Journal articles on the topic 'English language Australia Sex differences'
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Schermer, Julie Aitken, and Marisa L. Kfrerer. "Humor style differences across four English-speaking countries." HUMOR 33, no. 3 (August 27, 2020): 423–37. http://dx.doi.org/10.1515/humor-2019-0027.
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AbstractUsing three archival data sets, mean differences in the four humor styles of affiliative, self-enhancing, aggressive, and self-defeating were assessed for adults (n = 6404) across four English-speaking countries: Canada (n = 339), the USA (n = 165), the United Kingdom (n = 4012), and Australia (n = 1888). As age and sex varied greatly across the samples and had significant relationships with the humor styles (men scored higher on each scale, younger people scored higher on affiliative, aggressive, and self-defeating humor, and older people scored higher on self-enhancing humor), age and sex were regressed out of the humor style scores and the standardized residuals were examined. Significant differences were found for the four humor styles. Specifically, the Americans were the highest in affiliative and self-enhancing humor, and the British were the highest in both aggressive and self-defeating humor. As humor styles are an insight into human social interactions, the results provide a glimpse into the differences found between these countries.
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Thwaite, Anne. "Gender differences in spoken interaction in same sex dyadic conversations in Australian English." Language and Gender in the Australian Context 10 (January 1, 1993): 147–79. http://dx.doi.org/10.1075/aralss.10.07thw.
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Abstract This paper is a quantitative study of gender differences in a corpus of spontaneous spoken discourse of approximately 2000 clauses. Subjects were same sex pairs of speakers of Australian English, from a sample that was homogeneous in all respects except gender. Grammatical analyses derive from the work of Halliday, with conversational analyses developed by Berry (1981a,b,c) and Martin (1992). Results show that statistically significant gender differences occurred in the phonological, lexicogrammatical and semantic strata of the language. A Systemic Functional model was found to be most useful in capturing these differences, and in relating them in a holistic picture of this type of language variation.
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Currow, David Christopher, Hiromichi Matsuoka, Samuel Allingham, Belinda Fazekas, Linda Brown, Zac Vandersman, Katherine Clark, and Meera Agar. "Comparability of the Cancer Supportive Care Clinical Studies Collaborative (CSCCSC) study population to national referrals to other specialist palliative care services." Journal of Clinical Oncology 36, no. 34_suppl (December 1, 2018): 63. http://dx.doi.org/10.1200/jco.2018.36.34_suppl.63.
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63 Background: There are no agreed national nor international criteria for referral to palliative care. Key population characteristics have been defined to aid the generalizability of research findings in palliative care clinical studies. To codify differences in key demographic factors between patients with cancer participating in the Australian national Cancer Supportive Care Clinical Studies Collaborative (CSCCSC) phase III symptom control studies and the population referred to other Australian palliative care services. Methods: This study compares two contemporaneous consecutive cohorts generated through clinical trial participation and the national palliative care clinical quality improvement registry in Australia. Age, sex, cancer diagnosis, language, and socio-economic status were compared. Results: Cohorts were people with cancer: enrolled in CSCCSC phase III clinical studies (n=902; 17 sites); and registered by the Australian national Palliative Care Outcomes Collaboration (PCOC; n=75,240; 117 sites). Participants in CSCCSC studies were younger than those of PCOC (median 71 (IQR 62, 79) versus median 73 (IQR 63, 81); p=0.003 respectively). There was no significant difference in sex (p=0.483). Patients who spoke English accounted 95.0% of enrollees in the CSCCSC group and 92.2% in the PCOC group (p = 0.004). Clinical study participants had higher socioeconomic status that the PCOC group (p=0.022). Conclusions: Overall, the slightly different demographic patterns are reflective of the differences often seen between phase III trials and the populations to whom the results will be applied. Age differences particularly need to be taken into account when considering the best way to apply each study’s findings.
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Sommer, Sophia J., Daphna Harel, Linda Kwakkenbos, Marie-Eve Carrier, Shadi Gholizadeh, Karen Gottesman, Catarina Leite, Vanessa L. Malcarne, and Brett D. Thombs. "Assessing differential item functioning for the Social Appearance Anxiety Scale: a Scleroderma atient-centred Intervention Network (SPIN) Cohort Study." BMJ Open 10, no. 10 (October 2020): e037639. http://dx.doi.org/10.1136/bmjopen-2020-037639.
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ObjectivesThe Social Appearance Anxiety Scale (SAAS) is a 16-item questionnaire developed to evaluate fear of appearance-based evaluation by others. The primary objective of this research was to investigate the existence of differential item functioning (DIF) for the 16 SAAS items, comparing patients who completed the SAAS in English and French, either to confirm that scores are comparable or provide guidance on calculating comparable scores. A secondary research objective was to investigate the existence of DIF based on sex and disease status. A tertiary research objective was to assess DIF related to language, sex, and disease status on the recently developed SAAS-5.DesignThis was a cross-sectional analysis using baseline data from patients enrolled in the Scleroderma Patient-centred Intervention Network (SPIN).SettingSPIN patients included in the present study were enrolled at 43 centres in Canada, USA, UK, France and Australia, with questionnaires completed in April 2014 to July 2019.Participants1640 SPIN patients completed the SAAS in French (n=600) or English (n=1040).Primary and secondary measuresThe SAAS was collected along with demographic and disease characteristics.ResultsSix items were identified with statistically significant language-based DIF, four with sex-based DIF and one with disease type-based DIF. However, factor scores before and after accounting for DIF were similar (Pearson correlation >0.99), and individual score differences were small. This was true for both the full and shortened versions of the SAAS.ConclusionSAAS and SAAS-5 scores are comparable across language, sex, and disease-type, despite small differences in how patients respond to some items.
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Foster, Rosalind, Lynne McCormack, Caroline Thng, Handan Wand, and Anna McNulty. "Cross-sectional survey of Chinese-speaking and Thai-speaking female sex workers in Sydney, Australia: factors associated with consistent condom use." Sexual Health 15, no. 5 (2018): 389. http://dx.doi.org/10.1071/sh17205.
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Background Previous studies have described inconsistent condom use in Chinese- and Thai-speaking female sex workers in Sydney, Australia. In the present study, we describe the demographics and safe sexual practices in the Chinese- and Thai-speaking female sex workers attending the Sydney Sexual Health Centre (SSHC) in 2014–15. Methods: A self-completed 60-item anonymous questionnaire, adapted from previous surveys conducted in 1993 and 2003, was translated into Chinese and Thai and administered to female sex workers attending the SSHC or seen on outreach. Results: In all, 488 surveys were distributed, of which 435 were returned; 43% in Chinese and 57% in Thai. Most women did not plan on sex work before their arrival in Australia. Compared with Chinese-speaking women, Thai-speaking women rated themselves higher on English language literacy, had better knowledge of the transmission of HIV and sexually transmissible infections (STIs) and were more likely to practice 100% condom use. Overall, 72% of the sex workers surveyed reported consistent condom use for vaginal sex at work. Conclusions: Consistent condom use for vaginal sex at work among Chinese- and Thai-speaking female sex workers has decreased slightly from that reported in a similar survey conducted by the SSHC in 2003, when 85% of sex workers reported consistent condom use. There are significant differences between Chinese- and Thai-speaking sex workers in terms of both knowledge and safer sex practices. Ongoing health promotion efforts should focus on providing culturally appropriate education around STIs and safe sex practices not only to workers, but also to parlour owners, managers and consumers.
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Rezania, Fatemeh, Christopher J. A. Neil, and Tissa Wijeratne. "Disparities in Care and Outcome of Stroke Patients from Culturally and Linguistically Diverse Communities in Metropolitan Australia." Journal of Clinical Medicine 10, no. 24 (December 14, 2021): 5870. http://dx.doi.org/10.3390/jcm10245870.
