Thèses : « Australia Languages »

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Robson, Stephen William. « Rethinking Mabo as a clash of constitutional languages / ». Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070207.131859.

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Rubino, Antonia. « From trilingualism to monolingualism : a case study of language shift in a Sicilian-Australian family ». University of Sydney, 1993. http://hdl.handle.net/2123/1614.

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Doctor of Philosophy
This thesis analyses language shift in a Sicilian-Australian family, from the parents' use of three languages: Sicilian, Italian and English, to the children's almost exclusive use of English.

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Kumar, Manoharan. « Genomics, Languages and the Prehistory of Aboriginal Australia ». Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405626.

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When European settlers first arrived in Australia in 1788, Aboriginal Australians, or Traditional Owners, spoke more than 250 languages. Indigenous Australian languages are now broadly categorised into two groups: Pama-Nyungan (PN) and Non-Pama-Nyungan (NPN) languages. PN speakers traditionally inhabited more than 90% of the land mass of mainland Australia, whereas NPN speakers traditionally occupied only 10% of the land area, and this was in the far northwest of the continent. The NPN language group in particular shows very high linguistic diversity. Studies of nuclear DNA variation can provide valuable information on population polymorphism, structure, and demographics such as expansion, settlement and to date, there have been no such studies on NPN populations. Hence, population genetic studies are important to understand the genetic structure and history of NPN speaking populations. To understand the settlement of NPN language speakers in Australia and their genetic relationship with PN speakers, I undertook a comprehensive population genetic analysis of Aboriginal Australians across the continent. I obtained 56 samples with approval of Aboriginal Australian Elders from six different regions of the country, including Groote Eylandt Island (Anindilyakwa language speaker; NPN), Mornington Island (where Lardil, Kaidal and Yangkaal language speaker; NPN), northeast Arnhem Land (Yolngu language speakers; PN) and Normanton (Gkuthaarn/Kukatj language), Cairns (Gunggandjii) and Stradbroke Island (Jandai language speakers; PN). I performed whole genome sequencing with coverage (30-60X) and population genetic analysis of individuals representing three PN-speakers from three locations and four NPN-speaking populations from two locations. The 56 new genomes reported here were combined with previously published whole genome sequences of contemporary (100) and high coverage (5X) ancient (4) individuals to understand maternal and paternal ancestry, as well as nuclear genetic diversity. Mitochondrial DNA analyses revealed that Aboriginal Australians comprise four major haplogroups. These comprised N and S haplogroups that are unique to Aboriginal Australians while P, M haplogroups are shared with their neighbours from Papua and South East Asia. Phylogenetic analysis of whole mitochondrial genomic sequences showed NPN and PN speakers have shared ancestry within Australia and outside Australia, prior to European settlement. Analysis of Y-Chromosome haplogroups showed that NPN language speakers from Gulf of Carpentaria Island regions and PN speakers (Yolngu) from northeast Arnhem land have experienced very little admixture with Europeans since they arrived. However, Y-Chromosome marker from individuals belong to Stradbroke Island and Normanton showed that 90-100% of samples have European and East Asian ancestry. In addition, Y-Chromosome sequences from the Arnhem Land region showed that members of the Yolngu speaking population have a higher level of shared male ancestry with NPN speakers from Groote Eylandt and Mornington Islands than with other PN populations. Analyses of nuclear whole genome data, including PCA, ADMIXTURE & Out-group F3-statistics, revealed that NPN have distinct ancestry shared among NPNs. In addition, genetic analysis shows that PNs are the closest population to NPNs. This suggests that Australia were likely colonised by a single founder population. Furthermore, Nuclear analysis of PN speaking Arnhem Land population show that they are more closely related to NPN speakers than any other PN speakers in Australia. This is owing to the geographical proximity between these populations than their linguistic relatedness. Finally, the above 56 Aboriginal Australians samples were used to address the intriguing hypothesis, first proposed by Thomas Henry Huxley in 1870, that a close genetic relationship exists between the Indigenous peoples of Australia and India. To investigate this hypothesis, I sampled 14 genomes from South Asia and sequenced these to 30X coverage. These were compared to 160 Aboriginal Australian genomes which comprised newly sequenced (56) and previously published modern (100) together with ancient (4) samples. Population genetic analysis revealed that Aboriginal Australians do have Indian ancestry, ranging from 1-7%. However, due to the low proportion of Indian ancestry in a very few individuals I could not further confirm the potential Holocene migration from India to Australia. Future studies based on more modern and ancient Aboriginal Australian genomes could help to confirm or reject the hypothesis. The datasets presented in this thesis provide new knowledge about Aboriginal Australians including insights into their uniparental sequence ancestry, as well as genetic structure and settlement of NPN language speakers. These results will be invaluable for future research on contemporary Aboriginal Australians and will provide important implications for the identification of unprovenanced remains from regions across Australia.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Environment and Sc
Science, Environment, Engineering and Technology
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Clendon, Mark. « Topics in Worora grammar ». Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phc627.pdf.

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Bibliography: leaves 526-532. A description of the grammar of Worora, a language from the north west Kimberley region of Western Australia, proceeds along pedagogical lines. Introducing the speakers of Worora and their history and society, and the nature of the land in which they used to live, as well as to the manner and circumstances in which this account came to be written; describing in outline six important lexical categories, essential to a basic understanding of the grammar.

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Schiavon, Sara <1994&gt. « Aboriginal and Torres Strait Islander Languages Education in Australia. The importance and limits of teaching Australian Indigenous languages in schools ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18689.

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Questa tesi tratta l’importanza e i limiti dell’educazione delle lingue Aborigene e dello Stretto di Torres nelle scuole in Australia. Le lingue Indigene in Australia hanno una storia difficile, fatta di privazioni che ne misero in pericolo la sopravvivenza. Negli scorsi decenni le lingue Aborigene sono state messe in risalto, in modo da salvarle dalla loro estinzione. Diversi programmi incoraggiano il loro insegnamento nelle scuole, tuttavia non c’è ancora una politica che lo regoli a livello nazionale. La prima parte della tesi si focalizza sulla condizione delle lingue Aborigene in Australia e sulla loro storia recente, così come sulle politiche e tattiche pedagogiche efficaci. Nella seconda parte, la ricerca si focalizza su due interviste con due insegnanti coinvolti nell’insegnamento delle lingue Aborigene, L’obiettivo è di portare alla luce l’importanza dell’introduzione delle lingue Indigene a scuola, e i limiti che le esperienze denotano. Le interviste sono state analizzate e confrontate in modo da evidenziare i diversi aspetti delle due esperienze. Entrambi gli intervistati valutano positivamente gli effetti che l’introduzione delle lingue Aborigene nelle scuole ha sugli studenti e le comunità. Tuttavia gli ostacoli non mancano e riguardano maggiormente la motivazione, la mancanza di politiche adeguate e la formazione degli insegnanti. Inoltre, entrambi concordano sulla necessità di una maggiore regolazione dell’insegnamento delle lingue Aborigene nelle scuole, cominciando dalle politiche, che faciliterebbero gli insegnanti e le comunità a creare programmi linguistici più efficaci.

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Liando, Nihta V. F. « Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia / ». Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Amery, Rob. « A new diglossia : contemporary speech varieties at Yirrkala in North East Arnhem land ». Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132957.

