Thematische Bibliographien / Linguists Australia

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Linguists Australia“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Januar 2023

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Zeitschriftenartikel zum Thema "Linguists Australia"

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Christie, Frances. „Literacy in Australia“. Annual Review of Applied Linguistics 12 (März 1991): 142–55. http://dx.doi.org/10.1017/s0267190500002191.

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This discussion will focus upon English literacy research which draws upon systemic functional linguistic theory. Over the last ten to fifteen years, a significant number of applied linguists and language educators have emerged in Australia who use systemic functional linguistic theory to address a wide range of research questions. Their effort has been stimulated by the scholarly leadership of Halliday (e.g., 1985a), who took up the Chair of Linguistics at Sydney University in the late 1970s, as well as that of colleagues and former students of his, including Hasan (e.g., Halliday and Hasan 1985) and Martin (e.g., 1985a). The group of scholars who have emerged have contributed to the development of a rich tradition of research and teaching in English literacy in both first and second language contexts. Such a tradition offers the prospect of an educational linguistics of value both to researchers and teachers. More than one tradition of linguistic research might well contribute to the development of an educational linguistics. However, it is the particular claims and contributions of systemic functional linguistic theory that are argued for here.
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Rademaker, Laura. „Mission, Politics and Linguistic Research“. Historiographia Linguistica 42, Nr. 2-3 (31.12.2015): 379–400. http://dx.doi.org/10.1075/hl.42.2-3.06rad.

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Summary This article investigates the ways local mission and national politics shaped linguistic research work in mid-20th century Australia through examining the case of the Church Missionary Society’s Angurugu Mission on Groote Eylandt in the Northern Territory and research into the Anindilyakwa language. The paper places missionary linguistics in the context of broader policies of assimilation and national visions for Aboriginal people. It reveals how this social and political climate made linguistic research, largely neglected in the 1950s (apart from some notable exceptions), not only possible, but necessary by the 1970s. Finally, it comments on the state of research into Aboriginal languages and the political climate of today. Until the 1950s, the demands of funding and commitment to a government policy of assimilation into white Australia meant that the CMS could not support linguistic research and opportunities for academic linguists to conduct research into Anindilyakwa were limited. By the 1960s, however, national consensus about the future of Aboriginal people and their place in the Australian nation shifted and governments reconsidered the nature of their support for Christian missions. As the ‘industrial mission’ model of the 1950s was no longer politically or economically viable, the CMS looked to reinvent itself, to find new ways of maintaining its evangelical influence on Groote Eylandt. Linguistics and research into Aboriginal cultures – including in partnership with secular academic agents – were a core component of this reinvention of mission, not only for the CMS but more broadly across missions to Aboriginal people. The resulting collaboration across organisations proved remarkably productive from a research perspective and enabled the continuance of a missionary presence and relevance. The political and financial limitations faced by missions shaped, therefore, not only their own practice with regards to linguistic research, but also the opportunities for linguists beyond the missionary fold. The article concludes that, in Australia, the two bodies of linguists – academic and missionary – have a shared history, dependent on similar political, social and financial forces.
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Winter, Joanne, und Gillian Wigglesworth. „Language and gender“. Language and Gender in the Australian Context 10 (01.01.1993): 1–12. http://dx.doi.org/10.1075/aralss.10.01win.

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Abstract In our introductory discussion to this Series S volume on language and gender in Australia we argue for the recognition of gender research in a broadened interpretation of applied linguistics. We forecast the place of feminist (applied)1 linguists within a wider understanding of the applications for linguistic knowledge. We discuss how this collection of papers reflects the ongoing developments and changes in language and gender research through the implementation and critique of methods and methodologies. We also present a brief overview of the panel discussion; the people, topics and directions, which was primarily responsible for this publication and forecast some directions and possible challenges for language and gender research in the Australian context.
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Clyne, Michael. „Are we making a difference?“ Australian Review of Applied Linguistics 30, Nr. 1 (01.01.2007): 3.1–3.14. http://dx.doi.org/10.2104/aral0703.

