bluuebunny/crossref_metadata_2025_split huggingface dataset:
Cross-cultural pragmatics and different values
Authors: Wierzbicka Anna 
Published: October 2016

AbstractThe author argues that the differences in the ways of speaking prevailing in different societies and different communities are profound and systematic, and reflect the different cultural values. In the past, the extent of the differences between different language communities in their ways of speaking was often underestimated. In particular, the search for universals in language use inspired by language philosophers such as Paul Grice (1975, 1981) and John Searle (1969, 1979) often led to the identification of the mainstream American English with the “normal human ways of speaking”. The last decade has witnessed a growing reaction against this kind of misguided universalism,resulting in the birth of a new discipline: cross-cultural pragmatics. The progress of this new discipline, however, has been hampered by the lack of a suitable metalanguage. Researchers in this field tend to rely heavily on vague and undefined terms such as “directness”, “indirectness”, “harmony”, “solidarity”, which are used differently by different authors, or by the same authors but on different occasions. This leads to confusion, and to a lack of consensus and clarity even on the most basic points. The author argues that to compare cultures in a truly illuminating way we need a culture-independent perspective, and that one can reach such a perspective by relying on a natural semantic metalanguage, based on universal semantic primitives. These claims are illustrated in the paper with numerous examples.
Latent trait estimates of rater reliability in the International English Language Testing System (IELTS)
Authors: Griffin Patrick 
Published: October 2016

Abstract
The study examined the effects of fixed criteria, training and moderation on reliability of ratings assigned to written scripts. Using an item response analysis, consistency of inter and intra rater reliability of scoring patterns were examined under changing conditions. Ratings were assigned twice under workshop conditions and once under unsupervised isolated conditions. The workshops were used to identify criteria used by raters and then to obtain an agreed set of criteria using a consensus moderation approach. Results indicate that raters are influenced by their backgrounds, the moderation procedure and by the criteria depending on the circumstances under which the ratings were assigned. However a lack of fit of the ratings to a single dimension model over time, suggests that the raters may change their criteria under different conditions. Although similar ratings may be assigned different criteria are employed by the same rater over time. The results seriously question the use of classical measurement approaches in the assessment of rater reliability.
Latent trait estimates of rater reliability in the international English Language Testing System (IELTS)
Authors: Griffin Patrick 
Published: October 2016

Abstract
The study examined the effects of fixed criteria, training and moderation on reliability of ratings assigned to written scripts. Using an item response analysis, consistency of inter and intra rater reliability of scoring patterns were examined under changing conditions. Ratings were assigned twice under workshop conditions and once under unsupervised isolated conditions. The workshops were used to identify criteria used by raters and then to obtain an agreed set of criteria using a consensus moderation approach. Results indicate that raters are influenced by their backgrounds, the moderation procedure and by the criteria depending on the circumstances under which the ratings were assigned. However a lack of fit of the ratings to a single dimension model over time, suggests that the raters may change their criteria under different conditions. Although similar ratings may be assigned, different criteria are employed by the same rater over time. The results seriously question the use of classical measurement approaches in the assessment of rater reliability.
Bilingual professionals in the workforce
Authors: Borland Helen 
Published: October 2016

Abstract
The National Policy on Languages (Lo Bianco 1987) seeks to promote the importance and benefit of the the learning and maintenance of languages other than English for Australia’s economic development and achievement of greater social justice and equity in service delivery. In response to the policy this paper reports on research undertaken to assess the use of languages other than English (LOTE) and attitudes to their use in the professional workforce in Australia. Data collected focuses on organizations in sectors where interaction with non-English speaking clients takes place. Two groups of professionals (professionals within organizations and recent graduates with language majors) and one of management of organizations were surveyed. Results reported cover languages and how they are used and the extent of recognition of the value of LOTE. Whilst findings indicate considerable levels of use of LOTE, they also highlight inconsistencies in the views of management, a lack of awareness of the extent and nature of LOTE use and a devaluing of LOTE skills.
A review of bilingual education in Aboriginal Australia
Authors: Gale Mary-Anne 
Published: October 2016

Abstract
This paper reviews the state of bilingual education in Aboriginal Australia today. Critical issues associated with the current bilingual debate are raised and discussed in relation to existing and past programs with evidence presented from both sides. The paper addresses the issue of Aboriginalization of schools and the positive impact this will have on bilingual education in Australia in the future. Aboriginal people themselves are now making the decisions about their own school language programs. The fate of bilingual education is, to a large extent, in their hands.
The use of English among Italo-Australians in Sydney
Authors: Rubino Antonia , Bettoni Camilla 
Published: October 2016

