bluuebunny/crossref_metadata_2025_split huggingface dataset:
Grammars and corpora
Authors: Collins Peter 
Published: October 2016

Abstract
This paper surveys developments that have occurred in the major ‘corpus-informed’ English reference grammars of the past three decades. During this time there has occurred not simply a massive increase in the size of the corpora available to grammarians and an increasing sophistication in the methods by which they are able to analyse and present quantitative data, but, more fundamentally, a shift in the attitudes of authors towards their object of description. No longer is it considered that a single variety—typically standard educated English—will suffice for the description of language use: sensitivity to usage across a range of registers and dialects is now accepted as essential.
The cultural significance of coda in Chinese Narratives
Authors: Ho Judy W. Y. 
Published: October 2016

Abstract
In Western studies of narrative, Complication, Resolution and Evaluation have received a substantial amount of attention whereas Coda is regarded as an optional and relatively insignificant element. This paper analyzes narratives written by Grade 5/6 students in Hong Kong and investigates some of the contextual factors which help to shape the production and interpretation of these narrative texts. Findings suggest that the functions of Coda are culture-specific. In Chinese narratives, Coda is an obligatory element. It is important because of its role as a carrier of value-laden messages. It is the locus where the social purpose of Chinese narrative is stated, and where the cultural meaning of narrative texts is expressed. It provides a mechanism through which a process of self-reflection and self-discovery is instated so that what one experiences in the external world is given some significance. This process of self-discovery is extended to others through processes of moralization and generalization so that a general discovery of truth will result. The paper also demonstrates how the significance of Coda is conveyed through teachers’ beliefs and teaching practices.
Do learners thank too much in Indonesian?
Authors: Hassall Tim 
Published: October 2016

Abstract
This study investigates how frequently Australian learners of Indonesian thank in everyday situations compared with Indonesian native speakers. The data were collected by means of interactive roleplay. Learner subjects were found to thank very consistently in the situations, probably due to pragmatic transfer from their first language combined with influence from formal instruction. Indonesian native subjects also thanked frequently. This finding contradicts popular wisdom, and appears to reflect a rise in verbal thanking in Indonesian due to a weakening of traditional cultural values. This trend has major implications for cross-cultural pragmatics. It suggests that in developing countries where cultural values are changing, speech act behaviour may steadily converge with western pragmatic norms.
Early bilingual writing
Authors: Aidman Marina 
Published: October 2016

Abstract
The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the child’s classroom peers were sampled for comparative analysis. The findings provide evidence that language development in one of the bilingual’s languages tends to enhance the development in the other. Thus there have been differentiated text types in the child’s English writing that were not explicitly taught in English, and also some genres not typically found in the same age monolinguals’ writing. These genres have been scaffolded using the minority language, thus indicating that aspects of the schematic structure and grammar mastered in one of a bilingual’s languages can be carried across to their second language and stimulate the emergence of new written genres in it. Overall the findings support the hypothesis of the interdependence of bilinguals’ languages development (Cummins, 1981; 1984), in the area of written genre learning.
The development of comprehension in interlanguage pragmatics
Authors: Cook Misty , Liddicoat Anthony J. 
Published: October 2016

AbstractIn the past, research in interlanguage pragmatics has primarily explained the differences between native speakers’ (NS) and non-native speakers’ (NNS) pragmatic performance based on cross-cultural and linguistic differences. Very few researchers have considered learners’ pragmatic performance based on second language comprehension. In this study, we will examine learners’ pragmatic performance using request strategies. The results of this study reveal that there is a proficiency effect for interpreting request speech acts at different levels of directness. We propose that learners’ processing strategies and capacities are important factors to consider when examining learners’ pragmatic performance.
Towards standards of feedback on written assignments in language teacher education
Authors: Crabbe David , Lewis Marilyn 
Published: October 2016

