Dissertations / Theses on the topic 'Australian English'
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1
Fritz, Clemens W. A. [Verfasser]. "From English in Australia to Australian English : 1788-1900 / Clemens W. A. Fritz." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042540616/34.
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Strömberg, Anette. "Social Variation in Australian English." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1258.
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Gunn, John Samuel. "Australian vocabulary : a study of land settlement, stock raising, and the wool industry." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/14296.
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Kazemi, Ruholla. "Yod Variation in Australian English : A Sociolinguistic Investigation." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126465.
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In various post-consonantal environments, the palatal glide /j/ has been subject to variation and change since the late 17th century. Retention, coalescence, and deletion of the glide respectively account for various pronunciations of the word due [dju:], [dʒu:], and [du:] in different dialects of English. Research in this area has often focused on internal motivations. However, the external motivations that regulate the practice of glide variants in the speech of different segments of communities have been a relatively recent area of investigation. Among other dialects, Australian English is one of the major varieties that has not been formally assessed in this area. Hence, the aim of this thesis has been to investigate possible associations between the glide variants and their emergence in the speech of 48 speakers of Australian English. The audio data for this study were 12 tokens pronounced by the speakers in wordlist, sentences, and a story, and were extracted from the AusTalk Corpus (Burnham, Cox et al., 2011). The results for separate analysis of social variables seem to indicate that the spread of different glide variants in the speech of speakers are mainly conditioned by age. The combination of the social variables shows that glide retention is most frequent in the speech of higher educated old individuals. By contrast, glide deletion seems to be almost non-existent in their speech while more frequent in the pronunciations of the young. Overall, glide coalescence is the most present and has the strongest stylistic consistency in the speech of individuals. Further details and possible reasons behind these observations are discussed in the work that follows.
5
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.
6
Ludwig, Ilka. "Identification of New Zealand English and Australian English based on stereotypical accent markers." Thesis, University of Canterbury. Linguistics, 2007. http://hdl.handle.net/10092/985.
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Little is known about factors that influence dialect perception and the cues listeners rely on in telling apart two accents. This thesis will shed light on how accurate New Zealanders and Australians are at identifying each other's accents and what vowels they tune in to when doing the task. The differences between New Zealand and Australian English mainly hail from the differing production of the short front vowels, some of which have reached the status of being stereotyped in the two countries. With the help of speech synthesis, an experiment was designed to test the perception of vowels produced in a typically New Zealand and a typically Australian fashion. Forty New Zealanders and sixty Australians took part in the study. Participants were asked to rate words on a scale from 1 (definitely NZ) to 6 (definitely Australian). The words contained one of eight different vowels. Frequency and stereotypicality effects as well as nasality were also investigated. The results demonstrate that dialect identification is a complex process that requires taking into account many different interacting factors of speech perception, social and regional variation of vowels and issues of clear speech versus conversational speech. Although overall performing quite accurately on the task, New Zealanders and Australians seem to perceive each other's speech inherently differently. I argue that this is due to different default configurations of their vowel spaces. Furthermore, a perceptual asymmetry between New Zealanders and Australians concerning the type of vowel has been observed. Reinforcing exemplar models of speech perception, it has also been shown that frequency of a word influences a listener's accuracy in identifying an accent. Moreover, nasality seems to function as an intensifier of stereotypes.
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Krebs-Lazendic, Lidija. "Early vs. late Serbian-English bilinguals' responses to two Australian English vowel contrasts." Thesis, View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/36713.
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Adults learning a second language (L2) (“late learners”) have difficulty achieving a native speaker’s level of accuracy in both perception and production of L2 phonetic segments. This difficulty often results in deviant production of L2 segments that is perceived as accented speech by native speakers of that language. It is generally agreed that this failure in non native segmental production and perception is caused by previous linguistic experience with the first (L1) language. Late learners are expected to show stronger L1 effects than learners who learnt their L2 in early childhood (“early learners”). However, not all L2 phonetic segments are equally difficult for late learners. The learnability of L2 phonetic segments is thought to be perceptual in nature and depends on the perceived phonetic distance between them and the acoustically, phonetically and/or articulatorily most similar segment(s) in the learner’s L1 phonetic inventory. It is generally assumed that specific L2 segments will be perceptually related or assimilated to the most similar L1 segment(s) even if there is a detectable acoustic difference between them. The studies reported in this thesis examined Serbian-English bilinguals’ perception and production difficulties with two Australian English vowel contrasts that are not contrastive in Serbian: /e/ - /æ/ and /i:/ - //. We compared participants who began learning English before 5 years (“early”) versus those who began after 15 years (“late”). In Study 1and Study 2 early learners discriminated and produced both contrasts equally well, whereas late learners had greater difficulties perceiving and producing /e/ - /æ/. In Study 3 a priming paradigm was applied to discrimination and perceptual assimilation tasks in which the prime and target contain phonologically identical, phonetically similar or phonologically and phonetically unrelated vowels under two interstimulus intervals (ISI) that tap phonological versus phonetic levels of processing, according to prior research. Early versus late group differences suggest that discrimination and production accuracy reflect how listeners assimilate Australian English vowels to native Serbian vowels. “Early” and “late” learners related L2 vowels to L1 differently, which reflects differences in establishment of the L1 phonetic system at the time of L2 onset.
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Krebs-Lazendic, Lidija. "Early vs. late Serbian-English bilinguals' responses to two Australian English vowel contrasts." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/36713.
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Thesis (Ph.D) -- University of Western Sydney, 2008.A thesis submitted to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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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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Nicholson, Rebecca. "Teaching grammar: Australian secondary English teachers’ beliefs and practices." Thesis, Nicholson, Rebecca (2019) Teaching grammar: Australian secondary English teachers’ beliefs and practices. Masters by Research thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/55853/.
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This thesis presents an investigation into English teachers’ beliefs and declared practices in teaching grammar in Western Australian secondary schools. In doing so, this study has produced an up-to-date account of secondary school teachers’ conceptualisation of grammar, the factors they perceive influence their teaching of grammar, and their preparedness and confidence in teaching grammar. This qualitative study will extend knowledge into the beliefs of Australian secondary English teachers towards teaching grammar. Drawing on the literature review, a theoretical framework about English teachers’ beliefs and practices was created which informed data collection and analysis. Data collection was derived from semi-structured in-depth interviews with six secondary English teachers, all female, with experience in teaching Years 7 to 10 in Western Australian schools. A theory-based interview guide elicited participant’s beliefs and practices in teaching grammar. The interview transcripts were coded inductively and deductively according to the theoretical framework and the data itself to generate main themes. The findings suggest that there exists a dichotomy between the secondary teachers’ conceptualisation of grammar as “functional literacy” and their prescriptive approach to teaching grammar. Teachers felt traditional grammar teaching is “boring” and “complex” and valued grammar teaching for its association with Standard Australian English and a student’s future success. Frequent concern was expressed for their student’s limited knowledge of and disinterest in learning grammar and emphasised the importance of grammar teaching in primary school. These findings support previous research that secondary English teachers have not learnt grammar at school and lack training in teaching grammar. These findings may provide policy makers, teacher educators and practitioners with a greater understanding of the current trends in beliefs and practices towards grammar teaching in the secondary English context.
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Gostin, Natalie. "Written in English but not English literature : an analysis of Australian (migrant women's) writing /." Title page and introduction only, 1992. http://web4.library.adelaide.edu.au/theses/09AR/09arg682.pdf.
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Kindler, Michael, of Western Sydney Nepean University, and Faculty of Education. "Human literacy: liberal neglect in A Statement on English for Australian Schools." THESIS_FE_XXX_Kindler_M.xml, 1996. http://handle.uws.edu.au:8081/1959.7/272.
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This thesis critiques A Statement on English for Australian Schools (1994) for what it does, and what it does not, say in respect of literature education. It argues the need to reconceptualise the way literature education is thought to benefit adolescent readers. The initial discussion identifies the issues which are raised in that document. This yields the need to redefine literature education as Human Literacy. It does so on the basis of a theoretical exploration of reader and text. Human Literacy is able to define reader response to show certain orientations which have either been left out, misunderstood or inadequately portrayed in A Statement. This thesis places Human Literacy within real world educational aims of homo economicus as well as homo sapiens sapiens. Such a context recognises liberal and utilitarian value positions, and is able to balance these in a manner which A Statement does not. In placing Human Literacy within educational philosophies of competing models of practice, literature education becomes nested within a more comprehensive understanding of education. Human Literacy provides a way by which educational value of literature is maximised. However, this projects a paradigm shift for A Statement, by identifying a liberal neglect through flawed assumptions, omissions, and contradictions. The presence of these in A Statement inhibit literature from working to best advantage. Human Literacy provides a more comprehensive way by which current theory is accommodated within an English curriculumDoctor 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 /." 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.
