bluuebunny/crossref_metadata_2025_split huggingface dataset:
Forms of address in post-revolutionary Iranian Persian: A sociolinguistic analysis
Authors: Keshavarz Mohammad Hossein 
Published: December 2008

ABSTRACTThe sudden shift from power to solidarity in Iran in the face of the sociopolitical upheaval in the country has yielded some interesting changes in the forms of address in Persian. In general, since the Islamic Revolution of 1979, forms of address in Persian have undergone a sociolinguistic simplification. In post-revolutionary Iran plain speech and forms of address marking solidarity have gained popularity, whereas asymmetrical forms reflecting the complex social class structure of pre-revolutionary Iran have gradually declined. This article gives a sociolinguistic account of the forms of address in present-day Iranian Persian and documents the impact of the revolution on this aspect of the Persian language. (Sociopolitical change, language change, forms of address, politeness systems, Iranian Persian)
The semantics of winning and losing
Authors: Smith Michael K. , Montgomery Michael B. 
Published: December 2008

ABSTRACTHeadlines reporting the outcomes of professional and college football games for an entire football season from two major newspapers were analyzed in an attempt to answer three questions: (1) What kind(s) of language do sportswriters use in attempting to be playful or humorous? (2) Is there a pattern to the number of ways winning and losing can be described? (3) What effects might creative use of language in such headlines have on the English language in general? Of the 930 headlines collected, there were 222 different transitive verbs (e.g., ambush, batter, burn, flog, maul, smash) and 81 intransitive verbs (e.g., breeze, cruise, lose, rally, win). On a descriptive linguistic level, most headlines (a) were in the form of subject–verb–object; (b) used alliteration and punning (Rice Burns Baylor); and (c) used almost any action verb to denote winning. On a psycholinguistic level, an argument is presented for semantic generativity, the ability of the context and the metaphorical possibilities of words to have almost any verb make sense in a headline. Finally, on a historical linguistic level, it is suggested that continued use of a verb for winning and losing (such as maul and pulverize) may lead to a change in their meaning. (Semantics, language change, language of sports)
Information withholding as a manipulative and collusive strategy in Nukulaelae gossip
Authors: Besnier Niko 
Published: December 2008

ABSTRACTThis article examines the organization and function of information-withholding sequences, a conversational strategy used by participants in gossip interactions on Nukulaelae, a Polynesian atoll of the Central Pacific. A withholding sequence is a three-turn sequence whereby a piece of information is withheld in the first turn, an other-repair is initiated in the second turn, and the withheld material is provided in the third turn. Information-withholding sequences thus involve moves that in other contexts would be construed as face-threatening. They have a dual function: they provide speakers an opportunity to manipulate their audiences into becoming coproducers of the gossip, and they reinforce the status of their initiator as controller of the floor. Withholding sequences illustrate how ambiguity and repairs can be exploited to meet the communicative demands of particular interactional contexts. They also illustrate how gossip may be framed simultaneously as group-cohesive behavior and self-serving behavior. (Conversation analysis, ethnography of speaking, gossip, conversational repair, Polynesia, Nukulaelae Tuvaluan)
Language and revolution: Formulae of the Cultural Revolution
Authors: Yuan Ji Feng , Kuiper Koenraad , Shaogu Shu 
Published: December 2008

ABSTRACTFrom the hypothesis that routine formulae code cultural norms, it follows that social change will reveal itself in the formulaic inventory of a language. We test this prediction by looking at some of the changes to formulaic speech which took place in postrevolutionary China, particularly during the Chinese Cultural Revolution. We first examine some generally used politeness formulae, comparing them with prerevolutionary equivalents. We then examine the Public Criticism Meeting as a revolutionary ritual and show that its structure and formulaic language arose directly out of revolutionary imperatives. We attribute the changes in the formulaic inventory of Chinese directly to the need to code new social facts, although old social norms can also be discerned in the new formulae, thus showing that social changes are built on a previous social order. (Oral formulaic performance, routine formulae, situational constraints, Cultural Revolution)
Accounting practices in medical interviews
Authors: Fisher Sue , Groce Stephen B. 
Published: December 2008

ABSTRACTAs doctors and patients communicate during medical interactions they both offer accounts and respond to them. By treating these accounts as interactional strategies which link social structure to social interaction we display how the medical interview is characterized by a moment-to-moment battle that mirrors and largely sustains the institutional authority and status of doctors and the reality of genders. (Medicine, communication, accounting practices, interactional strategies, institutional authority, professional status, gender)
The organization of repair in classroom talk
Authors: McHoul A. W. 
Published: December 2008