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Language is crucial in our lives and to all disciplines. It affects our well-being individually and collectively and touches important sociopolitical issues. Linguists/applied linguists have exciting opportunities for interdisciplinary research and to work in contexts personally meaningful to them. While language is the concern of all people, professionals have special responsibilities to provide leadership in understanding how it works and responsible insights into the uses and abuses of language in society. Australian language specialists can offer the rest of the world experience with language policy, typological and language contact studies, and bilingual language acquisition. Some Australians have advanced linguistic knowledge through studies of indigenous languages. Many have worked with indigenous, ethnic and other communities and professional groups, providing evidence in court or advice to teachers and families. Some broadcast regularly or occasionally. But have we succeeded in contesting the monolingual mindset of the mainstream? The Australian authors represented in language sections of most general bookshops are not linguists. Far more collaboration and coordination of initiatives through the professional societies is needed to put languages back on the national agenda and make Australia more language-aware. This should lead to recognizing, valuing, fostering and transmitting, supporting and sharing our linguistic diversity. Australia’s rich language potential has only been partly realized.
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McGregor, William B. „Missionary linguistics in the Kimberley, Western Australia“. Historiographia Linguistica 35, Nr. 1-2 (07.03.2008): 121–62. http://dx.doi.org/10.1075/hl.35.1-2.07mcg.

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Summary This paper explores the contribution of missionary linguists to the documentation, description, and maintenance of Aboriginal languages of the Kimberley region of Western Australia from the establishment of the first enduring mission in 1890 to 1960. It is argued that the primary contribution was to language documentation. However, the descriptive contribution was not negligible, and many missionary linguists struggled intelligently with the descriptive challenges confronting them (ergative case-marking, noun-class systems, compound verb constructions, etc.). Rather than being rigidly bound by the Latinate model, they modified it in various ways (usually not explicitly discussed), including by using traditional terminology in novel ways.
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Clyne, Michael. „Are we making a difference?“ Australian Review of Applied Linguistics 30, Nr. 1 (2007): 3.1–3.14. http://dx.doi.org/10.1075/aral.30.1.01cly.

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Language is crucial in our lives and to all disciplines. It affects our well-being individually and collectively and touches important sociopolitical issues. Linguists/applied linguists have exciting opportunities for interdisciplinary research and to work in contexts personally meaningful to them. While language is the concern of all people, professionals have special responsibilities to provide leadership in understanding how it works and responsible insights into the uses and abuses of language in society.Australian language specialists can offer the rest of the world experience with language policy, typological and language contact studies, and bilingual language acquisition. Some Australians have advanced linguistic knowledge through studies of indigenous languages. Many have worked with indigenous, ethnic and other communities and professional groups, providing evidence in court or advice to teachers and families. Some broadcast regularly or occasionally. But have we succeeded in contesting the monolingual mindset of the mainstream? The Australian authors represented in language sections of most general bookshops are not linguists.Far more collaboration and coordination of initiatives through the professional societies is needed to put languages back on the national agenda and make Australia more language-aware. This should lead to recognizing, valuing, fostering and transmitting, supporting and sharing our linguistic diversity. Australia’s rich language potential has only been partly realized.
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Li, Jie. „Implications of Australia’s Bilingual Education of Aboriginal People“. Theory and Practice in Language Studies 6, Nr. 7 (01.07.2016): 1460. http://dx.doi.org/10.17507/tpls.0607.18.

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Australia, as a multicultural and multilingual country, has been highly appraised by international linguists and statesmen for its formulation and implementation of language policies. Over the past years, linguists, statesmen, educators and residents have been devoting themselves to the further improvement of language education policies and laws, and the implementation of bilingual education for Aboriginal people. They have gradually resolved language problems, and most importantly, preserved linguistic and cultural diversity. This has set a successful example for China to follow. Under such circumstance, the proposed research, based on sociolinguistic theories concerning language policy and language planning, makes implications, suggesting how our country should proceed from the actual situations to take more practical measures and formulate better policies.
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Šeškauskienė, Inesa, und Meilutė Ramonienė. „Introduction“. Taikomoji kalbotyra, Nr. 4 (04.03.2015): 1–4. http://dx.doi.org/10.15388/tk.2014.17465.

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This special issue of the journal Taikomoji kalbotyra/Applied Linguistics includes papers written on the basis of the presentations given at the International Applied Linguistics Conference Languages and People: Space, Time, Identity held in Vilnius University October 3-4, 2013. The Conference was organized by the Department of Lithuanian Studies of Vilnius University and the Lithuanian Association of Applied Linguistics (LITAKA). The total number of the Conference participants amounted to 60; they came from 12 countries: Australia, the Czech Republic, Estonia, France, Hong Kong, Italy, Latvia, Lithuania, Poland, Russia, United Kingdom and the United States of America. The plenary speakers of the Conference, world-known linguists Antonella Sorace (UK), Joseph Lo Bianco (Australia) and Mark Davies (USA), gave very impressive presentations on bilingualism and language acquisition, language planning and policy, language corpora as a powerful tool in language learning and teaching.
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Nash, Joshua. „Folk Toponymy and Offshore Fishing Ground Names on the Dudley Peninsula, Kangaroo Island, South Australia“. Island Studies Journal 5, Nr. 1 (2010): 43–60. http://dx.doi.org/10.24043/isj.239.

