<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/1085">
    <dcterms:title><![CDATA[TRI STUBA AARHUŠKE KONVENCIJE SA POSEBNIM OSVRTOM NA ZAŠTITU OKOLIŠA]]></dcterms:title>
    <dcterms:abstract><![CDATA[Ovim radom se želi ukazati na nastojanja da se prostoru i okruženju  gdje živimo posveti dužna pažnja, jer u zavisnosti od našeg odnosa prema  okolišu, je i odnos okoliša prema nama. Velike klimatske promjene, poplave,  suše, požari, epidemije, svaki dan ukazuju da taj naš odnos prema prirodi još  uvijek nije dostigao zadovoljavajući nivo, te da se i pravnom regulativom  mora isti poboljšavati.  Ključne riječi: okoliš, ekologija, pristup informacijama, učešće javnosti u  donošenju odluka, pristup pravdi.]]></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[3064]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1086">
    <dcterms:title><![CDATA[A WORLD PICTURE: DEVELOPING AND IMPLEMENTING CROSSCULTURAL EDUCATION IN FOREIGN LANGUAGE TEACHING]]></dcterms:title>
    <dcterms:abstract><![CDATA[The question of how educators can raise cultural awareness and help learners produce cultural identity in foreign language teaching has been widely debated in the education field with linguists such as Sapir and Whorf arguing that thoughts and behavior are determined (or are at least partially influenced) by language. The possibility of culture being controlled by language brought attention to the relationship between language, thought, and culture. However, these perspectives have not adequately addressed the issue of diversity and the power of language to reflect culture and influence thinking. Therefore, the following question arises: How can we make use of cultural differences in language teaching and how can we raise cultural awareness in our language classrooms?    The National Center for Cultural Competence of Georgetown University defines culture as an “integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations” (Goode, Sockalingam, Brown, &amp; Jones, 2000). This means that language does not reflect the culture rather is the culture. Integrating culture into education provides learners with acquiring the components of culture together with the language they are exposed to.     Through the study of languages, students gain a knowledge and understanding of the cultures that use that language; in fact, students cannot truly “master” the target language until they have also mastered the cultural contexts in which the language occurs. (National Standards in Foreign Language Education Project, 1996, p. 27); and linguistic competence alone is not enough for learners of a language to be competent in that language (Krasner, 1999). Language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. They should know that behaviors and intonation patterns that are appropriate in their own speech community may be perceived differently by members of the target language speech community. They have to understand that, in order for communication to be successful, language use must be associated with other culturally appropriate behavior. However, cultural information should be presented in a nonjudgmental fashion, in a way that does not place value or judgment on distinctions between the students’ native culture and the culture explored in the classroom which Kramsch (1993) describes as the “third culture” of the   language classroom - a neutral space that learners can create and use to explore and reflect on their own and the target culture and language.   Therefore, we could argue that the teaching of culture in ELT should include these things:    I. Cultural knowledge The knowledge of the culture’s institutions, the “Big C”, as it’s described by Tomalin and Stempleski in their 1995 book ‘Cultural Awareness’. II. Cultural values The ‘psyche’ of the country, what people think is important which includes things like family, hospitality, patriotism, fairness etc.   III. Cultural behavior The knowledge of daily routines and behavior, the “Little c”, as Tomalin and Stempleski describe it.   IV. Cultural skills The development of intercultural sensitivity and awareness, using the English language as the medium of interaction.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3371]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1087">
    <dcterms:title><![CDATA[SHAKESPEAREAN UTOPIA: T H E T EM P ES T]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to Ryan (2003), Shakespeare’s comedy and romance are not less valuable than his tragedies since they also challenge the existing conditions of life, but in a different p. 28). For Frye (1965), “The mythical backbone of all literature is the cycle of nature, which rolls from birth to death and back again to rebirth” and comedy and romance deal with the second part of this cycle; rolling from death to rebirth, new order, rebirth, a new spring etc. (p. 200). The Tempest as Shakespeare’s last play and romance is the realization of this renewal of life with its extra ordinary style, poetry and plot. Shakespeare wrote what many critics accepted as the play of his ‘farewell to stage, The Tempest, 100 years after Thomas More wrote Utopia and nearly 15 years before Francis Bacon wrote the New Atlantis. Like these texts, The Tempest can also be considered as a utopian text and it can be argued that Shakespeare in his last play experimented the possibility of an ideal society in the world. After setting his ideal place on an island, Shakespeare introduces, describes and criticizes utopian world building concept. Island’s physical setting and unclear geographical location make it an ideal world to live a dream life. Prospero’s dealings with himself and other characters in the play illustrate the characteristics of an ideal ruler who can build a real commonwealth, a social and political order that ensures the welfare of the whole community. In Prospeo’s person, Shakespeare describes the qualities an ideal ruler should possess and compares Prospero’s existing utopia with Gonzalo’s visionary ideal state. Seeing the impossibility of a golden age, Shakespeare combines the real and utopic with the marriage of Ferdinand and Miranda.    Keywords: The Tempest, utopia, ideal world, island, marriage, ruler]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3418]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1088">
