene u bosanskohercegovačkom pravnom poretku.  Ključne riječi: demokratija, ustav, Bosna i Hercegovina, Švajcarska, Belgija]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3071]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1072">
    <dcterms:title><![CDATA[ZNAČAJ NOTARSKE SLUŽBE U PROCESU  PRIBLIŽAVANJA EVROPSKIM STANDARDIMA  PRAVNE SIGURNOSTI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Promjene društveno-pravnog uređenja Bosne i Hercegovine  prouzrokovale su niz reformskih procesa u svim društvenim sferama, pa tako  i pravnog sistema. Promjene su zahvatile i sferu zakonodavstva, izvršne vlasti  i pravosuđa. U sferi pravosuđa, osnovni imperativi promjena su zaštita  ljudskih prava i nezavisnost pravosuđa, što je rezultiralo uvođenjem ili  revitaliziranjem novih institucija, kao što su ombudsmani, visoka sudska i  tužilačka vijeća, notari i dr.  Veliki broj tranzicijskih država je revitalizirao institut notara, dok je u  BiH prvi put uveden. Sa uvođenjem notara učinjen je korak dalje ka  evropskim standardima u pružanju pravnih usluga.  Notarska služba doprinosi jačanju pravne sigurnosti, samo ukoliko  zakon sadrži odgovarajuću regulativu koja će biti na adekvatan način  implementirana. U tom pravcu, kod nas je donesen zakon, koji nije zaživio, te  je uslijedilo donošenje novih zakona, koji su implementirani sa svim  posljedicama u području procesnog i materijalnog građanskog prava, koje sa  sobom nosi. Tako je propisano učešće notara prilikom zasnivanja relativno  velikog broja pravnih odnosa. Pri tom se, prije svega, misli na pravni promet  nekretnina i proces registracije privrednih društava, gdje je učešće notara od  ključnog značaja, kao i učešće notara u provođenju izvršnog i ostavinskog  postupka.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3086]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1073">
    <dcterms:title><![CDATA[Interes i izazov: Teorija, politika i stvarnost regionalizacije i kooperacije]]></dcterms:title>
    <dcterms:abstract><![CDATA[Regionalna nauka, kao što je poznato, kreira teorijski okvir za definiranje regija, regionalizaciju, regionalni razvoj i politiku regionalnog razvoja. S obzirom na ograničeni prostor, osnovni cilj rada je naznačavanje, s jedne strane, interesa, mjerenog brojem objavljenih radova u nekim relevantnim bazama, za regionalizaciju, kao i za specifične subteme: administrativnu regionalizaciju, statističku regionalizaciju, euroregije, evropske makroregije, a  s druge strane, naznačavanje nekih osnovnih odrednica bosanskohercegovačke stvarnosti u vezi sa ovim temama. Kada je riječ o vremenskom okviru onda je to period posljednjih četvrt stoljeća. Dužina vremenske serije determinirana je konkretnom temom. Osnovna metoda je historijska i deskriptivna, kronološko izlaganje, kao i analiza vremenskih serija. Rad, pored uvoda i zaključka, sadrži teorijski okvir, rezultate pretraživanja relevantnih baza i osnovne informacije vezano za specifična pitanja regionalizacije Bosne i Hercegovine. Sastavni dio rada je popis korištenih izvora. Rad sadrži šest slika, 87 fusnota i referira se na 41 izvor, kao i 53 linka.]]></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[3128]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1074">
    <dcterms:title><![CDATA[THE USE OF CONTRASTIVE ANALYSIS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT TERTIARY LEVEL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Teaching English as a foreign language at university level is quite a different challenge compared to teaching high school or young non-native learners. This is due to the fact that university students are expected to acquire specific grammar terminology in order to master the grammar system of the target language. At the English Department of the Faculty of Philosophy in Sarajevo, during the first three (undergraduate) years of study the students are introduced to several grammar courses, focusing on the analysis of English grammar through descriptive explanations given in English. The courses serve as a basis which is expected to improve both grammar and translation competence of the students. This paper examines to what extent the acquired descriptive knowledge of morphosyntactic properties of English is helpful in terms of translation of those Bosnian sentences whose proper translation into English requires the knowledge of contrastive rules. The research has been designed as a combination of action research and a quasi-experimental pre-test (delayed) post-test control-treatment group. As the research findings have revealed, teaching grammar to non-native learners of English without input as to the contrastive differences between the source and the target language results in erroneous translation, which is a consequence of negative transfer from the source into the target language. On the other hand, grammar teaching supported by the presentation of relevant contrastive rules has proved to be an efficient learning technique in terms of reducing errors and improving both grammar and translation competence of non-native learners.    Keywords: verb phrase, erroneous translation, transfer, contrastive analysis, pretesting, post-testing, treatment]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3491]]></dcterms:extent>
</rdf:Description></rdf:RDF>