bluuebunny/crossref_metadata_2025_split huggingface dataset:
Thematic options in reports of previous research
Authors: Thomas Sarah , Hawes Thomas 
Published: October 2016

Abstract
This paper discusses one identifying feature of journal articles — Reports or Citations. The study focuses on an examination of the syntactic choices available to writers for making reporting statements and the conditions governing such choices. There is a great deal of variation in the forms of the Reports in academic articles and one factor in this seems to be the writer’s choice of a particular element of the message as Theme of the reporting statement. The purpose of this research was to turn up information regarding thematic options and their distribution which would be useful for identifying the patterns of choice that are characteristic of reporting. We investigate the way in which the choice of Theme affects the syntactic form of the Reports. It is suggested that a typology of Reports based on participant Subject in the Theme element can be drawn up. Reports were categorised as having Agent Themes, Text Reference Themes or Content Term Themes. With these three main choices for Theme, variations are created when Textual, Interpersonal or Ideational elements in the form of Circumstantial Adjuncts work in conjunction with the Subject headword. The different syntactic forms of Reports resulting from different thematic choices are shown to be associated with the function of Reports in their contexts.
The use of foreign languages in tourism
Authors: Watts Noel 
Published: October 2016

Abstract
This paper examines the research needs relating to the use of foreign languages in tourism activities in Australia and New Zealand. Various claims have been made that the provision of effective foreign language services is essential to the expansion and diversification of tourism in both countries. However, there is currently a lack of precise information on the ways in which the tourism industry in Australia and New Zealand is providing appropriate language assistance that meets the needs of inbound visitors who are speakers of languages other than English. Studies that have been carried out into certain areas of foreign language use in tourism in Australia and New Zealand are discussed and a number of suggestions are made as to future directions for research.
‘Yes Kylie, Echidna’sarealmost wombats!’
Authors: Rieschild Verna Robertson 
Published: October 2016

AbstractThis paper examines some aspects of English and Lebanese-Arabic adult-responses to child-answers, exploring the way the use of preferred communication strategies reflects culturally-based assumptions about learning and guiding learning. Adults who regularly deal with young children develop preferred interactive strategies which derive from social attitudes. Naturally there is an element of individual style, but this is only recognisable as individual in relation to the norm. These early experiences teach children how to make sense of the world and how to relate within it. They develop a relational competence, learning how to adapt to differing role expectations as they move between home, peer, preschool and school groups. Understanding how to ask and answer appropriately is certainly part of being a competent speaker. Home and pre-school norms are not always the same, and young children and adults don’t always understand each other, particularly in crosscultural interactions. Data was elicited from dyads engaged in narrative and descriptive tasks using sets of pictures. The approach is interpretive. In cross-cultural studies there is not always a neutral middle ground between cultures from which one can easily develop objective interpretations. There is a different ranking of values, assumptions and expectations. Part of the analytical approach of this research is aimed at reducing the potential for cultural bias in interpretations by using Natural Semantic Metalanguage to produce cultural scripts representing meanings.
Cohesive conjunctions in the English writing of Cantonese speaking students from Hong Kong
Authors: Field Yvette 
Published: October 2016

Abstract
Student writers in Hong Kong have a distinctive style in ordering their thoughts for academic essay assignments which consists of frequent prefacing of their points with cohesive conjunctions. Applied linguists in Hong Kong have studied this use of conjunction to ascertain how it differs from native speaker use, to gauge the extent to which teaching, textbooks and transfer are influential and to analyse the extent of misuse and unnecessary use. This work is reviewed with close attention to Halliday and Hasan’s (1976) cohesion theory and further research directions and teaching implications are presented in the light of this theory.
The effects of suggestopedic elements on qualitative and quantitative measures of language production
Authors: Felix Uschi , Lawson Michael 
Published: October 2016

Abstract
This was a 10-week time-series investigation of a class of 12 students with the same teacher carrying out the teaching for both the experimental and control condition and the same students exposed to both treatment conditions. The question of central interest in this study was whether Suggestopedia affects more sophisticated language skills than recall, and both quantitative and qualitative measures were included to address the criticism that Suggestopedia affects memory skills alone. Year 10 students’ recall, comprehension, word production, fluency, accuracy, writing quality, transfer skills of grammatical items, and understanding of grammar rules were tested once a week. Long-term retention rates for recall were also checked at the end of each four-week period. The findings suggested that Suggestopedia does in fact have the potential to positively affect sophisticated language skills such as transfer of structures and creative writing. Compared with performance during the control Phase, results showed that during the experimental Phase students performed equally as well on tests of comprehension, accuracy and understanding of rules, and significantly better on tests of recall, word production, fluency, writing quality and transfer of grammatical items.
Cohesion in Italian adult learners’ and native speakers’ compositions
Authors: Zanardi Nicoletta 
Published: October 2016

