bluuebunny/crossref_metadata_2025_split huggingface dataset:
The use of video to develop language and learning strategies
Authors: Jones Janet , Bignall Ian 
Published: October 2016

Video in the classroom has been used mainly as source material for teacher and student exploitation. It is also used to a lesser extent as a medium for oral language development and self-evaluation where the content of the video is the learner’s own performance. This second use involves camera-work and providing feedback on learner performance.
This paper, based on a video programme conducted in an ESP course for Thai Government Officers over 2 years at the ELICOS Centre University of Sydney, argues that video is still under-utilised and can play a more integral role in programme development. We discuss how a more systematic approach to using video can develop learner self-monitoring strategies and communicative competence in a range of contexts.
Dutch immigrants in New Zealand
Authors: Folmer Jetske 
Published: October 2016

Abstract
This article contains a report of a case study on language shift and language loss in three generations of a Dutch immigrant family in New Zealand carried out in 1990/1991 (Folmer 1991). Language shift refers to the shift from Dutch to English and language loss to the loss of the mother tongue Dutch. In addition to language shift and loss, the personal linguistic history of the subjects and their (language) attitudes were examined; these topics are only discussed indirectly in this article.
One first generation member, five members of the second generation and two third generation children took part in the investigation. The instruments used were an analysis of letters, an interview, a domain questionnaire, an editing test and a correction test.
It was found that language shift increases with each generation. The factors education, exogamy, (language) attitudes and age also proved to be important. Furthermore, the type of domain or activity made a difference.
In both the first and the second generation the degree of language loss in Dutch was rather low. Some trends in the loss process were established and certain word classes turned out to be more problematic than others.
Metalinguistic awareness in Dutch immigrants
Authors: de Bot Kees 
Published: October 2016

Abstract
In this paper data are presented on some aspects of metalinguistic awareness in Dutch adults who emigrated to Australia at least 25 years ago. A grammatically judgement test was administered to 37 informants in Melbourne. The data show that the migrants do not differ significantly from a control group in the Netherlands. This outcome, which is in line with earlier findings from Dutch migrants in France, suggests that metalinguistic skills in L1 are extremely resistent to attrition.
Aspects of later language development*
Authors: Collins Peter 
Published: October 2016

Abstract
This paper reports some findings of a study of six year old and ten year old children which suggests that the process of language acquisition is by no means complete at the age of five (a popular misconception in some of the early literature). In particular, it is suggested that the later years are marked by an increase in the complexity of structures at group/phrase level. The study did not reveal significant developments at clause level, but several were noted at discourse level, including an increased sensitivity to the role of topic-selection in developing the shape of a text, and to the broader structural requirements of different genres.
Information sequencing in Modern Standard Chinese
Authors: Kirkpatrick Andy 
Published: October 2016

The hypothesis presented in this paper is that the sequence of ‘modifier-modified’ is a fundamental unit of sequencing in Modern Standard Chinese (MSC). It is shown that this sequencing unit extends beyond word pairs such as adjective-noun to sentences with complex clauses and also that it constitutes a fundamental principle of sequencing at discourse and text levels. Examples of ‘modifier—modified’ sequencing (also called ‘because—therefore’ sequencing) occurring at levels of the complex sentence, extended spoken discourse and written text are provided. These examples are taken from naturally occurring MSC data.A discussion concerning the implications of the differences in information sequencing between MSC and English in the fields of cross-cultural communication and language teaching concludes the paper.
Does year 12 French improve proficiency?
Authors: Martin Anne L. 
Published: October 2016

Abstract
Do students believe that Year 12 LOTE courses contribute to the development of oral and aural proficiency in the target language? Attitudinal and performance data collected from university French 1 students shed some light on students’ satisfaction with their Year 12 LOTE course and on the relationship among perceived outcomes, course components, language of instruction and language performance. The findings, while not definitive, provide some insights for secondary and tertiary LOTE teachers, together with some baseline data for further research into the success of school language programs.
Aboriginal English inside and outside the classroom
Authors: Malcolm Ian G. 
Published: October 2016

