bluuebunny/crossref_metadata_2025_split huggingface dataset:
Telephone openings in Samoan
Authors: So’o Ainslie , Liddicoat Anthony J. 
Published: October 2016

Abstract
Many studies of telephone interaction have concentrated on the opening sequences of telephone calls using the model developed by Schegloff (1968, 1979, 1986) using North American data as a starting point. This study uses this model as a starting point to examine telephone openings in Samoa. A comparison between Samoan telephone calls shows many similarities with Schegloff’s model, but also shows that some features of the interaction are culturally variable. These variations are primarily variations in the frequency and distribution of activities within the opening section, rather than a difference in type. In particular, Samoan telephone openings are typified by a reduced use of greetings, different types of phatic moves and less reciprocity.
Learning the Japanese pitch accent
Authors: Backhouse Anthony E 
Published: October 2016

Abstract
Teaching and reference materials of Japanese frequently neglect the accentual features of words, and accentual distinctions have been claimed to carry a low functional load in the language. The aim of this article is to present evidence for the communicative importance of the pitch accent, and to provide a comprehensive pedagogically-oriented description of the accentual features of one important section of the vocabulary, Japanese verbs. Full accentual paradigms of verb forms are described, and common verbs are presented in heuristic groupings as an aid to learners in internalizing their accentual category membership.
The roots of applied linguistics in North America
Authors: Angelis Paul 
Published: October 2016

Abstract
This article traces the origins of applied linguistics within North America. The primary sources of information were responses from a survey of leading applied linguists conducted in 1999 and a review of records from professional associations, chiefly those associated with the Linguistic Society of America, back to its foundation in 1924. Evidence is reported of the recognition of applied linguistics even with that designation as early as 1925. Extensive work is cited of an applied nature for three decades after that, much of it not carrying any such label. Likewise, language related activity conducted by many known more as specialists in other fields is reported from throughout the nineteenth century. A chronological record of North American applied linguistics is proposed showing four phases. The first predates the foundation of the Linguistic Society of America (prior to 1924). The second, labeled the post LSA period, covers the years from 1925 through 1959. The third, the early applied era, extends from 1960 to 1990 and the fourth, the independent status period extends from 1990 to the present. Summary comments portray the character of applied linguistics in North America in relation to similar activities in other geographical areas.
Teaching of culture within foreign language teaching and its relationship to nationalism
Authors: Dobson Akemi 
Published: October 2016

Abstract
This paper argues that the teaching of culture in second/foreign language classrooms involves more than equipping learners with the knowledge and skills necessary to communicate with native speakers. In the past few decades, the emphasis in second/foreign language teaching has shifted from acquisition of linguistic forms to enhancing communicative competence. In that process the native speaker has been seen as a source of "correctness" in communication behaviour and the target culture, monolithic and homogeneous. Such practice enforces the current nationalism-dominated worldview and may contribute to boundary maintenance between nations as much as, or possibly more than, to cross-cultural understanding and tolerance. This argument is based on the recognition that second/foreign language classrooms act as a location where more than two nations intersect, contributing to formations of cultural identities: both Us and the Other. In the current world of ever-increasing globalisation, national identity, which is embedded in our language and discourse, is more vigorously formed than ever in order to maintain national boundaries. Therefore, it is necessary for the second/foreign language profession to address the implications of cultural contents beyond communication needs and to foster critical attitudes in language learners.
Exploring societal support for L2 learning and L1 maintenance
Authors: Sakamoto Mitsuyo 
Published: October 2016

AbstractThis paper adopts the view that bilingualism is a result of numerous societal forces. In this paper, the data collected from five Japanese immigrant families residing in Toronto, Canada are dynamically represented within the framework of Engeström’s (1999) Activity Model. Results identify family bonding as the most significant reason for L1 maintenance. Other important social factors include the information disseminated by professionals in the field, stories shared among immigrant families, the availability of school programmes, access to technology and resources, availability of caregivers who speak the target language, teachers well-versed in language learning mechanisms, frequent visits to the country of origin, multicultural surroundings, and the clear division of labour between school and home. However, the paper calls for a more co-operative education system that bridges the schism between homes and schools. A new model is proposed which is thought to be conducive to bilingualism.
Teaching informal Indonesian
Authors: Sneddon J.N. 
Published: October 2016