14
Wells, Shannon L. "What is English now? The construction of subject English in contemporary textbooks for Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1963.
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Australian educators are currently engaged in widening debates about the performance of the nation’s schools, teachers and students. Perceived literacy deficits among secondary students have fuelled the debate, and this has precipitated reforms to English curricula at both National and State levels. The newly revised curricula attempt to improve student achievement through more systematic teaching about the English language and language skills. In response to the changes, major education publishers in Australia have released revised textbooks for English that purport to engage with the new curriculum.
This research study considered whether such new resources offer genuinely fresh and effective approaches to English, or whether they reproduce established conceptions and methods in new packaging. Guided by Michel Foucault’s concepts of social technology and discursive practice, and Ian Hunter’s detailed historical-theoretical analysis of English, this inquiry used a combination of content analysis and theorisation to identify the models of English embodied in textbooks. Five recent publications were studied to expose both the content and the underlying ideas and pedagogical assumptions about English contained within. Hunter’s historical matrix was applied to categorise the content and quantify the overall proportions of rhetorical, ethical and aesthetical instruction evident in the resources. The findings were interpreted according to Hunter’s genealogy of English and its prevailing discourses, in an effort to offer some clarification about the assumptions that shape school English, and its direction now and in the future.
The findings suggest that despite attempts to reconstruct English around the teaching of language skills, established conceptions of English have resurfaced, pulling the subject back toward the ethical domain and distorting the overall balance of content. While the data appears to reflect an apparent prominence of rhetorical skilling, analysis of the content demonstrates how this initiative is obscured by a superficial and mechanical treatment of language and a subsequent preoccupation with the ethical. The oscillation between rhetoric and ethics further reveals a visible circumvention of aesthetics, which is unvaryingly the most neglected category. The thesis concludes that change in English is likely being impeded by teaching materials, conceptual frameworks and assumptions that continue to frame English as a primarily ethical activity, in which linguistic skilling is subordinated to self-formation.
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Kindler, Michael. "Human literacy: liberal neglect in A Statement on English for Australian Schools." Thesis, View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/272.
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This thesis critiques A Statement on English for Australian Schools (1994) for what it does, and what it does not, say in respect of literature education. It argues the need to reconceptualise the way literature education is thought to benefit adolescent readers. The initial discussion identifies the issues which are raised in that document. This yields the need to redefine literature education as Human Literacy. It does so on the basis of a theoretical exploration of reader and text. Human Literacy is able to define reader response to show certain orientations which have either been left out, misunderstood or inadequately portrayed in A Statement. This thesis places Human Literacy within real world educational aims of homo economicus as well as homo sapiens sapiens. Such a context recognises liberal and utilitarian value positions, and is able to balance these in a manner which A Statement does not. In placing Human Literacy within educational philosophies of competing models of practice, literature education becomes nested within a more comprehensive understanding of education. Human Literacy provides a way by which educational value of literature is maximised. However, this projects a paradigm shift for A Statement, by identifying a liberal neglect through flawed assumptions, omissions, and contradictions. The presence of these in A Statement inhibit literature from working to best advantage. Human Literacy provides a more comprehensive way by which current theory is accommodated within an English curriculum
16
Masini, Marisa Isabel Cordella, and n/a. "Apologizing : a cross-cultural study in Chilean Spanish and Australian English." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060907.102205.
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Apology is intended to 'set things right' through "remedial
work" (Goffman 1971). This involves, in some cultures, a face
threatening act on the part of the Speaker who undertakes
an apology to maintain or re-establish social equilibrium or
harmony (Edmondson 1981 and Leech 1983) between
speaker and hearer.
Several studies across languages (Cohen and Olshtain 1981,
Olshtain 1983, Trosborg 1987, Holmes 1989) investigated
the different social and contextual factors that influence
native speakers to select one or a group of "semantic
formula(s)" (Fraser 1981) in the act of apologizing.
Nevertheless the literature is still in its infancy (Fraser 1981
and Holmes 1989) in respect to the gender differences
between speaker (apologizer) and hearer (recipient), and in
the comparison of Spanish and English. Therefore this study
aims to investigate which strategies, semantic formulas and
excuses are most commonly used by female and male
speakers of Chilean Spanish and Australian English.
To determine similarities and dissimilarities between their
apologies, a role play was carried out in their mother tongue.
Twenty two Chileans (twelve females and ten males) who
had lived for not more than three years in Australia and
twenty Australians (ten males and ten females) who, like the
Chileans, varied in age from 17 to 30 and who were students
of secondary or tertiary institutions helped as informants in
this study.
The speech event was designed to elicit an apology and was
held constant for both groups.
Results show that Chileans in comparison with Australians
make less use of explicit expression of apology. Nevertheless
they appear to give more explanations than Australians in
the act of apologizing. Dissimilarities in both languages were
also found in the use of speaker and hearer oriented
apologies and in the the use of some strategies and
intensifiers, in which the addressee gender played an
important role in both languages.
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Taylor, John J. "Joseph John Talbot Hobbs (1864-1938) : and his Australian-English architecture." University of Western Australia. Faculty of Architecture, Landscape and Visual Arts, 2010. http://theses.library.uwa.edu.au/adt-WU2010.0100.
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Architect and soldier Sir J.J. Talbot Hobbs was born on 24 August 1864 in London. After migrating from England to Western Australia in the late 1880s, Hobbs designed many buildings that were constructed in Perth, Fremantle, and regional areas of the State. Although Talbot Hobbs has previously been recognised as a significant and influential contributor to architecture in Australia, his development as an architect has not been documented, nor has his design output undergone critical analysis. A number of problems confront attempts to interpret Hobbs' contribution to architecture. One is that a number of his most prominent building designs have been demolished. Another is that national recognition for his achievements as a First World War Army General have overshadowed his extraordinarily productive pre and post-war career as an architect. Military service was intrinsic to his character, and thus is woven in to this architectural biography. The thesis examines Hobbs' life and work, filling the gap in documented evidence of his contributions, and fitting it within the context of Australian architectural and social history. The main proposition to be tested is whether Hobbs' Australian architecture, of English derivation, combined with vast community service, warrants his recognition as an architect and citizen of national significance. Completely new important issues, information, discussion and facts that have resulted from the research for this thesis are: 1. Biographical knowledge about Hobbs' life including his upbringing, education and training in England, and his fifty years of comprehensive work and community service in and for Australia; 2. The elucidation of the late nineteenth and early twentieth century architectural issues that were relevant to Hobbs and other architects in Western Australia; 3. Examination of the important works of Hobbs' architect predecessors and contemporaries in Perth, and the setting of his own work within this context; 4. Revelation of his primary and pivotal role in war memorial design and organisational work for the far-flung theatres of Australian Army conflicts and selected personal design works within Australia itself during 1919-38; and 5. A chronology and summary of Hobbs' life, with thorough documentation of his output as a sole practitioner in the period 1887-1904 by development of a detailed web-based database - an extremely valuable tool for future researchers.
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Guglielmi, Liz. "Evaluative responses toward accented Australian English : a developmental approach with children /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psg942.pdf.
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Rule, Ann. "Keeping the money under the soap : constructions of the English and English migrants in Australian nationalist texts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/836.