    <dcterms:title><![CDATA[THE PICTURE OF ORIENTALISM COLORED BY THE CHARACTERS IN T HE B U D DHA O F S U B U R B I A]]></dcterms:title>
    <dcterms:abstract><![CDATA[This study exhibits how orientalist view reveals itself in The Buddha of Suburbia by Hanif Kureishi. Many of the subjects represented in the novel are still relevant in today’s society. One of the most important one is “Orientalism” which is portrayed by the author throughout the novel. We search for answer why orientalism has essential place in the plot. In the novel we feel that the author aims to arouse attention of the readers in orientalism experienced by immigrants from non-Western backgrounds. In order to obtain a deep understanding of the theme “orientalism”, definition and historical background of the term is presented in this paper. The analysis of the novel’s genre and characters are examined in detail by quotations from the novel. The novel has many autobiographical traits therefore we give a place to author’s biography to establish a connection. It can be clearly understood that the author reflects his own identity with the protagonist Karim like most of the characters in the novel who have connection to his real life. The author addresses orientalism in the novel through these characters’ lives. In this respect, it becomes relevant to elaborate character analysis. In conclusion, in the novel the theme orientalism is analysed from a postmodern perspective and it is aimed to shed light on the issue that it shouldn’t be underestimated the role of the characters chosen in the novel on this subject.     Keywords: Orientalism, postmodernism, Bildungsroman, otherness.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3529]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1089">
    <dcterms:title><![CDATA[FOR MOM AND THE APPLE PIE]]></dcterms:title>
    <dcterms:abstract><![CDATA[As an extremely important social interaction food is not about eating only but may be viewed as discourse, because in many ways, just as language, it is socially determined and pre-conditioned. Awareness of the conceptual significance of food as social practice is important for teaching and learning languages because the familiar or unfamiliar foodways and food patterns are an integral part of one’s socio-cultural identity. This is why food description and food-related practices are always included in course books on intercultural and cross-cultural communication and in culture studies curricula.   (See, for example, Damen, 1987; Byram, 1989; Levine, 1992; Valdes, 1988)    As eating is probably the most important political act, it is not surprising that for better or worse, social or ethnic identity may be imposed on certain foods or withdrawn from them by virtue of political, socio-cultural or simply rhetorical manipulation, because food symbolizes many aspects of everyday culture and is a vehicle for social relations.As a statement of national identity few things may match food in clarity. Even children are aware of the relevance of certain foods as a guide to collective identity. Pupils of a state school visited by Gordon Brown in November 2006 mentioned fish and chips and full English breakfast as traditional British food, a symbol of Britishness. Eateries serving pizzas and other Italian foods are often called  a slice of Italy, not to mention numerous  names with the word Taste (of Thailand, China, Asia, etc.).Consequently food and meals have always signified and symbolized national identities, politics and collective affiliations (served as personal statements of identity). Hamburgers and hot dogs have become for many an embodiment of America, sauerkraut and frankfurters conjure up the images of Bavaria or Berlin. By the same token, eating guinea pigs in the Central Equadorian Andes is a statement of the Indian identity, comments anthropologist Nicole Bourque. This is why, when  Indians say that “some mestizos do not like eating guinea pig”, they are not referring merely to a like or dislike of the flavour and texture of guinea pig meat but rather the association of ethnic identity that accompanies the act of eating  some, … prepared in the Indian way  (Bourke, 2001: 95-96).]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3449]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1090">
    <dcterms:title><![CDATA[WHY THING IS NOT THE –ING FORM OF THE?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Knowing that the progressive aspect adds the morpheme –ing to the verb&#039;s base, why is it that it  needs to be further complicated by the fact that there are verbs which in their very base form already have  this morpheme (bring, fling, etc.)?  Why is it that nouns and verbs can look like building, and yet we may be completely baffled when we  see that word at the very beginning of a sentence? How do we know when such words act as gerunds, which  are, mind you, basically nouns?  As if this were not enough, English has created more ways in which to confuse its learner: adjectives  in –ing may be interesting, and adverbs may be surprisingly frequent too, but wait till we mention the power  of prepositions, such as during, according to which we cannot fail to mention subordinators, either!  This paper leaves nothing to chance, as nearly two thousand examples have been analyzed in order to  try to describe as many –ing forms of the English language as possible. Specifically, we address the basic  principles of word formation and discuss why morphology alone is not sufficient for a proper understanding  of the syntactic roles of this morpheme in a sentence. The paper shall also offer some of the most efficient  ways in which to avoid getting stuck in this &quot;gridlock&quot; of –ing words, which may be implemented  immediately for a variety of purposes.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3461]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1091">
    <dcterms:title><![CDATA[MOTIVATING STUDENTS TO PARTICIPATE IN CLASSROOM DISCUSSIONS THROUGH THE SOCRATIC CIRCLE APPROACH]]></dcterms:title>