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Background: Acute stroke is a time-critical emergency where diagnosis and acute management are highly dependent upon the accuracy of the patient’s history. We hypothesised that the language barrier is associated with delayed onset time to thrombolysis and poor clinical outcomes. This study aims to evaluate the effect of language barriers on time to thrombolysis and clinical outcomes in acute ischemic stroke. Concerning the method, this is a retrospective study of all patients admitted to a metropolitan stroke unit (Melbourne, Victoria, Australia) with an acute ischemic stroke treated with tissue plasminogen activator between 1/2013 and 9/2017. Baseline characteristics, thrombolysis time intervals, length of stay, discharge destination, and in-hospital mortality were compared among patients with and without a language barrier using multivariate analysis after adjustment for age, sex, stroke severity, premorbid modified Rankin Scale (mRS), and Charlson Comorbidity Index (CCI). Language barriers were defined as a primary language other than English. A total of 374 patients were included. Our findings show that 76 patients (20.3%) had a language barrier. Mean age was five years older for patients with language barriers (76.7 vs. 71.8 years, p = 0.004). Less non-English speaking patients had premorbid mRS score of zero (p = 0.002), and more had premorbid mRS score of one or two (p = 0.04). There was no statistically significant difference between the two groups in terms of stroke severity on presentation (p = 0.06). The onset to needle time was significantly longer in patients with a language barrier (188 min vs. 173 min, p = 0.04). Onset to arrival and door to imaging times were reassuringly similar between the two groups. However, imaging to needle time was 9 min delayed in non-English speaking patients with a marginal p value (65 vs. 56 min, p = 0.06). Patients with language barriers stayed longer in the stroke unit (six vs. four days, p = 0.02) and had higher discharge rates than residential aged care facilities in those admitted from home (9.2% vs. 2.3%, p = 0.02). In-hospital mortality was not different between the two groups (p = 0.8). In conclusion, language barriers were associated with almost 14 min delay in thrombolysis. The delay was primarily attributable to imaging to needle time. Language barriers were also associated with poorer clinical outcomes.
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Butow, Phyllis Noemi, Lynley Aldridge, Melanie Bell, Ming Sze, Maurice Eisenbruch, Madeleine King, Michael Jefford, Penelope Schofield, Priya Duggal-Beri, and David Goldstein. "Cancer survivorship outcomes in immigrants." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): 6111. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.6111.
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6111 Background: Immigration is increasing world-wide. Cancer survivorship is now recognised as a period of difficult adjustment for all patients, and possibly more so for immigrants. We explored disparities in quality of life outcomes for immigrant (IM) versus Anglo-Australian (AA) cancer survivors. Methods: In a cross-sectional design, cancer survivors were recruited through the New South Wales, Queensland and Victorian Cancer Registries in Australia. IM participants, their parents and grandparents were born in a country where Chinese, Greek, or Arabic is spoken and spoke one of those languages. AAs were born in Australia and spoke English. All were diagnosed with cancer 1-3 years previously. Questionnaires (completed in preferred language) included the Hospital Anxiety and Depression Scale (anxiety/ depression), FACT-G (quality of life) and Supportive Care Needs Survey (unmet needs). Outcomes were compared between AA and IM groups in adjusted regression models that included age, gender, socio-economic status, education, marital status, religion, time since diagnosis and cancer type (prostate, colorectal, breast and other). Results: There were 599 participants (response rate 41%). Consent was unrelated to demographic and disease variables. AA and IM groups were similar except that immigrants had higher proportions in the low and highly educated groups (p < 0.0001), and higher socioeconomic status (p = 0.0003). In adjusted analyses (see table), IMs had clinically significant higher depression (possible range 0-21), greater unmet information and physical needs, and lower quality of life than AAs. The possible range for the latter three is 0-100. Conclusions: Immigrants experience poorer outcomes in cancer survivorship, even after adjusting for socio-economic, demographic and disease differences. Interventions are required to improve their adjustment after cancer. Results highlight areas of unmet need that might be better addressed by the health system (particularly with regard to provision of information and support. [Table: see text]
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Milton, Alyssa Clare, Tracey A. Davenport, Frank Iorfino, Anna Flego, Jane M. Burns, and Ian B. Hickie. "Suicidal Thoughts and Behaviors and Their Associations With Transitional Life Events in Men and Women: Findings From an International Web-Based Sample." JMIR Mental Health 7, no. 9 (September 11, 2020): e18383. http://dx.doi.org/10.2196/18383.
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Background Although numerous studies have demonstrated sex differences in the prevalence of suicidal thoughts and behaviors (STB), there is a clear lack of research examining the similarities and differences between men and women in terms of the relationship between STB, transitional life events, and the coping strategies employed after experiencing such events when they are perceived as stressful. Objective This study aims to examine the differences between men’s and women’s experiences of STB, sociodemographic predictors of STB, and how coping responses after experiencing a stressful transitional life event predict STB. Methods A web-based self-report survey was used to assess the health and well-being of a voluntary community-based sample of men and women aged 16 years and older, living in Australia, Canada, New Zealand, the United Kingdom, and the United States, who were recruited using web-based social media promotion and snowballing. Results In total, 10,765 eligible web-based respondents participated. Compared with men, a significantly greater proportion of women reported STB (P<.001) and endorsed experiencing a transitional life event as stressful (P<.001). However, there were no gender differences in reporting that the transitional life event or events was stressful for those who also reported STB. Significant sociodemographic adjusted risk factors of STB included younger age; identifying as a sexual minority; lower subjective social connectedness; lower subjective intimate bonds; experiencing a stressful transitional life event in the past 12 months; living alone (women only); not being in employment, education, or training (women only); suddenly or unexpectedly losing a job (men only); and experiencing a relationship breakdown (men only). Protective factors included starting a new job, retiring, having a language background other than English, and becoming a parent for the first time (men only). The results relating to coping after experiencing a self-reported stressful transitional life event in the past 12 months found that regardless of sex, respondents who reported STB compared with those who did not were less likely to engage in activities that promote social connections, such as talking about their feelings (P<.001). Coping strategies significantly explained 19.0% of the STB variance for men (F16,1027=14.64; P<.001) and 22.0% for women (F16,1977=36.45; P<.001). Conclusions This research highlights multiple risk factors for STB, one of which includes experiencing at least one stressful transitional life event in the past 12 months. When individuals are experiencing such events, support from services and the community alike should consider using sex-specific or targeted strategies, as this research indicates that compared with women, more men do nothing when experiencing stress after a transitional life event and may be waiting until they experience STB to engage with their social networks for support.
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KENNEDY, Amber, Beverley VOLLENHOVEN, Richard HISCOCK, Catharyn STERN, Susan WALKER, Jeanie CHEONG, Jon QUACH, et al. "School Age Developmental Outcomes of Children Conceived by IVF Compared with Controls: A Population Linkage Study." Fertility & Reproduction 04, no. 03n04 (September 2022): 137. http://dx.doi.org/10.1142/s2661318222740498.
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Background: There has been increasing interest in assessing longer term developmental and health outcomes in IVF-conceived offspring compared with those born after natural conception. So far, the findings have been conflicting. The Australian Early Developmental Consensus (AEDC) assesses children in their first year of primary school across five domains; physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. Aim: To compare school entry (5-7 years of age) outcomes in IVF-conceived children in Victoria with naturally conceived controls. Method: We undertook a statewide data linkage study, with perinatal data (births 2005-2014) linked to data from major IVF providers in Victoria and the AEDC. Our approach to analysis included: complete case analysis, multiple imputation of missing data, consideration of clustering (siblings) and inverse probability weighted modeling to adjust for covariates. Our primary outcome was an AEDC score indicative of developmental vulnerability in two or more domains. We adjusted for the child’s age at assessment, sex, highest level of maternal education, maternal age, parity, SEIFA (Socio-Economic Indexes for Areas) quintile, language background other than English, and Aboriginal and Torres Strait Islander (ATSI) status. Results: The linked dataset comprised 163,418 children, including 4,441 IVF-conceived children. The IVF conceived population had older, more highly educated mothers who lived in more affluent areas and were less likely to be from non-English speaking backgrounds or identify as ATSI. IVF-conceived children were less likely to be developmentally vulnerable, in both unadjusted (RR 0.59, 95%CI: 0.52-0.67, p<0.001) and adjusted analyses (aRR 0.72, 95%CI: 0.58-0.88, p<0.001). Conclusion: Children conceived by IVF were less likely to be developmentally vulnerable in their first year of schooling, compared with peers conceived naturally. Further research should aim to understand if similar patterns are seen in other education and health domains and the potential mechanisms for these differences.