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Where does an Englishman hide his money?' 'I don't know. Where does an Englishman hide his money?' 'Under the soap'. This thesis interrogates representations of ‘Englishness’and by extension, English migrants, in a variety of Australian cultural texts, including film, television, newspapers and academic publications. Underlying this investigation are two major research questions: What are the factors informing the ambivalent place accorded 'Englishness' in Australian cultural texts? and What can this form of investigation tell us about Australian culture and associated national myths? I have attempted to reinterpret these national myths through the texts/ narratives of Englishness and class. One of my aims was to force the violence of politics and ideology back into the seemingly natural binary opposition of Australia / England (otherwise known as the Aussies and the poms), exploring the ramifications upon Australian nationalist myths. Due to my emphasis here on discourse itself, how it constructs and shapes national identities for example, I have elected to incorporate textual devices designed to disrupt and interrupt the text. These interruptions include passages from English migrant interviews and song lyrics for example. It is anticipated that these disruptions constantly remind, to paraphrase Fredric Jameson, that history is always perforated: 'History with holes' (1990, 130). I argue that it is through these cracks in the screen that the conservative underbelly of Australian nationalist narratives becomes increasingly visible. I have endeavoured to reveal to what extent 'Englishness' continues to function as an empty signifier, where often opposing stereotypes flourish. For example, while Englishness in Australian cultural forms was at times linked with servility, deference and a rigid class system, it was also linked with militancy and political activism in the form of the troublesome pommie shop steward. In chapter one I suggest where these un-deconstructed ‘types’ emanated from, contextualising my theory through the languages of class, going on to suggest why and how these stereotypes have remained so cogent. The cogency of these representations is revealed through the chapters on film, television, newspapers and academic publications. Finally, I argue for a complete reassessment of how the signifier ‘Englishness’ is functioning, both ideologically and politically, in Australian nationalist narratives.
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Steele, Judith A. "Researching the lived experience : an expatriate English speaker in Japan : an Australian in outback Western Australia : Gaijin and Balanda." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/43335.
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This project deals with the Anglo-Celtic diaspora in Japan. The globalisation of the workforce is an ongoing reality. The Senate Report tabled March 8th 2005, estimates at least three quarters of a million Australians currently live overseas. With one in five jobs within Australia dependent on export, (Austrade 2006) and Japan being our biggest single trading partner, it is expedient to examine the circumstances of the overseas assignment in that country. The welfare of the assignee and his/her family is critical for the individual and as a flow on, configures the success of the trade relationships. The image presented by well adjusted expatriates enjoying and participating in the society of the host country enhances the overall profile of their nation, facilitating long term benefits in trade, foreign affairs and general good neighbourliness. On repatriation, the assignee, having acquired additional ways of knowing, intercultural competence and a global perspective, has the potential to act as a change agent within the particular base organisation, and holistically, their home society. The thesis is constructed from a bicultural viewpoint whereby members of the Anglo-Celtic tribe are the outsider in Japan, with its old and powerful culture. The methodology uses an applied sociology perspective, with social practice drawn from sociological heritage to configure depth and dimension to both cultures. The research position is one of post-modern ethnography expressed in the form of iconic visual anthropology in a metaphoric, evocative process in order to bypass the culture gap and convey meaning by informing the unconscious as well as the conscious. Input into the thesis came from participants, colleagues and repatriates; my own heuristic of living in Japan for six years; cultural studies in the Centre for Japanese Language, Waseda University, Tokyo; a broad literature review; my profession as interculturalist; and work in both adult immigrant education programs and Aboriginal education in Australia. Findings indicate that the optimum position for a company is to adopt strategic planning as a way to maximise return on investment (ROI) placing emphasis on intercultural awareness and competence as core competencies for all employees. As a result of these findings a model of strategic planning for the global learning organisation has been configured, which maximises support for the assignee and can be extrapolated to have universal applications.
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Steele, Judith A. "Researching the lived experience an expatriate English speaker in Japan : an Australian in outback Western Australia : Gaijin and Balanda /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/43335.
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Thesis (M.Sc. (Hons.))-University of Western Sydney, 2007.A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Master of Science (Honours). Includes bibliographical references.
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Osaghae, Esosa O. "Mythic reconstruction : a study of Australian Aboriginal and African literatures /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070928.143608.
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Kim, Y. R. "A cross-cultural study on complaint letters : Australian and Korean." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/942.
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The aim of the study is to examine the cross-cultural features of Australian and Korean complaint letters. The point of view adopted is that cultural barriers generate difficulties to producing efficient and successful intercultural communication in addition to linguistic barriers. Although the concept of complaint letters is the same in the two countries, there are difficulties when Australians and Koreans attempt to communicate with the other culture. Firstly the study will explore the validating of the concepts of Korean's four-unit structure (Ki-Sung-Chen-Kyul) and the three unit structure typical of western letter writing (Introduction-Body-Conclusion), and contrast the structures. It posits that Korean complaint letters are more reader-responsible this is defined as a reader needing to infer the implicit meaning of what is the writer's request, this Australian letters showed writer responsible language, this is defined as a reader being provided enough explicit information by a writer in order to comprehend the meaning of what the writer intends to deliver. The results might relate to the claims that Korean society is characterised by features of collectivism (Triandis, 1983), avoiding confrontation with others and saving face, which can be realised in vague and emotive terms. Secondly, the indirect speech of Korean writers will be analysed through the adaptation of Kim and Wilson’s study of request categories (1994). The results imply that Koreans use hint strategies as much as they use direct request, while Australians tend to use a more direct strategy in the interest of the readers. An Australian's politer acts are expressed on the basis of the virtue of the frankness of the request first, before the announcement. Conversely the Korean language employs the same amount of hint strategy and direct strategy which might explain typical Korean cultural attributes such as Nunchi, meaning reading others mind(Kim 1975), Kibun, 'feeling' and Cheymyen 'saving face'(Sohn 1986). As a consequence Australian letters, which tend to make obvious what they are expressing, will feature ideational functions weighted toward clear, concise and direct expressions whereas Korean letters which think highly of interpersonal functions appear to be more influenced by their collective cultural values. The results of this study will suggest that intercultural miscommunication is caused by the degree of cultural variances and that to learn the target language well is not just to achieve linguistic competence but also to be a member of its culture.
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Blackmore, Malin. "Corny or Cool. Swedish Teenagers' Attitudes towards Australian and British English Accents." Thesis, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6756.
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This essay investigated Swedish teenagers' attitudes towards Australian and British English accents. The respondents were exposed to four different accents as part of a modified version of the Matched Guise Technique. They were then asked to fill out a questionnaire assessing the accents in terms of psychological qualities, social evaluation, job suitability and likability. The results show that previous research on attitudes to accents in other countries is applicable on Swedish teenagers' and that stereotyping is an influence as well.
25
Kindler, Michael. "Human literacy : liberal neglect in A Statement on English for Australian Schools /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030902.170901/index.html.
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Andriana, D. M., and n/a. "Seeking and giving advice : a cross cultural study in Indonesian and Australian English." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060601.162436.
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This study investigates behaviour in seeking and giving advice in
Australian English and Indonesian. It seeks to determine the crosscultural
similarities and differences in seeking and giving advice in both
languages in the areas of
(i) the use of language routines and strategies
(ii) the influences of cultural and social aspects.
Data were collected from two preliminary questionnaires and a Discourse
Completion Test (DCT). The DCT was completed by Australian and
Indonesian native speakers in their first language. Analysis focussed on
both qualitative and quantitative aspects. Findings reveal that speakers of
both languages use similar strategies in terms of politeness, directness or
indirectness and Speaker-or-Hearer Oriented utterances. The realization
of the language routines of advice seeking and giving in both languages
is, however, different. The influence of socio-cultural features is noticeable
in both languages in terms of formality, relationship of interlocutors, age
and gender. The results are not always consistent with the hypotheses
posed in the study.
Chapter 1 provides an introduction to the Study and Chapter 2 presents the
theoretical background and discusses the concept of advice.
In Chapter 3 the methodology of the Study is described and the hypotheses
are stated.
Chapter 4 presents the results of the analysis of data and Chapter 5 sets out
conclusions and recommendations.
27
Quang, Nguyen Van, and n/a. "Some Australian English-Vietnamese cross-cultural differences in conveying good and bad news." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061107.090215.
Full textAbstract:
This Study examines some cross-cultural differences in conveying good
and bad news in Australian English and Vietnamese. Three major
aspects are taken into consideration: address forms, modality, and
directness-indirectness. Theoretical issues are raised and discussed, and
questionnaire data collected and analysed.
Chapter I shows why it is important and necessary to study crosscultural
differences and sets up the aims of the study.
Chapter II deals with address forms in general and the use of address
forms in conveying good and bad news in the Australian and
Vietnamese cultural contexts in particular..The similarities and
differences between the two systems are also discussed.