AbstractThis article presents the first results of a research project which investigates patterns of language use in the Italo-Australian community in Sydney. All three languages spoken by the majority of Italo-Australians are taken into account: Italian, dialect and English. This article focusses on English. Use of English by 202 subjects (of different generations, Italian regions, age groups and socioeconomic backgrounds) is explored in 46 situations in four domains (family, friendship, work/school and transactions), taking into account congruent and incongruent situations with regard to three main factors: interlocutor, topic of conversation and place where it takes place.The data show a widespread shift to English which starts among younger subjects of the first generation and increases dramatically among the second generation. Furthermore, use of English by Italo-Australians depends more on personal characteristics of speakers and addressees (such as age and generation) than on topic or place of conversation.
Reading picture books on television
Authors: Liddicoat Anthony 
Published: October 2016

Abstract
Television plays a major role in the lives of children. This studies examines one aspect of children’s television – the reading of picture books. Interaction centred around picture books has been shown to be an important element in the acquisition of literacy. Mediated picture books and “live” picture books encourage different patterns of interaction between reader and child. The reading of a television picture book, unlike that of a live picture book, is a text, not an interaction centred about a text. Such texts can form the basis of useful interactions between children and others, but exposure to mediated picture books alone does not appear to replace the function of “live” picture book reading in the acquisition of literacy.
Synoptic and dynamic analyses of classroom discourse
Authors: Hammond Jennifer 
Published: October 2016

Abstract
This paper explores the relationship between teachers’ theories of language and learning and the nature of classroom discourse. Through analysis of data collected from two year 3 classes, it is argued that there are three components functioning simultaneously in all lessons. These are the interpersonal, the content and the metalanguage components. The focus of the paper is on how the content and the metalanguage components are realized in the classroom discourse, and on the educational implications of the metalanguage component in particular. It is suggested that the quality of the metalanguage component has an impact on the overall quality of the language education program and that this impact derives from an appropriate theory of language use.
An evaluation model for ELT projects in South India
Authors: Davies Alan 
Published: October 2016

Abstract
Four short-term British Council Key English Language Teaching (KELT) tertiary education projects in South India were evaluated through visits, interviews and study of relevant documents. An evaluation model was developed incorporating four outcome criteria of project success (product, teacher development, sustainability, extendibility) and four input predictors (ongoing institutional support, ongoing training as education, consultant as team member, growing professional perception). Recommendations on future policy are given; these include the wider dissemination of existing information about ELT projects in India and involve a homogeneous but unequal network design.
Speech reporting as a discourse strategy
Authors: Baynham Mike 
Published: October 2016

Abstract
This paper examines approaches to the analysis of speech reporting, finding that these approaches fall into two broad categories: traditional approaches which emphasize the syntactic dimension of speech reporting and are informed by an autonomous model of language and discourse pragmatic approaches which emphasize the interaction of syntactic, pragmatic and stylistic factors in discourse. A model for speech reporting strategies in discourse is proposed, involving direct and indirect speech reporting strategies and a ‘lexicalization strategy’. Using this model, a number of approaches to the function of direct speech reporting strategies in the early stages of SLA are reviewed, which analyze the function of direct speech reporting as a ‘compensatory discourse strategy’, not as stylistic variation. It is argued that this analysis is informed by the traditional approach to speech reporting and does not take into account the ‘lexicalization strategy’. When the lexicalization strategy is considered, direct speech is found to function both referentially and stylistically in learner discourse. The argument is illustrated via an analysis of speech reporting in narrative in learner varieties of English and German.
Spanish speakers apologizing in English
Authors: Cordella Marisa 
Published: October 2016

AbstractThis paper investigates the speech act of apologizing in English between Chileans and Australians. It examines the frequency, distribution and function of apology-strategies used by both groups in a situation of having missed an important appointment with ‘a boss’. Results indicate that L2 Chileans and Australians do not differ significantly in the frequency of using some apology-strategies, nevertheless striking divergences emerged from the modification attached to them (Blum-Kulka et al. 1989). This finding may indicate that each group of speakers coined a different weight to the apology-strategies. Thus while ‘remedial work’ (Goffman 1971) in Spanish is accomplished by the use of positive politeness strategies (Brown and Levinson 1987), Australians appear not to favour them. These differences may anticipate some communication problems which may lead to ‘sociopragmatic failure’ (Thomas 1983) between both groups. Moreover the sex of the apologizer and the recipient is an important factor which determines the speaker’s performance in the act of apologizing.
Discourse as a resource
Authors: Winter Joanne 
Published: October 2016