Abstract
This paper presents data from a cross-sectional study of the use of cohesion in Italian texts written by L2 adult learners and by native speakers. Twenty-six free compositions were analysed for cohesion: eighteen by anglophone learners of Italian attending first, second, third and fourth year of Italian at Sydney University, and eight by native speakers of Italian divided in two groups: one of students, who have either done their schooling in Italy or recently arrived in Australia, the other of Italian professionals living in Sydney. More specifically, cohesion was analysed for the three categories of reference, conjunction and lexical cohesion. The objective of the study is twofold: a) to compare learners and native speakers in their use of cohesion, and b) to observe the developmental sequences in the use of cohesion in the six different groups. Examples from the texts are given and a tentative interpretation of the data is presented.
Interlanguage phonology
Authors: Toda Takako 
Published: October 2016

Abstract
This paper presents the results of a study pertaining to the acquisition of timing control by Australian subjects who are enrolled in first-year Japanese at tertiary level. Instrumental techniques are used to observe segment duration and pitch patterns in the speech production of learners and native speakers of Japanese. The observations concern vowels and obstruents based on minimal pairs with durational contrasts, and the results are discussed within the framework of interlanguage phonology. The results obtained from this study demonstrate problems of beginning-level learners, including the underdifferentiation of durational contrasts (Han 1992). From the viewpoint of interlanguage phonology, however, the results seem to indicate that the learners have the ability to control timing and that they try to achieve durational distinctions in their speech production, but that their phonetic realisation is different from that of native speakers.
Patterns of rater behaviour in the assessment of an oral interaction test
Authors: Wigglesworth Gillian 
Published: October 2016

Abstract
Lack of inter-rater agreement in the assessment of oral tests is wellknown. In this paper, multi-faceted Rasch analysis was used to determine whether any bias was evident in the way a group of raters (N=13) rated two different versions of an oral interaction test, undertaken by the same candidates (N=83) under the two conditions – direct and semi-direct. Rasch measurement allows analysis of the interaction between ‘facets’; in this case, raters, items and candidates are all facets. In this study, the interaction between rater and item was investigated in order to determine whether particular tasks in the test were scored in a consistently biased way by particular raters. The results of the analysis indicated that certain raters consistently assessed the tape-version of the test more harshly whilst others consistently rated the live version more harshly. This type of approach also allowed a finer analysis at the level of individual items with respect to harshness and consistency across ratings. The implications for rater training and feedback are discussed.
What should we teach about the spoken language?
Authors: McCarthy Michael 
Published: October 2016

Abstract
This paper sets out to address the problem of just what, from the vast amount of research now available into the spoken language, can and ought to form part of the oral component of a second or foreign language course. Exemplification is principally based on spoken English from the British Isles, but reference is made, where appropriate, to other modern languages. Structural, interactive, generic and contextual constraints are discussed in terms of their implications for teaching, and a core set of features are highlighted. Some results of discourse analysis and conversation analysis are argued as better treated within the domain of cross-cultural studies, and other features of spoken language usually considered within the domain of discourse analysis are proposed for inclusion within the lexico-grammatical areas of the syllabus. Methodological implications are discussed in the final section, where it is argued that traditional ‘presentational’ approaches to language teaching need to be rethought and supplemented by more inductive- and language awareness based activities.
Language teaching = Linguistic imperialism?
Authors: Mühlhäusler Peter 
Published: October 2016

Abstract
Linguistic imperialism is the expansion of a small number of privileged languages at the cost of a large number of others. The language teaching profession is a potential instrument of linguistic imperialism and needs to address the question of the ecological impact of language teaching and to take an ecological view of their profession. An ecological view focuses on areas such as the well being of the inhabitants of a language ecology, and the long term sustainability of the system. The principal task for language teachers as that of empowering their learners by giving them additional knowledge and skills and to cater for the learner’s needs rather than the short-term economic benefits of the teaching institution. Language teachers have to address the question of likely long term outcomes of their practices.
Signifying strategies and closed texts in Australian children’s literature
Authors: Stephens John 
Published: October 2016