Abstract
As alliances are formed between various tertiary institutions within and beyond the same country, the issue of standards arises, particularly with reference to the marking of assignments. This is true not only of the summative grading of assignments but also of the formative effect of written feedback. This paper reports on an exercise in analysing, comparing and reflecting on the feedback offered by two university lecturers on postgraduate programmes for teachers. The writers examine retrospectively the written feedback each provided on written assignments and suggest how the information might be used to derive feedback standards that themselves would be the basis for further evaluation.
Focus on learnable form in a communicative context
Authors: Dyson Bronwyn 
Published: October 2016

Abstract
In this article I present the concept of ‘focus on learnable form’ and show how it could be implemented in the classroom. ‘Focus on form’ research has produced increasing evidence that a form focus can improve the acquisition of the particular form while remaining compatible with the communicative approach. The learnability of grammatical form, a key issue in this research, has been addressed in some studies by identifying the emergence of the form. Since there are problems in relying on emergence, I argue for the adoption of Processability Theory (Pienemann, 1998) and specifically the construct of developmental stages. This framework enables teachers to predict the forms that would be beneficial to focus on and those that are developmentally too advanced for effective focus on form. Despite criticisms of ‘structural’ approaches to SLA research, Processability Theory has a lot to offer communicative language teaching. As I have found in teaching ESL to adolescent and adult learners, ‘focus on learnable form’ in a communicative context is achievable in the classroom and can be implemented as one component of a communicative curriculum by following three steps: assessing the learners, selecting a ‘learnable’ form and focusing on this learnable form in a communicative context.
Attitudes towards disputable usages among Australian teachers and students
Authors: Lee Jackie 
Published: October 2016

Abstract
Some previous studies (eg Watson, 1978; Collins, 1979) have found that while Australian teachers are sensitive to traditional prescriptions such as the use of whom rather than who in object function, and between you and me rather than between you and I, Australian students accept language variation more readily. This paper aims to examine whether Australian teachers nowadays still display more conservative attitudes towards disputable usages than their students. Data were collected via several elicitation tests. In the first survey, 34 Australian English teachers and 54 Australian high school students were invited to participate in a judgement test. In the second survey, 73 Australian teachers and 207 Australian students were presented with a slot-filling test and a proofreading test. The findings showed considerable differences between teachers and students towards disputable usages. Australian teachers had a higher tendency to reject and replace items such as different than, these sort and dangling participles. This suggests that tolerance diminishes with involvement in teaching.
A useful kind of interaction? evaluations by university students of feedback on written assignments
Authors: Storch Neomy , Tapper Joanna 
Published: October 2016

AbstractIn content subjects, university teachers hope that students find their comments on written assignments useful contributions to student learning of content and disciplinary writing. However, teachers often do not know what effect this form of interaction has on student readers. In this study we investigated student reactions to teacher feedback in a law subject. Data included teacher feedback written on 76 student assignments, responses by 72 students to a questionnaire about the feedback and interviews with 9 students. Responses from two groups were compared. One group (Group A) comprised students born in Australia or another English-speaking country and those born in non-English speaking countries but who had been residents in Australia for over seven years. The other group (Group B) comprised students born in non-English speaking countries and who had been resident in Australia for less than seven years. The students from both groups were most interested in specific comments on content matters and only half were interested in comments on written expression. Students from Group B were more likely than Group A students to find teacher comments useful for subsequent assignment writing. The responses from all students indicate that although they found teacher comments useful, they were not necessarily totally satisfied with the nature of the feedback.
Framing institutional policies on literacies
Authors: Reid Ian , Parker Lesley 
Published: October 2016

Abstract
In at least one fundamental respect, our universities are failing to clarify what they expect of students and what students and other stakeholders can expect of them. This failure concerns communication skills. The present paper identifies particular problems of academic literacy and proposes a coordinated institutional approach to their solution. Standards of oral and written communication among those who enter universities are often deplored by academics. Standards of oral and written communication among those who graduate are often deplored by employers. What evidence do we have about actual competencies at various levels of the higher education system? What are the practical implications for curriculum, pedagogy and assessment? How significant are cross-cultural aspects of literacy in academic settings? How distinctive are the literacy demands of different fields of study? Such questions must be explored if universities are serious about devising an appropriate framework of institutional policies to support improved literacy practices. This paper draws in part on a recently completed multi-university research project funded by the Australian Research Council on "Framing Student Literacy". Its theoretical background includes concepts of framing, particularly as developed by Tannen (1993) and MacLachlan and Reid (1994).
The interaction of discipline and culture in academic writing
Authors: Golebiowski Zosia , Liddicoat Anthony J. 
Published: October 2016