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This subthesis is concerned with one aspect of the sociolinguistic situation at Yirrkala in N.E. Arnhem Land. In particular I shall be looking at the role and structure of a contemporary dialect of Yolngu Matha, Dhuwaya or so called "Baby Gumatj" in relation to other clan dialects. The main purpose of choosing this thesis topic is to lay some linguistic groundwork for the making of an informed decision in regard to the use of Dhuwaya within the bilingual program at Yirrkala Community School. If it is decided to employ Dhuwaya in the earlier grades (which appears to be the case), then guidelines are needed to determine which Dhuwaya forms should be employed. Adult language should be employed to serve as a model. Thus criteria are presented for choosing adult forms in preference to developmental forms. By undertaking research into Dhuwaya, I am not trying to encourage the use of Dhuwaya in any way. On the contrary, by establishing the ways in which Dhuwaya differs from clan languages and by making these differences explicit, any formal language programs undertaken in the school or in the community in the future may utilize these findings. This then would facilitate clan language acquisition by the younger generation. I use the title R New Diglossio in two senses : a) Yirrkala is a diglossic situation not previously described and is a departure from the diglossia originally defined by Ferguson (1959). b) The diglossic situation at Yirrkala appears to have been a recent development and is in fact s till in the making. In this sense it is a new diglossia chronologically. See Section 4.4 for explication. This study is by necessity a somewhat cursory overview. As a Balanda (white Australian) without having previous exposure to Top End Northern Territory communities or to Aboriginal languages of N.E. Arnhem Land3, data collection and transcription proved extremely difficult. This was especially the case because Dhuwaya is a highly stigmatized language variety at Yirrkala. This preliminary study points to the need for an in-depth longitudinal sociolinguistic study. Such a study should prove valuable in understanding issues of language maintenance within the bilingual program at Yirrkala Community School and for educational policies in the isolated homeland centres. Brief chapter summaries are as follows: CHAPTER 1 provides background material including: a) historical, b) sociological and c) linguistic, relevant to the study of Dhuwaya and its sociolinguistic context. Methodology and approach is outlined in 1.6. There are three varieties, Baby Dhuwaya, Deuelopmental Dhuwaya and Rdult Dhuwaya, all subsumed by the labels Dhuwaya or “Baby Gumatj" in common usage. These three varieties have separate identifiable phonological and morphological features. CHAPTER 2 outlines and discusses phonological features of Dhuwaya and makes comparisons between Baby Dhuwaya, Developmental Dhuwaya and Adult Dhuwaya phonology. CHAPTER 3 discusses morphological features of Adult Dhuwaya relative to a) clan dialects and b) Developmental Dhuwaya. Dhuwaya is characterized by specific morphological rules applying to dialect sensitive morphemes; rules which take into account the dialect differences between Dhuwal and Dhuwala dialects. CHAPTER 4 discusses the differences between the three varieties of Dhuwaya and the rationale for differentiating between them. Baby Dhuwaya is a restricted register demonstrating universal characteristics of Baby Talk registers whilst Developmental Dhuwaya is a maturational or child language variety illustrating features typical of developmental varieties universally. Although Developmental Dhuwaya as spoken by very young children shares many features in common with Baby Dhuwaya, there are s till important differences remaining. Adult Dhuwaya functions as a communilect or common language for the younger generation, but belongs specifically to Yirrkala and its homelands. The Yirrkala situation is quite different to other Yolngu communities in N.E. Arnhem Land (e.g. Galiwin’ku where a clan language Djambarrpuyngu has become the communilect.) At Yirrkala Dhuwaya functions as the L (Low) variety in a diglossic situation, where multilingualism is the norm. CHAPTER 5 summarizes the linguistic findings and in the light of these and other sociolinguistic evidence discusses various theories on the origin of Dhuwaya. It differs from other Yolngu Matha dialects in much the same way linguistically as these dialects differ from each other. I conclude that the most likely theory is that Dhuwaya has developed by means of koineization of Eastern Dhuwala/Dhuwal Baby Talk or ‘motherese' and developmental varieties. Dhuwaya is structurally and functionally an almost prototypical koine language variety. The implications for sociolinguistic theory, of this unique diglossic situation in North East Arnhem Land, are discussed briefly. CHAPTER 6 discusses the implications of these findings for the future in terms of a) language maintenance and b) the Yirrkala Community School bilingual education program. I conclude that the linguistic differences between Dhuwaya and other Dhuwala/Dhuwal dialects are really quite minimal. Should the community agree to the use of Dhuwaya in the earlier grades in the school, I am suggesting specific recommendations as to the variety of Dhuwaya to be employed. Adult Dhuwaya forms are better employed and I present criteria for differentiating adult forms from developmental and Baby Talk forms. Several sample texts, chosen for their exemplification of different varieties of Dhuwaya, are included in an appendix.

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Nical, Iluminado C. « Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines ». Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.

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Johnson, Edward. « Karajarri sketch grammar ». Thesis, University of Sydney, 1992. http://hdl.handle.net/1885/277329.

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This thesis is a reference ( or sketch) grammar of Karajarri, an Australian Aboriginal language. As such, there is no attempt to be fully comprehensive at any point, but rather to provide a broad overview of the grammar of the language. I have chosen, however, to include in the study a more detailed analysis of one aspect of the language, namely the case-marking system (based on a framework developed by Dench and Evans 1988). This overview may be a basis for further research into particular aspects of the language. The reference grammar style of this study will also be of use in understanding the texts of Karajani which already exist from past work. The analysis is based on previous work done on Karajarri, as well as a period of field research in June 1992.

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Bungey, Leith Joy. « The importance of languages other than English to Western Australia ». Thesis, Bungey, Leith Joy (1996) The importance of languages other than English to Western Australia. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51511/.

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This thesis describes the lack of official support for the teaching and learning of languages other than English (LOTE) in Western Australian schools and gauges community attitudes towards LOTE as well as the degree of appreciation of their sociological and economic importance to Western Australia. LOTE’s socio-economic significance is explained from the perspectives of enhancing communicability and maximising understanding between English background Australians and non-English speaking people, and promoting Western Australia’s tourism, trade, industry, and international relations. Primary sources of information including reports, records and media articles concerning events and government policies are examined, and survey results and interviews are analysed to discover the extent of recognition of the value of LOTE. Historical accounts provide secondary material. The study demonstrates a proportional decline in LOTE enrolments in Western Australian schools. A certain residual xenophobia accounts for some of this deterioration but the major cause is official action which militates against the learning of LOTE. Such action includes the University of Western Australia abolishing its LOTE entry prerequisite, the Education Department of Western Australia implementing the Achievement Certificate and the Unit Curriculum, state government tardiness, federal government processes and an emphasis on vocational education. The attitudes of students, parents and teachers towards LOTE were surveyed to determine the degree of community support for learning LOTE. It was found that although the community recognises the importance of LOTE to this state and partly supports their compulsory study, students are deterred from learning LOTE by the difficulties inherent in the Unit Curriculum, and by the belief that studying a LOTE detracts from a high tertiary entrance score. This research found that the government effects no real measures to promote LOTE. The thesis concludes that languages other than English are a highly desirable part of education. Government commitment by way of appropriate funding to train and employ LOTE teachers, and to alleviate administrative problems, and official promotion of the benefits of LOTE study, are necessary to integrate LOTE into the curriculum and to increase student enrolments.

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Ogilvie, Sarah. « The Morrobalama (Umbuygamu) language of Cape York Peninsula, Australia ». Thesis, Canberra, ACT : The Australian National University, 1994. http://hdl.handle.net/1885/110346.

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This partial-Masters thesis describes Morrobalama, a highly endangered Australian Aboriginal language belonging to the Pama-Nyungan family. Originally spoken in Princess Charlotte’s Bay on the eastern coast of Cape York, its speakers were forcibly displaced from the region in the early 1960s and made to live with eight other tribes in a region 500 miles further north. Although Morrobalama is a socially marginalized language in Australia, it is important linguistically because it displays atypical features. Most notable is its phonemic inventory which is unusually large and includes sounds which are rare in Australian Aboriginal languages, e.g. fricatives, prestopped nasals, voicing contrasts, and a system of five vowels that contrast in length. Morrobalama’s morphology is not dissimilar from other Pama-Nyungan languages: it displays pronominal cross-referencing and a split-ergative system (nouns operate in an absolutive/ergative paradigm, while pronouns are nominative/accusative). Pronouns have three numbers – singular, dual, and plural – and distinguish inclusive and exclusive in first-person dual and plural. They can occur both independently or bound

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Refatto, Antonella 1967. « Contact phenomena between Veneto, Italian and English in the third generation in Australia ». Monash University, Dept. of Linguistics, 2002. http://arrow.monash.edu.au/hdl/1959.1/7734.