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Kisely, Steve, Katherine Moss, Melinda Boyd, and Dan Siskind. "Efficacy of compulsory community treatment and use in minority ethnic populations: A statewide cohort study." Australian & New Zealand Journal of Psychiatry 54, no. 1 (September 26, 2019): 76–88. http://dx.doi.org/10.1177/0004867419877690.
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Background: There is conflicting and equivocal evidence for the efficacy of compulsory community treatment within Australia and overseas, but no study from Queensland. In addition, although people from Indigenous or culturally and linguistically diverse backgrounds are over-represented in compulsory admissions to hospital, little is known about whether this also applies to compulsory community treatment. Aims: We initially investigated whether people from Indigenous or culturally and linguistically diverse backgrounds in terms of country of birth, or preferred language, were more likely to be on compulsory community treatment using statewide databases from Queensland. We then assessed the impact of compulsory community treatment on health service use over the following 12 months. Compulsory community treatment included both community treatment orders and forensic orders. Methods: Cases and controls from administrative health data were matched on age, sex, diagnosis and time of hospital discharge (the index date). Multivariate analyses were used to examine potential predictors of compulsory community treatment, as well as impact on bed-days, time to readmission or contacts with public mental health services in the subsequent year. Results: We identified 7432 cases and controls from January 2013 to February 2017 (total n = 14,864). Compulsory community treatment was more likely in Indigenous Queenslanders (adjusted odds ratio = 1.45; 95% confidence interval = [1.28, 1.65]) subjects coming from a culturally and linguistically diverse background (adjusted odds ratio = 1.54; 95% confidence interval = [1.37, 1.72]), or those who had a preferred language other than English (adjusted odds ratio = 1.66; 95% confidence interval = [1.30, 2.11]). While community contacts were significantly greater in patients on compulsory community treatment, there was no difference in bed-days while time to readmission was shorter. Restricting the analyses to just community treatment orders did not alter these results. Conclusion: In common with other coercive treatments, Indigenous Australians and people from culturally and linguistically diverse backgrounds are more likely to be placed on compulsory community treatment. The evidence for effectiveness remains inconclusive.
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Kennedy, Amber L., Beverley J. Vollenhoven, Richard J. Hiscock, Catharyn J. Stern, Susan P. Walker, Jeanie L. Y. Cheong, Jon L. Quach, et al. "School-age outcomes among IVF-conceived children: A population-wide cohort study." PLOS Medicine 20, no. 1 (January 24, 2023): e1004148. http://dx.doi.org/10.1371/journal.pmed.1004148.
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Background In vitro fertilisation (IVF) is a common mode of conception. Understanding the long-term implications for these children is important. The aim of this study was to determine the causal effect of IVF conception on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Methods and findings Causal inference methods were used to analyse observational data in a way that emulates a target randomised clinical trial. The study cohort comprised statewide linked maternal and childhood administrative data. Participants included singleton infants conceived spontaneously or via IVF, born in Victoria, Australia between 2005 and 2014 and who had school-age developmental and educational outcomes assessed. The exposure examined was conception via IVF, with spontaneous conception the control condition. Two outcome measures were assessed. The first, childhood developmental vulnerability at school entry (age 4 to 6), was assessed using the Australian Early Developmental Census (AEDC) (n = 173,200) and defined as scoring <10th percentile in ≥2/5 developmental domains (physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills, and general knowledge). The second, educational outcome at age 7 to 9, was assessed using National Assessment Program–Literacy and Numeracy (NAPLAN) data (n = 342,311) and defined by overall z-score across 5 domains (grammar and punctuation, reading, writing, spelling, and numeracy). Inverse probability weighting with regression adjustment was used to estimate population average causal effects. The study included 412,713 children across the 2 outcome cohorts. Linked records were available for 4,697 IVF-conceived cases and 168,503 controls for AEDC, and 8,976 cases and 333,335 controls for NAPLAN. There was no causal effect of IVF-conception on the risk of developmental vulnerability at school-entry compared with spontaneously conceived children (AEDC metrics), with an adjusted risk difference of −0.3% (95% CI −3.7% to 3.1%) and an adjusted risk ratio of 0.97 (95% CI 0.77 to 1.25). At age 7 to 9 years, there was no causal effect of IVF-conception on the NAPLAN overall z-score, with an adjusted mean difference of 0.030 (95% CI −0.018 to 0.077) between IVF- and spontaneously conceived children. The models were adjusted for sex at birth, age at assessment, language background other than English, socioeconomic status, maternal age, parity, and education. Study limitations included the use of observational data, the potential for unmeasured confounding, the presence of missing data, and the necessary restriction of the cohort to children attending school. Conclusions In this analysis, under the given causal assumptions, the school-age developmental and educational outcomes for children conceived by IVF are equivalent to those of spontaneously conceived children. These findings provide important reassurance for current and prospective parents and for clinicians.
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Mahmud, Murni. "LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 172. http://dx.doi.org/10.15639/teflinjournal.v21i2/172-185.
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his paper highlights the impact ofgender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These differentstyles of female and male students in learning English were affected by the notions of women’s language.
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Shnukal, Anna. "Report on the Torres Strait Creole Project, Thursday Island State High School." Australian Journal of Indigenous Education 31 (2003): 61–76. http://dx.doi.org/10.1017/s1326011100003690.
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AbstractThis is a slightly abbreviated version of part of a report commissioned at the end of 1995 by the Queensland Department of Education, Peninsula Region, and carried out with the help of teachers at Thursday Island State High School. It analyses some formal language differences between written Standard Australian English and spoken Torres Strait Creole (the language of most of the students) as a basis for workshop writers to develop material in a form suitable for teachers. Looked at objectively, most of the students’ errors in written English occur as a result of transference from their first language, or in areas of grammatical complexity which pose problems for all English as a Second Language learners. Certain common spelling errors seem also to be a result of transference from the Creole.The report has been fairly widely circulated and is sometimes quoted inaccurately; hence the decision to publish the formal linguistic section here. Some of the material in the report - on the languages of the region, students’ language backgrounds and cultural factors influencing language choice and language mixing and issues of classroom management - has been omitted (see Shnukal, 1996; see also Morrison David, 2003). The report fulfilled its main aim of raising awareness of language issues and providing information and rationale for various language and literacy programs now operating in the region (Shopen & Hickey, 2003).
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Watts, Janet, Rod Gardner, and Ilana Mushin. "Da Symbol Dat Under da Stuffs: Teaching the Language of Maths to Aboriginal Learners of Standard Australian English as a Second Dialect." Australian Journal of Indigenous Education 48, no. 01 (October 30, 2017): 66–78. http://dx.doi.org/10.1017/jie.2017.29.
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Failure to adequately address language differences between home and school is one of the many ways in which education systems frequently disadvantage Aboriginal students. Children from predominantly Aboriginal English-speaking homes face specific challenges, as the language differences between their home variety and the Standard Australian English (SAE) of the curriculum and classroom are often rendered ‘invisible’, with little explicit accommodation to the fact that such children are essentially immersed into the SAE classroom (e.g. Dixon, 2013; McIntosh, O'Hanlon, & Angelo, 2012; Sellwood & Angelo, 2013). One consequence of this invisibility is that it has been very hard to see during classroom time, where these language differences appear to affect children's engagement with the curriculum. In this paper, we present a micro-analysis of a year 2 maths lesson in a class of Aboriginal learners of SAE as an additional language/dialect, where children are being taught to use location words (e.g.under, above) as mathematical language. We have examined the precise ways in which the children's home variety and SAE were used in this lesson, and where differences between these two varieties appeared to impact their understanding of the concepts being taught. We differentiate between the kinds of classroom language that provide a challenge to learners of SAE and the kinds that do not.