Abstract
This paper examines children’s literature as discourse and argues that attention to the textuality of children’s literature discloses a network of signifying strategies which serve to confine texts within a narrow band of socio-cultural values. The language of fiction written for children offers conventionalised discourses by means of which content is encoded. While there are many other books can be and are titled, these are culturally representative. They are symptomatic of the frames used in Australian children’s literature, and in effect disclose how that literature is complicit in the ideological construction of Australian childhood (or, in this case, adolescence). This is part of how children are socialized. Hence the mediators of children’s books focus attention on the ‘truth’-value of theme and content and perpetuate the illusion that discourse is merely transparent.
The applied linguist and the foreign language teacher
Authors: Kramsch Claire 
Published: October 2016

AbstractApplied linguists invent their domain of inquiry as much as they investigate it and so do language teachers. Several factors make true intellectual dialogue between them difficult. The paper reviews briefly the reasons for the emergence of a discourse problem in language study and then examines the nature of this problem and suggests ways in which applied linguists and foreign language teachers can engage in intellectual dialogue. It is argued that applied linguists and language teachers can understand one another by engaging together in an intellectual exploration of the historical and social forces that have shaped their respective discourses. Ultimately what is important for each to understand is not the different answers they give but the different questions they ask.
Critical literacy, genre and the National Curriculum dilemma
Authors: Crombie Winifred 
Published: October 2016

Abstract
At one time or another most of us have probably been involved in processes we dislike whose outcomes we fear simply to subvert what we assume to be someone else’s agenda. We become involved, for example, in national curriculum planning because we believe we might be able to alter outcomes for the better. We might even believe we can subvert attempts to reinforce cultural norms in the name of ‘standards’ by ensuring that ‘access’ includes access to the ‘genres of power’. If, however, there is no direct relationship between stylistic control and access for marginalised groups to real power, if current approaches to ‘genre literacy’ actually tend to reinforce traditional pedagogical practices and even, in doing so, threaten to reconstitute the cultural deficit model our participation may actually reinforce the agendas we seek to subvert. Is there a possible, positive response to this sort of dilemma? It is argued here that in seeking a healthy fusion of power, applied linguistics is in a position to discover the appropriate response.
The development of spelling and word knowledge in older students (Years 5 – 11)
Authors: Goldsmith Peggy 
Published: October 2016

AbstractLanguage standards in the community are a recurrent theme of public debate and concern. They are rarely said to be rising, rather, to be falling. However, those in the classroom with the task of assisting students to learn to read and write are not the ones likely to pass judgment or attempt generalisations about standards. The writer investigated older school students’ (Years 5 – 1 1 ) word knowledge in a large scale empirical study. The development of 280 students across the seven grades in spelling and word knowledge was explored and the pattern of use of lower to higher order strategies by those students in their attempts to spell words, write derivations and display syntactic knowledge . There was confirmation that older students gradually make less and less use of lower order strategies in spelling, writing derivations and in use of homonyms in syntactic frames.
Setting/interlocutor-related variation in oral performance of adult ESL learners
Authors: Cholewka Zofia 
Published: October 2016

Abstract
The performance of six adult intermediate second-language learners on an oral task was examined. The subjects, sharing a number of characteristics, e.g. the source language (Polish), performed the same task twice, with two different interlocutors, in two different settings (familiar vs. ‘real-life’). The aim of the study was to investigate the influence of the familiarity of the setting/ interlocutor factors on the subjects’ performance. To analyse the surface structure errors obtained from the two interviews, Selinker’s (1972) error taxonomy was employed, thus yielding five error categories: language transfer, overgeneralization, simplification, communication based and teaching induced errors. The findings revealed that the unfamiliar, ‘real-life’ setting elicited significantly higher proportion of language transfer errors than the same task performed in the familiar environment. It is argued that adult, intermediate second-language learners, in a new, ‘real-life’ social setting, when confronted with an unfamiliar native speaker of the target language, revert to their native language, fall back on their prior knowledge to facilitate the task demands.
The functions of voice in scientific writing in Spanish
Authors: Curnow Timothy Jowan 
Published: October 2016

Abstract
This paper on Spanish for Science and Technology (SST) analyzes the rhetorical functions carried out by the selection of voice — active, passive or se-passive — in five biological research articles in Spanish. It compares these rhetorical functions with those found in French and English scientific papers. Finally it suggests that there may be some universals which can be established on the basis of this comparison, but only through the introduction of an intermediate level of “discourse function” between the levels of rhetorical function and the level of grammatical form.
The acquisition of subject-verb agreement in Arabic as a second language
Authors: Mansouri Fethi 
Published: October 2016