AbstractOf the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the prepositionsomato demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.
Teaching from experience
Authors: Ellis Liz 
Published: October 2016

AbstractThis paper reports on case studies of three non-native English speaker teachers who teach English as a Second Language (ESL) to adults in Australia. It sets out to show that while there are differences in the teachers’ backgrounds, there are also similarities which derive from their non-native status, and from the fact that they are high-level bilinguals of English and at least one other language. The paper begins by reviewing the debate in English language teaching (ELT) internationally about the place of native and non-native speakers in ELT and goes on to outline the research which has been carried out to date in comparing native and non-native teachers in other countries. The paper then argues for the importance of examining these issues in the Australian context. The experience and insights of the three teachers are examined through the analysis of interviews and classroom transcripts, and are linked to the growing literature which suggests that teachers’ practices are heavily informed by their knowledge, beliefs and experience. I argue that the distinctive but shared resources of non-native teachers merit looking at their contribution in a new light.
Coordinating talk and non-talk activity in the airline cockpit
Authors: Nevile Maurice 
Published: October 2016

AbstractThis paper draws on insights and practices of ethnomethodology and conversation analysis to explore routine talk-in-interaction in the airline cockpit; that is, the place of pilots’ talk as they establish what is going on around them, what they are doing, who is doing what, when they have completed what they are doing, and what they are to do next. I am interested in features of talk as pilots develop and demonstrate to one another their situated and moment-to-moment understandings in order to perform and complete the tasks necessary to fly their plane. In particular, I examine how pilots coordinate their talk and non-talk activities with split-second precision. This paper shows how pilots precisely coordinate their talk with the placement and movement of their hands as they use various cockpit controls and displays. This precise coordination may be particularly germane in the sequentially task-oriented setting of the airline cockpit, and possibly other sociotechnical workplace settings. Such coordination contributes to what the pilots can ‘know’, moment-to-moment, about the progress of their flight and their conduct of it. The outcome of a precise coordination of talk and non-talk activity is a synchronisation of the pilots’ conduct of a task, and the progress of the flight, as these are represented in talk and as they really are. This paper goes a little way towards an understanding of what it is to be, accountably and recognisably, an airline pilot, and shows how every airline flight is simultaneously and necessarily both a technological triumph and an interactional accomplishment.
Tertiary literacy on the cusp
Authors: Absalom Doug , Golebiowski Zosia 
Published: October 2016

AbstractThis paper outlines some of the recent concerns regarding a perceived decline in literacy standards in Australia, with reference to changing literacy abilities and standards in tertiary education. It presents a summary and critique of the current discussions on changes in literacy expectations and contemporary notions of literacy. It concludes with a summary of three important ‘agents of change’: economic rationalism, multiculturalism and computerisation.
Social literacies and students in tertiary settings
Authors: Bock Zannie , Gough David H. 
Published: October 2016

Abstract
In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.
The study of language and subject English
Authors: Christie Frances 
Published: October 2016

Abstract
Applied linguistics has not sufficiently addressed theories of teaching subject English in the mainstream classroom. This is unfortunate because applied linguistic theories can offer a great deal to the development of a theory of subject English. Over the last century, subject English has changed quite fundamentally, and it is increasingly in need of a theory of language to shape its future. At the end of the 19th century, English was a set of discrete English skills. Later, as literature achieved greater status at the university level, its teaching was also brought into school English, though the discrete skills and literary pursuits were at best brought into an uneasy amalgam. By the 1960s, in an effort to overcome the uneasy amalgam, “integrated” models of English teaching were proposed, and it was argued that the goal of the English program should be to promote “growth” through language. Terms like “language development” were adopted in English, though this was ironically at a time that teaching of knowledge about language became discredited. By the 21st century English had become increasingly synonymous with “literacy”, though a robust theory of knowledge about language was badly needed. Subject English needs new directions, of a kind that functional theories of language can provide.
Calculating the lexical frequency profile of written German texts
Authors: East Martin 
Published: October 2016