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Herbert, Robert K. "Sex-based differences in compliment behavior." Language in Society 19, no. 2 (June 1990): 201–24. http://dx.doi.org/10.1017/s0047404500014378.
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ABSTRACTSex-based differences in the form of English compliments and in the frequencies of various compliment response types are discussed. Based on a corpus of 1,062 compliment events, several differences in the form of compliments used by women and men are noted. Further, it is found that compliments from men are generally accepted, especially by female recipients, whereas compliments from women are met with a response type other than acceptance. These findings are set within a broader discussion of male–female differences in speech and the sociology of compliment work. Parallels are drawn between these sex-based differences and differences in norms for national varieties of English relating to the function and frequency of compliments as speech acts and to different response types elicited by diverse functional exploitations of compliment formulas in discourse. (Sex-based differences in language use, socioprag-matics, compliments/compliment responses, ethnography of speaking)
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Nurlindawati, Nurlindawati, Burhanuddin Yasin, and Abdul Hadi. "GENDER-BASED DIFFERENCES IN MASTERING ENGLISH LANGUAGE SKILLS." JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran 22, no. 2 (February 28, 2022): 123. http://dx.doi.org/10.22373/jid.v22i2.11139.
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This study aims to find out gender-based differences in mastering English language skills between male and female students in single-sex schooling. There were 330 participants from first and second-year students of Darul Ihsan Islamic Senior High School involved. Direct learning strategies (memory, cognitive, and compensation strategy) along with attitude, motivation, and anxiety are variables analyzed in this study. A questionnaire from the Strategy Inventory for Language Learning (SILL) and Attitude Motivation Test Battery (AMTB) were adapted to collect the data. The data were analyzed by using Mann Whitney-U Test. The findings from the partial test show there was a significant difference between male and female students in attitude, motivation, anxiety, memory strategy, and cognitive strategy. Only compensation strategy and the simultaneous test of the variables were found to have no statistically significant difference between male and female students. The finding of the English subject score showed that female students outperform male students. It also found that male students have a higher level of anxiety than female students. Therefore, it is suggested that teachers should try to adjust the teaching and learning in male classes so that hopefully the learning circumstance will reduce the anxiety of male students.
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Zhang, Juan, Xing Wang, Ning-yu Wang, Xin Fu, Tian Gan, John J. Galvin, Shelby Willis, Kevin Xu, Mathew Thomas, and Qian-Jie Fu. "Tonal Language Speakers Are Better Able to Segregate Competing Speech According to Talker Sex Differences." Journal of Speech, Language, and Hearing Research 63, no. 8 (August 10, 2020): 2801–10. http://dx.doi.org/10.1044/2020_jslhr-19-00421.
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Purpose The aim of this study was to compare release from masking (RM) between Mandarin-speaking and English-speaking listeners with normal hearing for competing speech when target–masker sex cues, spatial cues, or both were available. Method Speech recognition thresholds (SRTs) for competing speech were measured in 21 Mandarin-speaking and 15 English-speaking adults with normal hearing using a modified coordinate response measure task. SRTs were measured for target sentences produced by a male talker in the presence of two masker talkers (different male talkers or female talkers). The target sentence was always presented directly in front of the listener, and the maskers were either colocated with the target or were spatially separated from the target (+90°, −90°). Stimuli were presented via headphones and were virtually spatialized using head-related transfer functions. Three masker conditions were used to measure RM relative to the baseline condition: (a) talker sex cues, (b) spatial cues, or (c) combined talker sex and spatial cues. Results The results showed large amounts of RM according to talker sex and/or spatial cues. There was no significant difference in SRTs between Chinese and English listeners for the baseline condition, where no talker sex or spatial cues were available. Furthermore, there was no significant difference in RM between Chinese and English listeners when spatial cues were available. However, RM was significantly larger for Chinese listeners when talker sex cues or combined talker sex and spatial cues were available. Conclusion Listeners who speak a tonal language such as Mandarin Chinese may be able to take greater advantage of talker sex cues than listeners who do not speak a tonal language.
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Abdilah, Hassan. "Islam and English Learning in Australia: Female Learners Working Through Differences." International Journal of Applied Linguistics and English Literature 10, no. 3 (May 31, 2021): 7. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.3p.7.
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The study examines the way Islamic religion and culture influence Muslim immigrant women’s participation in English learning programs in Australia. It presents a narrative of three married Iraqi Muslim Immigrant Women’s (IMIW) experiences in both mainstream mix-gender and women-only English classes in Melbourne. Two data collection methods were employed, in-depth interviews and a focus group discussion, to generate data from the participants. The findings show that the participants struggled to cope with mixed-gender classes due to some social, cultural and religious attributes including familiarity with single-gender settings, family commitments and the culture of their community. The paper presents recommendations for the Australian government to pay more attention to women-only classes to stimulate immigrant women to English learning courses.
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Rodríguez Louro, Celeste, Sophie L. R. Richard, and Sana Bharadwaj. "Another story." English World-Wide 41, no. 3 (November 9, 2020): 325–51. http://dx.doi.org/10.1075/eww.00053.rod.
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Abstract Quotative be like has been described as “one of the most striking developments [in English]” (Tagliamonte and D’Arcy 2004: 493). Despite the vast research on quotatives and the upsurge of be like, the potential impact of discourse type on the grammar of quotation has rarely been assessed. Yet, discourse type has proved a relevant factor in linguistic variation (see Travis 2007; Buchstaller 2011; Travis and Lindstrom 2016). Drawing on vernacular spoken data from our multigenerational corpus of Australian English, we include discourse type as a predictor in our recursive partitioning and logistic regression models. Our results show that similar linguistic constraints operate on be like across discourse types. However, significant differences emerge regarding its social conditioning in narrative as opposed to non-narrative discourse, pointing to a strong association between be like and female storytelling.
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Gleeson, Margaret, and Chris Davison. "Teaching in linguistically and culturally diverse secondary schools." Australian Review of Applied Linguistics 42, no. 3 (October 18, 2019): 301–21. http://dx.doi.org/10.1075/aral.17093.gle.
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Abstract Thirty years ago Australian researchers led the development of language and content integration in schools, advocating systematic teaching of language across the curriculum to meet the needs of English as an additional language (EAL) students. However, despite significant improvements in initial teacher education, targeted professional development and language-specific curriculum and assessment, this paper suggests that secondary teachers have gained only a superficial understanding of the language knowledge necessary to teach EAL students. Drawing on questionnaires, interviews, and observations, this case study of two secondary schools in Sydney reveals the majority of teachers report their perspectives and experiences of good teaching have equipped them with a repertoire of sufficient strategies to meet EAL needs, and they see little difference between teaching EAL and learners with low levels of literacy. This paper concludes a renewed focus on integrating language and content teaching and partnership models of professional learning and evaluation are needed.
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Itakura, Hiroko. "Femininity in mixed-sex talk and intercultural communication." Pragmatics and Society 5, no. 3 (November 14, 2014): 455–83. http://dx.doi.org/10.1075/ps.5.3.09ita.
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Previous studies of language and gender discuss how men and women use gender-specific conversational styles mainly in relation to English, whereas similar studies for Asian languages remain comparatively few. Moreover, little is known about gender and conversational styles during intercultural communication. This paper explores whether speakers follow similar norms of politeness in mixed-sex talk in their L1 and in intercultural conversations in L2 English, and if femininities are modified, what factors may be involved. It reports findings from a case study of a Japanese female’s conversations with a Japanese male in Japanese and with three male L2 English speakers. It suggests that femininities might be modified to become more ‘immodest’ in English due to factors such as speakers’ varying level of adherence to native cultural norms in L1 and in L2 contexts and the male interlocutors’ ethnicity. For example, female speakers who adhere to native cultural norms in L1 conversations may see L2 intercultural contexts as opportunities to create non-traditional femininities, especially when there is no male interlocutor with shared ethnicity. The construction of L2 femininities may also be shaped by linguistic factors such as L2 proficiency or systemic differences between the two languages.
