bluuebunny/crossref_metadata_2025_split huggingface dataset:
Tonal facilitation of code-switching
Authors: Ho-Dac Tuc 
Published: October 2016

AbstractThis paper investigates the role in which Vietnamese tones may hold in facilitating code-switching between Vietnamese and English. Stress patterns of English and perceptual pattern of the six Vietnamese tones were compared (Vietnamese assigns one tone to each syllable). The analysis of Vietnamese tones immediately preceding code-switching reveals that there is a statistically significant proportion of the high tone group at the point of switching. This fact, together with the perceptually phonological compatibility between Vietnamese tones of high and mid-level pitch and English stressed vs unstressed syllables, suggests that code-switching tends to be facilitated by the mid-level to high pitch Vietnamese tones.
Procedural vocabulary as a device to organize meaning and discourse
Authors: Marco María José Luzón 
Published: October 2016

Abstract
Procedural vocabulary has been defined as a type of core vocabulary with low lexicality and high indexicality (Widdowson 1983 1984; Robinson 1989 1992). This paper analyzes the linguistic notion of procedural vocabulary and proposes that several vocabulary concepts described by different authors (e.g. Vocabulary 3, Anaphoric nouns) are part of this type of vocabulary. The paper also discusses the role of procedural vocabulary in discourse and suggests that the concepts of schema and procedure are relevant for the description of this type of vocabulary and its categorization into two types: procedural defining vocabulary and procedural organizing vocabulary. Procedural defining vocabulary is used for negotiating meaning and for defining concepts related to a particular content schema. Procedural organizing vocabulary is concerned with the actualization of formal schemata and contributes to organizing the development of the discourse.
Strategies for assisting students with language difficulties
Authors: Logan Peter , Barthel Alex 
Published: October 2016

Abstract
Three technological courses at UTS – Physical Sciences, Electrical Engineering and Computing Science – have programs which seek to assist students with language difficulties. The three programs are closely related and form part of a continually evolving program to offer language assistance to all students. The strategies developed include: a diagnostic language test, an language Orientation program and a Centre providing language support throughout the semester. All are course specific. This paper documents the different strategies, presents statistics on the performance of the students at entry and after one semester at UTS, and discusses recommendations for future programs.
Using a combined approach to teach Chinese business writing
Authors: Yunxia Zhu 
Published: October 2016

Abstract
This paper sets out to explore how to teach Chinese business writing with a combined approach based on schema theory and genre analysis. Very little research has been done in the area of teaching business Chinese except for the ‘recipe’ style textbook advice which fails to reflect a complete picture of business practice in mainland China. In order to fill this gap, this paper proposes a combined approach and exemplifies its application in teaching the writing of sales letters. The emphasis is placed on the teaching of communicative purposes of this genre. In addition, the learning of business Chinese is viewed as a dynamic process of establishing knowledge structures. The teacher can help the students in this process by providing them with authentic materials and by integrating the views of the enterprise managers.
The structure of callers’ contributions in talkback radio
Authors: Liddicoat Anthony J. , Döpke Susanne 
Published: October 2016

AbstractThis paper examines the ways in which callers structure the message phase of their contributions in which they express a point of view and how expressing a POV in a talkback radio is realized through the interaction of caller and host, and in some cases between the caller, the host and an invited guest. Expressing one’s point of view in a talkback radio segment is an extended turn found in a particular type of institutional talk and has it’s own identifiable structures and features. This particular extended turn contains within it a number of moves, of which only the POV itself is obligatory. Other moves within the extended turn have various functions, some of which are designed to integrate the particular contribution into a sequence of talk while others are designed as convincing strategies in support of the expressed POV.
Animals, embryos, thinkers and doers
Authors: Luchjenbroers June 
Published: October 2016

Abstract
Research into the linguistic descriptions of women have revealed that females tend to be defined in terms of their relationships to men, their appearance and/or sexual attributes, and that women and their activities tend to be trivialised (Pauwels 1987; Thorne et al. 1983). Additional, more recent research into gender representation has revealed dehumanising descriptions of women as food and as animals, such as birds and horses (Hines 1994; Stirling 1987). Such metaphors reflect individually or socially constructed conceptual associations between real-world phenomena that may serve to trivialise or enhance members of a given group. This paper reports on an investigation into lexical representations of men and women in the Hong Kong variety of English. Analysis includes all nominal and verbal descriptors of men and women and the acts performed by them. These descriptors were distributed into semantic classes on the basis of the qualities they reveal about their human referents. Results show that men are conceptualized as pro-active and assertive beings, to some extent born to succeed; while women are under-developed, emotional and in need of protection. The gender metaphors of women are compatible with concepts of both early stages of human development and subhuman entities, such as animals.
Interaction or interrogation? a study of talk occurring in a sample of the 1992 VCE Italian oral common assessment task (cat 2)
Authors: Filipi Anna 
Published: October 2016