    <dcterms:abstract><![CDATA[According to the staff of the Department of English Language and Literature at the University of Zenica, second year students are not easily motivated to participate in classroom discussions.  Most of the time, students are encouraged to participate, but only a selected few do.  When asked why that is so, students reported that they feel uncomfortable, mostly because they feel that they have noting important to share or that they are embarrassed to speak in front of their colleagues.  The author of this paper took it upon herself to try to encourage students to open up and participate in classroom discussions.  For the purpose of this research, the author has worked closely with two groups of second year students at the Department of English Language and Literature, introducing the Socratic Circle approach to ensure maximum student participation.  This paper describes the steps that were taken, the results of the first study, and the results of the second study which was conducted a semester later. The author claims that by using the Socratic Circle approach it is possible to motivate every student to participate in classroom discussions on a regular basis, and that the students appreciate the use of the Socratic Circle Rubric because they know what is expected of them, as well as how their participation will be graded.    Keywords: Classroom Discussion Participation, Socratic Circles, Socratic Circle Rubric]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3356]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1092">
    <dcterms:title><![CDATA[ONLINE TEACHING IN THE CONTEXT OF ITALKI-PLATFORM AND TEACHING OF FRENCH AS A FOREIGN LANGUAGE]]></dcterms:title>
    <dcterms:abstract><![CDATA[Online tutoring, nowadays has become widespread around the world. The interest and demand for it is growing day by day. Many students and teachers have realized efficiency and ease of learning foreign languages in this way, therefore they do not impose any time or spatial constraints, which have been more interesting than the classical way of learning, and students are more active and more relaxed. The paper will analyze the platform with emphasis on the teaching of French as a foreign language. We will try to identify and include the representation of all types of syllabus, lessons and classes. We will discuss educational aspect of the platform for teaching foreign languages, their strengths and limitations compared to traditional models of teaching.    Keywords: online tutoring, online teachers, French as a foreign language, iTalki-platform]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3493]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1093">
    <dcterms:title><![CDATA[COMPARATIVE COLLOCATIONAL COMPETENCE AS AN ESP SKILL]]></dcterms:title>
    <dcterms:abstract><![CDATA[Learning a language always means learning not only grammar and vocabulary but specific terms and phrases as well, characteristic for the target language and very different from the mother tongue of the learner. This is even more true of the language taught at the tertiary educational level, i.e. language for specific purposes or professional foreign language. Even though learning phraseology and new vocabulary is difficult enough in itself, collocations usually represent an even greater problem since the words that appear together (i.e. collocate) have completely different meanings than they do when they appear by themselves. The major problem areas appear to be teaching, learning and translating special words as examples of lexical units. The aim of this paper is to investigate the importance of collocations, contexts and probable situations in the creation and usage of collocations. Our particular field of interest were collocations found in texts dealing with petroleum engineering and traffic engineering. The emphasis of the paper was on comparative collocational competence in Croatian, Serbian and English. Efforts were made to show how the core meaning expressed in one language is communicated in another and how this non-specific meaning becomes more specific in three different languages. The diversities between the three languages were also to be analyzed. Apart from the theoretical linguistic approach, we also wanted to point out the importance of extra linguistic context, which is crucial in shaping the actual shades of meaning. We also endeavored to explain the complex relationship between lexical elements that combine to form collocations used in highly specific, scientific fields, in this case, in mining, geology, petroleum engineering, transport and traffic engineering.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3404]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1094">
    <dcterms:title><![CDATA[THE UPS AND DOWNS OF LEARNING PHRASAL VERBS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this paper we explore how cognitive linguistics (CL) can facilitate the teaching and learning of phrasal verbs with UP and DOWN in English as a foreign language. We conducted a small-scale research with students whose mother tongue is Serbian and who study English as a foreign language at the Faculty of Philology, Belgrade University. Our goal was to explore the didactical potential of cognitive linguistics which we think is considerable. We wanted to see if making our students aware of the conceptual metaphors that motivate the meaning of phrasal verbs with UP and DOWN would enable them to learn these phrasal verbs more easily. Furthermore, we hoped that students would employ these strategies later on, when they encounter new phrasal verbs whose meaning they do not know. In this paper we will first talk briefly about the position of metaphor in foreign language learning and teaching. Next, we will focus on the theoretical background that supports the concept of CL inspired teaching and mention some relevant research that has been carried out in this field. Finally, we will present our own research and discuss the results.     Keywords: phrasal verbs, UP and DOWN, metaphorical motivation, cognitive linguistics, vocabulary acquisition]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3509]]></dcterms:extent>
</rdf:Description></rdf:RDF>