Chapter III dwells on modality and its devices: modals, modality
markers, subjunctive mood (in English) and lexico-modal operators for
subjunctive mood (in Vietnamese). The use of these devices in
communicating good and bad news in the two cultures is discussed in
detail.
Chapter IV is concerned theoretically with directness-indirectness, and
the relationship between indirectness and politeness. How directness and
in-directness are actually used to convey good and bad news in
Australian and Vietnamese cultures is also analysed.
Chapter V concludes the Study and suggests implications for ELT.
28
Chakhachiro, Raymond, of Western Sydney Macarthur University, and 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.
Full textAbstract:
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)
29
Peacock, Charles. "A comparison of selected French-Canadian, Australian and English-Canadian novels : 1769-1908." Mémoire, Université de Sherbrooke, 1989. http://hdl.handle.net/11143/9997.
Full textAbstract:
When Jacques Cartier made landfall at Gaspe in 1534,the world which was known to Europeans was still a very small place. To Cartier and his men it must have seemed unimaginably vast, having sailed for three weeks across the Northern Ocean, and what maps of the world he might have seen would have confirmed this impression. The rudimentary outline of the eastern coast of North America soon faded off to the west into 'Terra Incognita', The Southern hemisphere of Cartier's map would have been dominated by the huge expanse of 'el mar Pacifico' as Magellan had recently named it. Along the Southern edge a vague line marked the undiscovered continent of 'Terra Australis Incognita'.
30
Prior, Ross W. "Characterising Actor Trainers' Understanding of their Practice in Australian and English Drama Schools." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366623.
Full textAbstract:
Institutionalised actor training, which is essentially a twentieth century phenomenon, often remains a mysterious facet of the theatre industry due largely to the unarticulated understandings of pedagogical practices of acting tutors. This thesis examines acting tutors instructional approaches to actor training in leading drama schools in Australia and England. Using qualitative case study, the report found that tutor responses could be grouped in terms of tutors views of themselves, drama schools and the training process. The goals that the tutors had for actor training could be divided into four interrelated categories: intellectual, personal, social and practical, with a strong emphasis on personal and social meanings. In Phenix's (1964) terms, the informants' meanings were synnoetic - direct, personal, and experiential; and the informants were using metaphor and narrative to try to communicate these meanings. In the terms of Broudy (1977) they were using different contextual frameworks of 'knowledge(s)-with' and these meanings were often expressed as polarisations or divides in meaning: for example teaching versus inspiring; conservatoire versus university; artist versus academic; systematic versus eclectic; trust versus scepticism; and experiential versus intellectual. The data suggest that the meanings that the tutors had constructed on acting and on the teaching of acting were difficult to communicate in conventional ways. These difficult-to-convey and sometimes polarised meanings are developing in the drama school community of practice, over time, as a result of the different experiential histories of people who work within these schools. Most of the informants in the study had come from careers in acting, had worked in the theatre industry more broadly and also themselves had initial drama school training. It is possible that their differences in constructing meaning may be due to differences in their historically derived frameworks or contexts against which they construct meaning - different 'knowledge(s)-with'. However, much of what these tutors articulate is underpinned by core understandings of acting and actor training. As a result, there had developed a shared 'craft-based way of knowing' what acting is and how actor training should proceed. That is, the acting tutors had brought their own synnoetic meanings to the drama school context, and this had developed over time into the shared mixture of seemingly quasi-pedagogical and anti-pedagogical tutor objectives. The expression of informants meanings echoes Bruner's (1986) differentiation between paradigmatic or logico-scientific' modes of knowing from a narrative mode. Paradigmatic modes of knowing are used for good theory and logical proof whereas the application of the narrative mode involves good stories and historical (although not necessarily 'true') human accounts. The study acknowledges the different ways in which individuals apprehend experience, access the meanings that they construct on experience, and how they seek to render and communicate those meanings to others. Actor training, like acting itself, contains meanings which have consolidated over time into automated ways of knowing and are difficult to convey in conventional ways. Although it appears that much of their discussions of practice remained largely tacit, tutors demonstrated both tacit and explicit forms of knowledge, which were derived from various kinds of experiences. A perceived separation between the 'academic' ('theoretical' or the 'intellectual') and the 'practical' appeared to be largely derived from experientially acquired knowledge. In actor training, approaches to pedagogy are hard to capture by virtue of particular meanings being constructed vicariously through the process of moving from novice to expert. This is unlike traditions of generalist teaching which have sought to communicate a more explicit understanding of pedagogy and thus giving rise, perhaps, to why it is often claimed that acting cannot be taught.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
31
Chakhachiro, Raymond. "The translation of irony in Australian political commentary texts from English into Arabic." Thesis, View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/425.
Full textAbstract:
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.
32
Chakhachiro, Raymond. "The translation of irony in Australian political commentary texts from English into Arabic /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030715.161818/index.html.
Full text
33
Dutson, Stuart Terence. "Product liability and private international law : a study of the English and Australian approaches." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627559.
Full text
34
Afzal, Bushra. "Better integration of NESB (non-English speaking background) teachers in the Australian education system." Thesis, Afzal, Bushra (2021) Better integration of NESB (non-English speaking background) teachers in the Australian education system. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/61547/.
Full textAbstract:
In Australia, communities who speak minority languages are referred to as ‘NESB’ (non-English speaking background) or CALD (culturally and linguistically diverse). In the 1980s Australian immigration experienced a sharp turn in preference towards skilled migrants. Among those skilled migrants, a huge number of intakes consisted of professionals from non-English speaking backgrounds (Colic-Peisker, 2009). Like other skilled professionals, more teachers began arriving from non-English speaking countries, and by 1992-93 they comprised 87% of teacher arrivals (Inglis & Philps, 1995). NESB teachers are an important community, especially in a culturally diverse country such as Australia where the workforce should also be reflecting that diversity. Inclusion of NESB teachers in the Australian workforce is particularly important in mathematics and science areas which are experiencing a shortage of teachers from the local market.
I am a NESB high school science teacher who migrated to Australia from Pakistan in early 2006 and experienced many barriers to resuming and continuing teaching in the new country. Based in large part on my personal experiences, in this study I investigate problems faced by NESB teachers in Australian schools that have hindered them from being successful and integrating into the Australian education system. I also explore the strengths and behaviours of NESB teachers who have been successful in their journey, with the aim of seeking solutions and making recommendations for achieving better integration.
For this research, I combine the paradigms of interpretivism, criticalism and post-modernism. A powerful hybrid epistemology emerges from this integration that enables me to explore key problems experienced by NESB teachers and to seek solutions. An auto-ethnographic writing methodology frames the inquiry, and critical reflections, focused interviews and narratives provide me with the necessary research tools. The quality of the research is governed by the qualitative criteria of trustworthiness, authenticity, emergence, pedagogical thoughtfulness, critical reflexivity and verisimilitude. Due consideration is given to ethical issues to protect everyone associated with this study, including myself.
In the thesis, I present the rich contexts of my own learning and teaching journey in the largely collectivist society of Pakistan in which I evolved as a teacher. Then, I present a clear comparison with my teaching experiences as an NESB teacher in the largely individualistic society of Australia, identifying the major obstacles to resuming my teaching practice. Voices of other NESB teachers in similar situations highlight that lack of information, language difficulties, lack of cultural understanding, covert racism, lack of permanent employment, little collegial support and personal efficacy are major obstacles for NESB teachers.
Next, from the perspective of Katz’s (1972) developmental stages of teaching, I present narrative accounts of the lived experiences of NESB teachers who appear to have successfully integrated into the Australian education system. I explore the strengths that enabled them to survive and thrive as ‘culturally different others’ in markedly different classroom/school environments. The key strengths I uncover are: good English language skills (not accent), existing network to help initiate entry into the teaching profession, good classroom management skills, better communication with colleagues and parents, collegial support, constant learning/training, excellent interpersonal skills, and workplace resilience.