ABSTRACTThis article is a conversation-analytic investigation of the forms of organization that allow specific items of classroom discourse – words, phrases, up to whole turns at talk – to be altered by subsequent items. Central to the article is an analytic distinction between self-correction and other-correction, that is, between repair sequences in which the speaker of the initial item (the “trouble source”) makes the correction and instances in which this is performed by one of her or his interlocutors (cf. Jefferson 1974; Schegloff et al. 1977). The classroom case is analytically interesting both for its own sake and also on account of research speculations that other-correction should be more frequent in adult-child talk than in other genres of conversation. However, in order to provide an analysis of the problem sensitive to the particularities of the classroom, it is necessary to look not merely at corrections, but at the larger repair trajectories in which they occur. These trajectories consist of corrections plus their prior initiations, the latter being means by which speakers mark out some item as requiring correction. Once the social identities of teacher and student are mapped against self-and other-forms of initiation and correction, it is possible to discern some of the structural preferences of classroom discourse along the general axis of repair. The materials are taken from geography lessons in Australian high school classrooms. (Repair and correction, question and answer, clue-giving, expansion sequences, modulation, classroom discourse, everyday language use, Australian English, conversation analysis, sociology of education)
Contextualization cues in the classroom: Discourse regulation and social control functions
Authors: Dorr-Bremme Donald W. 
Published: December 2008

ABSTRACTUnder certain circumstances, contextualization cues become powerful means of achieving social order. The social organization of a daily group meeting in an American primary grade classroom is closely examined. Participants recurrently generate certain contexts within the meeting in varying sequence from day to day. Transitions from one to another regularly occur smoothly and unremarkably as interaction unfolds. On some occasions, however, this does not happen. Order breaks down, and the teacher and students implicitly negotiate what the context will be. On the surface, these contrasting patterns seem to arise unpredictably as students choose either to “behave” or “misbehave.” That is how the teacher accounts for them. Nevertheless, a closer analysis shows that they are explainable with reference to some subtle contextualization cues that the teacher, without being consciously aware of it, routinely provides but occasionally omits at context boundaries. Students routinely act on the presence and absence of these cues, which thus become a tacit, jointly constructed means of discourse regulation and social control. Their inadvertant “omission” becomes a recurrent source of interactional trouble. (Context, contextualization cues, classroom discourse, ethnography of speaking)
Sentence structure and formality
Authors: Levin Harry , Garrett Peter 
Published: December 2008

ABSTRACTThe evidence is practically unequivocal that left-branching (LB) sentences are more difficult to process than right-branching (RB) sentences. In this study, the hypothesis was tested that LB sentences are judged to be more formal than RB ones and that center-branching (CB) sentences would behave like LB ones. Three groups of subjects, university students in England, Wales, and the United States, ordered three versions of 18 sentences in terms of their formality. LB and CB sentences were considered more formal than RB ones by all three groups of students. LB and CB types did not differ from each other. In a second study, American students choose from the group of three sentences the one they would say to a formal listener (professer/employer) or to an informal listener (brother/sister or close friend). RB sentences were attributed to informal listeners and LB and CB sentences, to formal listeners. (Grammar, formality, sociolinguistics)
The language-planning effect of newspaper editorial policy: Gender differences in The Washington Post
Authors: Fasold Ralph , Yamada Haru , Robinson David , Barish Steven 
Published: December 2008

ABSTRACTWe examined the effect of general statements against sexist usage in the style manual for The Washington Post. We selected a minor usage pattern that was not the subject of an explicit rule, namely, the difference in the use of a middle initial in references to men and to women. This usage was taken as an index of the possible effect of a general policy statement on newswriting practice. We found significantly less difference by sex in this usage subsequent to the publication of the style manual. We take the difference as support for the effectiveness of language planning in this instance, although the significance of our results as evidence of real equality of treatment remains somewhat problematic. There are different points of view in sociolinguistics about the relative value of quantitative versus more directly interpretive methods. We present in some detail the reasoning behind the use of quantitative methods to support an investigation such as ours. (Language planning, language treatment, language and sex, language and the media, style and usage, forms of reference, statistical methods)
Language, power, and cross-sex communication strategies in Hindi and Indian English revisited
Authors: Singh Rajendra , Lele Jayant K. 
Published: December 2008

ABSTRACTA critical examination of the findings of Valentine (1985, 1986), studies devoted to cross-sex communication in Hindi and Indian English, is shown to reveal that the assumptions of the models on which such descriptions are based are not only nonexplanatory but also untenable. They fail because they ignore hierarchical power. Their failure “abroad” must be seen as an invitation to reflect on their alleged success back home. (Discourse, discourse strategies, cross-sex communication, Hindi, Indian English, English, sociolinguistics)
Complimenting and involvement in peer reviews: Gender variation
Authors: Johnson Donna M. , Roen Duane H. 
Published: December 2008