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Woo, Lai W. « Australia as other in Singapore's media ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/888.

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Since the late eighteenth century, the Western observation of the East has been based on shared ontological and epistemological assumptions made by the West of the East as different and as the "Other''. Said's concept of Orientalism revolutionized Western understanding of non-Western cultures by showing how Western projected images shaped the Occidental view of the Orient. Although much has been written about the West's perception of the East as "Other'' (Eg. Said and Schirato), to date, little has been written dealing with the West from, the "Eastern" viewpoint. This thesis will examine the concepts of Orientalism (the perception of the Orient as Other) and Occidentalism, which Yao views as Orientalism in reverse, and apply it to the study of Australian I Singapore relations. It will specifically look at the way in which Australia is reported in Singapore's main English newspaper, The Straits Times. Australian events are perceived to be of importance not only to the Singaporean reader but to Australian/Singapore relations. Although the notion of the "Other" can mean different things to different people., I have chosen, for the purpose of this thesis to use Said's definition, which has to do with Western perception of the East as Other. The principle question that arises from the situation of Othering is, quite simply, why does The Straits Times, and by implication the Singapore government, choose to "Other" Australia in a remarkably consistent manner?

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O'Shannessy, Carmel. « Language contact and children's bilingual acquisition learning a mixed language and Warlpiri in northern Australia / ». Connect to full text, 2006. http://hdl.handle.net/2123/1303.

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Thesis (Ph. D.)--University of Sydney, 2006.
Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Includes bibliographical references. Also available in print form.

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Simard, Candide. « The prosodic contours of Jaminjung, a language of northern Australia ». Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/the-prosodic-contours-of-jaminjung-a-language-of-northern-australia(92bf490a-9844-415b-afd6-52d6ca5667b4).html.

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This thesis is a description of the prosodic patterns in Jaminjung, a language spoken in the Victoria River District in the Northern Territory of Australia. It is a quantitative and qualitative examination of the features associated with the intonational phenomena in Jaminjung. It is based on the idea that, while some aspects of prosody may be universal, each language has its unique characteristics. In this study I will make use of the PENTA model of intonation, a recent development that places communicative functions and articulatory constraints at the core of prosody, thus providing a clear explanation of prosodic phenomena, linking phonetics to semantics. The analyses are based on carefully selected representative tokens of the speech used in specific communicative situations by the Jaminjung speakers from recordings of spontaneous speech. The features associated with the grouping function, that is, in the demarcation or organization of a string of words (or rather syllables) into chunks, are examined. Four main prosodic constituents are recognized: the prosodic word, the phrasal constituent, the intonation unit, and the prosodic sentence. They are distinguished at their left boundaries by pitch resets which increase from unit to unit. The larger constituents are cued at the right edge with F0 lowering and syllable lengthening, cues associated with finality in many languages. The encoding parameters of some major information structural categories, topic and focus and contrast are investigated. A prominence is usually perceived on the first syllable in the focus domain. A [fall] pitch target is associated with this syllable; it is also marked by wider pitch excursions and longer durations. Topics, for their part, are marked by a [high] target on their initial syllables. The prosodic encoding of topics follows a scale of 'givenness', where more given topics are less marked than less given topics. Contrast in focused arguments and topics is encoded with a [fall] target on the initial syllable and thus share this feature with focus, but they also display a wider pitch excursion on all the syllables. This last feature marks contrast as an independent information structure category from focus and topic. Declaratives, interrogatives and imperatives sentences are all predominantly uttered with a falling contour, however, they are clearly differentiated by pitch register - declaratives use lower reaches, imperatives higher reaches, and interrogatives somewhere in between.

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O'Shannessy, Carmel Therese. « Language contact and children's bilingual acquisition : learning a mixed language and Warlpiri in northern Australia ». Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1303.

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This dissertation documents the emergence of a new language, Light Warlpiri, in the multilingual community of Lajamanu in northern Australia. It then examines the acquisition of Light Warlpiri language, and of the heritage language, Lajamanu Warlpiri, by children. Light Warlpiri has arisen from contact between Lajamanu Warlpiri (a Pama-Nyungan language), Kriol (an English-based creole), and varieties of English. It is a Mixed Language, meaning that none of its source languages can be considered to be the sole parent language. Most verbs and the verbal morphology are from Aboriginal English or Kriol, while most nouns and the nominal morphology are from Warlpiri. The language input to children is complex. Adults older than about thirty speak Lajamanu Warlpiri and code-switch into Aboriginal English or Kriol. Younger adults, the parents of the current cohort of children, speak Light Warlpiri and code-switch into Lajamanu Warlpiri and into Aboriginal English or Kriol. Lajamanu Warlpiri and Light Warlpiri, the two main input languages to children, both indicate A arguments with ergative case-marking (and they share one allomorph of the marker), but Lajamanu Warlpiri includes the marker much more consistently than Light Warlpiri. Word order is variable in both languages. Children learn both languages from birth, but they target Light Warlpiri as the language of their everyday interactions, and they speak it almost exclusively until four to six years of age. Adults and children show similar patterns of ergative marking and word order in Light Warlpiri. But differences between age groups are found in ergative marking in Lajamanu Warlpiri - for the oldest group of adults, ergative marking is obligatory, but for younger adults and children, it is not. Determining when children differentiate between two input languages has been a major goal in the study of bilingual acquisition. The two languages in this study share lexical and grammatical properties, making distinctions between them quite subtle. Both adults and children distribute ergative marking differently in the two languages, but show similar word order patterns in both. However the children show a stronger correlation between ergative marking and word order patterns than do the adults, suggesting that they are spearheading processes of language change. In their comprehension of sentences in both Lajamanu Warlpiri and Light Warlpiri, adults use a case-marking strategy to identify the A argument (i.e. N+erg = A argument, N-erg = O argument). The children are not adult-like in using this strategy at age 5, when they also used a word order strategy, but they gradually move towards being adult-like with increased age.

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O'Shannessy, Carmel Therese. « Language contact and children's bilingual acquisition : learning a mixed language and Warlpiri in northern Australia ». University of Sydney, 2006. http://hdl.handle.net/2123/1303.

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Doctor of Philosophy (PhD)
This dissertation documents the emergence of a new language, Light Warlpiri, in the multilingual community of Lajamanu in northern Australia. It then examines the acquisition of Light Warlpiri language, and of the heritage language, Lajamanu Warlpiri, by children. Light Warlpiri has arisen from contact between Lajamanu Warlpiri (a Pama-Nyungan language), Kriol (an English-based creole), and varieties of English. It is a Mixed Language, meaning that none of its source languages can be considered to be the sole parent language. Most verbs and the verbal morphology are from Aboriginal English or Kriol, while most nouns and the nominal morphology are from Warlpiri. The language input to children is complex. Adults older than about thirty speak Lajamanu Warlpiri and code-switch into Aboriginal English or Kriol. Younger adults, the parents of the current cohort of children, speak Light Warlpiri and code-switch into Lajamanu Warlpiri and into Aboriginal English or Kriol. Lajamanu Warlpiri and Light Warlpiri, the two main input languages to children, both indicate A arguments with ergative case-marking (and they share one allomorph of the marker), but Lajamanu Warlpiri includes the marker much more consistently than Light Warlpiri. Word order is variable in both languages. Children learn both languages from birth, but they target Light Warlpiri as the language of their everyday interactions, and they speak it almost exclusively until four to six years of age. Adults and children show similar patterns of ergative marking and word order in Light Warlpiri. But differences between age groups are found in ergative marking in Lajamanu Warlpiri - for the oldest group of adults, ergative marking is obligatory, but for younger adults and children, it is not. Determining when children differentiate between two input languages has been a major goal in the study of bilingual acquisition. The two languages in this study share lexical and grammatical properties, making distinctions between them quite subtle. Both adults and children distribute ergative marking differently in the two languages, but show similar word order patterns in both. However the children show a stronger correlation between ergative marking and word order patterns than do the adults, suggesting that they are spearheading processes of language change. In their comprehension of sentences in both Lajamanu Warlpiri and Light Warlpiri, adults use a case-marking strategy to identify the A argument (i.e. N+erg = A argument, N-erg = O argument). The children are not adult-like in using this strategy at age 5, when they also used a word order strategy, but they gradually move towards being adult-like with increased age.