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Béal, Christine. "Did you have a good week-end? or why there is no such thing as a simple question in cross-cultural encounters." Australian Review of Applied Linguistics 15, no. 1 (January 1, 1992): 23–52. http://dx.doi.org/10.1075/aral.15.1.02bea.
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Abstract This paper is a description of some typical differences in conversational routines in French and Australian English, and the kinds of tensions that arise when speakers with two different sets of rules come into contact. This conflict exists for most French people in Australia, who speak English, but who tend to retain their French conversational strategies. The paper shows that even simple questions contain a variety of assumptions ranging from whom it is suitable to ask, to the kind of answer or the amount of detail expected. These differences lead to an analysis of the different underlying cultural values governing the rules of interaction in the two languages. This study is based on visits to a French company operating in Australia, with employees being taped on the job as well as being interviewed individually.
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Kozar, Olga, and Lynda Yates. "Factors in language learning after 40: Insights from a longitudinal study." International Review of Applied Linguistics in Language Teaching 57, no. 2 (May 26, 2019): 181–204. http://dx.doi.org/10.1515/iral-2015-0113.
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AbstractThis study seeks to identify differences in language learning progress and experiences among 24 adult migrants, who arrived to Australia after the age of 40. The results suggest that age per se was not a reliable predictor of language learning progress. Instead, the initial English level of participants when they arrived to Australia, opportunities to use English and prior level of education were associated with considerable language learning gains. For example, participants who had a higher initial English level were able to find jobs that required them to perform a range of oral and written tasks across different domain, which further improved their level, while participants who had a low initial level were mostly unemployed. Another common factor we noted among participants with high and reasonable gains but not among those who made little progress was a proactive attitude and the use of a range of language learning strategies beyond the classroom. The study also revealed differences in age construal among participants with high and reasonable gains and those who did not improve.
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Keijzer, Merel C. J., and Monika S. Schmid. "Individual differences in cognitive control advantages of elderly late Dutch-English bilinguals." Linguistic Approaches to Bilingualism 6, no. 1-2 (March 10, 2016): 64–85. http://dx.doi.org/10.1075/lab.14032.kei.
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Abstract This study addresses a gap in the literature on executive function advantages among bilingual speakers by investigating a group of elderly, long-term, immersed bilinguals. Our participants are native Dutch speakers who emigrated to Australia as adults and have spent many years in that country. They are compared on a range of cognitive and linguistic measures to native Dutch and native English control groups. We argue that, due to the massive differences in the bilingual experience, group analyses may fall short of capturing the full picture. We argue instead for a more qualitative approach, which takes into account as detailed a picture of bilingual development, daily language habits and, in particular, code-switching habits as possible.
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Razmjoo, Seyyed Ayatollah, and Sina Neissi. "Identity Processing Styles and Language Proficiency among Persian Learners of English as a Foreign Language." Psychological Reports 107, no. 3 (December 2010): 822–32. http://dx.doi.org/10.2466/08.11.28.pr0.107.6.822-832.
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The relationship between identity processing styles and language proficiency in English as foreign language (EFL) was investigated among the Persian EFL learners. 266 Persian candidates taking part in a Ph.D. examination at Shiraz University took part. The Language Proficiency Test was used to measure language proficiency in English. The Identity Styles Inventory was used to measure normative, informational, and diffuse-avoidant identity processing styles. Relationships between normative and informational styles and language proficiency and its subscales (grammar, vocabulary, and reading) were positive and significant. Negative relationships between diffuse-avoidant style and language proficiency and its subscales (grammar, vocabulary, and reading) were observed. There were significant sex differences for diffuse-avoidant style and for vocabulary.
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Cordella, Marisa. "Spanish speakers apologizing in English." Australian Review of Applied Linguistics 14, no. 2 (January 1, 1991): 115–38. http://dx.doi.org/10.1075/aral.14.2.05cor.
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Abstract This paper investigates the speech act of apologizing in English between Chileans and Australians. It examines the frequency, distribution and function of apology-strategies used by both groups in a situation of having missed an important appointment with ‘a boss’. Results indicate that L2 Chileans and Australians do not differ significantly in the frequency of using some apology-strategies, nevertheless striking divergences emerged from the modification attached to them (Blum-Kulka et al. 1989). This finding may indicate that each group of speakers coined a different weight to the apology-strategies. Thus while ‘remedial work’ (Goffman 1971) in Spanish is accomplished by the use of positive politeness strategies (Brown and Levinson 1987), Australians appear not to favour them. These differences may anticipate some communication problems which may lead to ‘sociopragmatic failure’ (Thomas 1983) between both groups. Moreover the sex of the apologizer and the recipient is an important factor which determines the speaker’s performance in the act of apologizing.
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Care, Esther, Erin Roberts, and Amanda Thomas. "Effects of language background on measures of ability of children in their first year of school." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 20–35. http://dx.doi.org/10.1375/aedp.26.1.20.
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AbstractThis report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.
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Tran, Nguyen Thi Ngoc. "The Relationship Between Language Learning Strategies and Gender in Learning English as a Second or Foreign Language." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 120–26. http://dx.doi.org/10.32996/jeltal.2021.3.6.17.
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In Viet Nam and many other nations, people tend to make general assumptions about language learning like that “Females are better at language learning than males”, “Languages are females’ subjects”. Those assumptions have caused a negative impression on males about language learning. As a result, there is a remarkable worldwide inequality in the number of male and female English majors. Are females really superior to males in language learning? Do their different ways in language learning play an important role in their success? If the differences in learning methods are said to be responsible, their learning strategies may account for their different level of success in language learning. Those questions inspired the author to determine whether there are any significant differences in learning strategies due to gender. The paper first synthesized previous research to have an overview of learning strategies males tend to prefer and those that females favour. Then, from the awareness of the differences, some pedagogic implications were raised for English teachers who share the same interest in dealing well with learners of each sex.
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Candy, Judith, and Dawn Butterworth. "Through young Children's Eyes: The Experience of Migration to Australia." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 20–25. http://dx.doi.org/10.1177/183693919802300306.
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Research on migrant children has concentrated mostly on their acquisition of English as a second language (ESL), educational assessment, and parental influences on learning in older children. There has been little research, particularly from an early childhood perspective, into the child's own perceptions of the experience of being a migrant child. This paper reports on a research investigation into young children's migration experiences before, during, and after the journey to Australia. Discussions with migrant children in Years 2 and 3 of primary school established important differences and similarities in experiences between both Humanitarian and Non-Humanitarian migrant categories and English and non-English-speaking background children. Recommendations for teachers are made to meet the established needs of young migrant children and to promote tolerance and understanding of different peoples and cultures.
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Yunanda, Fachri, Saptari Wibowo, and Jimmi Amanda Aritonang. "A Contrastive Analysis on Taboo Words in English And Minangkabau Language." Randwick International of Education and Linguistics Science Journal 3, no. 3 (September 30, 2022): 457–64. http://dx.doi.org/10.47175/rielsj.v3i3.534.
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This study focuses on a contrastive analysis of taboo words in English and Minangkabau, an Indonesian language spoken in Sumatera Barat. This study aimed to identify, categorize, and compare the differences between taboo terms used in Minangkabau and English. This study's research methodology was descriptive qualitative. Three procedures were used to carry out this study. The data for taboo terms in English was first prepared using literature, film, and native speakers staying in Medan, Sumatera Utara, whereas the data for taboo words in Minangkabau was prepared using literature, research, and local speakers in Bonjol, Pasaman, Sumatera Barat. Second, talking to several informants on the meaning of the banned terms to gain the full meaning. Third, the Wardhaugh theory was used to examine all the data, and the Lado Theory was used to compare the data to identify similarities and contrasts. According to the study's findings, there are five categories of taboo words in the Minangkabau language, including those that are connected to sex, animals, death, and excrement. They were distinct from the English words for sex, animal functions, human bodily parts, death, excrement, and religion.