AbstractLanguage attitudes have frequently been included in investigations of language shift, language maintenance, second language acquisition and bilingualism. Speakers’ attitudes about and towards such language issues contribute toward the planning and provision of language services and education in the speech community. The data gathering methods adopted for the collection of speakers’ language attitudes usually consist of sociolinguistic questionnaires and/or social psychological matched guise experiments. In this paper I will present some exploratory ideas about discourse analysis as a method for the collection and analysis of language attitudes. The data for the investigation is a series of group negotiations among female and male speakers from Anglo-Australian and Greek-Australian backgrounds. The speakers were participating in group ‘negotiations’ discussing various issues of language planning and policy in an Australian context.
Did you have a good week-end? or why there is no such thing as a simple question in cross-cultural encounters
Authors: Béal Christine 
Published: October 2016

Abstract
This paper is a description of some typical differences in conversational routines in French and Australian English, and the kinds of tensions that arise when speakers with two different sets of rules come into contact. This conflict exists for most French people in Australia, who speak English, but who tend to retain their French conversational strategies. The paper shows that even simple questions contain a variety of assumptions ranging from whom it is suitable to ask, to the kind of answer or the amount of detail expected. These differences lead to an analysis of the different underlying cultural values governing the rules of interaction in the two languages. This study is based on visits to a French company operating in Australia, with employees being taped on the job as well as being interviewed individually.
Language maintenance in the second generation
Authors: Bennett E. Jane 
Published: October 2016

Abstract
The article discusses the attitude of the second generation Dutch in Australia to language maintenance. It gives a profile of the group’s language maintenance activities, and examines factors related to language maintenance attitudes and the use of Dutch.
The research involved detailed personal interviews with 100 members of the target group. Some of the information collected was evaluated quantitatively using computer-aided statistical analysis; other responses were analysed primarily in qualitative terms.
The results revealed a more positive attitude to language maintenance and greater frequency of use of Dutch than might have been expected on the basis of the (limited) previous research on the second generation or the national census data. On the other hand, there was relatively little participation in activities with the potential to influence the use of Dutch: visits to the Netherlands, association with Dutch organizations, and attendance at Dutch classes. Overall the research provided no evidence of a continuing decline in frequency of use of Dutch to the point of a complete shift to English only. It was also clear that many informants valued their current use of Dutch.
Supporting children’s home languages in mainstream educational programs
Authors: Makin Laurie 
Published: October 2016

Abstract
If we are to ensure that language and communication skills for national needs are developed through education, then we cannot afford to neglect the existing language resources which Australia’s children bring to early childhood and primary school programs.
Conservation of these resources can range along a continuum from home language support in mainstream educational programs to full bilingual education programs. The greatest range of national needs will be met through full bilingual education. However, in the current educational and political climate, such programs are unlikely to expand. In such a climate, it is important to ensure that no avenue of linguistic conservation is neglected. The Home Language Support Project, described in this paper, is one attempt to help mainstream teachers include children’s home languages in educational programs.
The Project is described briefly, and one of the questions which arose during its implementation is discussed -language delivery patterns in home language support programs and the issue of code switching.
Intercultural problems in teaching forms of address to Polish learners of English as a second language
Authors: Ronowicz Edmund A. 
Published: October 2016

Abstract
Polish immigrants, who otherwise seem to have a fairly good command of English, often sound excessively formal or shy on the one hand, and too direct, sometimes even rude, on the other. The paper presents a comparative analysis of English and Polish forms of addressing people and the sociocultural rules of their use. It is pointed out that numerous similarities in the repertoires of English and Polish forms of address lead Polish ESL learners to assume wrongly that the similarities extend also to the sociocultural rules of use. It is argued that systematic training in the area of differences between the cultural aspects of linguistic behaviour between immigrants’ mother tongue and English should be an integral part of all ESL courses.
Disfluencies in learner speech
Authors: Temple Liz 
Published: October 2016

Abstract
Disfluent phenomena such as pauses, hesitations and repairs, are investigated in a corpus of forty-two short samples of spontaneous speech of native French speakers and learners of French. Significant quantitative differences between native speakers and learners were found and interpreted in the light of Bialystok’s and McLaughlin’s theories of language processing and the two key concepts of automaticity and control. A greater requirement of processing time on the part of the language learners was attributed to their greater use of controlled processes. An analysis of lexical and syntactic selection and repair was carried out to determine where control was applied. While native speakers were attending to the construction of the referent, learners were more concerned with syntactic construction.
Student response to feedback strategies in an English for Academic Purposes program
Authors: Crawford Jane 
Published: October 2016