Abstract
It is argued that Aboriginal children’s English is different inside and outside the classroom largely because characteristically, inside the classroom the Aboriginal children do not have the freedom to determine the discourse pattern which they have outside the classroom. This is illustrated on the basis of an analysis of five first person oral narratives of Aboriginal children of the Eastern Goldfields of Western Australia recorded outside the classroom, which are compared both with a first person oral narrative of a non-Aboriginal child and with teacher led interactions in the classes of which these children were members. The Aboriginal children’s discourse exhibits ‘tracking,’ a culture-specific way of organising narrative, which is widely exhibited in Aboriginal communities. It is implied that education of speakers of Aboriginal English needs to be sensitive to such discoursal features which are not shared by other English speakers.
Factors influencing elective language choice
Authors: McGannon Judith , Medeiros Anna 
Published: October 2016

Abstract
Factors influencing the decision of secondary school students to continue or discontinue the study of French beyond the compulsory years were investigated in a government secondary college in an outer eastern suburb of Melbourne. Six classes of year 8 French students were surveyed. The results of the study indicate that gender, perceived ability in French, encouragement from parents and teachers, peer group preference, and beliefs about the career relevance of French influence the decision of students to opt in or out of the language programme.
Language bias against women in British and Malaysian newspapers
Authors: Hawes Thomas , Thomas Sarah 
Published: October 2016

AbstractThis paper examines a few techniques of sexist role reinforcement in the British newspapersThe SunandThe Daily Mirrorand the Malaysian newspapersThe StarandThe New Straits Times.Beginning with a discussion of stereotyping and the conservative male- dominated ideology prevalent in the British press, it goes on to cite linguistic items and female/male ratios that expose this ideology. Features we look at include modification, relexicalisation and reductive language, as well as puns, alliteration and the classification of women as either pin-up commodities or annexes of the males to whom they ‘belong’. Sexist language in the Malaysian press being much less explicit, many of these categories are not present when it comes toThe StarandThe New Straits Times.In a more limited study of these papers, we nevertheless find an even greater bias towards males as the makers of news. It is suggested that teachers refrain from using sexist materials in class unless it is to discuss their ideology explicitly.
The relationship between content knowledge and practise opportunities in non-native learners’ interaction
Authors: Alcón Eva , Guzman Josep-Roderic 
Published: October 2016

Abstract
The following study was undertaken to further understand the effect of content knowledge on learners’ participation in interactions between non-native speakers. 120 male students, all of them Spanish, were paired to form 20 dyads whose members had equal content knowledge, but different levels in oral proficiency, 20 dyads in which fluent learners were relative content experts, and 20 dyads in which learners with limited oral skills were the experts. Measures of conversational participation included: amount of talk, conversational fillers, back channels, topic moves, clarification questions, confirmation checks, and comprehension checks. x
2 analysis of results indicated that, regardless of learners’ level of proficiency, relative content knowledge can explain different conversational patterns of participation: the relative expert producing more output (number of words), while the relative nonexpert works hard to understand the message. Findings of the study support the relationship between content knowledge and conversational participation in the context of non-native interaction.
From emergence to acquisition
Authors: Mansouri Fethi 
Published: October 2016

Abstract
This paper concerns the emergence and development of agreement marking in Arabic interlanguage. It investigates the effect of competing structures (pragmatics, semantics and morphosyntax) on the development of Arabic subject-verb agreement morphology. It is hypothesised that Arabic Interlanguage morphology is constrained by the availability of processing strategies (Clahsen, 1986) and competing information structures (Bates and McWhinney, 1981; 1987) especially when dealing with complex agreement patterns. The results show that linguistic complexity (a) influences the types of processing strategies employed and (b) determines the order of acquisition of different agreement patterns. It is also revealed that when the three information structures compete for interpretation of speech, morphosyntax emerges as the least influential eventhough it seems that S-V agreement in Arabic, at least on the surface, is essentially a transfer of morphosyntactic features (person, number and gender) from the subject onto the verb.
‘How not to answer a question’ revisited
Authors: Bramley Nicolette 
Published: October 2016

Abstract
Women in politics in Australia have been in the spotlight recently as their numbers have increased over the last decade particularly with the unprecedented number of women elected in the 1996 General election and also with the 1994 promise of the ALP to increase the number of women preselected in winnable seats to 35% by 2002. Recent research on language and gender has shown that women and men use different discourse strategies when they speak and that women tend to be more ‘cooperative’ in their speech while men are more ‘adversarial’ (Tannen 1993). The context of this paper will be the highly public forum of the political media interview. The hypothesis that women avoid answering questions less than men is tested, showing that women do avoid answering questions less than men. The gendered use of different avoidance strategies is also examined but with no significant difference in the way questions are avoided. The use of prefered and disprefered answers, however, showed a gender difference with women using significantly more prefered answers than men. To define different types of answer and avoidance, the notion of topic used by Gardner (1987) and the Gricean Maxims (1975) are used.
An individual approach to imitation
Authors: Littleton Peita 
Published: October 2016