Next, I discuss the role of ‘cultural transition’ in NESB teachers’ success, in particular, and in migrants’ lives, in general. From my own perspective, at first, I experienced a sense of loss, dislocation, alienation and isolation, which led to a process of acculturation (Bhugra, 2004). Then, slowly and gradually, I started moving from acculturation to integration. It appears to be important that when individuals attempt to move from a collectivistic society to an individualistic society they face a significant challenge to achieving cultural transition. The transition can be divided into stages of honeymoon, cultural shock, recovery and adaptation. Some NESB individuals seem to be more capable than others at reaching the adaptation stage, which significantly contributes to success in their personal and professional lives in the new culture.
I reveal how I came to understand that cultural integration, which is very different to cultural assimilation, is critical for the success of NESB teachers. It is a process of cultural exchange in which one group assumes the beliefs, practices and rituals of another group without sacrificing the characteristics of its own culture. I explore how extended exposure in the classroom, developing cultural intelligence and the courage to be assertive, and length of stay in Australia can positively increase chances of integration. Our native colleagues and the second generation of migrants can be of immense help to us (i.e., first-generation migrants) in this process. Cultural integration also appears to be closely linked to an individual’s sense of cultural identity, which is better understood as fluid rather than static. This understanding leads me to realise that, by embracing the concept of fluid identity, the process of cultural integration can become far less demanding.
I conclude that, as a result of this auto-ethnographic inquiry, I have achieved growth in my personal and professional competencies. Both my personal reflections and my participants’ experiences helped me to develop professional skills to survive and thrive. While exploring the issue of cultural transition I grew as a migrant in an unfamiliar land. I didn’t just learn a new set of values; I also learned how to reconcile them with my older set of values, thereby paving the way to my own cultural integration. This study proved to be a medium of therapeutic catharsis that helped me to heal from previously unidentified pain, setting me free from possible intergenerational trauma. I also benefitted by growing as a ‘writer’; I learned the art of looking in the mirror and describing what I see and reflecting on how it can help to assess myself and my way of thinking and functioning.
The findings of this study have the potential to help my fellow NESB teachers to grow in their personal, professional and cultural lives, leading the Australian education system towards better retention of NESB teachers, thereby avoiding essential skill wastage.
35
Oner, J. A., and n/a. "The home tutor scheme in the Australian Capital Territory." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060822.145549.
Full textAbstract:
This study sets out to describe the current situation in the
Home Tutor Scheme in the Australian Capital Territory, and
to evaluate the Scheme's effectiveness in achieving its
goals as listed in the Australian Institute of Multicultural
Affairs Review (1980). These stated goals were: to improve
the students' English language proficiency, to encourage
integration of the students into the wider community, and to
prepare them to attend more formal English language classes.
The writer also considered a further question in evaluating
the Scheme, whether it satisfied the needs and expectations
of the tutors and the students.
There were two sections to the investigation: the main
study, in which the progress of eighteen tutors and their
students was followed for a period of up to six months, and
a subsidiary study that was designed to assess the
generalisability of the data elicited in the main study. A
range of instruments were employed. In the main study,
findings were derived principally from interviews, and from
lesson reports written by tutors. In the subsidiary study,
data were collected by means of questionnaires issued to a
greater number of tutors and to students from the Scheme's
four major language backgrounds.
The introductory chapter sets out the purpose of the study
and explains its relevance in the current Australian
context. This is followed, in Chapter 2, by a review of the
relevant literature and previous research. The design of
the study is set out in Chapter 3, where details are given
of the procedures and instruments employed to gather data.
In Chapters A, 5 and 6, the results of the study are
presented. Discussion of these results and a consideration
of their implications may be found in Chapter 7. In the
final chapter, Chapter 8, the findings are summarised and
recommendations are made for future developments in the
Scheme.
In summary, the study found that in the ACT the Scheme was
achieving some success in its language teaching and social
objectives, and in satisfying its student clientele. It was
also found, however, that the Scheme's operational
efficiency was hampered by the low level of staffing and
that a significant number of tutors withdrew from the Scheme
after a short period because they were not experiencing a
high level of satisfaction. The recommendations made would,
it is thought, lead to greater efficiency of organisation
and could raise the level of tutor satisfaction.
36
Watts, Janet D. "Language and interaction in a Standard Australian English as an additional language or dialect environment: The schooling experiences of children in an Australian Aboriginal community." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392883.
Full textAbstract:
This thesis is a study of students’ experiences as learners of Standard Australian English (SAE) as an additional language or dialect in early years classrooms in an Australian Aboriginal community. It takes as its starting point reports that English‐lexified varieties spoken in many Aboriginal communities are not explicitly recognised as systematically different from SAE within the formal education system. That is, that the status and needs of Aboriginal students as learners of SAE may be ‘invisible’ in classroom interactions which make up a large part of these children’s educational experiences (Angelo & Hudson 2018; Dixon & Angelo 2014; McIntosh, O’Hanlon & Angelo 2012; Sellwood & Angelo 2013).
These issues were explored through two research questions and five sub‐questions:
1) How are students choosing between variants in their linguistic repertoires as they talk during class time at school, a. Do students choose variants associated with SAE or the community variety according to interlocutor, topic of talk or the type of activity they are engaged in?; b. Are there changes in students’ rate of use of SAE and non‐SAE variants in their speech in the classroom over three years?
2) To what extent, and how, do teachers present SAE (as an additional language/dialect) as a learning focus for students in lessons, a. What are the norms and expectations for students’ ways of speaking in the classroom, as revealed through teachers, teacher aides and students’ practices?; b. Is SAE (AL/D) presented as a learning focus in literacy lessons, and how?; c. Is SAE (AL/D) presented as the main content to be learned in any lessons, and how?
Data for the study was collected over three years, following two cohorts of students in the first four years of school, in an Aboriginal community in Queensland. Usual classroom lessons were audio and video recorded with the aim of capturing as closely as possible what would have been happening if researchers had not been present.
Research Question 1 was investigated through two complementary approaches, providing qualitative and quantitative analysis. Variationist sociolinguistic methods were used to consider how linguistic and social factors influenced students’ choices between linguistic variants associated with the community variety and SAE, and the effect of change over time. Variation in absence and presence of the verb ‘be’ in the children’s classroom talk was taken as a case study for the focus of this analysis. Results showed that literacy task related topics of talk strongly favoured presence of the verb ‘be’. However, contrary to expectation, ‘be’ presence in the children’s classroom talk was not favoured with SAE‐speaking teacher addressees. The analysis did not show the expected increase in rate of ‘be’ presence with an increased length of time at school.
Research Question 1 was additionally explored using a Conversation Analysis (CA) approach. CA analysis of classroom interactions showed ways in which students oriented to the social meanings of different ways of talking. In literacy tasks, children’s self‐talk showed how they navigated between variants in their linguistic repertoires, and children demonstrated in their interactions with peers and teachers that they associated certain words with particular ways of talking in the community.
Research Question 2 was explored through analysis of classroom interactions from a CA perspective. Analysis revealed little explicit orientation from teachers to students being speakers of the community variety, or learners of SAE, with students being instead treated to a considerable extent as already speakers of SAE. Lessons ostensibly targeted at explicitly teaching linguistic forms were found to focus on topic‐specific applications of SAE words to academic tasks. The context where teachers attended most to non‐SAE aspects of students’ speech was in interactions centred on reading and writing tasks. However, in these interactions, there was evidence that students were treated primarily as learners of literacy, rather than learners of SAE.
Both of the methodological approaches, CA and variationist sociolinguistics, drew on naturally occurring classroom data to provide insight into young Aboriginal students’ linguistic experiences encountering SAE as the medium of instruction at school. These analyses contribute new material to previous observations regarding the level of acknowledgement of Aboriginal SAE as an additional language or dialect learners at school (Dixon & Angelo 2014; McIntosh, O’Hanlon & Angelo 2012; Sellwood & Angelo 2013), providing insight into the visibility of these students’ existing linguistic knowledge and SAE learning needs in everyday classroom interactions central to their education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Chidiac, Emile. "The problem of taxonomy and conceptual equivalents in terminology : with special focus on Australian accounting terms /." [Milperra, N.S.W. : The Author], 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031126.113528/index.html.
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Schäfer, Lawrence Ivan. "Unmarried fathers and their children : a comparative study of English, Australian and South African law." Thesis, University of Oxford, 2005. https://ora.ox.ac.uk/objects/uuid:3181b163-edbe-4fc6-a899-fcf969112096.
