<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/348">
    <dcterms:title><![CDATA[ACQUISITION OF L2 PHONOLOGY – SPANISH MEETS CROATIAN]]></dcterms:title>
    <dcterms:abstract><![CDATA[The phoneme is conceived as a mental image that is stored in our mind and then represented by sounds in speech and graphemes in writing for phonologically based alphabets. The acquisition of L2 phonology includes two very important skills – reading and writing. The information stored in the mind of a speaker interferes with new information produced by the L2 (Robinson, Ellis 2008; Nathan, 2008). What is similar or equal in the target language to one&#039;s native language is, while unknown, incorporated one way or another into an existing model, based on prototypicality (Pompeian, 2004, Moreno Fernández, 2010). The process of teaching the sounds, letters and alphabet to foreign students is much shorter than for native speakers because to a foreign student must be given a tool for writing as soon as possible as they have to write what they are learning and memorize new language units (Celce-Murcia, Brinton, Goodwin, 1996). This paper discusses one type of difficulties Spanish learners of Croatian as L2 face when they are introduced to phonology through letters which represent Croatian sounds in order to display the influence of their preexisting phonological concepts. The subjects are ten students from Spain and Latin America. Their task was to read a group of words containing sounds that were predictably hard for them, minimal pairs and a short text.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2960]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/347">
    <dcterms:title><![CDATA[ASSESSING PRAGMATIC COMPETENCE OF L2 LEARNERS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this paper is to explore the components of pragmatic competence for L2 learners. Developing pragmatic competence in a second/foreign language has been addressed in many articles and publications on cross-cultural and interlanguage pragmatics (Bardovi-Harlig, 1999; Barron, 2003; Blum-Kulka, House, &amp; Kasper, 1989; Cohen &amp; Ishihara, 2005; Ishihara &amp; Cohen, 2010; Kasper &amp; Blum-Kulka, 1993; McConachy &amp; Hata, 2013; Trosborg, 2010; Wigglesworth &amp; Yates, 2007; etc.). The Common European Framework of Reference for Languages (Council of Europe, 2001) also addresses this issue. Their stance is that communicative language competences include linguistic, sociolinguistic and pragmatic competences. Pragmatic competence itself includes learner’s knowledge of the principles according to which messages are: a. organized, structured and arranged (discourse competence); b. used to perform communicative functions (functional competence); c. sequenced according to interactional and transactional schemata (design competence) (Council of Europe, 2001, p. 123). Roever (2005) chose three components for his web-based test of pragmatic competence: speech acts, implicatures and routines. Research on interlanguage pragmatics often focuses on speech acts, politeness, use of formulaic expressions, mitigation, etc.   	In determining L2 learner’s pragmatic competence we face two major problems:  1. what components of learner’s interlanguage to measure; and   2. how to measure them.   	In this paper, we first define interlanguage pragmatics. Then we refer to issues referring to pragmatic competence and components that are relevant for its development. Finally, we discuss instruments and methods of testing interlanguage pragmatic competence.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2959]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/346">
    <dcterms:title><![CDATA[INTERCULTURAL EDUCATION AS AN INTEGRAL PART OF MODERN LEARNING PROCESS]]></dcterms:title>
    <dcterms:abstract><![CDATA[The process of the world globalization leads to the enlargement of intercultural and interlingual connections among the representatives of different countries, nations, religions and cultures. Herewith, there is a special interest towards the study of intercultural communication and its reflection in the educational sphere. That is why the problem of including cultural information into modern educational programmes and compilation of cutting edge teaching materials has acquired great importance.  Modern methodical complexes acquaint students with the changing realities of the English-speaking countries and fixed expressions that describe various aspects of life. The main task is to avoid misunderstanding, caused not only by purely linguistic reasons but also by lack of cultural knowledge, misunderstanding or simply unfamiliarity with the key concept of the culture being studied.  Taking into consideration the changing status of foreign languages as a source of intercommunication and mutual understanding, methodology underlines the necessity of intensification of pragmatic aspects of the language acquisition. Nowadays, the main purpose of the educational process is to get acquainted with the foreign language as a whole unit, including grammar and lexical data, as well as cross-cultural information. It helps to understand natural, historical and social realia, spiritual values and assists in the formation of the linguistic consciousness.  At the present stage educational courses solve the problem of a textbook, as well as a reference resource, highlighting all the lexical, grammatical and cultural information, and meeting the students’ needs. These directories support effective lesson and make it possible to get deeper into the culture of the foreign language.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2957]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/345">
    <dcterms:title><![CDATA[THE ASPECTS OF PERRY-LORD FOR POPULAR BALLADS, CONCERNING THREEANGLO-SAXON BALLADS (SIR PATRICK SPENS, LORD RANDAL, THE WIFE OF USHER’S WELL)]]></dcterms:title>