AbstractThe available literature on the facet of imitation and its role, if any, in language acquisition is bipolaric in nature. The efficacy of imitation is seen as either a minor inconsequential feature, or a primary means to the child’s learning of language. The present paper investigates a strategy for language acquisition adopted by one child, and the usefulness of imitation in supporting that strategy. Naturally occurring conversations between the child and his parents were recorded and examined. Imitated utterances were found to surpass spontaneous ones on the dimensions of grammatical and semantic complexity, and, with few exceptions, new structures appeared first in imitative utterances. The higher complexity and the prior appearance of new construction in imitative utterances suggest that imitation fulfilled a progressive function for the child. The usefulness of imitation for language learning and the implications of imitation as a primary strategy are discussed.
The lexico-syntactic marking of chronological order
Authors: Tickoo Asha 
Published: October 2016

Abstract
The complexities inherent to the acquisition of temporal reference have not been associated with the first formal means of representing time in L2 acquisition of temporal reference, namely temporal adverbials. But this study of the use of ‘then’/ ‘after that’ by Vietnamese learners of ESL suggests that this temporal adverb poses as much of a learning challenge as morphological means of temporal reference. A distinct form to function mapping is evident in this learner’s use of ‘then’/ ‘after that’, just as it is in interlanguage morphological marking of tense and aspect. The same asymmetry in the learning process is evident, with target-like form being acquired at a point at which the corresponding function is till not completely target-like. ‘Then’/ ‘after that’ marks chronological order for salient narrative events. I will show that this learner’s usage is monitored by a looser notion of salience, which emerges from the transference of a salience-marking principle from a tense-free L1. It is suggested that since the tenseless L1 is clearly impacting not just the acquisition of English tense-aspect morphology, but rather the entire system of temporal reference, the teacher should not assume shared intuitions on the felicitous use of ‘so simple a word’ as ‘then’. And target usage should be introduced as a proper subset of the learner counterpart, using negative evidence to illustrate the more highly constrained nature of target usage.
Language attitudes of the Vietnamese in Melbourne
Authors: Pham Mai N. 
Published: October 2016

Abstract
This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.
Past time reference in learner English
Authors: Peterson Peter G. 
Published: October 2016

Abstract
A “concept-oriented” analysis of past time reference in the English of two French learners provides insight into the communicative strategies employed by advanced language learners. Although these learners have a limited command of past tense morphology, they nevertheless manage to establish past time reference in conversational discourse, utilising alternatives to morphological marking such as the use of adverbial phrases, implicit framing established by prior discourse, or “nil” framing, relying on assumed shared knowledge or the interlocutor’s interpretive skills. The two varieties of “learner English” differ significantly: one features a substantially higher number of morphologically marked verbs, with increasing explicitness in temporal framing; the other makes much greater use of implicit framing, with a substantial and unexpected increase in reliance on discourse-based frames. Neither learner shows evidence of linear or stage-wise development which would correspond to “rule-governed” acquisition of new knowledge.
Roles in autonomous language learning
Authors: Cotterall Sara 
Published: October 2016

Abstract
The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individuals actually adopt. The paper concludes by considering how new or modified roles might most effectively be presented.
Differences and distinguishability in the acoustic characteristics of hello in voices of similar-sounding speakers
Authors: Rose Phil 
Published: October 2016