Abstract
The study reported in this paper examined turn-taking and sequence organisation in a sample of twenty-one interactions derived from the 1992 Victorian Certificate of Education Italian oral Common Assessment Task. The most common adjacency pair was found to be the question and answer, the assessor having the right to ask questions and the student to answer. Student initiated questions occurred in five environments and only when conditions were created for them to do so. The assessor’s role was to open and close sequences and sections and to initiate topics principally through the question. Two types of sequences were identified, question/answer and expanded sequences. It was found that there were two groups of assessors. Those who predominantly set up question/answer sequences, and those who set up post sequences.
What makes partnership valid? Home-school communication and parent-school partnerships
Authors: Liddicoat Anthony J. , Shopen Glenda 
Published: October 2016

AbstractRecent work in literacy has emphasised the partnership between parents and schools in furthering children’s literacy development. This paper discusses the nature of this partnership in late primary school and early secondary school learning in Australia and the ways in which information is communicated between the partners. It is argued that, while schools devote a lot of attention to communicating with parents, this communication does not typically become true dialogue. Instead, the communication is always monodirectional with the school communicating messages to parents, but rarely receiving (or attending to) messages from parents. As such, parents come to be viewed by the schools as junior partners in their children’s literacy development and the school view of partnership focuses on moving parents into the school’s framework. At the same time some parents do not see the partnership in the same way as the school and instead locate responsibility for developing basic skills with the school. Attempts to include parents may then be seen as getting parents to do the school’s work. The study concludes that in current practice there is not actual partnership between school and home in the group investigated.
Using affect to effect in Lebanese-Arabic and Australian-English pre-school interactions
Authors: Rieschild Verna 
Published: October 2016

Abstract
The cross-linguistic research reported in this paper was designed to investigate language-specific and universal aspects of emotion display in teacher interactions with pre-school children. It assumes that communicative strategies are underpinned by beliefs about the appropriate and strategic use of emotion, and the different values given to emotion expression. Using data from Australian-English interactions and Australian Lebanese-Arabic interactions, the study uses semantic and conversation analysis to compare and contrast the coincidence of emotion expression and interactive intention. It explains the language-specific preferences for expres-sion of certain emotions; and how emotion display contributes to the teacher role. The study found language-specific preferences for expressing negative and positive emotion in feedback and encouragement strategies that reflect language-specific role expectations.
When “okay” is okay in computer science seminar talk
Authors: Rendle-Short Johanna 
Published: October 2016

Abstract
Analysis of a series of seminars given by CSIRO computer scientists indicates that the use of the discourse marker: okay, is not random; rather, it plays an important role in orienting the listener to the overall structure of the seminar. This paper shows how okay occurs in specific environments, with specific prosodic features, and how its role and function vary according to where it occurs within the talk. Okay occurs most frequently at the boundary of one section of talk and the next, although its function varies according to whether it is associated with the beginning or with the end of a section of talk. This paper highlights the close interaction between talk and action, with special emphasis on the precise way in which saying okay is co-ordinated with placing the overhead slide on the screen.
Medical discourse in a hispanic environment
Authors: Cordelia Marisa 
Published: October 2016

This paper gives a preliminary insight into Hispanic medical discourse. It explores how a physician exercises power andsimpatíain conversations with patients and it includes patients’ perception about good medical practice.The focus is on the analysis of a conversation tape-recorded between the most popular and likeable doctor in the clinic and a female patient. This interaction is compared with the results obtained from a semi-structured interview aiming to discover if this medical exchange represents what patients have identified as positive medical behaviour.The Hispanic data demonstrate that the doctor uses a variety of strategies in the exchange in order to show both his medical knowledge and his linguistic competence in expressingsimpatíain discourse. The latter helps to create a pleasant atmosphere in an interaction in which the doctor’s use of the language is paramount.
An investigation of foreign language students’ conceptualisations of literary reading
Authors: Bouvet Eric 
Published: October 2016