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角田, 太作, et Tasaku TSUNODA. « Typological Study of word Order in Languages of the Pacific Region (5) Warrungu (Australia) ». 名古屋大学文学部, 1990. http://hdl.handle.net/2237/9743.

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TSUNODA, Tasaku, et 太作角田. « Typological Study of Word Order in Languages of the Pacific Region (2) Djaru (Australia) ». 名古屋大学文学部, 1989. http://hdl.handle.net/2237/9742.

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

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

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Debela, Nega Worku. « Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia / ». Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

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Wilson, James A. « An analysis of the disincentives to the learning of languages other than English in Australia / ». Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09EDM/09dmw749.pdf.

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Mercieca, Paul. « Teacher attitudes to approaches to teacher education in adult TESOL ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.

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Brink, Karlow Jenny. « Hur fyra gymnasielärare möter ideal och verklighet : En jämförelse mellan främmandespråksundervisning i Sverige och Australien ». Thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86789.

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This degree project shows how four language teachers teach foreign languages with focus oncommunicative competence, and how their vision of teaching correspond to their reality in the classroom. How do they motivate the students in class and are the conditions good enough tohelp the teachers reach the national goals? A teacher’s vision is formed by his or her education and experiences. However, there are a number of factors which can help or hinder a teacher to reach his or her ideal teaching. Among these factors are the curriculum, the preknowledgeof the students and available technical resources. The method used in this thesis is qualitative interviews with two Australian and two Swedish foreign language teachers. This method was chosen in order to give the interviewees the possibility to speak more freely about their vision compared to their reality. The results show that there are more similarities than differences between Sweden and Australia when we look at the teachers’ ideals. There are anumber of factors why the teachers do not reach their ideals. The findings show that it is necessary with adequate teacher training to uphold qualitative language teaching corresponding to continuously changing curriculums. Moreover, the curriculum mentions communicative language teaching more and more today, but the teachers experience difficulties when teaching and evaluating communicative competence. Another important issue is the lack of money and time for starting and maintaining international exchanges.

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Schüpbach, Doris. « Shared languages, shared identities, shared stories a qualitative study of life stories by immigrants from German speaking Switzerland in Australia ». Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2005. http://d-nb.info/990746631/04.

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Niendorf, Matthew John. « 'A Land Not Exactly Flowing with Milk & ; Honey' : Swan River Mania in the British Isles and Western Australia 1827-1832 ». W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1539626984.

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Bednall, James. « Temporal, aspectual and modal expression in Anindilyakwa, the language of the Groote Eylandt archipelago, Australia ». Thesis, Université de Paris (2019-....), 2020. http://www.theses.fr/2020UNIP7029.

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Cette thèse sur l’anindilyakwa, langue gunwinyguan, fournit une analyse empirique de l'expression temporelle, aspectuelle et modale (TAM) dans une langue peu documentée de l'archipel de Groote Eylandt, au nord-est de la région d’Arnhem en Australie.Les objectifs de la thèse sont à la fois descriptifs et théoriques. Le premier objectif est de fournir une description détaillée de certaines des propriétés grammaticales les plus importantes de l'anindilyakwa, en particulier celles liées au groupe verbal. Cet objectif descriptif est enrichi par le deuxième objectif, qui est de contribuer à la recherche dans le domaine de la sémantique et de la pragmatique du TAM (et de leurs interfaces avec la morphosyntaxe) en entreprenant une analyse à fondement théorique de l'expression et de l'interaction temporelles, aspectuelles et modales en anindilyakwa. La principale innovation de cette thèse réside dans la combinaison (i) d'approches théoriques morphosyntaxiques, sémantiques et pragmatiques dans l'étude de l'expression du TAM dans les langues naturelles avec (ii) une approche descriptive de terrain. Le présent travail est une manière de réponse à la double question suivante : comment les langues peu documentées et étudiées éclairent-elles notre compréhension d'un domaine catégoriel général comme le TAM, comment ces, et comment peut-on aborder la documentation de catégories TAM dans un travail de terrain portant sur de telles langues ?L’anindilyakwa est une langue particulièrement intéressante à examiner à cet égard, étant donné la nature polysynthétique et la composition morphologique complexe et combinatoire du verbe. Inflexionnellement, l'expression TAM y est réalisée par la combinaison de deux, voire trois, positions morphologiques discontinues dans le gabarit verbal. En plus de la combinatoire morphologique complexe du gabarit verbal, ce système d'inflexion présente une sous-spécification aspectuo-temporelle conséquente, associée à un syncrétisme généralisé, c’est-à-dire à un manque prononcé de contrastivité dans plusieurs des formes paradigmatiques. L'analyse minutieuse et la compréhension de ces propriétés verbales flexionnelles, par rapport à l'expression du TAM, sont dès lors au coeur de cette thèse.La présente étude sémantique et morphosyntaxique approfondie du système TAM de l'anindilyakwa contribue non seulement à la description de cette langue très peu documentée, mais aussi à notre connaissance des langues peu étudiées (en particulier non européennes) dont le système TAM a fait l’objet d’une étude approfondie. Ceci garantira l’accès des futurs travaux typologiques multilingues sur le TAM à des données plus riches et plus accessibles dans un échantillon plus large des langues du monde
This thesis provides an empirically driven and theoretically informed examination of temporal, aspectual and modal (TAM) expression in Anindilyakwa, an underdescribed and underdocumented Gunwinyguan language of the Groote Eylandt archipelago, north-east Arnhem Land, Australia.The goals of the thesis are both descriptive and theoretical. The first is to provide a detailed description of some of the core grammatical properties of Anindilyakwa, particularly related to the verbal complex. This descriptive goal is linked to, and builds the infrastructure for, the second goal of the thesis: to provide a theoretically-informed examination of temporal, aspectual and modal expression and interaction in Anindilyakwa, thus contributing towards (and building upon) research in the area of TAM semantics and pragmatics (and their interfaces with morpho-syntax). The original contribution of this thesis lies in the cross-section between theoretically-informed morpho-syntactic, semantic and pragmatic approaches to TAM expression in natural languages, and the exploration and examination of this domain in a fieldwork and language documentation setting: how do underdescribed languages inform our understanding of this domain, and how should we approach the documentation of these concepts in the field?Anindilyakwa is a particularly interesting language to examine in this regard, given the polysynthetic nature and complex morphological make-up and combinatorics of the verb. Inflectionally, TAM expression is realised through the combination of (at least) two discontinuous morphological slots of the verb structure. In addition to the complex morphological combinatorics of the verbal structure, this inflectional system displays widespread aspectuo-temporal underspecification, coupled with a widespread lack of contrastiveness in many of the paradigmatic forms (i.e. syncretism). Thus, unpacking and understanding these inflectional verbal properties, with respect to TAM expression, is where the core of this thesis lies.This comprehensive semantic and morpho-syntactic investigation into the TAM system of Anindilyakwa contributes not only to the description of this underdocumented language, but it also bolsters the representation of understudied (particularly non-European) languages that have received detailed TAM study, ensuring that future cross-linguistic typological work on TAM has access to richer data in a wider sample of the world’s languages

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Gaby, Alice Rose. « A grammar of Kuuk Thaayorre / ». Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002486.