ABSTRACTThis article presents an analysis of gender differences in the use of compliments in one genre of written discourse. The data base is a set of 47 peer reviews of academic papers written by graduate students in the form of letters. Drawing on work from several theoretical perspectives, we analyzed the forms, strategies, and discourse functions of compliments in these papers. We found that women made significantly greater use of compliment intensifiers and personal referencing than did men. In using compliments to structure discourse, women more often framed the text with both opening and closing compliments. Consistent patterns suggested that women writers accommodated to the gender of their addressee more than did men, resulting in a discernible female-female complimenting style. The study illustrates specific ways that gender is involved in being polite and in creating and sustaining a sense of involvement in written discourse. (Complimenting, politeness, sociolinguistics, gender, discourse strategies, cross-sex communication, English)
Women in charge: Politeness and directives in the speech of Japanese women
Authors: Smith Janet S. 
Published: December 2008

ABSTRACTThis article explores the linguistic practices of Japanese men and women giving directions to subordinates. Previous research on language and gender across a number of languages has equated the speech of women with powerlessness. The literature on Japanese women's speech would support this notion. It characterizes Japanese female speech as soft, polite, indirect, in sum, as powerless. This presents problems for women who must command. The present study, an extension of my previous work on Japanese female speech (Shibamoto 1985, 1987) centered on women in more typically female roles, examines the directives of women in positions of authority in traditional and nontraditional domains and compares them with the directive forms chosen by men in similar positions. Explanations for the differences found are placed within the frameworks of a general theory of politeness and the culturally specific, gendered strategies for encoding politeness and authority in Japanese. (Sociolinguistics, language and gender, politeness)
I will speak, therefore, of a graph: A Chinese metalanguage
Authors: Allen Joseph R. 
Published: December 2008

ABSTRACTThis article describes the acquisition and use of a Chinese metalanguage with which ambiguous spoken words are graphically contextualized. The metalanguage is composed of strategies that range from the actual writing of the Chinese graph (character) to those where the graph is accommodated in a verbal presentation. The nature of the Chinese script and the cultural significance of the graphs have lent weight to this metalanguage such that it comments not only on the language in use but also on the users of the language and on the situation in which it is used. The article is accompanied by a number of anecdotal asides and graphic illustrations. (Chinese, metalanguage, script, graphic contextualization, signature, calligraphy)
“You die for life”: On the use of poetic devices in argumentation
Authors: Rains Charleen 
Published: December 2008

ABSTRACTAnalysis of a sociolinguistic interview reveals repeated presentation of ideas, words, expressions, and structures. These recurrent devices and patterns increase the effect of arguments. The immediate purpose is the listener's acceptance of the speaker's views. There is also a concern to gain recognition of the speaker's opinion of self and his position in society. (Poetics in conversation, argumentation, repetition, Montreal French, Quebec)
How taboo are taboo words for girls?
Authors: De Klerk Vivian 
Published: December 2008

ABSTRACTIn the past five years, there has been much interest in the question of whether women are really as concerned about politeness and status as they have been made out to be by such writers as Baroni and D'Urso (1984), Crosby and Nyquist (1977), Lakoff (1973), Spender (1980), and Trudgill (1972). Despite the commonly held perception that it is only males who bandy about derogatory and taboo words (Bailey 1985; Flexner 1975), Risch (1987) provided counterevidence based on data obtained in the United States. The results of the present study, based on data obtained in South Africa, strongly support her findings and challenge the assumption that women stick to standard speech, citing evidence that young females are familiar with, and use, a wide range of highly taboo/slang items themselves. In particular, attention is devoted to the question of pejorative words applicable to males and females, respectively, and the view that there are only a few pejorative terms commonly used to describe males (particularly by females) is challenged. (Women's language, politeness, linguistic taboo, stereotypes, slang, expletives, prestige forms).
Expletives of lower working-class women
Authors: Hughes Susan E. 
Published: December 2008

ABSTRACTFor many decades, women's speech has been seen as being very different from that used by men. Stereotyped as swearing less, using less slang, and as aiming for more standard speech style, women were judged according to their sex rather than other aspects of their lives, such as class and economic situation. With many critics now challenging these ideas, this article sets out to look at the reality of the swearing used by a group of women from a deprived inner-city area. Their constant use of strong expletives flies in the face of the theories proffered of the “correctness” of the language of women. (Expletives, taboo words, working-class women, female speech, female group, social networks, sociolinguistics, inner-city England)
The National Festival of Music for Youth as an Index of Musical Acitivity in Schools and Music Centres in England and Wales
Authors: Peggie Andrew 
Published: December 2008