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Albalawi, Bashayer Raghian. "Student Attitudes toward Intensive English Program at CSCED and their Effects on Academic Achievement." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 139–57. http://dx.doi.org/10.31686/ijier.vol2.iss10.255.
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The present study investigates the influence of some variables related to attiudes, motivation, and academic achievement. As students of the intensive English language program at Community Service and Continuious Education Deanship (CSCED) show different levels of education, different purposes of study, and different levels of previous training, the research investigates the effect of such variables on student attitude. The variable of sex is also added as the intensive English language program in CSCED at University of Tabuk consists of both male and female students. To collect the required data, a 5-point Likert scale attitude questionnaire was developed. The attitude scale involved 32 items. According to the results of the study, students hold positive attitudes toward the intensive English language program in CSCED at the Tabuk University. In addition, there are no statistically significant differences in student attitude toward the intensive English language program in CSCED at the University of Tabuk according to the following variables: teacher nationality (p-value > 0.05), their level of education (p-value > 0.05), and their sex (p-value > 0.05). There are statistically significant differences between attitudes of students toward the intensive English language program in the CSCED in the University of Tabuk according to the following variables: their academic achievement (p-value < 0.05), their purpose of study (p-value < 0.05), and their previous training programs (p-value < 0.05). Some recommendations were suggested in relation to EFL student attitudes.
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Kim, Jeongmin, Helen Zhao, and Chloé Diskin-Holdaway. "Willingness to Communicate and Second Language Fluency: Korean-Speaking Short-Term Sojourners in Australia." Languages 7, no. 2 (May 6, 2022): 112. http://dx.doi.org/10.3390/languages7020112.
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The current mixed-method study investigated two groups of Korean-speaking short-term sojourners in Australia. One group (students) was composed of learners enrolled in English training programs, whereas the other group (workers) was of learners in the workplace. We administered questionnaires and a semi-structured interview to examine their willingness to communicate (WTC) in English as their second language (L2) and explored the relationship between this variable and the sojourners’ amount of L2 contact and their oral fluency in English. Our quantitative analyses show that the student group showed a higher level of WTC and amount of L2 exposure than the worker group. For both groups, WTC significantly predicted sojourners’ amount of L2 exposure. However, oral fluency was found neither to be associated with WTC nor with the amount of L2 exposure. Qualitative theme-based analysis suggests that the two sojourn groups demonstrated similarities and differences in their attitudes and motivations related to WTC and unwillingness to communicate (unWTC). The students demonstrated a stronger tendency to engage in L2 interaction than the workers, aligning with their significantly higher frequency of reported L2 exposure. The workers’ attitudes were characterized by feelings of ambivalence, with co-existence of both WTC and unWTC.
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Omar, Abdulfattah A. "THE IMPLICATIONS OF THE USE OF ENGLISH AS A LINGUAL FRANCA ON THE LINGUISTIC CHANGES OF THE COLLOQUIAL DIALECTS OF ARABIC." Cadernos de Linguagem e Sociedade 19, no. 2 (October 10, 2018): 115–40. http://dx.doi.org/10.26512/les.v19i2.16894.
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With the development of globalization and the emergence of global English, numerous studies have been concerned with the ways Arabic is influenced by English, the adoption of many English loanwords by Arab speakers and the dominance of English as a lingua franca in different Arab countries including Saudi Arabia. These studies generally investigate the effects of global English on the Arab linguistic and cultural identity. The majority of these studies tend to list what they refer to as risks of the dominance of English loanwords in Arabic and assert the importance of keeping Arabic pure from these words which are described asدخيل dakhil (literally meaning strange and outsider). Very few studies have been done on exploring the ways English loanwords are used in Saudi Colloquial Arabic (SCA) and the relationship between the use of English loanwords and some sociolinguistic variables such as sex, age, geographic location, and education. In the face of this, this article is concerned with exploring the relationship between sex and the use of English loanwords in Saudi Colloquial Arabic (SCA). In order to do this, the study is based on a corpus of English loanwords in Saudi Colloquial Arabic (SCA) with the purpose of investigating the frequency of English loanwords in the speeches of male and female speakers and describing the morphological adaptations used by male and female speakers. Results indicate that there are significant differences between Saudi male and female speakers in the use of English loanwords in terms of frequency, topics, and morphological adaptations. The sex or gender of the speaker is an important factor in determining the frequency, distribution, and the morphological adaptations of English loanwords in SCA.
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Huang, Yang. "A Chinese Nurse’s Socio-Cultural Experiences in Australia." Journal of International Students 4, no. 3 (July 1, 2014): 292–95. http://dx.doi.org/10.32674/jis.v4i3.468.
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Studying overseas for international students means a lot--not only being away from home but also experiencing quite a few unexpected difficulties. It looks like a triangle of a pyramid since each part is closely connected with each other, and it falls apart if one part is not functioning! Studying abroad is full of challenges for every student due to the language barrier, culture shock and homesickness. For students who speak English as a second or foreign language, this is because being disconnected with families, friends, familiar environment and even preferred food may lead to directly or indirectly physical discomfort and emotional stress. I chose overseas studying as I was eager to understand the cultural differences, linguistic variables, and to establish my interest in community and medicine!
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Labaka, Ainitze, Olatz Goñi-Balentziaga, Andrea Lebeña, and Joana Pérez-Tejada. "Biological Sex Differences in Depression: A Systematic Review." Biological Research For Nursing 20, no. 4 (May 14, 2018): 383–92. http://dx.doi.org/10.1177/1099800418776082.
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Depression is the leading cause of disability worldwide, and its prevalence is 2 times higher in women than in men. There is, however, a lack of data on sex-specific pathophysiology of this disorder. The purpose of this systematic review is to identify the biological sex differences found in major depressive disorder (MDD) in studies published in the last 10 years. We conducted a literature search using the Medline, PsycInfo, PubMed, and Web of Science databases, selecting English-language studies that included physiological measures compared by sex in addition to MDD. We identified 20 relevant studies, which consisted primarily of mixed methodology and samples. The reported physiological measures comprised a variety of serum biomarkers, gene mRNA expression, and brain activity. Findings suggest different biological patterns in those with MDD depending on sex. Specifically, women presented higher levels of inflammatory, neurotrophic, and serotonergic markers and a stronger correlation between levels of some inflammatory and neurotrophic factors and the severity of symptoms. This review provides information about possible different biological patterns for women and men with depressive disorder and may have important implications for treatment. Future research should include homogeneous samples; make comparisons based on sex, control sex hormone fluctuations and pharmacological treatment; and use consistent criteria for evaluating psychobiological changes in MDD.
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Liu, Xiaomin, Steven J. Bowe, Allison Milner, Lin Li, Lay San Too, and Anthony D. Lamontagne. "Differential Exposure to Job Stressors: A Comparative Analysis Between Migrant and Australia-Born Workers." Annals of Work Exposures and Health 63, no. 9 (October 17, 2019): 975–89. http://dx.doi.org/10.1093/annweh/wxz073.