Abstract
Forensic Phonetics is an important application of Linguistics that has emerged as a discipline over the last decade. This paper describes a Forensic Phonetic experiment which investigates the nature of within- and between-speaker variation in the acoustic characteristics of the word hello in demonstrably similar-sounding voices. The nature of within-segment variation is determined in repeats of the same word said under different prosodic conditions in order to exclude as much of the linguistically determined variation as is consistent with the realities of the forensic situation, thus providing a good estimate of variation associated with speakers. Intonationally varying tokens of the naturally produced single word utterance hello from six adult Australian males are compared with respect to fundamental frequency, and to centre frequencies and bandwidths of the F-pattern below 5 KHz. This comprises the first five formants and extra resonances, including a possible singer’s formant and tracheal resonance. Results show that between-speaker acoustic differences are pervasive, though not ubiquitous. Magnitudes of between-speaker differences are presented for all parameters, and their forensic significance evaluated. ANOVA and chi-square tests show that even similar-sounding voices differ significantly in their acoustics, especially centre frequencies of F2-F4, formant bandwidth, and incidence of extra resonances. Simulated forensic conditions show that some of these differences are not realistically demonstrable. Nevertheless, there remain sufficient significant differences to distinguish 13 out of 15 pairs: a value of 13% for the denominator of the associated Bayesian Likelihood Ratio for the prosecution hypothesis. Directions for future research are indicated.
Metalinguistic knowledge
Authors: Elder Cathie , Warren Jane , Hajek John , Manwaring Diane , Davies Alan 
Published: October 2016

Abstract
This paper reports on a project (funded by a small Australian Research Council grant) investigating levels of metalinguistic knowledge of English and other languages amongst first-year undergraduate learners of French, Chinese and Italian and the relationship between this knowledge and success in studying a language at university. The study is a partial replication of research undertaken by Alderson, Clapham and Steel (1977) in relation to learners studying French at a number of British universities.
The findings offer no support for the widely-held view that there is a strong connection between learners’ knowledge about language and their success in foreign language study. Results show that, while undergraduate language learners have serious lacunae in their knowledge about language, those who have studied a language other than English (LOTE) at school do better on some measures of metalinguistic knowledge than those who are beginning language study from scratch. However, the results also show that for all three languages there is a weak relationship between metalinguistic knowledge and second language ability. The study points to areas of further research, including a more detailed examination of the relationship between metalinguistic awareness in L1 and L2 and an investigation of those areas of grammar that may be more amenable to explicit grammar teaching.
English and inclusivity in education for indigenous students
Authors: Malcolm Ian G. 
Published: October 2016

According to recent survey evidence, Indigenous students, at least in schools where their numbers are significant, have not, in general, been meeting the performance standards in literacy which have been set for Australian students in Years 3 and 5. Among factors to which this is attributed are language background, absenteeism, lack of reading outside school and irregular completion of homework.
The above factors all relate the students’ lack of success to the practices of the student rather than to those of the school. This paper is concerned with one sociolinguistic factor related to school practice which, it is argued, is equally relevant, especially for students who speak Aboriginal English. The paper provides evidence that monodialectal education in standard English builds on an existing opposition whereby Aboriginal English is associated with cultural congruence and standard English with cultural imposition, making it difficult for most Aboriginal students to embrace literacy on the terms in which it is offered to them.
The principle of inclusivity is already explicit (but not fully developed) in recent curriculum framework documents. It is shown how a bidialectal approach to the teaching of Indigenous students can advance inclusivity with respect to knowledge base, linguistic skill and social empowerment for these students, and therefore remove an important barrier to their achievement of literacy.
Personal response or critical response in secondary english discussions
Authors: Love Kristina 
Published: October 2016

Abstract
Whole Class Text Response Discussions (WCTRD) are pervasive in secondary English and represent one site in which students can learn to adopt the habits of critical thought that are promoted in state and national Curriculum documents. In this study, the phasal structures (Gregory and Malcolm 1981) of a variety of such WCTRDs in Australian secondary English classrooms were examined. It was found that teachers in such WCTRDs regularly made limited selections from the available pool of phases, such selections regularly scaffolding a narrow range of literate and moral skills, but offering little support for the development of critical and analytical response. Such results suggest that despite a shift at an academic and professional development level towards more critically-oriented models of text response, day-to-day discursive practice in some secondary English classrooms in Australia is still very much grounded in Reader Response practices (Iser 1978) that contribute to the development of morally compliant citizens. One WCTRD was selected for closer analysis of how the textual, experiential and interpersonal meanings (Halliday 1994) operated to privilege students’ ‘personal response’ over critical response. Through the examination of Transitivity and Conversational Structural choices in particular, a picture was provided of how this WCTRD was structured to encourage students to rehearse previously appropriated ideologies, rather than to critically or analytically interrogate these ideologies.