    <dcterms:abstract><![CDATA[The purpose of this paper is through properly selected examples to prove that Millman Parry and Albert Lord’s aspects of the theory of the popular ballad can be applied in the English ballads too. Perry and Lord explained how the Homeric epic and numerous popular ballads of the Balkans and traditions, could be transmitted through many generations by oral route and why have appeared formulaic principles in the way they are created and presented. Following the same procedure, we will try to show the same principles on an analysis of three Anglo-Saxon ballads: Sir Patrick Spens, Lord Randal, and The Wife of Usher&#039;s Well. Ballads will be treated according to the theory of oral-formulaic structure of the ballad. This theory suggests that the more phrases the singer knows, the higher is the chance to improvise and structure strings of verses. Ballads Sir Patrick Spens, Lord Randal, and The Wife of Usher&#039;s Well will be analyzed starting from their metric system, rhyme, and as well as locating stylistic figures used in these ballads. The paper will have a comparative approach to find similarities and differences between ballads of Balkans posed by Perry and Lord, and three Anglo-Saxon ballads. Also, this paper will analyze the themes treated in these ballads. Given that these ballads are located in two different regions with different history and culture, this paper will try to come to the conclusion that no matter that they belonged to two different traditions, histories and cultures, themes encountered in them if not identical, then many are very similar.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2949]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/344">
    <dcterms:title><![CDATA[READING COMPREHENSION STRATEGIES &amp; MOTHER TONGUE USE IN EAP COURSES IN ISRAELI ACADEMIA]]></dcterms:title>
    <dcterms:abstract><![CDATA[The goal of this paper is two-fold. First, we outline the various reading comprehension strategies employed in teaching EAP courses in Israel, and discuss challenges faced by students- native speakers of various Semitic languages (Hebrew, Arabic, and Amharic).  Second, we advocate the use of L1 in our L2 classrooms and explore the contexts in which this practice is most beneficial for the learner.    	The ultimate goal of an EAP course in Israeli academia is to equip students with tools for coping with academic texts in English, thus rendering a central role to teaching a wide array of reading comprehension strategies (cf. Raftari, Seyyedi, &amp; Ismail, 2012; Rraku, 2013 for similar views). Proficient readers need to employ a variety of reading strategies (Anderson, 1991, 2005; Block, 1986, 1992; Carrell, 1998; Hock &amp; Mellard, 2005), including word-, sentence-, paragraph-, and text-level strategies. In order to achieve high level of proficiency, reading strategies are explicitly taught and practiced by means of authentic academic texts of varying length and structure/complexity.  	The need to teach and train students in the various text-coping techniques brings us to the second challenge: the use of L2 vs. L1 in our EAP classrooms. Efficient teaching involves imprinting reading strategies in the students&#039; metacognition (Carrell, 1998; Farrell, 2001; McNeil, 2011; Song, 1998; Winograd &amp; Hare, 1988), hence the importance of students&#039; understanding of the teacher&#039;s explanations. In this context, the use of the students&#039; mother tongue (L1) in EAP instruction gains higher importance. Numerous advocates of L1 in ESL/EFL classrooms have outlined a comprehensive list of efficient uses of L1 (Atkinson, 1987; Auerbach, 1993; Cook, 2001; Schweers, 1999). We strongly believe that, especially in the case of weaker students, the use of L1 will facilitate their understanding and internalization of various reading comprehension strategies. To this end, we advocate presentation of (some of) text-coping techniques using the students&#039; L1, as well as initial exemplification of these techniques using an authentic academic text in the students&#039; mother tongue.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2950]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/343">
    <dcterms:title><![CDATA[ALBANIAN OBSERVATION PHRASEOLOGY WITH THAT OF ENGLISH LANGUAGE FORMED BY METAPHORS]]></dcterms:title>
    <dcterms:abstract><![CDATA[In today’s communication in schools, workplaces and communities has increased significantly being intermingled and involved with English language. Albanian and English languages have many phraseology units. They are formed by the transformation of the syntagm with two or more denominator units (noun, adjective, verb, adverb, etc). This figurative transformation is realized with comparison, hyperbola, litotes, metaphor, metonymy, etc. Both languages use all these means of communication. Our thesis focuses particularly on the formation of phraseology units with metaphors and aims to analyze how they are formed in four steps of transformation using the structure of:  a)- free syntagm (phrase), (or free phrase).  b)- syntagm (phrase) with comparison (with connectors: as, like ).  c)- syntagm (phrase) with metaphor (connector falls).   d)- formation of phraseology units.  This process is similar in both languages, but there isn’t compliance and equality in their formation. By juxtaposing the phrases units in both languages, we aim at shedding some light on the main similarities and differences which seem to bring the languages closer but also create a gap between them, pointing out the common or universal features as well as the originality and the unique character of each language. If we analyze some phrasal units taken out from the dictionary (Phraseology English- Albanian dictionary by I. Stefanllari 1998) we notice that the units of English language are formed differently from the Albanian ones. This can prove the occurrence of linguistic relativism.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2965]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/342">