This study investigates how first-year post-secondary students conceptualise and judge their strategic behaviour in relation to reading foreign language literary texts. The questionnaire used to collect data is structured around four important metacognitive aspects of reading: what readers believe they are able to do (Confidence), how readers conceive efficient reading in a foreign language (Effectiveness) and what readers believe makes reading difficult (Difficulty), as well as how readers believe they are able to overcome reading difficulties (Repair). In addition to providing information on conceptualisations of key areas of reading, a contrastive investigation of self-assessed proficient readers and self-assessed less proficient readers is carried out in order to elicit possible differences between the two groups.
The results obtained show that the large majority of the surveyed students are able to envision reading as a cohesive and constructive activity. Most of them report they are able to incorporate bottom-up and top-down strategic behaviour in their conceptions of foreign language reading. However, students appear to be mostly concerned with lexical difficulties which are naturally perceived by them as the major impediment to reading comprehension. As for possible conceptual differences between self-assessed proficient and less proficient students, results suggest that they are minimal. In fact, the only area where a significant discrepancy between the two groups appears is confidence.
English-speaking learners’ use of component information in processing unfamiliar kanji
Authors: Toyoda Etsuko 
Published: October 2016

AbstractReading in the Japanese language cannot be accomplished without adequate recognition of kanji words. Abundant research suggests that, when recognizing kanji words, it is crucial to use semantic and phonological information of constituent components of kanji. This paper reports on the results of a study investigating if English-speaking learners of Japanese have the ability to use kanji component information. A test measuring learners’ ability to utilise component information was devised and administered after training sessions. The analysis of the test results suggests that learners of Japanese have an ability to use component information. Judging from the findings of the study, learners are better at using semantic information than using phonological information for processing kanji words
Nonverbal features of speech and foreign language comprehension
Authors: Battestini Joëlle , Rolin-Ianziti Jeanne 
Published: October 2016

Abstract
Are nonverbal features of speech a valuable source of information in L2 aural comprehension? This paper starts with the results of a questionnaire suggesting the teaching profession’s belief that nonverbal features of speech facilitate foreign language comprehension. This belief is then examined in the light of studies in various fields (applied linguistics, social psychology, anthropology, cross-cultural studies) where research deals with nonverbal features of speech at the receptive level. Our review of this literature raises several issues: 1) the importance of the context of use in decoding the meaning and functions of gestures; 2) potential discrepancies in the use of gestures in L1 and L2; 3) the interpretability of gestural expressions across cultures; and 4) the most appropriate teaching approach to integrate nonverbal features of speech into the teaching of L2 comprehension. The paper also discusses possible avenues for further research.
Some characteristics of fathers’ and mothers’ speech to young children
Authors: Galloway Ann 
Published: October 2016

Abstract
This study investigated a range of formal, conversational and functional aspects of fathers’ and mothers’ speech to children aged 2;6-3;8 in two dyadic contexts (book reading and puzzle play), and one triadic context (family mealtime). Speech situation influenced the type of speech produced, and parents’ speech changed in a similar direction across contexts. Nevertheless, there were some differences found between parents across tasks. There was little difference between parents in respect of formal characteristics of speech, but differences were evidenced at the pragmatic level.
Understanding signals and reading comprehension
Authors: Chung Jenny S.L. 
Published: October 2016

AbstractThis paper explores the issues of signals and reading comprehension. A study was made of the effect of logical connectives and paragraph headings on the reading comprehension of 577 Hong Kong Secondary 6 students learning English as a Second Language. A reading comprehension placement test with normal signals was used to create three ability groups. Four versions of a text were then produced. Version 1 was a non-signalled passage; versions 2, 3, and 4 were embedded with logical connectives, paragraph headings and these two signals in combination. All four versions had the same content and level of difficulty. All signals contributed to reading comprehension for the Low Ability Group except for logical connectives, which did not aid microstructure understanding. Implications for the teaching of reading to poor readers are discussed.
Organisers in expository text
Authors: Davies Rosalind Lawe 
Published: October 2016

Abstract
This paper presents the concept of ‘organisers’ in expository text, as a tool for discourse analysis and the teaching of writing skills. The notion of an ‘organiser’ is based on the work of Harold (1995) in which he suggests that there is a universal cognitive function of early position in the paragraph called ‘organisation’. For Harold, the ‘organiser’ serves to both group and divide text, and link to what has gone before. The present classification was developed to account for differences between expository essays, judged by readers on the basis of coherence. Characteristics of essay organisation could be clearly discriminated when ‘organisers’ were given clear operational definition, and a distinction was made between ‘unifying’ and ‘dividing organisers’. The classification includes lexical and grammatical units that are not traditionally considered to be discourse ‘signposts’. Extended to other genres of expository text, the usefulness of this approach can be demonstrated and validated. This method of analysis has pedagogical implications for the teaching of writing by offering another way to explain to students the practical means and strategies available to create an ‘organised’ expository text that is easy for a reader to comprehend.
The roots of applied linguistics in Australia
Authors: McNamara Tim 
Published: October 2016