Abstract
The acquisition of complex grammatical structures of a non-cognate language has been reported to be a daunting task for adult learners (Samimy and Tabuse, 1992; Bailey, 1983; Kleimann, 1977). In the case of Arabic morphology, this task is reported to be difficult not only for foreign learners (Bakalla, 1980; Neel, 1980) but also for native speakers (Omar, 1973). The current paper sets out to investigate the nature and the processes involved in the learning of Arabic subject-verb agreement structures by Australian advanced learners. The investigation employs explanations from second language acquisition (SLA) theories as well as from linguistic theories. It is hypothesised that (1) the amount and direction of information encoding (Person, Number and Gender) motivated by certain semantic categories and word order, as well as (2) the availability of discourse cues would influence the learners’ performance in subject-verb agreement tasks. The results reported in this paper indicate that these two factors are significantly important in predicting and accounting for the learners’ final linguistic achievement in this grammatical structure.
Implementing languages policy at the university level
Authors: Rado Marta , Foster Lois 
Published: October 2016

Abstract
This paper is a sequel to the project which was reported in the article entitled ‘Through the glass darkly? The National Policy on Languages as seen by Tertiary Language Staff (Rado and Foster 1990). In that article, the main concern was with the impact the National Policy may have had on the design of tertiary LOTE courses. This article looks at further developments in selected tertiary LOTE contexts up to July 1994. These developments have been highlighted as of interest for planning future courses.
Assessor accommodation in the V.C.E. Italian oral test
Authors: Cafarella Caterina 
Published: October 2016

Abstract
In oral proficiency tests there are occurrences of trouble in interaction such as misunderstanding, non hearing or lack of understanding which may cause breakdown in communication. Within the context of the question-answer framework of an oral proficiency test this study investigates the interactive nature of spoken discourse between students and assessors when there is trouble in talk as perceived by the assessors, with a focus on how they accommodate to the students. A sample of twenty oral transcripts and tapes of the 1992 Victorian Certificate of Education (V.C.E.) Italian Common Assessment Task (C.A.T. 2) were randomly selected and examined. By using Conversation Analysis methodology the purpose of the study was to investigate in repair sequences types of assessor accommodation – how the assessors modified their utterances – the kinds of trouble perceived by assessors, what triggered assessor accommodation and whether the accommodations facilitated student response and participation. This study has implications for assessor training since it highlights which strategies are most successful for ensuring student understanding, participation and appropriate responses as well as demonstrating why and in which environments assessors accommodate.
Nyangumarta
Authors: Bucknall Gwen 
Published: October 2016

AbstractThis paper attempts to portray the effects of demographic, social and cultural dislocation experienced by members of the Strelley Aboriginal community on shift in language(s) observed during the period 1976 through to 1993. In particular, the effects of individual rather than traditional group actions will be considered. While concentrating mainly on Nyangumarta, as the politically dominant means of communication for this community, this paper also considers the levelling of other Western Desert languages and dialects within the group. Changes in code mixing and the need for English as the language of formal education are considered together with an outline of the resulting implications.
Ellipsis in Mandarin
Authors: Charters A. Helen 
Published: October 2016

Abstract
Overall, learners of Mandarin tend to use overt nouns and pronouns to a greater extent than native speakers (Charters 1996b), but what specifically gives rise to this discrepancy? Differences in the distribution of ellipsis in learner and native speaker texts is investigated: both frequency and discourse contexts of syntactic structures associated with ellipsis are compared. Learners made no errors of ellipsis in structures where ellipsis is grammatically prescribed, nor did they appear to avoid such syntactic structures. In fact, the discrepancy in overall frequencies arises in contexts where ellipsis is optional; it is a consequence not of differing syntactic choices, but of differing pragmatic choices in comparable syntactic contexts. No single syntactic structure emerges as a significant contributor to the different rates of optional ellipsis overall. However, when individual variation is taken into account, it is clear that some learners use ellipsis only in syntactic contexts where it is permissible in English, and most learners use elliptic syntactic structures in a narrower range of discourse contexts than is typical of native speaker use.
Examining the native speakers’ understanding of communicative purposes of a written genre in modern standard Chinese
Authors: Yunxia Zhu 
Published: October 2016

Abstract
This study aims to examine the different attitudes of the native speakers in understanding a written genre of Modern Standard Chinese—sales letters. The examination mainly focuses on the use of formulaic components as they appear in real Chinese sales letters and to compare these with the prescribed advice given in textbooks. To do this, 100 business students and 100 managers were surveyed for their views on appropriate business writing. The divergence of the views of these two groups of native speakers indicates that there is a gap between business teaching and business writing practice. The managers had a good understanding of the communicative purposes of the sales letters, while the students lacked this kind of understanding, which indicates the gap between business teaching and business writing practice.