Abstract
Measures of lexical richness aim at quantifying the degree to which L2 writers are using a varied and large vocabulary. One method for calculating lexical richness is the Lexical Frequency Profile, or LFP (Laufer & Nation, 1995). The LFP, calculated by a computer programme, provides a detailed picture of vocabulary use measured against several frequency lists of words. This paper reports on a small-scale study to investigate the effectiveness of calculating the LFP of written texts of German. This study formed part of a larger study to investigate the impact of dictionaries on students’ writing. Six subjects completed two timed writing tasks in examination conditions, one with and one without a bilingual dictionary. It was envisaged that the LFP might be helpful in determining if the presence of the bilingual dictionary made a difference to students’ lexical sophistication. A calculation of the LFP was carried out using two context-specific lists. Figures were calculated for the number of word tokens and word families. It was concluded that, although using the computer programme with German texts presented some difficulties not present when using the software with English frequency lists, the LFP showed itself to be a valuable diagnostic tool that was able to differentiate between proficiency levels in German and to provide useful information about lexical richness in German texts.
Interrogative structures in the interlanguage of ESL learners
Authors: Zhang Mingjian 
Published: October 2016

Abstract
English interlanguage interrogative structures examined with regard to two implicational universals were found to be supportive of predictive validity of the universals (Eckman, Moravcsik & Wirth, 1989). This study further tests the extent to which the two universals could hold for English interlanguage in a different setting. The two implicational universals at issue were formulated by Greenberg (1963) who claimed that subject-verb inversion occurs in yes-no questions only if it also occurs in wh-questions, and that subject-verb inversion in wh-questions occurs only if wh-words/phrases are fronted. Unlike Eckman et al’s study, the present study used interview and role-play tasks to collect data from fifty-two ESL learners at the Monash University English Language Centre; however, findings of this study are comparable to those of Eckman et al (1989) in that they also strongly support the observed universals. A tentative explanation in terms of fossilisation, though, seems to account more appropriately for the exception in this study.
You know doctor, i need to tell you something
Authors: Cordelia Marisa 
Published: October 2016

AbstractMost studies in the area of doctor-patient communication focus on the talk that doctors perform during the consultation, leaving under-researched the discourse developed by patients.1This article deconstructs and identifies the functions and forms of thevoices(i.e. specific forms of talk) that Chilean patients employ in their interactions with general practitioners. Patients use four differentvoicesin the interaction:Health-related Storytelling, Competence, Social Communicator and Initiator. Health-related StorytellingandCompetenceare thevoicesmost frequently used by both female and male patients and constitute the object of analysis and interpretation for this study. The use of thesevoicesreflects the patients’ role in the Western medical institutions, knowledge about health issues, social identity and aspiration to better understand health problems. I conclude that medical communicative practices that favour the development of patients’ discourse can improve patients’ knowledge of medical issues which in turn may have a positive impact on patients’ health.
Ethical dialogues for New Times
Authors: Hamston Julie 
Published: October 2016

Abstract
Changing global and local conditions have given rise to complex issues of identity. Within such conditions, the challenge for educators is to help students to develop a language with which to describe the new and dynamic cultural identities and relationships constitutive of what Hall (1996a, p.223) describes as ‘New Times’. Students need opportunities to encounter and to negotiate ways of shaping the world through language that are more representative of ‘New Ethnicities’ (Hall, 1996a, p. 481) that characterize Australian society in the context of dynamic global networks. A dialogic pedagogy can provide opportunities for students to engage in an ethically reflexive dialectic with the various discourses of ethnicity available for appropriation in Australian society. A study of the language exchanged by a group of Grade 5 students within the context of a Studies of Asia curriculum project highlights such struggle between different discourses of ethnicity.
The role of L1 and L2 reading comprehension in solving mathematical word problems
Authors: Erktin Emine , Akyel Ayse 
Published: October 2016

Abstract
Mathematics educators are concerned about students’ lack of ability to translate mathematical word problems into computable forms. Researchers argue that linguistic problems lie at the root of students’ difficulties with mathematical word problems. The issue becomes more complicated for bilingual students. It is argued that if students study mathematics in a second language they cannot be as successful as when they study in their first language. This study investigates the relationship between reading comprehension and performance on mathematics word problems in L1 and L2 for students learning English as a second language in a delayed partial immersion program. Data were collected from 250 Turkish students from Grade 8 of a private school in Istanbul through reading comprehension tests in L1 and L2 and an algebra word problems test prepared in L1 and L2. The results indicate a positive relationship between reading comprehension and mathematics performance. They also show that the students who participated in this study were not disadvantaged when they studied mathematics in English.
Indigenous languages of southeast Australia, revitalization and the role of education
Authors: Walsh Michael 
Published: October 2016