From its inception in 1971, the National Festival of Music for Youth has grown to become the largest regular platform for young musicians in Europe (over 700 entries in 1984, amounting to some 20,000 performers). Its development and growth has closely paralleled the rise of in-school instrumental tuition in England and Wales, and in recent years entries to the Festival have included activities from almost every aspect of music making by young people at all educational levels.This article will outline from both statistical and observational bases the evolution of the NFMY, arguing that, far from merely reflecting trends in music education, it has become a positive means of influence.The author has been privileged to hear all performances at national level since 1977 (with exceptions from 1982 when multiple venues and simultaneous performances were introduced). He has been present at most of the regional auditions since 1982.
Musical Notation in Secondary Education: Some Aspects of Theory and Practice
Authors: Terry Paul 
Published: December 2008

The teaching of musical notation is now a legal requirement of the National Curriculum for music in England and Wales. Far from settling the debate over the desirability, or otherwise, of teaching notation, this aspect of the legislation seems to make a review of the problem imperative.This article examines theories of music as a language analogous to the spoken or written word, and then considers the practical and sociological arguments for and against the teaching of staff notation.
Listening, Appraising and Composing: Case Studies in Music
Authors: Preston Hamish 
Published: December 2008

Abstract:Teachers describe work with pupils aged 10 to 15 which explores the connection between listening, appraising and composing and other aspects of listening as a learning process. These case studies provide evidence of how a group of Berkshire teachers make connections that were envisaged by the architects of the National Curriculum but not necessarily encountered in practice.
The Role of Graded Examinations in Music
Authors: Salaman William 
Published: December 2008

The perceived benefits of graded examinations are compared with the actual benefits that they bring and are then weighed against the more general and widely accepted desirable outcomes of musical education in Great Britain. The syllabus of a typical graded examination is analysed in some detail and the conclusions drawn suggest that the time-honoured format of graded examinations serves only some of the musical needs of pupils. Some radical suggestions for up-dating examinations are discussed.This article is based on some of the materials prepared for the certificate course:Music Teaching in Private Practiceto be mounted by the University of Reading Department of Arts and Humanities in Education in collaboration with the Incorporated Society of Musicians.
Motivation and Musical Literacy in the Education of Year 3 Children
Authors: Brown Geoffrey , Harrison Helen 
Published: December 2008

This paper describes how a teacher explored her teaching of an introduction to recorder playing to children, and how she tested her belief that music notation was an essential component of that teaching.Two roughly parallel classes of 7 to 8 year-olds were introduced to recorder playing. One group was given tuition accompanied by music notation, the other group learned to play by ear. An interaction was found between the ability of the child and the relative success of a method of teaching. More able pupils became demotivated without access to written music, whilst less able pupils retained their interest when playing by ear. An intermediate strategy, using notation with the names of the notes written below, proved effective for those of average ability.An holistic assessment of the quality of performance created by the two groups was independently assessed. Contrary to expectations the playing by ear group produced better quality sound than that of the group exposed to music notation.The implication for the introduction of music performance to young children is discussed.
The Addison-Gateshead Music Project
Authors: Addison Richard , Moseley David 
Published: December 2008

Richard Addison initiated this research to evaluate the effects of his approach to the teaching and learning of music in the early school years. The project is designed to look for changes not only in music lessons but also in the general, non-musical learning and behaviour of children aged 4–8.A team from Newcastle University is associated with Gateshead Education Authority in this research.A description of the method is included, together with initial findings of the first year's work. These indicate significant improvements in children's musical skills, together with increased signs of confidence and co-operation in music lessons. Little evidence of change in other lessons was found.
Teacher as Guide: The Teacher's Role in the Secondary School Music Lesson
Authors: Cain Tim 
Published: December 2008

This article is an attempt to explore what we Secondary School Music Teachers should do in our music lessons. To illuminate this problem the author postulates two rôles which he believes many music teachers adopt more or less whole-heartedly: the ‘Instructor’, who passes on a body of received skills, information and perhaps values; and the ‘Enabler’, who sets up conditions in which his or her pupils may discover music.Although both rôles can be fruitful in some areas of the music curriculum, the author considers them inadequate, and attempts to describe a new role which teachers might find more helpful. He outlines ways in which the teacher who adopts this role might operate when teaching Composition, Literature Studies, Audition, Skills and Performance (C(L)A(S)P).
Selection Procedures Used by Peripatetic Instrumental Teachers
Authors: Cooper David J. 
Published: December 2008

The article begins with a justification of peripatetic instrumental teaching in maintained schools, and counters the two-pronged attack of financial cuts by local education authorities, and the accusation of ‘elitism’.Much of the information concerning selection for instrumental tuition was gathered by means of a questionnaire amongst the peripatetic staff from nine L.E.A.s. A summary of the results appears in the article.One of the main recommendations suggests the setting up of a ‘preliminary instrumental course’, which uses the results of the investigation to provide a more efficient method of selection.