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This paper analyses data on two aspects of unofficial place-naming or folk toponymy on the Dudley Peninsula, the eastern peninsula of Kangaroo Island, South Australia, namely (1) local unofficial toponyms, and (2) offshore fishing ground names. These place-name categories reflect naming patterns that embody specific local events, history and land use in the island’s colourful past, and represent an important element of the collective memory of the area. It argues that a deeper analysis of various taxa of folk toponymy, especially in remote island locations with brief histories, can help toponymists and linguists understand broad principles involved in place-naming. Furthermore, it suggests island toponymy in Australia is an under-researched field, which deserves greater prominence in Australian place-name studies.
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Si, Aung, und Myfany Turpin. „The Importance of Insects in Australian Aboriginal Society: A Dictionary Survey“. Ethnobiology Letters 6, Nr. 1 (17.09.2015): 175–82. http://dx.doi.org/10.14237/ebl.6.1.2015.399.

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Insects and their products have long been used in Indigenous Australian societies as food, medicine and construction material, and given prominent roles in myths, traditional songs and ceremonies. However, much of the available information on the uses of insects in Australia remains anecdotal. In this essay, we review published dictionaries of Aboriginal languages spoken in many parts of Australia, to provide an overview of the Indigenous names and knowledge of insects and their products. We find that that native honeybees and insect larvae (particularly of Lepidoptera and Coleoptera) are the most highly prized insects, and should be recognized as cultural keystone species. Many insects mentioned in dictionaries lack scientific identifications, however, and we urge documentary linguists to address this important issue.
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Dissertationen zum Thema "Linguists Australia"

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Monaghan, Paul. „Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia“. Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm734.pdf.

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"June 2003" 2 maps in pocket on back cover. Bibliography: leaves 285-308. This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.
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Singer, Ruth. „Agreement in Mawng : productive and lexicalised uses of agreement in an Australian language /“. Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003242.

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Wong, Shuk-wai Connie Waikiki. „A case study of child-directed speech (CDS) a Cantonese child living in Australia /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36923862.

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Григорчук, Ю. І. „Лінгвостилістичні особливості Australian English як діалекту англійської мови“. Thesis, Сумський державний університет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46646.

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У роботі розглянуто історичні, лексичні, лінгвістичні, граматичні та стилістичні особливості формування австралійської англійської, як територіального варіанту англійської мови. Будь-яка мова існує у вигляді певного варіанту з особливими лінгвістичними ознаками, соціальними і комунікативними функціями. Англійська мова почала активно опановувати усі сфери суспільства і у ній з’явилися елементи, властиві іншим мовам, утворилися спрощені варіанти мов – Pidgin English, Gullah, Kroo-English, Beach-la-Mar. На сьогодні, в Австралії існує власний діалект англійської мови з неофіційною назвою «страйн» (англ. Strine/ Strain, від австралійського «Australian») і власний варіант мови Australian English (англ. AuE – австралійський англійський), який має свою специфічну лексику (австралійський сленг), літературну форму, особливості граматичного, фонетичного рівня.
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Nakane, Ikuko. „SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE“. University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/568.

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This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom.
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Wong, Shuk-wai Connie Waikiki, und 黃淑慧. „A case study of child-directed speech (CDS): a Cantonese child living in Australia“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36923862.

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Kolesova, Valeriia. „Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada“. Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34552.