Full textAbstract:
This thesis seeks to establish whether unmarried fathers in English, Australian and South African law are treated differently from other parents in the enjoyment of parental rights and in the judicial resolution of residence and contact disputes. The first part of the work considers the different bases on which parental authority is allocated in each of the three jurisdictions. The Australian model is categorised as inclusive, by reason that it allocates parental authority automatically to all parents; and the English and South African models as exclusive, by reason that at least some categories of unmarried fathers do not automatically enjoy parental authority. We see that the nature and function of each model of parental authority differs substantially and that it is only in England where there is a close relationship between the enjoyment of parental rights and holding parental authority. The second part of the work analyses the decision-making process by which judges resolve residence and contact disputes. Here we seek to establish whether any aspects of this process result in less favourable outcomes for unmarried fathers than for other parents and, if so, to consider whether there is any relationship between these and the allocation of parental authority. We consider the role of common law parental rights to custody and access; rights arising under human rights instruments; assumptions made by judges as to what is usually in a child's best interests (here termed 'factual assumptions'); moral judgments about lifestyles and parental roles; and other factors which impact on the exercise of judicial discretion. Our study shows that whilst aspects of the decision-making process in all three jurisdictions previously yielded less favourable outcomes for unmarried fathers, it is today only in South Africa where this remains the case: and only in South Africa where the allocation of parental authority affects the resolution of residence and contact disputes.
39
Park, Sang Soon. "The impact of English language and cultural variations on Korean students in Australian undergraduate programs." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001480/.
Full textAbstract:
It is well understood by international students that a high level of proficiency in English language is fundamental to successful tertiary level study in English speaking countries. The necessity for cultural adaptation also emerges as a major concern for international students. Despite there being numerous resources for international students, Korean students continue to encounter problems with English, and with some cultural variations in Australian higher education. Reference to literature, as well as anecdotal evidence suggests that Korean students frequently have difficulties adapting to academic programs delivered in English, and to adjusting to some cultural differences in English speaking contexts. This research aimed to the nature of Korean undergraduate students' experiences regarding these academic problems in undergraduate programs in the Southeast region of Queensland. Firstly, it examined traditional methods of English teaching in Korea within the context of the Korean education system. Secondly, it surveyed the suggested 'attitudes towards studying difficulties studying in the English language in Australian undergraduate study programs'. Thirdly, in-depth interviews were conducted as a follow-up investigation to clarify the issues raised through the survey. This research deals with the questions of the main characteristics of Korean students' experiences in learning English as a second language, the best preparations required for them to enter Australian undergraduate programs, the main difficulties of them in adapting to the use of the English language in general and particularly for Australian tertiary level academic purposes, and the critical cross-cultural challenges that they encounter in the Australian undergraduate programs. Finally, based on the results of this study recommendations are made to assist in two major areas: (i) to provide advice to assist Korean students and other international students in their studies in Australia and; (ii) to improve the provision of English language education in Korea.
40
French, Mei Lian. "Pragmatic transfer in second language thanks and apologies : a study of Australian english and japanese /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09ARAS/09arasf8731.pdf.
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Kloppers, Pieter W. "Judicial management as a technique for corporate rescue. A comparison with English and Australian law." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/97516.
Full textAbstract:
Thesis (LLM)--Stellenbosch University, 2000.ENGLISH ABSTRACT: Judicial management has been part of South African company law since 1926. It was introduced as a procedure to provide for a corporate rescue. Judicial management has changed little since its introduction. This is in stark contrast with the position in other jurisdictions where the need for improved corporate or business rescue procedures has received considerable attention in the last few decades. This thesis examines the suitability of judicial management as a business rescue procedure for the current South African circumstances and compares it to similar mechanisms in England and Australia. The modem economy relies on credit. Furthermore the globalisation of markets and the increase in competition between enterprises add to the unpredictability of an enterprise's economic circumstances. Thus, one of the important objectives of a corporate insolvency regime is the preservation of viable economic enterprises. A business rescue procedure such as judicial management is therefore an essential component of a corporate insolvency regime. However, judicial management needs reform. The existing shortcomings of judicial management include its high cost, the appointment of professional liquidators as business rescuers, the lack of a business rescue culture, the absence of an approved rescue plan, the treatment of judicial management as an extraordinary measure in corporate insolvency and the use of section 311 of the Companies Act as a corporate rescue mechanism. This thesis proposes that judicial management should commence with a mere resolution by the directors. This is less cumbersome than the existing procedure to commence judicial management comprising a court order. Judicial management triggers a stay of limited duration on legal proceedings that provides an essential breathing space to devise and implement a rescue plan. Once judicial management commences the creditors should hold the power to decide on the future of the company. They can therefore accept or reject a rescue plan (prepared by the judicial manager) for the restructuring of current rights and obligations and for the future management of the company. During judicial management and the execution of the rescue plan, control of the company's assets vests in the judicial manager and directors lose their powers of management. Judicial managers should be encouraged to make a success of judicial management by providing that the judicial manager cannot be appointed as the liquidator in a subsequent liquidation. Furthermore, the burden of the costs of judicial management could be eased by providing a more flexible system for the remuneration of the judicial manager. A statutory business rescue procedure interacts with other components of an insolvency regime and other areas of law. In order to optimise the positive effects of a business rescue procedure certain changes are proposed regarding statutory provisions on insolvent trading, the phenomenon of phoenix companies, section 311 of the Companies Act and tax legislation. The thesis also proposes a smooth transition from judicial management to voluntary liquidation. The thesis has an annexure with draft legislation to give effect to the principal changes proposed by it for the Companies Act.
AFRIKAANSE OPSOMMING: Geregtelike bestuur is reeds sedert 1926 deel van die Suid-Afrikaanse maatskappyereg. Dit is ingestel as 'n prosedure om maatskappye van ondergang te red. Geregtelike bestuur het sedertdien min verander. Dit is in skerp teenstelling met ander jurisdiksies wat die afgelope paar dekades toegewy gewerk het aan prosedures om korporasies en besighede te red. Hierdie tesis ondersoek die toepaslikheid van geregtelike bestuur as 'n prosedure om in die huidige Suid-Afrikaanse omstandighede besighede van ondergang te red en vergelyk dit met soortgelyke prosedures in Engeland en Australië. Moderne ekonomieë se afhanklikheid van krediet, die globalisering van markte en die toename in mededinging tussen ondernemings dra by tot die wisselvallige ekonomiese omstandighede van 'n onderneming. Die redding van lewensvatbare ondernemings is gevolglik 'n belangrike doelstelling van korporatiewe insolvensiereg. Daarom is 'n prosedure soos geregtelike bestuur om ondernemings te red 'n onontbeerlike element van korporatiewe insolvensiereg. Geregtelike bestuur moet egter hervorm word. Geregtelike bestuur het verskeie tekortkominge waaronder hoë regskoste, die aanstelling van professionele likwidateurs as persone om ondernemings te red, die gebrek aan 'n kultuur om ondernemings te red, die afwesigheid van 'n goedgekeurde reddingsplan, die hantering van geregtelike bestuur as 'n buitengewone remedie in korporatiewe insolvensiereg en die gebruik van artikel 311 van die Maatskappywet as 'n meganisme om maatskappye van likwidasie te red. Die tesis stel voor dat geregtelike bestuur met 'n blote direksiebesluit in werking gestel word. Dit is minder belemmerend as die hofbevel waarmee geregtelike bestuur tans begin word. Geregtelike bestuur stel'n moratorium van beperkte duur in werking waartydens geen geregtelike prosesse teen die maatskappyaanhangig gemaak of voortgesit kan word nie. Dit gee die maatskappy die nodige grasie om 'n reddingsplan uit te werk en te implementeer. Opsomming Geregtelike bestuur is reeds sedert 1926 deel van die Suid-Afrikaanse maatskappyereg. Dit is ingestel as 'n prosedure om maatskappye van ondergang te red. Geregtelike bestuur het sedertdien min verander. Dit is in skerp teenstelling met ander jurisdiksies wat die afgelope paar dekades toegewy gewerk het aan prosedures om