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Batt, Deleece A. « The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia ». Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36669/1/36669_Digitised%20Thesis.pdf.

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The aim of this study was to investigate the communicative orientation of classroom interaction in Japanese language lessons that are conducted in the virtual environment of synchronous (real-time) telematics. Specifically, the study examined Japanese telematics classrooms in upper primary and junior secondary schools in Western Australia. This study focused on whether the interaction in the classes studied, evident in the virtual learning mode of telematics was facilitative of second language (L2) acquisition. The form of telematics used in this study was synchronous communication between teacher and students using telephone and computer links, sometimes also referred to as "audiographics". Telematics may also include the use of other communication technologies, such as live interactive television (LIT) however this was not available to all sites in the current study so it was not investigated. The aim of this study is articulated through the research questions: 1. What is the nature of the communicative orientation in upper primary and junior secondary Japanese language classrooms in telematics mode? 2. ls the interaction observed in Japanese language telematics classrooms of the type that promotes L2 acquisition? The first question seeks to identify the relative emphasis placed on interaction and form-focused interaction in the telematics classroom context. The second question identifies whether the features of interaction that SLA researchers suggest promote L2 acquisition are evident in the telematics context. This study uses the term interaction to refer to the type of human-human communicative interaction occurring in L2 telematics classes via the computer/technology that is facilitated by a number of key communicative features of interaction drawn from the second language acquisition (SLA) research. Interactivity on the other hand is used to refer to the human-computer engagement which is technologically facilitated. Subjects in the study were three telematics teachers, with distributed classes across several student receival sites. The study examined descriptive process data collected from Japanese telematics classes in Western Australia via audio and video recordings. The study engaged in a descriptive inquiry using Classroom-Centred Research (CCR) methodology. CCR as a methodology provides evidence about the nature and influence of language instruction and classroom interaction have on L2 acquisition. This study used multi-methods of data collection via four stages: teacher questionnaire, classroom observations of interactions, teacher focus group discussion and follow-up interviews conducted later in the study to confirm the findings. The major analytical tool used was the current version of the Communicative Orientation of Language Teaching (COLT) Observation (1995). The use of this scheme stems from its ability to bring together all of the communicative variables to capture features deemed theoretically and empirically relevant to the L2 classroom. The COLT Observation Scheme also provides a framework for comparing features of discourse in classrooms with features of natural language acquisition considered to be facilitative of L2 acquisition. In this way the extent to which an instructional treatment may be characterised as communicatively orientated can be measured. Both Part A and Part B of the scheme were used. The features and categories in Part A are primarily derived from pedagogical issues identified in the literature on communicative language teaching (CL T). Features and categories in Part B reflect issues in first and second language acquisition. The only modification was an additional investigation of how form was used in the telematics lessons. Although recent studies have recommended improvements to telematics delivery, no other known study has specifically investigated whether the interaction evident in the delivery of Japanese via telematics is of the type that promotes successful L2 acquisition. Through the use of the COLT Observation Scheme, this study was able to capture and measure features of L2 classroom interaction in these telematics environments. The results indicate that there were a number of internal and external variables that influenced the nature of the communicative orientation of telematics classes in this study. In terms of the communicative features of interaction identified in the COLT Observation Scheme as predictors of successful L2 acquisition, a number of these were not strongly evident in the results, for example, use of the target language, interaction in group work, use of extended text, use of authentic resources and student-made materials, reaction to message and clarification request. Pedagogic factors impinging on the communicative orientation of the telematics environment included the highly teacher-centred nature of the telematics context. The use of the computer as a controlling device and the only visual connection also moved teachers further towards a more directive delivery style and greater dependence on using the L 1. Given the recent support for the incorporation of some focus on form into a communicative curriculum, the supplementary focus on form data revealed how the electronic nature of telematics delivery influenced how form was taught and the overuse in some cases of vocabulary games, drilling, substitution and repetition. There was also little evidence of students initiating discourse, negotiating activities or requesting clarification. Students engaged in mainly minimal rather than extended text thus limiting opportunities to experiment with the L2. The communicative orientation of L2 telematics classes in this study was also impacted upon by a number of external factors, such as noise, technical breakdowns and inadequate learning environments at receival sites. The impact of the absence of a two-way human visual connection led to teachers using a more directive style of teaching where "silences" were often filled with teacher talk. Teachers identified this limitation as also limiting opportunities for students to obtain comprehensible input. However, teachers developed useful compensation strategies to overcome some of these limitations such as, using colour on the computer screen and tone of voice to highlight salient features. They also introduced games that promoted interaction between sites. Whilst this study has revealed that some of the communicative features of interaction are evident, a greater number of these features need to become more prominent or more communicative. As well as targeting the technological orientation of the delivery method by adding a human visual connection, this would also involve the careful incorporation of the features that are characteristic of a more communicative approach to L2 acquisition. This study has contributed to the fields of SLA and virtual delivery in a number of ways. It has added to the existing literature base through interfacing the SLA literature with the telematics literature. It has also contributed to a new methodology by taking an existing methodology and methods and applying them to the virtual L2 telematics classroom, in particular, the use of the COLT Observation Scheme in a virtual context. A contribution this study has made to language teaching through telematics lies in a mapping framework that has evolved from the study that aims to bring the type of interaction that occurs in SLA, communicative interaction and telematics closer together. Further research needs to determine how interaction can be more effectively promoted m the telematics and virtual learning environments. It is anticipated that this study will encourage other researchers to further investigate the benefits of a more communicatively orientated intervention which will ultimately lead to positive L2 learning outcomes for all students in telematics environments and the broader virtual learning contexts.

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Paolino, Annamaria. « An interdisciplinary intervention : the potential of the Orff-Schulwerk approach as a pedagogical tool for the effective teaching of Italian to upper primary students in Western Australia ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/557.

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Since the second half of the twentieth century, Italian has been the second language spoken in Western Australia. In the primary school sector, there are over two hundred Italian teachers engaged with primary students. Many Italian teachers also use music/song as a pedagogical tool. The first part of the research examines the extent that music/song is used in primary Italian classes, as well as how and why they are used. The second part of the research centres on the use of the Orff-Schulwerk approach as an integrated music approach to teaching Italian. The research examines the success of a trialled intervention with a group of upper primary Italian language teachers, as well as exploring the support that is required to support Italian as a second language specific to upper primary contexts. The research findings conclude that the novelty of the Orff-Schulwerk approach is considered effective in the teaching and learning of Italian. However, the research also highlights a number of constraints, which need to be addressed if teachers are to provide students with a rich and engaging curriculum.

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Sapinski, Tania H. « Language use and language attitudes in a rural South Australian community / ». Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARM/09arms241.pdf.

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Natolo, Michelle. « Spanish Language Media in Australia : Understanding the Rise and Evolution of Australia's Spanish Language Newspapers ». Thesis, Griffith University, 2018. http://hdl.handle.net/10072/378079.