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Abstract Aims Previous studies have suggested that migrants have higher exposures to psychosocial job stressors than native-born workers. We explored migrant status-related differences in skill discretion/job complexity and decision authority, and whether the differences varied by gender, age, and educational attainment. Methods Data were from Wave 14 of the Household Income and Labour Dynamics in Australia (HILDA) Survey. A total number of 9031 persons were included in the analysis. Outcomes included skill discretion/job complexity and decision authority. Exposure included migrant status defined by (i) country of birth (COB), (ii) the combination of COB and English/Non-English dominant language of COB, and (iii) the combination of COB and years since arrival in Australia. Data were analysed using linear regression, adjusting for gender, age, and educational attainment. These covariates were also analysed as effect modifiers of the relationship between migrant status and job stressor exposure. Results In the unadjusted analysis, only migrant workers from Non-English-speaking countries (Non-ESC-born) had significantly lower skill discretion and job complexity than Australia-born workers (−0.29, 95% CI: −0.56; −0.01); however, results from fully adjusted models showed that all migrant groups, except migrant workers from Main-English-speaking countries, had significantly lower skill discretion and job complexity than Australia-born workers (overseas-born workers, −0.59, 95% CI: −0.79; −0.38; Non-ESC-born, −1.01, 95% CI: −1.27; −0.75; migrant workers who had arrived ≤5 years ago, −1.33, 95% CI: −1.94; −0.72; arrived 6–10 years ago, −0.92, 95% CI: −1.46; −0.39; and arrived ≥11 years ago, −0.45, 95% CI: −0.67; −0.22). On the contrary, the unadjusted model showed that migrant workers had higher decision authority than Australia-born workers, whereas in the fully adjusted model, no difference in decision authority was found between migrant workers and Australia-born workers. Effect modification results showed that as educational attainment increased, differences in skill discretion and job complexity between Australia-born workers and Non-ESC-born migrants progressively increased; whereas Non-ESC-born migrants with postgraduate degree showed significantly lower decision authority than Australia-born workers. Conclusions This study suggests that skill discretion and job complexity but not decision authority is associated with migrant status. Migrants with high educational attainment from Non-English-speaking countries appear to be most affected by lower skill discretion/job complexity and decision authority; however, differences in skill discretion and job complexity attenuate over time for Non-ESC-born migrants, consistent with an acculturation effect. Low skill discretion and job complexity, to the extent that it overlaps with underemployment, may adversely affect migrant workers’ well-being. Targeted language skill support could facilitate migrant integration into the Australian labour market.
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Nicoladis, Elena, and Safi Shirazi. "Hand Preference in Adults’ Referential Gestures during Storytelling: Testing for Effects of Bilingualism, Language Ability, Sex and Age." Symmetry 13, no. 10 (September 24, 2021): 1776. http://dx.doi.org/10.3390/sym13101776.
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Previous studies have shown that gestures are mediated by the left hemisphere. The primary purpose of this study was to test whether most gestures are also asymmetrical, i.e., produced with the right hand. We also tested four predictors of the degree of right-hand gesture use: bilingualism, language ability, sex, and age. These factors have been related to differences in the degree of language lateralization. English monolinguals, French–English bilinguals, and French monolinguals watched a cartoon and told the story back. For the gestures they produced while speaking, we calculated the percentage produced with the right hand. As predicted, the majority of gestures were right-handed (60%). Bilingualism, language ability, and age were not significantly related to hand choice in either English or French. In English, males tended to produce more right-handed gestures than females. These results raise doubts as to whether hand preference in gestures reflects speech lateralization. We discuss possible alternative explanations for a right-hand preference.
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Urdarević, Iva. "Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia." Student Niepełnosprawny. Szkice i rozprawy, no. 19(12) (December 10, 2019): 155–67. http://dx.doi.org/10.34739/sn.2019.19.13.
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This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.
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Fernández Domínguez, Jesús. "A diachronic-synchronic review of gender in English." Revista Alicantina de Estudios Ingleses, no. 20 (November 15, 2007): 45. http://dx.doi.org/10.14198/raei.2007.20.03.
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Why does man occur more frequently in the English language than woman does? Has the expression of gender evolved through the centuries or is it a non-changing linguistic universal? To what extent are inflections and word-formation processes able to convey gender in present-day English? This paper reviews a number of questions which have raised interest among scholars for many years, and which can now be reconsidered from a 21st-century perspective. To this end, the expression of gender is examined and illustrated from Old English to contemporary English to observe the alternatives which language provides and the differences in each of the periods covered. This allows taking a broad view of the state of the art, which seems necessary for an understanding of how biological sex can be expressed in the English language.
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Joshi, Suresh, Santosh Jatrana, and Yin Paradies. "Are Immigrants More Physically Active Than Native-Born Australians and Does it Changes Over Time? Evidence From a Nationally Representative Longitudinal Survey." Journal of Physical Activity and Health 14, no. 2 (February 2017): 145–54. http://dx.doi.org/10.1123/jpah.2016-0002.
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Background:We investigated the differences and over time changes in recommended physical activity among foreign-born (FB) from English speaking countries (ESC) and non-English speaking countries (NESC) relative to native-born (NB) Australians, and whether the association between nativity and duration of residence (DoR) and physical activity is mediated by English language proficiency, socioeconomic status and social engagement/membership.Methods:This study applies multilevel group-meancentered mixed (hybrid) logistic regression models to 12 waves of longitudinal data (12,634 individuals) from the Household, Income and Labor Dynamics in Australia survey with engagement in physical activities for more than 3 times a week as the outcome variable.Results:Immigrants from ESC had higher odds of physical activity, while immigrants from NESC had significantly lower odds of physical activity than NB Australians, after adjusting for covariates. There was no evidence that these differences changed by DoR among immigrants from NESC, whereas ESC immigrants had higher odds of physical activity when their DoR was more than 20 years. We also found a mediating role of English language proficiency on immigrants physical activities.Conclusion:Appropriate health promotion interventions should be implemented to foster physical activities among NESC immigrants, considering English language proficiency as an important factor in designing interventions.
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Bryła-Cruz, Agnieszka. "The gender factor in the perception of English segments by non-native speakers." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 103–31. http://dx.doi.org/10.14746/ssllt.2021.11.1.5.
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The aim of the paper is to present the findings of an empirical study which contributes to the ongoing research into gender effects on second language acquisition by exploring a biological influence on L2 pronunciation learning. One of the most frequent arguments used to vindicate single-sex education is that there are substantial sensory and perceptual differences between males and females which rationalize gender-specific teaching methods and gender-segregation at schools. The present study provides some preliminary insights into the perception of selected phonetic contrasts by Polish secondary school learners with the aim of investigating gender-based similarities and differences in the accuracy of sound recognition by males and females. The findings suggest that a commonly cited female advantage in acquiring L2 pronunciation cannot be attributed to their superior phonetic perception, as male participants performed equally well and identified the same number of English segments correctly.
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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 6.1–6.17. http://dx.doi.org/10.2104/aral0706.
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Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.
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Nakahara, Masumi, and Paul Black. "How I survived as an overseas teacher of Japanese in Australia." Australian Review of Applied Linguistics 30, no. 1 (2007): 6.1–6.17. http://dx.doi.org/10.1075/aral.30.1.04nak.
Full textAbstract:
Languages education, or what has been called the study of languages other than English (LOTE), seems to involve a paradox in Australia. It is supposed to promote cultural enrichment and intercultural understanding, and yet the process of becoming a qualified language teacher tends to be intolerant of the cultural differences of overseas born and educated speakers of these languages. This is clear from an increasing body of literature on the difficulties experienced by overseas educated language teachers, which we review in the first half of this paper. Since this raises questions on how such teachers survive in Australia, we then present an introspective study of the experiences of the first author, including the circumstances that brought her to Australia, the difficulties she faced in teacher training and as a newly employed teacher, and the factors that enabled her to cope and eventually succeed. Her experiences highlight the particular importance of supportive supervisors and colleagues, thus suggesting a valuable role for mentoring.
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Mufeedeh Khader Ibrahim Bashayreh, Mufeedeh Khader Ibrahim Bashayreh. "The role of English language teachers in providing students with self-learning skills from school principals Perspective in Ajloun Governorate: دور معلمي اللغة الإنجليزية في إكساب الطلبة مهارات التعلم الذاتي من وجهة نظر مديري المدارس الحكومية في محافظة عجلون." مجلة العلوم التربوية و النفسية 6, no. 16 (April 30, 2022): 84–95. http://dx.doi.org/10.26389/ajsrp.f041021.
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This Study aimed to identify the role of English language teachers in providing students with self-learning skills from school principals perspective in Ajloun Governorate, the researcher used the descriptive approach, and the study Sample consisted from (85) Female and male of school principals, chosen randomly, to collect data Questioner used, which consisted (20) paragraph. The result of SPSS analysis shown that the degree of the role of English language teachers in providing students with self-learning skills from school principals perspective in Ajloun Governorate was moderated with average (3.48 out of 5) , The finding also showed there is no statistically significant differences at (α≤0.05) refers to principals sex (male and female). In addition, there were statistically significant differences refers to principal's years of experience in favor of (10 years and more). The study recommended activating self-education in schools in Ajloun Governorate, especially in English language lessons, and providing tools, requirements and programs for the application of self-education.