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This mixed methods study aimed to provide some validity evidence for the use of the ESL sociopragmatics test developed by Roever, Elder and Fraser (2014) for formative purposes. The test developers recommend further validation of the tool, originally developed for the Australian context. In this study, the test items were used to reveal areas of weakness in sociopragmatic knowledge in a group of learners of an academically oriented English Intensive Program in Canada. Analysis of the test scores revealed a lack of knowledge of norms of appropriateness and politeness in English, which was further targeted with an instructional unit informed by the items of the test. Two weeks after the instructional unit was delivered, the participants were asked to complete a follow-up questionnaire. The questionnaire results provided insight into the participants’ perceptions of usefulness of the instructional unit. The learners found explicit instruction on ESL sociopragmatics useful for their language learning experience as well as day-to-day interactions in English. Particularly, they claimed to feel more confident communicating in English after receiving explicit instruction on ESL sociopragmatics. They were able to use information from the lesson in situations such as talking to their language instructors, communicating with university personnel, and participating in service encounter interactions. Therefore, the test proved to have potential for developing instructional materials in an academic context. Based on the findings of the study, suggestions on incorporating sociopragmatic competence into the institution’s EAP curriculum were made.
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Chakhachiro, Raymond, of Western Sydney Macarthur University und Faculty of Education. „The translation of irony in Australian political commentary texts from English into Arabic“. THESIS_FE_XXX_Chakhachiro_R.xml, 1997. http://handle.uws.edu.au:8081/1959.7/425.

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The main thesis of this study is that the translation of irony from English into Arabic in commentary texts in Australia is not amenable to traditional translation theories. The way Arabic and English speakers employ irony to express themselves reflects the linguistic and cultural distance between both languages. To tackle this problem, the study ventures into a contrastive analysis with reference to a number of linguistic and non-linguistic devices and concepts. It concentrates on the interpretation and the linguistic realisation of irony in both languages by utilising a number of contemporary linguistic models. The research takes the view that ironic devices are the foundation of the structural development of the texts in question. To demonstrate this, the speech act and conversational theories are used. The interaction between the ironic devices and the text development constitute a framework for the overall rhetorical meaning of the text. After an overview of the relevant literature of translation, contrastive analysis and comparative stylistics, an analysis/translation model is devised and implemented. A thorough contrastive analysis is made of English and Arabic commentary texts. Similarities and differences between the Arabic and English texts are found. Discrepancies were observed in the form, function and the number of ironic devices used in both languages. Based on the findings seven general strategies are proposed for the translation of irony in Australian commentary texts from English into Arabic.
Doctor of Philosophy (PhD)
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Shrestha, Dipak. „Nepali English and news discourse: a linguistic and sociolinguistic study of Australian and Nepail news texts in English“. Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2250.

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This thesis describes and analyses distinctive characteristics of the emerging variety of English, that is, Nepali English. It draws on news texts written in Nepali English and compares them with similar news texts appearing in Australian newspapers. On the basis of the analysis, a preliminary taxonomy of markers of Nepali English is established.The research draws theoretical insights from sociolinguistics, contrastive rhetoric/contrastive discourse analysis and the analysis of news as discourse. Findings and the analysis of the findings are presented by using analytical models developed and widely used in the study of non-native varieties of English. Analysis and discussion of the findings suggest that systematic and regular features of Nepali English have developed, and these formal features have specific functions in the context in which they are used.
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Shrestha, Dipak. „Nepali English and news discourse : a linguistic and sociolinguistic study of Australian and Nepail news texts in English /“. Curtin University of Technology, School of Languages and Intercultural Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16576.

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This thesis describes and analyses distinctive characteristics of the emerging variety of English, that is, Nepali English. It draws on news texts written in Nepali English and compares them with similar news texts appearing in Australian newspapers. On the basis of the analysis, a preliminary taxonomy of markers of Nepali English is established.The research draws theoretical insights from sociolinguistics, contrastive rhetoric/contrastive discourse analysis and the analysis of news as discourse. Findings and the analysis of the findings are presented by using analytical models developed and widely used in the study of non-native varieties of English. Analysis and discussion of the findings suggest that systematic and regular features of Nepali English have developed, and these formal features have specific functions in the context in which they are used.
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Bücher zum Thema "Linguists Australia"

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Dixon, Robert M. W. Searching for aboriginal languages: Memoirs of a field worker. Chicago: University of Chicago Press, 1989.

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Irving Torsh, Hanna. Linguistic Intermarriage in Australia. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-27512-9.

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Summer Institute of Linguistics. Australian Aborigines Branch., Hrsg. Bibliography of the Summer Institute of Linguistics, Australian Aborigines Branch up to December 1985. Darwin, [N.T.]: Summer Institute of Linguistics, Australian Aborigines Branch, 1985.

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Australia's many voices: Australian English--the national language. Berlin: Mouton de Gruyter, 2004.

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Triffitt, Geraldine. OZBIB: A linguistic bibliography of Aboriginal Australia and the Torres Strait Islands : supplement 1999-2006. Canberra: Mulini Press, 2006.