Abstract
In this paper an attempt is made to identify the origins and distinctive character of Applied Linguistics in Australia, which differ significantly from those in the United States and the United Kingdom, where the field developed in the context of the English language education of international students. The Australian tradition differs in two main respects: (1) the strong influence and representation of the applied linguistics of modern languages, manifest in the work of university teachers of French and other modern languages, and in research on language in immigrant communities; and (2) the distinctive role of the applied linguistics of English, both as a mother tongue in schools, and as a language of immigrants. Using information from a series of interviews with leading figures in the development of Australian applied linguistics, the unique character of Australian Applied Linguistics is revealed.
Anxiety and oral performance in a foreign language test situation
Authors: Machida Sayuki 
Published: October 2016

Abstract
This research investigates a situation specific anxiety: oral examination anxiety in a foreign language learning situation. It examines how a particular type of language anxiety - anxiety in oral communication - impacts on the learner’s oral performance. The subjects are first year Japanese language students at tertiary level in Australia. Questionnaire surveys were conducted to measure the students’: a) anxiety in foreign language classes, b) their anxiety toward oral examinations, and c) the anxiety they actually felt in an oral examination. The objectives of the study were to investigate relations between anxiety and scores in oral examinations. The results indicated that state anxiety can be a strong predictor of learners’ performance in an examination. However, the subjects’ trait anxiety had also both direct and indirect influence over their oral performance. A cause-effect relation among trait anxiety, oral performance, and state anxiety (MacIntyre and Gardner 1989) was also observed in this study.
The parameters of speaking for writing tasks
Authors: Franken Margaret 
Published: October 2016

Abstract
This paper seeks to identify student, syllabus, and instructional parameters which influence the outcomes of speaking tasks aimed at preparing students for writing. The parameters arise from cognitive, affective and rhetorical concerns. The paper takes the view that some parameters are ‘givens’ while others can be manipulated positively by teachers to increase the productivity or change the outcomes of speaking to writing tasks.
Aids awareness and discourse interpretation
Authors: Paltridge Brian , O’Loughlin Kieran 
Published: October 2016

Abstract
This paper describes a study which examines how people interpret the safe sex messages presented in posters distributed throughout Australian airports as part of the government’s Travel Safe AIDS awareness campaign. The subjects who participated in the study were all under 25 years old, one of the target groups for the particular campaign. The group was made up of 20 native speakers of English and 20 non-native speakers of English. Both groups of readers largely recognized the intended messages of the texts and, in many cases, learnt something new from them. This was particularly the case with the non-native speakers of English. The paper cautions, however, on drawing the conclusion from the study that all readers will necessarily enter into the intended reading position of the texts, and respond positively to them.
Learning strategies employed for learning words written in Kanji Versus Kana
Authors: Kubota Mariko , Toyoda Etsuko 
Published: October 2016

Abstract
The aims of this paper are: (1) to compare learning strategies employed to memorize the meaning of words written in kanji (logograph) and kana (syllablics); and (2) to identify effective learning strategies to memorize meanings of words in kanji. Eleven native speakers of English enrolled in Japanese at a university participated in this project. Twenty words were selected as the main research instrument. Participants were asked to memorize in 20 minutes the English meanings of the 20 Japanese words written in kanji while saying what they were thinking (a think-aloud protocol). Participants’ behavior was observed, and a test was given after the memorization. About one month later the same procedure was used for words written in kana. A questionnaire was used to find participants’ Japanese learning backgrounds. The findings were: (1) seven out of 11 participants employed different strategies for memorizing the meanings of words written in kanji from words written in kana; and (2) recognition of radicals and analysis of whole words were effective for memorizing the words written in kanji.
What are they getting at?Placement of important ideas in lengthy Chinese newstext
Authors: Ramsay Guy 
Published: October 2016

AbstractWhen reading lengthy expository texts, Australian-born (Aus) learners of Modern Standard Chinese (MSC) as a second language (L2) often find it difficult to elicit the main points being expressed by the text author. Contrastive rhetoric studies attribute this to the differing stylistic patterns of argumentation between L1-English and L1-MSC discourse. This explanation, however, is far from universally accepted, with many studies refuting such conclusions. This study seeks to contribute to the debate by applying a more rigorous analytic framework, the Rhetorical Structure Theory (RST) framework, to lengthy newstext, so as to explicate the lower level, more local features of Chinese discourse that may lead to the problems faced by L2 learners of MSC. Results reveal that local level placement of clauses differs between Australian and Chinese newstexts. Pedagogical implications are discussed, namely the benefits of promoting awareness of such cross-cultural variation within the language classroom.