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Ata, Abe W. "Knowledge, Education, and Attitudes of International Students to IELTS: A Case of Australia." Journal of International Students 5, no. 4 (October 1, 2015): 488–500. http://dx.doi.org/10.32674/jis.v5i4.410.
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The main objective of this study is to determine the knowledge, education and attitudes of Chinese, Indian and Arab speaking students in Australia towards the International English Language Testing System (IELTS) test. A questionnaire was administered to 200 students at six university language centers to investigate their overall response towards the four components of the IELTS test i.e. listening, reading, writing, and speaking. It was hypothesized that having positive or negative attitudes toward a certain language can exert considerable effect on the learners’ performance on a language test. The effect of variables such as testing environment, test rubric, and broader demographic factors on attitudes of the three national groups were investigated. Significant differences were found on students’ misconceptions of language learning, motivation and the degree to which it may have hindered their progress in attaining language skills.
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Adamenko, Olga, and Olga Klymenko. "Communicative Behavior via Gender Identity (Based on the English language “Love Stories”)." PSYCHOLINGUISTICS 27, no. 2 (April 12, 2020): 44–70. http://dx.doi.org/10.31470/2309-1797-2020-27-2-44-70.
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The focus of the paper concerns the specific features of characters’ communicative behavior via gender identity. This study deals with two types of correlation and interaction between real and fictional text-creating subjects: the gender identity of the author and the image created in the literary text.
The research procedure is based on the discourse analysis. The study proves the influence of psychological and socio-cultural factors on speech organization. Due to the combination of content- and elements of intent-analysis the author’s pragmatic intentions in the communicative process are identified. The main findings of this paper are based on the theoretical basis of gender-specified communicative behavior study and the statistical data analysis.
As a result of the research the specific features of gender communicative style are defined. Besides it is claimed, that taboo words differentiate basic features of male and female speech. The further analysis of non-literary vocabulary proves that gender stereotypes in female-written novels determine the choice of language means for the creation of an ideal male and female image: neglect of moral rules (domination of taboo words provoking conflict and rivalry) or compliance of communicative norms (a rare usage of derogatory vocabulary, communication aimed at cooperation and interaction). Gender differentiation of taboo lexicon in male-written novels argues the conventional stereotype of using taboos mainly by men. The research paper represents the differences in male and female speech, connected with the phenomenon of gender stylization. It proves that style imitation of stereotypical features in the opposite-sex speech occurs in two directions: female authors imitate the masculine communicative style of characters by the domination of taboo words, whereas male authors imitate the feminine communicative style by softening expressions of both-sex characters.
Thus, in conclusion the study reveals imitating and identifying features of the author’s natural gender identity, such as domination of taboo words like “damn” and “hell” in opposite-sex communication in male-written novels unlike communicative behavior of male and female characters in the novels written by women.
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Robinson, David L., Jaafar Behbehani, and Mumtaz Shukkur. "Sex, Temperament, and Language-Related Differences in Examination Performance: A Study of Multiple-Choice and Written-Answer Tests." Psychological Reports 85, no. 3_suppl (December 1999): 1123–34. http://dx.doi.org/10.2466/pr0.1999.85.3f.1123.
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Arousability theory of Robinson predicts sex differences in temperament and in verbal ability and cognitive processing. Related hypotheses were tested in a sample of 73 Kuwaiti 3rd-year medical students by analysis of data obtained from administration of the Eysenck Personality Questionnaire and from questions requiring written answers or multiple-choice answers in an examination in psychology. Principal components analysis yielded a large sex difference in word production and indicated that variance of written answers loaded on two uncorrelated “linguistic” and “knowledge/cognition” components. Sex differences in temperament were also manifest but these contributed little to the observed differences in examination performance. Statistical tests indicated no sex difference in multiple-choice performance, but the women produced more words than the men and did better on the written-answer questions. In addition, there were substantial and statistically significant correlations between word production and performance on both types of test. The results confirmed predictions from arousability theory that the multiple-choice questions provided a more equitable basis than short written answers for examining classes of men and women in medical school. Written answers for questions could penalise students who are shown to be less proficient in the use of English as a second language.
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Goodrich, Ezra, Matthew Vopat, Jordan Baker, Armin Tarakemeh, Kim Templeton, Mary K. Mulcahey, Paul Schroeppel, Scott Mullen, and Bryan G. Vopat. "Sex-Specific Differences Following Lateral Ankle Ligament Repair." Foot & Ankle Orthopaedics 7, no. 1 (January 2022): 2473011421S0021. http://dx.doi.org/10.1177/2473011421s00210.
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Category: Ankle; Sports Introduction/Purpose: Chronic ankle instability is a common condition that can be treated with lateral ankle ligament repair. These procedures have a reported success rate greater than 85% in the literature, but little has been reported about the differences in postoperative outcomes between males and females. The purpose of this study was to evaluate sex-specific outcomes following lateral ankle ligament repair. Methods: In this systematic review and meta-analysis, we utilized Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) criteria to search for articles on electronic databases. Inclusion criteria consisted of English-language, in-vivo clinical studies, mean follow-up of at least one year, sex-specific evaluation of outcomes, and study participants who underwent primary lateral ligament repair. Functional postoperative outcomes for males and females were recorded and statistically analyzed. Results: Out of 2,768 studies, eight (0.29%) met inclusion criteria and were analyzed in this review. These studies included 631 patients (409 males [65%] and 222 females [35%]) who underwent primary lateral ligament repair for ankle instability. There was no statistically significant difference between males and females in terms of Karlsson scores (93.5 +- 1.6 for males, 92.7+- 2.3 for females, P =.1582) or American Orthopaedic Foot & Ankle Society (AOFAS) scores (90.44 +- 4.82 for males, 90.19 +- 3.54 for females, P =.1586). Postoperative success was defined as a 'good' or 'excellent' Karlsson score (>81), and success rate analysis revealed no statistically significant difference between males and females (86% +- 7.1% for males, 87% +- 3.5% for females, P =.9374). Conclusion: There was no difference in postoperative mean Karlsson scores, AOFAS scores, or success rates between males and females who underwent primary lateral ankle ligament repair. This surgical procedure appears to have comparable outcomes in both sexes; however, more research is warranted to further assess the impact of patient sex on postoperative outcomes.
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Kashiwa, Mayumi. "Visualizing language learning environments beyond the classroom in study abroad." Study Abroad Research in Second Language Acquisition and International Education 7, no. 2 (October 3, 2022): 240–72. http://dx.doi.org/10.1075/sar.21003.kas.
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Abstract Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.
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Smythe, Ian, John Everatt, Éva Gyarmathy, Connie Suk-Han Ho, and John A. Groeger. "Short-term memory and literacy:A cross-language comparison." Educational and Child Psychology 20, no. 3 (2003): 37–50. http://dx.doi.org/10.53841/bpsecp.2003.20.3.37.
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AbstractChildren with literacy acquisition deficits in English, Hungarian and Chinese were compared with normally achieving peers on a series of short-term memory tasks. Good and poor literacy groups in each language cohort were matched on age, sex ratio, educational background and non-verbal reasoning; however, they differed on measures of spelling and reading. Results indicated that differences between the literacy ability groups in the short-term memory tasks varied according to language background. Specifically, in contrast to their matched peers, poor English literacy learners showed deficits in verbal-based tasks requiring memory for phoneme strings with and without a lexical entry and that loaded onto central executive processes. Poor Hungarian literacy learners, however, presented evidence of memory deficits that were specific to verbal material that did not possess a lexical entry (non-words). In contrast to both alphabetic cohorts, Chinese character learners showed little evidence of differences between good and poor learners in verbal areas, but did so when the retention of a sequence of abstract visual items was required. The paper includes discussions of models of memory and literacy as well as the implications these findings have for assessing different areas of cognitive functioning among learners from different language backgrounds.