Abstract
The Indigenous languages of southeast Australia have often been written off as a hopeless cause in current debates about language revitalization. In this paper we question this pessimism and report on some of the progress that has been made in recent years. It will be shown that revitalization is not only possible but contributes to the strength of identity of Indigenous people and to a heightened awareness for other Australians. We consider the role of education in this process and conclude with some thoughts on the appropriate contribution of the academy.
Reading, readability, and textual functions of comprehension questions
Authors: Gerot Linda L. 
Published: October 2016

AbstractQuestions used in reading comprehension tests have been discussed in terms of the forms they take, the kind of overt response required, and the level of comprehension they evoke. But very little has been said about the kinds of textual functions such questions involve. This paper explores the kinds of textual relations that must be understood in order to respond to various questions.An understanding of what textual relations must be comprehended has ramifications for both the measurement of reading ability and of readability. The study of readability is concerned with the question: What makes one text more difficult to read (comprehend) than another? Traditionally the assessment of readability level has been based on formal linguistic factors. However, much of the information required for comprehending a written text is not encoded explicitly but is left implicit. It is suggested that implicitness may be a source of reading ease or difficulty.
ESL matching cloze deletion types and their relationship to vernacular language background
Authors: Baldauf Richard B. , Dawson Robert L.T. 
Published: October 2016

Abstract
In recent years, research with both first and second language students has suggested that the standard nth word cloze -procedure could be improved as a measure of reading comprehension through the introduction of multiple-choice or matching cloze formats. In addition, research conducted mainly with first language students, has suggested that the every nth word deletion procedure should be restricted so as to delete only the lexical words in the passage. In this study, three different deletion systems, presented in a matching cloze format, were evaluated as measures of reading comprehension for seventh grade ESL students from Papua New Guinea. The possible interaction of the three deletion types with these students’ vernacular background was also investigated.
The transitional stage of a second child – 18 months to 2 years
Authors: Oldenburg Jane 
Published: October 2016

Abstract
Two case studies have been done on the early language development of boys (without siblings), using a functional framework (Halliday, 1975; Painter, 1984). This paper will discuss the results of a case study of a second-born child, Alison, analyzed using the same methods as the above studies.
The similarities and differences between the children will be examined. They all made a functional distinction between language for learning (“Mathetic”) and language for doing (“Pragmatic”), although the distinction was expressed differently in Alison’s case. Differences were also noted in Alison’s development of Transitivity and Mood. The relevance of environmental factors will also be discussed.
Supernova remnants in the Local Group – I. A model for the radio luminosity function and visibility times of supernova remnants
Authors: Sarbadhicary Sumit K. , Badenes Carles , Chomiuk Laura , Caprioli Damiano , Huizenga Daniel 
Published: October 2016

Abstract
Supernova remnants (SNRs) in Local Group galaxies offer unique insights into the origin of different types of supernovae (SNe). In order to take full advantage of these insights, one must understand the intrinsic and environmental diversity of SNRs in the context of their host galaxies. We introduce a semi-analytic model that reproduces the statistical properties of a radio continuum-selected SNR population, taking into account the detection limits of radio surveys, the range of SN kinetic energies, the measured interstellar medium (ISM) and stellar mass distribution in the host galaxy from multi-wavelength images and the current understanding of electron acceleration and magnetic field amplification in SNR shocks from first-principle kinetic simulations. Applying our model to the SNR population in M33, we reproduce the SNR radio luminosity function with a median SN rate of ∼3.1 × 10−3 per year and an electron acceleration efficiency, εe ∼ 4.2 × 10−3. We predict that the radio visibility times of ∼70 per cent of M33 SNRs will be determined by their Sedov–Taylor lifetimes, and correlated with the measured ISM column density, NH ($t_{\rm {vis}} \propto N_{\rm H}^{-a}$, with a ∼ 0.33) while the remaining will have visibility times determined by the detection limit of the radio survey. These observational constraints on the visibility time of SNRs will allow us to use SNR catalogues as ‘SN surveys’ to calculate SN rates and delay-time distributions in the Local Group.