Abstract
Work in contrastive rhetoric has often sought to examine the impact of culturally-based writing conventions on text production and has outlined cultural differences in texts in different languages. At the same time, the study of specialised languages has often claimed a degree of uniformity in text construction both at the level of culture and at the level of the discipline. It appears however that approaches which consider just culture or just discipline miss part of the picture. This paper argues that considerations of discipline and culture are complex and interrelated and that this complexity and interrelationship can be seen at several different levels in specialised academic texts.
Cultures of learning
Authors: Kirkpatrick Andy , Mulligan Denise 
Published: October 2016

AbstractAustralian university students are characterised in some quarters, and by employer groups especially, as lacking a high facility with literacy skills. But what literacy skills do students actually need for tertiary study in Australia today? What expectations do students and teachers have about learning the particular literacy skills needed to acquire, evaluate and convey information in their discipline? And to what extent are traditional notions of the culture of learning in Australian universities as ‘critically active’ reflected in practice? This paper compares course requirements and student reading practices in a selection of units in Business, Engineering, Health Science and Social Science and the findings challenge prevailing ideas of what constitutes ‘tertiary literacy’ in Australian universities.
Identifying key dimensions of language and cultural disadvantage at University
Authors: Borland Helen , Pearce Amanda 
Published: October 2016

Abstract
One of the challenges for English language medium universities today is their increasingly globalised student population, as students from around the globe join the members of existing resident ethnic and linguistic groups who have been accessing tertiary education in increasing numbers. In this context it is of growing importance for university policy makers and program developers to be able to identify and assist students who may be experiencing educational disadvantage associated with language and/or cultural factors. In identifying such students and reporting on their educational outcomes a range of terms are used. In the Australian context the term NESB (Non English Speaking Background) has had wide currency. In North America and the UK terms such students have been referred to more commonly as ethnic minority or ESL/EFL students. These broad categorisations are characterised by either partial or indirect focus on the underlying factors that affect students’ success.
In this paper we will argue that such students’ academic needs and potential difficulties are best understood by focusing on particular parameters of two key dimensions of their life experience: English language acquisition history and cultural experience. Using some contrasting case studies from among the current student population at one university in Australia, we will illustrate how these dimensions enable us to conceptualise the broad range of experiences of university of these NESB students. We will demonstrate that designing support which effectively targets disadvantage of very different kinds entails a more sophisticated analysis of the sources of student difficulty than categorisations based only on years of schooling or length of residence in the country concerned.
Medieval Chinese rules of writing and their relevance today
Authors: Kirkpatrick Andy 
Published: October 2016

AbstractChen Kui was a scholar-official of the Southern Song dynasty. He published theWen Ze(here translated asThe Rules of Writing)in 1170. This book is commonly described by Chinese scholars as China’s first systematic account of Chinese rhetoric. The book comprises ten chapters, covering aspects of rhetoric and composition, including the use of rhetorical devices, the functions and methods of citation, and the importance of using everyday language. Despite its acknowledged importance by Chinese scholars, The Rules of Writing’ remains comparatively unknown, even within China. This article will focus on three topics discussed by Chen Kui that I hope will be of interest to applied linguists and to teachers of academic writing, especially those involved in the teaching of academic discourse to international students of Chinese background. The three topics are: the appropriate use of language; the sequencing of argument when writing discursive texts; and the methods and uses of citation. It will be argued that writing styles are a product of the age in which they develop, and that these styles change significantly over time, no matter in which culture they may be set. Principles of Chinese rhetoric as discussed here have their counterparts in other rhetorics. They are not uniquely Chinese.
An integrated approach to foreign language writing instruction
Authors: Mesana Corinne 
Published: October 2016