    <dcterms:title><![CDATA[MEETING STUDENTS&#039; DIVERSE NEEDS FOR READING THROUGH DIFFERENTIATED INSTRUCTION STRATEGIES]]></dcterms:title>
    <dcterms:abstract><![CDATA[The focus of this research is on meeting South East European University (SEEU) students’ diverse needs for reading.  Although in English as a Foreign Language (EFL) classroom, all four language skills are important, reading becomes most important when students enter university without enough strategies for reading. Therefore the reading material presented should be differentiated to suit everyone’s needs. According to Biancarosa &amp; Snow (2006) &quot;a full 70 percent of U. S. middle and high school students require differentiated instruction (DI), which is instruction targeted to their individual strengths and weaknesses&quot; (p.8). Consequently, since it is difficult for native learners to read in their mother tongue then it can be imagined how difficult it might be for EFL learners to read in English. Thus, differentiation in reading classrooms becomes an important responsibility for EFL lecturers. The methods of data collection used in this research were teacher questionnaires and classroom observations to help discover the level of knowledge and application of DI reading strategies among SEEU EFL lecturers to meet diverse learners’ needs. The results of the study conducted showed that there is a discrepancy between the researcher’s observations and lecturers’ responses regarding the application of DI strategies and also there is some inconsistency between some lecturers’ own responses that claim to have applied DI strategies but fail to provide examples of such tasks. Hopefully, this research will help raise teachers’ awareness that DI reading strategies should be implemented in their EFL classes generally as well as in their reading classes to enhance diverse students’ reading skills and help them with their academic development.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2952]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/341">
    <dcterms:title><![CDATA[COLLEGE STUDENTS’ FIELDWORK IN THE NATIVE-AMERICAN RESERVATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[This is the narrative of the fieldwork conducted by the Global Citizenship Studies Department at Seisen University. The fieldwork in the Native-Americans reservation was started in 2008 in Colville in the State of Washington. Since 2008, we have sent average of 10 students every year for 7 years. The aims of this fieldwork are:  1)  to understand history, culture and life of the Native-Americans  2)  to learn the importance of symbiotic relation between people and the nature  3)  to acquire English skills through communicating with local people]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2961]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/340">
    <dcterms:title><![CDATA[PROVERBS TEACHING IN EFL CLASSES:   “WHERE THERE IS A WILL, THERE IS A WAY”]]></dcterms:title>
    <dcterms:abstract><![CDATA[The present study aimed at investigating the presence of proverbs in English textbooks taught to EFL Arab learners as well as investigating the attitudes of English language teachers towards proverbs as part of the EFL teaching materials. Results of the content analysis which has been carried out on four English textbooks of the Enterprise series show that teaching proverbs is included as part of the teaching material presented to the students. Proverbs are presented in different ways: sometimes they are used as titles of units, in vocabulary exercises, or as separate sections at the end of each unit. And they appear either in their original form or truncated. On the other hand, teachers&#039; attitudes towards teaching proverbs to EFL learners show their belief in the importance of teaching proverbs since they convey the culture and wisdom of their users, moreover, they provide students with a rich source of vocabulary. They also give them an opportunity of making comparisons between their own proverbs and the English ones thus broadening their knowledge of the world; finally, they help students to express themselves in English in a more natural, native-like way.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12]]></dcterms:date>
    <dcterms:extent><![CDATA[2963]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/339">
    <dcterms:title><![CDATA[TRANZICIONA PRAVDA KAO USLOV PRISTUPU EVROPSKOJ UNIJI]]></dcterms:title>
    <dcterms:abstract><![CDATA[Tranziciona pravda je termin koji označava različite načine postupanja prema prošlim kršenjima ljudskih prava u društvima u tranziciji, a koji dovode do postkonfliktnog pomirenja u društvu. Ne podrazumijeva samo suđenja osobama koje su prekršile pravo u sukobu, već prvenstveno izgradnju održivog mira u postkonfliktnim društvima. Sastoji se od niza inicijativa kojima je cilj utvrđivanje istine o onome što se desilo u sukobu koji se zbio u prošlosti - a što, svakako, obuhvata i utvrđivanje odgovornosti počinioca i naknadu štete žrtvama zločina. U radu će poseban naglasak biti na vansudskim mehanizmima tranzicione pravde. Pokušat će se odgovoriti na pitanje da li bi uspostavljanje tranzicione pravde trebalo biti uslov za pristup Evropskoj uniji, kao i šta su države bivše SFRJ učinile po tom pitanju. Poseban akcenat bit će na državi Bosni i Hercegovini i njenim dostignućima na ovom polju.    Ključne riječi: Evropska unija, tranziciona pravda, mehanizmi tranzicione pravde.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2015-12-16]]></dcterms:date>
    <dcterms:extent><![CDATA[3176]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-50-9     ]]></dcterms:identifier>
</rdf:Description></rdf:RDF>