korporasies en besighede te red. Hierdie tesis ondersoek die toepaslikheid van geregtelike bestuur as 'n prosedure om in die huidige Suid-Afrikaanse omstandighede besighede van ondergang te red en vergelyk dit met soortgelyke prosedures in Engeland en Australië. Moderne ekonomieë se afhanklikheid van krediet, die globalisering van markte en die toename in mededinging tussen ondernemings dra by tot die wisselvallige ekonomiese omstandighede van 'n onderneming. Die redding van lewensvatbare ondernemings is gevolglik 'n belangrike doelstelling van korporatiewe insolvensiereg. Daarom is 'n prosedure soos geregtelike bestuur om ondernemings te red 'n onontbeerlike element van korporatiewe insolvensiereg. Geregtelike bestuur moet egter hervorm word. Geregtelike bestuur het verskeie tekortkominge waaronder hoë regskoste, die aanstelling van professionele likwidateurs as persone om ondernemings te red, die gebrek aan 'n kultuur om ondernemings te red, die afwesigheid van 'n goedgekeurde reddingsplan, die hantering van geregtelike bestuur as 'n buitengewone remedie in korporatiewe insolvensiereg en die gebruik van artikel 311 van die Maatskappywet as 'n meganisme om maatskappye van likwidasie te red. Nadat geregtelike bestuur in aanvang geneem het behoort die krediteure die mag te hê om oor die toekoms van die maatskappy te besluit. Krediteure sou 'n reddingsplan (voorberei deur die geregtelike bestuurder) wat vir die herstrukturering van die regte en verpligtinge van die maatskappy en vir sy toekomstige bestuur voorsiening maak kon aanvaar of verwerp. Gedurende geregtelike bestuur en die uitvoering van die reddingsplan vestig die beheer oor die bates van die maatskappy in die geregtelike bestuurder. Die direksie verloor terselfdertyd alle bestuursbevoegdhede. Geregtelike bestuurders behoort aangemoedig te word om 'n sukses van die geregtelike bestuur te maak deur te bepaal dat 'n geregtelike bestuurder nie as likwidateur aangestel kan word indien die maatskappy uiteindelik gelikwideer word nie. Die las van hoë koste kan verlig word deur 'n buigsame stelsel van vergoeding vir die geregtelike bestuurder in te stel. 'n Statutêre reddingsprosedure vir ondernemings staan in wisselwerking met ander elemente van korporatiewe insolvensiereg en ander regsgebiede. Ten einde die positiewe uitwerking van 'n reddingsprosedure vir ondernemings te optimaliseer word sekere veranderinge ten opsigte van die wetgewing met betrekking tot handeldryf in insolvente omstandighede, die verskynsel van "phoenix" maatskappye, artikel 311 van die Maatskappywet en belastingwetgewing voorgestel. Die tesis stelook 'n gladde oorskakeling van geregtelike bestuur na vrywillige likwidasie voor. Die tesis sluit ook 'n aanhangsel met voorgestelde wetgewing in om uitvoering te gee aan die belangrikste veranderinge aan die Maatskappywet wat in die tesis voorgestel word.
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Seddelmeyer, Laura M. "'On the edge of Asia': Australian Grand Strategy and the English-Speaking Alliance, 1967-1980." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399422337.
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Lickiss, Aleo Angela. "The oboe and English horn works of Ross Edwards and his place in Australian music." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3130.
Full textAbstract:
The oboe and English horn works of Ross Edwards are fascinating and challenging to oboists of all abilities. However, Edwards' works have received little recognition beyond Australia. These pieces can be used to expose students to non-European influences in music, especially that of Aboriginal Australians. These works deserve to be considered part of the standard repertoire of an oboist due to their musical and technical demands and their position in the repertoire of the 20th and 21st centuries.
Modern Australian music history can be traced back to the time the English first colonized the continent. After that time, the country began its journey toward musical independence from England eventually leading to a uniquely Australian sound. Born in 1943, Ross Edwards is a contemporary Australian composer that has identified his music as Australian. He acknowledges several outside sources in his music, from Australian Aboriginal to the distilled sounds of nature from the Australian Outback. Edwards has created his own musical style, utilizing distilled musical fragments later named icons, and system he uses to compose his works. It is through an understanding of where Australia's musical heritage begins, and how it develops, that we may gain a greater knowledge of contemporary Australian composers like Ross Edwards. This study demonstrates the importance of Ross Edwards' music in the development of an Australian sound through historical context and the analysis of his oboe and English horn works.
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Yu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.
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Sun, Christine Yunn-Yu. "The construction of "Chinese" cultural identity : English-language writing by Australian and other authors with Chinese ancestry." Monash University, School of Languages, Cultures and Linguistics, 2004. http://arrow.monash.edu.au/hdl/1959.1/5438.
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Sharifian, Farzad. "Conceptual-associative system in Aboriginal English : a study of Aboriginal children attending primary schools in metropolitan Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/757.
Full textAbstract:
National measures of achievement among Australian school children suggest that Aboriginal students, considered as a group, are those most likely to end their schooling without achieving minimal acceptable levels of literacy and numeracy. In view of the fact that many Aboriginal students dwell in metropolitan areas and speak English as a first language, many educators have been unconvinced that linguistic and cultural difference have been significant factors in this underachievement. This study explores the possibility that, despite intensive exposure to non-Aboriginal society, Aboriginal students in metropolitan Perth may maintain, through a distinctive variety of English, distinctive conceptualisation which may help to account for their lack of success in education. The study first develops a model of conceptualisations that emerge at the group level of cognition. The model draws on the notion of distributed representation to depict what are here termed cultural conceptualisations. Cultural conceptualisations are conceptual structures such as schemas and categories that members of a cultural group draw on in approaching experience. The study employs this model with regard to Aboriginal and non-Aboriginal students attending schools in the Perth Metropolitan area. A group of 30 Aboriginal primary school students and a matching group of non-Aboriginal students participated in this study. A research technique called Association-Interpretation was developed to tap into cultural conceptualisations across the two groups of participants. The technique was composed of two phases: a) the 'association' phase, in which the participants gave associative responses to a list of 30 everyday words such as 'home' and 'family', and b) the 'interpretation' phase, in which the responses were interpreted from an ethnic viewpoint and compared within and between the two groups. The informants participated in the task individually. The analysis of the data provided evidence for the operation of two distinct, but overlapping, conceptual systems among the two cultural groups studied. The two systems are integrally related to the dialects spoken by Aboriginal and non-Aboriginal Australians, that is, Aboriginal English and Australian English. The discrepancies between the two systems largely appear to be rooted in the cultural systems which give rise to the two dialects while the overlap between the two conceptual systems appears to arise from several phenomena such as experience in similar physical environments and access to 'modem' life style. A number of responses from non-Aboriginal informants suggest a case of what may be termed conceptual seepage, or a permeation of conceptualisation from one group to another due to contact. It is argued, in the light of the data from this study, that the notions of dialect and 'code-switching' need to be revisited in that their characterisation has traditionally ignored the level of conceptualisation. It is also suggested that the results of this study have implications for the professional preparation of educators dealing with Aboriginal students.
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Woodrow, Lindy (Linda Jane). "A model of adaptive learning of international English for academic purposes (EAP) students at Australian universities." Thesis, The University of Sydney, 2003. https://hdl.handle.net/2123/27874.
Full textAbstract:
This study considers a proposed model of adaptive learning relevant to advanced
English for academic purposes (EAP) students at Australian universities. The model
is informed by theorising in second language learning and educational psychology
and makes particular reference to learners from Confucian heritage cultures, (CHCs)
such as Korea, Japan, China and Chinese speaking countries.
The model of adaptive learning comprises motivational variables, affective variables,
language learning strategies and oral performance. These constructs were primarily
assessed using a questionnaire. This was based on existing scales and researcher
designed scales to measure anxiety and self-efficacy.
The study comprised a pilot stage and a main stage. The pilot study was conducted
using a sample of 249 advanced EAP students with the aim to validate the
instrumentation.
The main phase involved 275 advanced EAP students and assessed the viability of the
proposed model. The participants completed a 78 item 5 point Likert type scale and
took part in an oral assessment. Of the sample 47 were interviewed to provide richer
data than could be obtained using quantitative techniques.
The study had three main aims; first to consider the applicability, reliability and
validity of the constructs; to provide evidence to support the proposed model; and to
consider the effect of ethnicity on the variables measured.