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As a nation with a strong history of migration, Australia has become a rich multicultural society with an extensive history of migrant and Indigenous media. For migrant communities, community ethnic newspapers created ‘by’ the community ‘for’ the community, are powerful, yet overlooked cultural, informational, and linguistic resources. Community ethnic media are a vital part of multicultural Australia as they assist individuals to find a sense of community, belonging, and place. Media are a crucial space where migrant communities can debate and address issues and events that mainstream media ignores and are important mediums where communities understand themselves and one another. With an infinite number of community ethnic media platforms available from print to broadcast to digital, matters of access, representation and having their audiences’ voice heard and recognised has become more important than ever. Although research examining community ethnic newspapers in Australia has flourished since Gilson and Zubrzycki’s pioneering work on the history and role of Australia’s ethnic media in the 1960s, specific research as to why and how Spanish language newspapers were produced and consumed in multicultural Australia has remained unexamined. In particular, we lack knowledge concerning how Spanish language newspapers are an alternative space in which this invisible heterogeneous migrant community, not only has a voice and space to publish news and information but where it also maintains and promotes the Spanish language and culture. This thesis addresses these knowledge gaps for Australia and elsewhere by examining and discussing the following three themes. First, the emergence and development of print and online Spanish language newspapers in Australia. Second, how the production and consumption of Australia’s Spanish language newspapers influence language, culture, and identity in relation to the past, present, and future. Third, how Spanish language newspapers represent an imagined community, and contribute to a sense of place and belonging amongst community ethnic media producers and consumers. This thesis analyses the results of a three-step study, drawing upon data derived from mixed-methods research. First, a community-based survey of first and second generation Hispanics from Australia’s three largest capital cities — Brisbane, Melbourne, and Sydney — examined the reasons for print and online Spanish language newspaper production and consumption. Second, semi-structured interviews with ethnic press professionals examined the emergence and evolution of the Spanish language press and the significance of the publication-audience relationship. Third, a textual analysis of print and online Spanish language newspapers verified and triangulated data from the community survey and interviews. The analysis of the survey and interview data in this thesis provides insights into whether and how Spanish language newspapers have influenced Australia’s socio-cultural and linguistic landscape. This thesis illuminates our understanding by demonstrating how Spanish language newspapers instil a sense of solidarity via a shared language, experience, and space, not only within the Hispanic sphere in Australia but also within a wider global sphere. The principal finding of this thesis is that despite Australia’s monolingual landscape, the Spanish language press continues to satisfy and maintain the linguistic, informational, and cultural needs of first and subsequent generations of Hispanics. This thesis identifies four key elements in Australia’s Spanish language press. First, a need and market for Spanish language newspapers exists, as Hispanics continue to be under-represented and invisible in the Australian mainstream media. Second, Spanish language newspapers are a cultural and linguistic resource which creates a sense of place and belonging for Hispanics in multicultural Australia. Third, this thesis identifies that Australia’s diverse Spanish-speaking community consumes Spanish language newspapers not only to fulfil their informational and social needs, but to maintain Spanish as a community language, culture, and identity via a collective media space. That is, these newspapers have created an imagined sense of belonging to a pan-ethnic community, despite the community’s diverse national origins and cultural and linguistic heritage. Fourth, digital communication technologies have contributed to the expansion of an imagined community, which has made it easier, cheaper, and faster to maintain and acquire a transnational audience. The findings of this thesis have implications for promoting community ethnic media, language and identity, and the use of digital communication technologies to facilitate community ethnic media opportunities.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Imaeda, Chieko. « Cross-cultural pragmatics : Politeness for the customer in spoken aspects of service in the restaurant in Australian English and Japanese ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/755.

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In listening to members of different cultures, it is possible to feel bad, even while recognising that the speaker is trying to speak politely. Sometimes we do not feel very comfortable with someone else’s speech, even though their expressions might be very polite with the choice of specific linguistic forms to show a high level of formality such as terms of address and specific types of formulaic expression such as ' I (don 't) think ... ' or ' I (don't) believe' . The speaker may be intending to speak politely in a considerate way. But the hearer's reaction may be quite different.

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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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Mirahayuni, Ni Ketut School of Modern Language Studies UNSW. « Investigating textual structure in native and non-native English research articles : strategy differences between English and Indonesian writers ». Awarded by:University of New South Wales. School of Modern Language Studies, 2002. http://handle.unsw.edu.au/1959.4/19068.

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Research into English research articles (RAs) has largely been focused on articles produced by native English writers. This thesis aims to investigate the textual structure of research articles written by non-native English writers, which may contribute to their acceptance for international publication. A comparison is made between RAs written by native English speakers, Indonesian writers writing in English, and Indonesian writers writing in Indonesian, all in the field of Language and Language Teaching. It explores the relation of text's generic structure, context and linguistic realization. The thesis develops a framework for the generic structure analysis based on Swales' CARS model of moves. A complementary analysis using Systemic-Functional Linguistics' (SFL) approach to texture, namely, text's method of development and structure of information, is conducted to further reveal the textual strategies of the different groups. The findings indicate significant differences in both forms and functions of textual strategies between the native and non-native texts. The differences may partly be due to the influence of writing practices in the non-native writers' first language and partly to the writer's attempt to find an appropriate format in the absence of well-established research writing conventions in the first language. Consequently, non-native English texts may show textual features and organising strategies unfamiliar to both the native English and native Indonesian texts. Findings from the research highlight two issues. First, formal and functional differences of generic structure elements and their realizations between the native and non-native English texts may disadvantage the non-native writers, particularly with regards to employment of unfamiliar organizational strategies. Second, besides knowledge of formal generic structure, more importantly, non-native English writers need to acquire the knowledge of the nature of scientific writing in English in order to achieve full control of the writing process and thus produce successful writing. The implications for further research and the teaching of academic writing are discussed.

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Steele, Jeremy Macdonald. « The aboriginal language of Sydney a partial reconstruction of the indigenous language of Sydney based on the notebooks of William Dawes of 1790-91, informed by other records of the Sydney and surrounding languages to c.1905 / ». Master's thesis, Electronic version, 2005. http://hdl.handle.net/1959.14/738.

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Thesis (MA)--Macquarie University (Division of Society, Culture, Media & Philosophy. Warawara - Dept. of Indigenous Studies), 2005.
Bibliography: p. 327-333.
Introduction -- Sources and literature -- The notebooks -- Manuscripts and databases -- Neighbouring languages -- Phonology -- Pronouns -- Verbs -- Nouns -- Other word classes -- Retrospect and prospect.
'Wara wara!" - 'go away' - the first indigenous words heard by Europeans at the time of the social upheaval that began in 1788, were part of the language spoken by the inhabitants around the shores of Port Jackson from time immemorial. Traces of this language, funtionally lost in two generations, remain in words such as 'dingo' and 'woomera' that entered the English language, and in placenames such as 'Cammeray' and 'Parramatta'. Various First Fleeters, and others, compiled limited wordlists in the vicinity of the harbour and further afield, and in the early 1900s the surveyor R.H. Mathews documented the remnants of the Dharug language. Only as recently as 1972 were the language notebooks of William Dawes, who was noted by Watkin Tench as having advanced his studies 'beyond the reach of competition', uncovered in a London university library. The jottings made by Dawes, who was learning as he went along, are incomplete and parts defy analysis. Nevertheless much of his work has been confirmed, clarified and corrected by reference to records of the surrounding languages, which have similar grammatical forms and substantial cognate vocabulary, and his verbatim sentences and model verbs have permitted a limited attempt at reconstructing the grammar.
Mode of access: World Wide Web.
xxi, 333 p. ill. (some col.), maps (some col.), ports

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Andrew, Robert Frederick. « Describing an Indigenous Experience : The Unforgetting of Australian history through language and technology ». Thesis, Griffith University, 2019. http://hdl.handle.net/10072/387968.