Abstract
This paper puts forth the need for further integration of research on writing-as-a-process in foreign language writing and teaching practices. Several problems are identified concerning the teaching and learning of writing skills, as most teachers attend to the product – its originality, clarity and correctness, and recent popular textbooks on French language and culture still focus on the product and rarely on the process. The extensive research on writing-as-a-process in both Francophone and North American applied linguistics for L1 and L2 does not seem to have had the same repercussions on foreign language teaching or material development as it did on L2 writing skills for ESL/EFL. Here, I propose an integrative approach to writing instruction comprising different findings in process writing, self- and peer-assessment and cross-cultural awareness. The design of a six-step approach stems from a recent book on the pedagogy of writing skills (Mesana-Alais, 2001) and shows how to explore and produce genre-based texts.
Sinking or swimming?
Authors: Love Kristina , Arkoudis Sophie 
Published: October 2016

Abstract
In this paper we examine the academic and language learning needs of Chinese international students preparing for high stakes examinations in an independent secondary school in Melbourne, Australia. We argue that the needs of these secondary students and their teachers are different from those of their tertiary counterparts, yet have received almost negligible research attention by comparison. We focus on Commerce/Economics subjects as those which many Chinese students seek to study at university, but which present particular challenges for them at school level. In particular, we analyse the linguistic and academic demands of one examination paper in this subject group in order to identify the linguistic knowledge, the disciplinary background knowledge and the cultural background knowledge students are presumed to have by the teacher. We match this analysis with the interview comments of the Commerce/Economics teacher, who, while concerned about the educational needs of these international students, struggles to learn how to meet these needs in his classroom. We conclude by arguing that more professional support needs to be made available to content area teachers of international students before the rhetoric of government policy regarding the quality of education for international students matches the reality.
A contrastive analysis of letters to the editor in Chinese and English
Authors: Wang Wei 
Published: October 2016

Abstract
This study examines similarities and differences between English and Chinese letters to the editor on newspapers from the perspectives of contrastive rhetoric and genre theory. Generic structures, rhetorical structures, and logico-semantic relations of 20 letters to the editor (10 in Chinese and 10 in English) were examined in detail. Findings of this study include: 1) there was often an editor’s preview (i.e. a brief introduction to the letters written by editors) in Chinese letters to the editor in this study; 2) Appeals to values and needs were used to support their claims in Chinese letters to the editor, whereas English writers employed evidence to do this. The study suggests that ‘evidence’ and ‘appeals to values and need’ are deeply rooted in the two cultures and societies, and hence find their place in the writers’ texts; 3) consequential and additive logico-semantic relations were often used in both the Chinese and the English letters, however, consequential relations were more frequently used in the Chinese letters to the editor than in the English ones. All the findings are discussed in relation to the different writing styles and the socio-cultural values of each culture.
A contextualised examination of target language use in the primary school foreign language classroom
Authors: Carless David R. 
Published: October 2016

AbstractThis article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.
Languages taken at school and languages spoken in the community – a comparative perspective
Authors: Clyne Michael , Fernandez Sue , Grey Felicity 
Published: October 2016

Abstract
This paper compares two sets of data from the same year, 2001 – the numbers of students taking languages other than English at primary and secondary level, and census statistics for the home use of languages other than English. The data draws attention to languages that are taught principally in day schools and those taken mainly in after hours programs, and to variation between States and between education systems. While it is acknowledged that the strong presence of a language in the community is not the only reason for offering it in schools, the paper demonstrates that some important international languages are now among the major community languages and that some of them are marginal in the mainstream education systems in Australia. The presence of large numbers of speakers will facilitate the utilization of community resources in language teaching. Consideration needs to be given especially to Arabic, Vietnamese, Mandarin and Spanish, community languages with increasing numbers, the first two especially among the young.