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Speaking our language: The story of Australian English. South Melbourne, Vic: Oxford University Press, 2008.

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Australian Oxford paperback dictionary. Austrailia: Oxford University Press, 2011.

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Bruce, Moore. Australian concise Oxford dictionary. 5. Aufl. South Melbourne, Vic: Oxford University Press, 2009.

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The politics of language in Australia. Cambridge: Cambridge University Press, 1993.

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Gwynn, Mark. Australian integrated file: The future of Australian English : Oxford dictionary & thesaurus. South Melbourne, Victoria: Oxford University Press, 2009.

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Buchteile zum Thema "Linguists Australia"

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Laughren, Mary, Robert Pensalfini und Tom Mylne. „Accounting for verb-initial order in an Australian language“. In Linguistik Aktuell/Linguistics Today, 367–401. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/la.73.22lau.

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Irving Torsh, Hanna. „Introduction: Linguistic Intermarriage in Australia“. In Linguistic Intermarriage in Australia, 1–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27512-9_1.

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Filipi, Anna, und Marianne Turner. „A TESOL Practicum in Australia“. In Educational Linguistics, 43–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28756-6_3.

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Koch, Harold. „A methodological history of Australian linguistic classification“. In Australian Languages, 17. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/cilt.249.06koc.

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Irving Torsh, Hanna. „Navigating Pride and Shame in Linguistic Intermarriage“. In Linguistic Intermarriage in Australia, 119–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27512-9_6.

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Irving Torsh, Hanna. „Intermarriage, Migration and Language: What We Know“. In Linguistic Intermarriage in Australia, 17–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27512-9_2.

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Irving Torsh, Hanna. „“I Couldn’t Understand a Word”: The Linguistic Repertoires of the ESB Partners“. In Linguistic Intermarriage in Australia, 45–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27512-9_3.

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Irving Torsh, Hanna. „“There’s a Bit of Give and Take Each Way”: Challenges of Linguistic Difference“. In Linguistic Intermarriage in Australia, 69–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27512-9_4.

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Irving Torsh, Hanna. „Unequal Proficiencies, Unequal Expectations: The Gendered Nature of Family Language Work“. In Linguistic Intermarriage in Australia, 93–117. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27512-9_5.

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Clyne, Michael. „Multilingualism research in Australia“. In Thirty Years of Linguistic Evolution, 399. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.61.32cly.

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Konferenzberichte zum Thema "Linguists Australia"

1

Adam Assim, Mohamad Ibrani Shahrimin Bin, und Mohamad Maulana Bin Magiman. „Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Fatima Hajizada, Fatima Hajizada. „SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE“. In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.
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Omar, Asmah Haji. „The Malay Language in Mainland Southeast Asia“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-1.

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Today the Malay language is known to have communities of speakers outside the Malay archipelago, such as in Australia inclusive of the Christmas Islands and the Cocos (Keeling) Islands in the Indian Ocean (Asmah, 2008), the Holy Land of Mecca and Medina (Asmah et al. 2015), England, the Netherlands, France, and Germany. The Malay language is also known to have its presence on the Asian mainland, i.e. Thailand, Cambodia, and Vietnam. As Malays in these three countries belong to a minority, in fact among the smallest of the minorities, questions that arise are those that pertain to: (i) their history of settlement in the localities where they are now; (ii) the position of Malay in the context of the language policy of their country; and (iii) maintenance and shift of the ancestral and adopted languages.
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Al-Munawwarah, Sophia Fithri. „An Overview of Indigenous Language Programs in Australian and New Zealand“. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.157.

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Al-Munawwarah, Sophia Fithri. „An Overview of Indigenous Language Programs in Australian and New Zealand“. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.264.

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Al-Munawwarah, Sophia Fithri. „An Overview of Indigenous Language Programs in Australian and New Zealand“. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.50.

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Johnstone, Penelope. „Accommodating Diversity of the 21st CenturyLanguage learner in primary Languages Education inNew South Wales, Australia.“ In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.138.

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Le Ferrand, Eric, Steven Bird und Laurent Besacier. „Learning From Failure: Data Capture in an Australian Aboriginal Community“. In Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.acl-long.342.

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Hardy, Associate Professor Joy. „Staff perceptions, aspirations, expectations and practices of recycling in an Australian regional university An appraisal-based critical discourse analysis“. In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31297.

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