Abstract
This paper looks at student response to different types of corrective feedback in an English for Academic Purposes [EAP] program. Reactions were collected by means of two questionnaires. The first was completed at the end of the semester and reflected actual experience with the feedback discussed. The second provided a wider overview of attitudes to the issue and was collected at the beginning of the following semester and with a different group of learners. The results suggest that, given the demand for correction and feedback, the time devoted to it, and the pressure on students and staff in EAP programs to develop learners’ accuracy and fluency, it seems essential to make procedures and their rationale more explicit and to explore how effective various techniques are in actually producing permanent change in learners’ interlanguage development.
Why study French?
Authors: Keuneman Katrine Pilcher , Sagona Sylvia 
Published: October 2016

Abstract
The following article gives an account of the results of a research project which looked, inter alia, at motivation among first year university students of French, both beginner stream and post school certificate students. While it is currently fashionable to underline the economic and social usefulness of language study, information is not freely available on why students who enrol for French actually do so. The extrinsic / intrinsic dichotomy of motivations was adopted as a working principle for classifying motivations. This dichotomy may be likened to the integrative / instrumental division used by Gardner and Lambert (1972) We observed that students were motivated by a wide variety of factors. Though motivations are sometimes hard to classify on a binary scale, there was nevertheless no clear preference for extrinsic or pragmatic reasons; if anything, personal or intrinsic reasons seemed to dominate.
Migrant engineers’ job interview performance
Authors: Hawthorne Lesleyanne 
Published: October 2016

Abstract
More than 12,000 migrant engineers have migrated to Australia in the past four years – the majority NESB professionals of prime workforce age selected under the skilled immigration program.
These engineers are currently experiencing extreme levels of unemployment – in part due to Australia’s recession, but in part due to disproportionate labour market rejection.
This paper examines the critical ‘gatekeeping’ role of the employment interview. It explores the cultural attitudes a range of East European engineers bring to Australian engineering job interview questions – in particular ‘process’ questions (requiring detailed description of knowledge of engineering processes), and ‘self-promotion’ questions (inviting positive presentation of demonstrated professional skills).
The paper then analyses the videotaped job interview performance of two East European engineers, who answer such questions poorly in interviews conducted by the Institution of Engineers, Australia. The paper suggests that disparities between country of origin interview strategies and those used in Australia might usefully be targeted as areas for further research. Such research could lead to more effective cross-cultural interview training, while lessening the risk of interview failure.
Depth or breadth? some issues in lote teaching
Authors: Gibbons John 
Published: October 2016

Abstract
The prevailing pattern of second language instruction in NSW schools is one in which the available time is distributed across several languages (a ‘breadth’ approach). With the impending introduction of second languages into many primary schools, a window of opportunity has opened: if all the available curriculum hours are devoted to a single language in primary and secondary school (a ‘depth’ approach) there is a possibility of most students attaining a communicative proficiency in a LOTE. This possibility can be increased (a) if the second language is a language spoken in the home (b) if certain classroom processes are adopted, and (c) if the language is more easily learnable. A case study of a school is presented which includes information and opinions gathered from parents on these issues, and an outline ‘depth’ curriculum for this school.
The assessment of writing by English and ESL teachers
Authors: O’Loughlin Kieran 
Published: October 2016

Abstract
There has been a surprisingly limited amount of research comparing the direct assessment of writing by teachers of English as a mother tongue and English as a second language (abbreviated as English and ESL respectively) given the amount of common ground they share as teachers of writing. This study aims to investigate whether these two groups of teachers rate writing samples differently using both holistic (global) and analytical (multiple trait) scoring methods. The research compares the assessments made by four experienced teachers from each of these two rater groups of the same set of 20 native speaker (English) and 20 non native speaker (ESL) essays written by final year secondary students. While no significant difference was found between the single global essay ratings of the two groups of teachers, this was not the case for the essay totals obtained by combining the global and analytical scores. The comparison based on these essay totals indicated that overall English teachers rated all of the essays significantly more harshly than ESL teachers. These findings suggested that the analytical scoring method may be more faithful to real dissimilarities which exist between raters of different backgrounds and professional experience than is the holistic scoring method in the assessment of writing. The choice of scoring procedure when both types of raters are used, therefore, is likely to determine whether or not these differences are highlighted and thus the overall level of inter-rater reliablity.