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The central focus of this research is to subvert dominant narratives of colonisation in Australia through three-dimensional, mechanical devices I have constructed to make visual utterances that give authority to an Australian Aboriginal experience. Informed by my Indigenous heritage that I discovered as a teenager, and my subsequent research into my extended family’s experiences, my work scrapes back the layers of colonial concealment to expose what exists below the overlays of control. I reveal aspects of the histories that exist below this thin, almost mechanical, controlling veneer. The materials used in my constructions include those that are embedded with connections to place, connections to family, and connections to history and culture that are personal to me. I use specific materials to carry and magnify narrative, so that the stories are made visible. I was denied so much of my history in childhood and now ‘the machine’ becomes a transitional agent for claiming and for telling something of that history. Appropriating contemporary colonial Western technology, including text, I provide alternative narratives of colonisation to resist and counter the negative effects of colonisation on Australian Indigenous people. I have learnt to speak the language of the post-industrial colonialist era and I use it to understand my own experience. In the artworks, I forge links with technology, materials and non-linear, non-written text-based processes. I claim value in revealing hidden, forgotten, denied and ever-changing histories. By taking the power of language and technology that was and is used to control Aboriginal people, I take the power of that technology to disarm it. In using so-called ‘non-Indigenous’ Western technologies, I build, construct, and use the coloniser’s tools to undo the coloniser’s work. I work to make visible an Aboriginal experience and to assert authority over history, experience and storytelling. I do not intend to create hierarchies or further means for oppression but to disrupt the ongoing processes and effects of colonisation that marginalise Aboriginal voices. My goal is to deflect the violent, debasing and destructive energies of colonialism and to create positive expressions of Aboriginality.
Thesis (PhD Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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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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Meakins, Felicity. « Case-marking in contact : the development and function of case morphology in Gurindji Kriol, and Australian mixed language / ». Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00003898.

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Singer, Ruth. « Agreement in Mawng : productive and lexicalised uses of agreement in an Australian language / ». Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003242.

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Disbray, Samantha. « More than one way to catch a frog : a study of children's discourse in an Australian contact language / ». Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/8533.

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Garner, Stuart K. « Exploring a technology-facilitated part-complete solution method for learning computer programming ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/668.

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Learning to program is now a requirement in many courses of study in such areas as computer science, information technology, information systems, multimedia. engineering, and science. However, research indicates that many students have great difficulties in learning to program and this results in high failure rates and high levels of withdrawal from academic courses. It is accepted that programming is an intrinsically difficult subject however the teaching and learning methods used in many programming courses have changed little over the years. The literature indicates the importance of reducing the cognitive load that students experience when learning programming and that one method that has potential to do this uses part-complete program solutions. This study sought to explore a technology supported part-complete solution method (TSPCSM) for the learning of computer programming. A teaching and learning framework for programming was developed and a technology supported “COde Restucturing Tool” CORT, was then designed around the learning framework and developed to support the part-complete solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained e solution method and provide a suitable learning environment. A quasi-experimental research design framework was utilised in the study which used both qualitative and quantitative research methods. A series of programming problems was developed for CORT and an experiment was undertaken with students who were studying introductory programming. Experimental and control groups were utilised in the experiment which took place over a 14 week semester at an Australian university The data were analysed and they provided rich information concerning three research questions relating to the part-complete solution method (PCSM) through CORT: how students engaged with CORT; how CORT supported the learning process; and how CORT impacted upon their learning outcomes. Results from the study indicated that the PCSM within CORT imposed a low cognitive load on students; provided high levels of cognitive support; strong scaffolding for learning; and students engaged well with the system and generally used a thoughtful and considered strategy to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group and the students who benefited most from the use of CORT appeared to have well developed mental models of program execution, More research is clearly needed to further explore the best ways to implement CORT so that learning advantages can be gained to solving programming problems. No differences in learning achievement were found between the experimental and control groups, however other findings indicated that the students who used the PCSM within CORT required significantly less time and less help than the control group

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Pacey, Robyn Lyn. « Coming Ready or Not : Chinese Students in Australia, Their Motivations, Language Proficiency and Impact on Australia's Tertiary Environment ». Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367970.

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Around one in five of Australia’s tertiary students comes from overseas, with the largest proportion from the People’s Republic of China. Despite needing the revenue from international students to fund domestic tertiary places, there is continuing disquiet over the language preparedness of overseas students, the willingness of universities to allow them to bypass language entry standards, and the subsequent impact on the academics responsible for teaching them. To gauge the experience of typical Chinese students at Australian universities, this study followed a group of five for almost nine years, from when they enrolled in a foundation program in northern China to the present, to establish their motivations for wanting an Australian education, whether their language was sufficient to enable them to participate fully, and whether they were able to integrate into the academic and broader communities. The research had a secondary focus; to examine the impact of large cohorts of international students on Australia’s tertiary environment, and whether international education can be better delivered to achieve a more rewarding experience for all participants. The study began in 2005 with classroom reports and observations of the students during their foundation year, followed by annual interviews and personal contact after their arrival in Australia. To address the secondary focus of the study, data were collected from the Academic Language and Learning (ALL) advisers who assist tertiary students with language development, from the discipline academics who teach them, and from pro-vice chancellors (international) who are responsible within universities for the international education policy framework.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Shool of Education and Professional Studies
Arts, Education and Law
Full Text

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Sapinski, Tania Helen. « Language use and language attitudes in a rural South Australian community / presented by Tania H. Sapinski ». Thesis, 1998. http://hdl.handle.net/2440/108270.

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Argues the importance of considering non-linguistic factors in understanding the community situation, the most important of these non-linguistic factors being the role of peoples attitudes. Outlines the situation in the target community. Discusses language attitude research and compares attitudes to language varieties around the world. Illustrates Australian Governmental attitudes through their past and present policies in dealing with Indigenous Australians.
Thesis (M.A.) -- University of Adelaide, Dept. of European Studies, 1999?

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Green, Jennifer. « Kin and country : aspects of the use of kinterms in Arandic languages ». 1998. http://repository.unimelb.edu.au/10187/2847.

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The central hypothesis of this thesis is that aspects of the use of kinterms in Arandic languages (or dialects) are dependent upon pragmatic factors to do with broad levels of relationship beyond the genealogical, especially those between people and country, and between countries and Dreamings. It is suggested that other pragmatic factors such as the notions of closeness and distance are significant in determining the use of kinterms. Through an analysis of ‘unexpected’ uses of kinterms it is shown that systematic patterns of skewing exist in Arandic systems, and the factors which determine this are explored. Particular types of kin are marked by the use of specialised kinterms, by respectful codes of behaviour, and by the use of special registers.

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Eather, Bronwyn. « A grammar of Nakkara (Central Arnhem Land Coast) ». Phd thesis, 1990. http://hdl.handle.net/1885/132899.