The data were analysed using confirmatory factor analysis (CFA) to provide evidence
of reliability and validity of the new constructs. The data analyses conducted to
support the model of adaptive learning included correlation analysis, structural
equation modelling (SEM) and profile analysis using multi dimensional scaling
(PAMS). To assess the effect of ethnicity, a multivariate analyses of variance
(MANOVA) were conducted.
The results indicated that the constructs and instrumentation were valid, reliable and
applicable to language learners. There was strong evidence to support the model of
adaptive learning. An effect for ethnicity was discovered suggesting learners from
CHCs have different motivational profiles from other ethnic groups.
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Farahat, Said Hassan. "Politeness phenomena in Palestinian Arabic and Australian English: A cross-cultural study of selected contemporary plays." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/62cb620e2a3f3b180f07864f8d7551ceb6ba64cdd2325fb367c26654ad0fafc4/994772/64862_downloaded_stream_87.pdf.
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The present study examines the concept of politeness within the framework provided by Brown and Levinson's (1978, 1987) influential theory of politeness. The study explores politeness phenomena as represented in literary genres, more specifically in contemporary works of drama from Australia and Palestine. Such a study follows in the footsteps of earlier studies of politeness as represented in plays including those by Brown and Gilman (1989), Magnusson (1999), Sifianou (1992) and Simpson (1997). In doing so, the study makes an important contribution to the literature on this area of linguistics as very few studies of politeness have investigated the Arabic language, whether in spoken interactions or literary genres. It also contributes to our understanding of the important concept of 'face'. In the study, ten plays: five Australian and five Palestinian plays are analyzed to identify requests as they appear in the written text of each play (rather than in live productions). The linguistic expressions as well as the politeness strategies for doing Face threatening Acts (FTAs) will be identified, classified and analyzed. In addition, depending on a supplementary questionnaire, 'face' will be explored as it is conceptualized by speakers of Australian English and Palestinian Arabic. Particular emphasis will be laid on acts that enhance face and acts that cause face loss. As well as contributing further to an important and very vigorous area of research in pragmatics, it is hoped that the findings of the study will allow researchers to gain further insight into the linguistic repertoires of both cultures. The study will therefore provide a base on which interactions between people from both cultures may be undertaken with greater sensitivity. Hence, the study will have two sets of outcomes, the first linguistic and the second intercultural.
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Norris, Lindy G. B. "Pathways for Australian school students to achieve high levels of proficiency in languages other than English." Thesis, Norris, Lindy G B (1999) Pathways for Australian school students to achieve high levels of proficiency in languages other than English. Professional Doctorate thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/42396/.
Full textAbstract:
This study maps and profiles the existing pathways for the learning of languages other than English (LOTE) in the Australian context. The study was undertaken with a view to "testing" the Rudd Report (1994) hypothesis that continuous language learning from Year 3 to Year 12 with time beyond 1040 hours and using an immersion model, would provide a pathway to proficiency for the 2 per cent of Australian school learners targeted through the National Asian Languages and Studies in Australian Schools (NALSAS) Strategy to achieve excellent language learning outcomes during their school years.
The evidence for this research suggests, however, that attempts by Australian educational jurisdictions to provide second language learning pathways through continuous study from primary through to secondary education and beyond have been largely unsuccessful. Continuous learning has not equated with cumulative learning towards proficiency. Given this finding it is suggested that a pathway to proficiency may better be facilitated by focusing on enhancing language learning through the use of a number of interventions that can be applied at different phases of learning to speed and enrich the process of language acquisition. It is the contention of the researcher that this alternative notion of "pathway" is less likely to be compromised by bureaucracy and other external forces that militate against the process of language acquisition and the attainment of proficiency.
In order to draw conclusions about proficiency potential and pathways to proficiency attainment, a Proficiency Potential Framework was developed for this study. This framework enables LOTE programs and their learners to be profiled in order to determine how well programs and their learners "fit into" their broader educational and community environments, and to assess how language is seen and used within these environments. The profiling process used in this study provided significant information about what is required for LOTE programs to support proficiency attainment and for language learners within these programs to become proficient.
In addition to providing information about the proficiency potential offered to learners through Australian LOTE programs, the case study profiles also enabled the identification of patterns and trends associated with the teaching and learning of second or foreign languages in the Australian context.
Beyond a critique of current Australian practices in the teaching and learning of second or foreign languages, information from this study suggests future directions for the development of a coordinated and broader approach to second language proficiency in Australian educational jurisdictions.
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Kelly, Jennifer G. "Expanding space: A study of selected contemporary native Canadian and aboriginal Australian prose writing in English." Thesis, Kelly, Jennifer G. (1990) Expanding space: A study of selected contemporary native Canadian and aboriginal Australian prose writing in English. Masters by Coursework thesis, Murdoch University, 1990. https://researchrepository.murdoch.edu.au/id/eprint/52962/.
Full textAbstract:
This study attempts to reach toward a critical understanding of selected contemporary Native Canadian and Aboriginal Australian prose writing in English. It examines the powerful literatures emerging from two separate cultures sharing a colonized space created by British imperialism. It details the methods indigenous Australian and Canadian writers are using to write themselves out of their dispossession. This study, finally, attempts to combinde the divergent approaches of current literary theory with the socio-political convictions to formulate an appreciation of both the literature and the realities serving as its motivating force.
The oppression of indigenous peoples in Canada and Australia, its horrors of disease, massacre, hypocrisy and inhumanity, is as much current reality as past fact. The guns and shackles have been replaced with political, social and economic chains which continue to bind indigenous peoples to the tragic position of outcast, in countries which only they can claim their own. Although language has been shown — and correctly so — to be an artificial construct, and the written text to be an unstable source of meaning, such theoretical advances haven’t stopped Aborigines from dying in Australian jails or Native Canadians from killing themselves in frighteningly-disproportionate numbers.
Indigenous writers in Canada and Australia however, are adopting the weapons of their oppressors, European literary forms, to celebrate their own cultures, to educate non-indigenous readers, and ultimately, to alter the realities of their peoples’ continued oppression. By infusing traditional indigenous narrative forms and languages into their work, these writers are posting a challenge to accepted literary boundaries and are / working to revitalize language as an agent of social change. This powerful writing is emerging from the widening gap between the too-tangible realities of oppression and the theoretical inability of language to accurately reflect reality. Developing from traditional oral cultures, this writing also offers a rich and diverse potential for Fourth World, national and international literatures. This study considers a variety of aspects of selected indigenous writing, including: the influence of orality, historical revision, form, humour, the woman’s voice, the collective rather than individual voice, the Canadian/Australian comparison, and critical issues involved in the study of indigenous literature.
Native Canadians and Aboriginal Australians share history as oppressed peoples under the powers of British imperialism. The examination of their current writing in English — much of which overtly aims to refute accepted British versions of history — will be introduced through a brief survey of representative non-indigenous writing. This "white" writing reveals how indigenous peoples have been constructed, mythologized, "Othered," by language, in first contact, colonial and postcolonial literatures. Recognition of the imperial ideology structuring such non-indigenous literatures presents both an understanding of the revisionist nature of indigenous writing, and also raises a challenging issue in its study. Many of the writers studied here overtly attempt to rewrite history, to claim to express "what it is like" to be part of an oppressed indigenous minority in a Commonwealth country. Post-structuralist theory would argue that such a position of authorial intent and access to reality is untenable. Yet, strict application of this theory - however technically valid - would ultimately serve to repeat the European colonization, and negation, of indigenous peoples, this time in the literary forum. "By using Western critical theory uncritically is to substitute one mode on neocolonialism for another." Language is indeed a construction, but to ignore the realities of indigenous life beyond literary theory is itself a political stance. Indeed, in the realm of the Humanities, "there is something futile about approaching these texts, which speak of tortures and lynchings, passionate love and hatred, with a critical apparatus that precludes any interrogation concerning their truth and values.4 This is just what the better pan of contemporary criticism does...post-stmctualism is not a step forward here." what this study suggests is that in this literary realm into which indigenous writers have crossed — have been forced to cross -- the arena of the English language, a blending of European and indigenous approaches will prove least restrictive and ultimately most productive. A willingness to be decentered, to be ourselves "Othered" is not only critically challenging, but is a step toward the understanding and tolerance of difference, the celebration of difference, and the ultimate achievement of universal freedom.