title: Modelling loanword success a sociolinguistic quantitative study of Māori loanwords in New Zealand English

authors: Calude, Andreea S.

subjects: loanwords

abstract: Loanword use has dominated the literature on language contact and its salient nature continues to draw interest from linguists and non-linguists. Traditionally, loanwords were investigated by means of raw frequencies, which are at best uninformative and at worst misleading. Following a new wave of studies which look at loans from a quantitatively more informed standpoint, modelling “success” by taking into account frequency of the counterparts avail- able in the language adopting the loanwords, we propose a similar model of loan-use and demonstrate its benefits in a case study of loanwords from Māori into (New Zealand) English. Our model contributes to previous work in this area by combining both the success measure mentioned above with a rich range of linguistic characteristics of the loanwords (such as loan length and word class), as well as a similarly detailed group of sociolinguistic characteristics of the speakers using them (gender, age and ethnicity of both, speakers and addresses). Our model is unique in bringing together of all these factors at the same time. The findings presented here illustrate the benefit of a quantitatively balanced approach to modelling loanword use. Furthermore, they illustrate the complex interaction between linguistic and sociolinguistic factors in such lan- guage contact scenarios.

text: Modelling loanword success a sociolinguistic quantitative study of Māori loanwords in New Zealand English Loanword use has dominated the literature on language contact and its salient nature continues to draw interest from linguists and non-linguists. Traditionally, loanwords were investigated by means of raw frequencies, which are at best uninformative and at worst misleading. Following a new wave of studies which look at loans from a quantitatively more informed standpoint, modelling “success” by taking into account frequency of the counterparts avail- able in the language adopting the loanwords, we propose a similar model of loan-use and demonstrate its benefits in a case study of loanwords from Māori into (New Zealand) English. Our model contributes to previous work in this area by combining both the success measure mentioned above with a rich range of linguistic characteristics of the loanwords (such as loan length and word class), as well as a similarly detailed group of sociolinguistic characteristics of the speakers using them (gender, age and ethnicity of both, speakers and addresses). Our model is unique in bringing together of all these factors at the same time. The findings presented here illustrate the benefit of a quantitatively balanced approach to modelling loanword use. Furthermore, they illustrate the complex interaction between linguistic and sociolinguistic factors in such lan- guage contact scenarios.

year: 2017

title: Taku haumaru me te kurī: He aratohu mō te haumaru i waenga i te tamariki (8-9 pea ngā tau) me te kurī - Te Reo Maori

authors: Carter, Jennifer

subjects: dog safety tips

abstract: This safety booklet for older children (about 8-9yrs) will provide the best level of understanding of how to avoid pet dog attacks which can injure, maim and even kill children. This research-based educational resource provides practical, valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them. The content of this booklet has been drawn from ‘Stories with happy endings: Preventing pet dog attacks on children’, the 2007-2008 Summer Scholarship report prepared for the Child Accident Prevention Foundation of New Zealand (CAPFNZ). Obtain a copy of the report from http://hdl.handle.net/10289/768

text: Taku haumaru me te kurī: He aratohu mō te haumaru i waenga i te tamariki (8-9 pea ngā tau) me te kurī - Te Reo Maori This safety booklet for older children (about 8-9yrs) will provide the best level of understanding of how to avoid pet dog attacks which can injure, maim and even kill children. This research-based educational resource provides practical, valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them. The content of this booklet has been drawn from ‘Stories with happy endings: Preventing pet dog attacks on children’, the 2007-2008 Summer Scholarship report prepared for the Child Accident Prevention Foundation of New Zealand (CAPFNZ). Obtain a copy of the report from http://hdl.handle.net/10289/768

year: 2008

title: Evaluating the effects of team-skills training on subjective workload

authors: Prichard, Jane S.

subjects: subjective workload

abstract: This study evaluated the impact of a team-skills training intervention on students’ subjective experience of workload when working in collaborative groups. Three cohorts of students (N = 295) taking an undergraduate degree unit were compared across three successive years, in which presence or absence of training was varied. Students in trained groups reported lower levels of subjective workload than those in untrained groups and also performed better across a range of academic exercises. This effect was moderated by whether students were regrouped half-way through the academic year. Results are discussed in terms of theories of team-skill acquisition and issues in skill transferability caused by regrouping.

text: Evaluating the effects of team-skills training on subjective workload This study evaluated the impact of a team-skills training intervention on students’ subjective experience of workload when working in collaborative groups. Three cohorts of students (N = 295) taking an undergraduate degree unit were compared across three successive years, in which presence or absence of training was varied. Students in trained groups reported lower levels of subjective workload than those in untrained groups and also performed better across a range of academic exercises. This effect was moderated by whether students were regrouped half-way through the academic year. Results are discussed in terms of theories of team-skill acquisition and issues in skill transferability caused by regrouping.

year: 2010