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Chapter 1: In the first chapter I present a brief overview of the Nakkara language and its speakers. We look firstly at the linguistic type and point out that Nakkara belongs to the Non-Pama Nyungan family of Australian languages. Some of the salient features of the language are pointed out and comparisons drawn with other languages in the area. Alternative names used to refer to this language are listed, followed by descriptions of the traditional land estates of Nakkara speakers. The remainder of the chapter provides a backdrop for the language description by outlining relations with traditional neighbours, involvement with ceremony, arts and crafts, recent history and the language and its speakers today. Chapter 2: This chapter describes the phonology of Nakkara and includes phonemic analysis, stress patterns, phonotactics and word structure, phonological and morphological rules and orthographic representation. The most detailed area of analysis in this chapter is the interpretation of an audible stop contrast in the language. Stop length is introduced as a significant phonetic factor in the phonemic interpetation of Nakkara sounds. Chapter 3: This chapter is entitled Morphological Preliminaries. It gives a typological profile of the language and introduces most of the technical terms used in the morphological analysis of Nakkara. The parts of speech (or word classes) used in this description are also introduced here, as well as the morpho-syntactic notions of core, outer-core and peripheral levels. Chapter 4: The morphology of Nakkara is extensive and is therefore divided into three separate chapters. In this chapter we examine nominal morphology in general, looking firstly at independent pronoun morphology^ then at pronominal affixes. Lastly the morphological functions of non-pronominal affixes and postpositions are introduced. Chapter 5: This and the following chapter deal with the morphology of verbal structures in the language. In chapter five the verb-complex (VC) is defined and the morphological components of the verbal pronominal prefix are analysed extensively. This introduces the notions of verb transitivity and valency, pronominal participant identification, the morphology of tense, status and polarity distinctions as well as Imperative and Hortative constrictions. A Chapter 6: This chapter deals with verb-stem morphology in Nakkara. We examine and categorise verb conjugations and look at the idiosyncrasies of monosyllabic verbs in this language. Other verb-stem components introduced are the orientation afffixes as well as the reflexive, reciprocal and inchoative affixes. Chapter 7: This chapter examines the form and function of the remaining word-classes and thus represents a bridge between description of the morphology and syntax of this language. These word-classes include qualifiers of space, place and time, interrogatives and indefinites, connective and introductory particles, mood particles and adjuncts (which function something like manner adverbials). Chapter 8: This final chapter looks beyond morphology to the structure of both simple and complex clauses in Nakkara. We examine firstly the occurrence of different types of verbless clauses in the language and then look at simple and complex verbal clauses.

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Reid, Nicholas. « Ngan'gityemerri : a language of the Daly River region, Northern Territory of Australia ». Phd thesis, 1990. http://hdl.handle.net/1885/133104.

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This thesis is a study of Ngan'gityemerri, a language spoken primarily in and around the two communities of Nauiyu Nambiyu and Peppimenarti in the Northern Territory. Chapter One provides an introduction to the names by which speakers of this language have been referred to, comments on the relationship between the two dialects, and establishes my use of the term Ngan'gityemerri as a language name. Also included in this chapter is a brief account of the history of these people since European invasion of their country began late last century, some comments on social organisation, cultural affiliations, Wangga and Lirrga songstyles, and a description of their country. The current status of the language is reviewed, and the language variety presented in this work is clearly identified. A survey of previous work on Ngan'gityemerri, and a description of my fieldwork methodology are additionally included. Chapter Two presents the segmental phonology, phonotactics, stress patterns and morphophonological processes. Particular attention, in the form of a detailed acoustic study, is given to the mechanism by which the contrast between two series of stops is maintained. Chapter Three presents an overview of 'simple' and 'complex' verb structures, then identifies the morphological make-up of the verbal elements labelled 'auxiliary' and 'complex verb stem'. The mechanisms that interact to mark categories of tense, aspect and mood, namely auxiliary root inflection, verbal enclitics, verb root reduplication and the serialisation of p o stu re /m o tio n auxiliaries, are all addressed in this chapter. The incorporation into the verb of bodypart noun roots is also investigated here. A distinction between 'lexical' and 'syntactic' incorporation is invoked, and the differences in the effect of both these types of incorporation is dealt with. A list of incorporable terms is presented, and their literal and classificatory semantics explored. Chapter Four investigates the semantic contribution that the auxiliary makes to the meaning of a full verb. The 31 auxiliaries are broken down into six groups on the basis of their functional roles, which are described in detail. Chapter Five deals with the role played by both freeform and bound generics in classifying the Ngan 'g ity emerri nominal world. The morphology of these generics is surveyed with regard to the typological distinction drawn between 'noun class' systems on the one hand, and 'classifier' systems on the other. The semantics of noun class categories are also examined here. Chapter Six examines the set of enclitics, some of which have scope over NPs and others over clausal propositions. The semantic functions of this clitic set vary widely, some marking such case-like roles as 'agent' or 'instrument', others encoding the kinds of meanings, like speaker attitude, that are commonly attributed to free particles. The class of free particles is treated in Chapter Seven. Chapter Eight provides a brief presentation of space, time and number expression, and Chapter Nine deals with the freeform pronominal system, demonstratives and interrogatives. Appendices to this grammar include the full subject-auxiliary sequence paradigms for both Ngan'giwumirri and Ngan'gikurunggurr, as well as four texts. Cassette tapes of the textual material included in the appendices have been submitted with this thesis, and copies of these will gladly be made available by the author to any interested readers.

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Amery, Robert Maxwell. « Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study / Rob Amery ». 1998. http://hdl.handle.net/2440/19250.

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Vol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts.
Includes bibliographical references (47 p.)
2 v, : ill. (some col.), maps ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1998

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King, Oksana. « Study and teaching of German at universities in Ukraine and Australia ». 2009. http://repository.unimelb.edu.au/10187/6721.

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The current thesis is a theoretical and empirical investigation of the foreign language classroom, conducted from a cross-national comparative perspective. The study is based on quantitative and qualitative data which were collected from students and teachers of German in selected universities of Ukraine and Australia. The following research questions were formulated: 1. What are the structure and objectives of the German language program at Ukrainian and Australian universities? 2. What are the peculiarities of the German language curriculum and teaching methodology in the universities of Ukraine and Australia? 3. What are students’ motives to study German in Ukraine and Australia? 4. What are students’ and teachers’ perceptions of the curriculum, content and teaching? 5. How do students themselves evaluate their present language skills, and those expected to be acquired by the end of the course? 6. What are the advantages and disadvantages in both education practices?
Each country’s distinctive social and pedagogical factors, such as language policy, attitudes towards languages and pedagogical tradition were taken into account.
The research was conducted at universities in Kyiv, Kharkiv and Lviv (Ukraine) and Melbourne (Australia). A combination of quantitative and qualitative methods was adopted which included student and teacher questionnaires, interviews, classroom observations and study of departmental programs and policy documents. In general terms, it was revealed that: Substantial differences exist in areas such as curriculum, teaching methods and approaches, content and student motivation for studying German. Although education systems in Australia and Ukraine are different, learners in both countries have similar aims and expectations from their language course, and their perceptions of a good language course are also similar. Students in both countries expressed an urgent need for an increase in the communicative component and greater exposure to practical, up-to-date lexical and grammar material in order to be able to communicate effectively. In Australia there is a mismatch between the course objectives and content outlined in the program and what is really taught in the class In Ukraine, a shift has occurred towards more practice-oriented and integrated language learning/teaching; however there is a great need for the creation of better conditions for acquisition of communicative skills and up-to-date vocabulary.

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Harkins, Jean. « English as a 'two-way' language in Alice Springs ». Master's thesis, 1988. http://hdl.handle.net/1885/133743.

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This thesis is a sociolinguistic study of the use of English by Aboriginal people in the Alice Springs town camps. It seeks to describe Aboriginal speakers' English in its social and cultural context, with special reference to issues in the development of an English language programme at Yeperenye School. Chapter 1 gives a sociolinguistic sketch of the uses of English and other languages in the town camps, including language choice and codeswitching, and a review of literature. Chapter 2 examines variation in the noun phrase, including number marking, pronouns, possession, determiners and quantifiers, and prepositions, arguing that this variation can only be explained with reference to the speakers' semantic system. Chapter 3 examines tense, aspect and mood, finding systematic differences in meaning which can explain differences from non-Aboriginal English, particularly in modal expressions. Chapter 4 examines the work of Bernstein, Halliday, Walker and others whose ideas have been influential in education, and demonstrates that there is no lack of logical connections ln Aboriginal speakers' English, through an examination of connectives, causal relations and ellipsis. Chapter 5 discusses the meanings of lexical items and grammatical constructions, pragmatic and illocutionary meanings, and argues that the processes of reanalysis and language change which have given rise to this variety of English are semantically based. Chapter 6 presents the conclusions of this study, including its theoretical implications and implications for education.

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Thèses sur le sujet « Australia Languages »

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