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1
Monaghan, Paul. "Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia". Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm734.pdf.
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"June 2003" 2 maps in pocket on back cover. Bibliography: leaves 285-308. This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.
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Singer, Ruth. "Agreement in Mawng : productive and lexicalised uses of agreement in an Australian language /". Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003242.
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Wong, Shuk-wai Connie Waikiki. "A case study of child-directed speech (CDS) a Cantonese child living in Australia /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36923862.
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Григорчук, Ю. І. "Лінгвостилістичні особливості Australian English як діалекту англійської мови". Thesis, Сумський державний університет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46646.
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У роботі розглянуто історичні, лексичні, лінгвістичні, граматичні та стилістичні
особливості формування австралійської англійської, як територіального варіанту
англійської мови.
Будь-яка мова існує у вигляді певного варіанту з особливими лінгвістичними
ознаками, соціальними і комунікативними функціями. Англійська мова почала активно
опановувати усі сфери суспільства і у ній з’явилися елементи, властиві іншим мовам,
утворилися спрощені варіанти мов – Pidgin English, Gullah, Kroo-English, Beach-la-Mar.
На сьогодні, в Австралії існує власний діалект англійської мови з неофіційною назвою
«страйн» (англ. Strine/ Strain, від австралійського «Australian») і власний варіант мови
Australian English (англ. AuE – австралійський англійський), який має свою специфічну
лексику (австралійський сленг), літературну форму, особливості граматичного,
фонетичного рівня.
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Nakane, Ikuko. "SILENCE IN JAPANESE-AUSTRALIAN CLASSROOM INTERACTION: PERCEPTIONS AND PERFORMANCE". University of Sydney. Linguistics, 2003. http://hdl.handle.net/2123/568.
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This thesis examines silence as attributed to and performed by Japanese students in Australian university classrooms. It aims to elucidate processes in which silence can be used and created in intercultural communication in the classroom. The phenomenon of silence is approached from multiple perspectives. The data include interviews, a questionnaire and survey data, classroom observation and video-recorded classroom interactions. The data was collected in Australia and Japan. The Japanese data was included as part of sociocultural contexts where the Japanese students studying in Australia bring with them. The analysis draws on the frameworks of the ethnography of communication and conversation analysis. Micro- and macro- perspectives are combined to investigate how perceptions and performances interact to construct silence in the cross-cultural encounters in these classrooms. The thesis consists of four parts. The first part, Chapters 1-3, sets the theoretical background to the research. Chapter 1 describes how the research was conceived, and states the aims of the research. Chapter 2 reviews literature on silence, with specific attention to silence in Japanese communication and in classroom contexts. In Chapter 3 the methodological framework and design of this research is described. The second part, Chapter 4, examines how Japanese students� silence is perceived, both by themselves and their Australian teachers. The chapter is based on interviews with Japanese students in Australia, as well as findings from a questionnaire distributed to their lecturers. Japanese classroom practices as an aspect of the sociocultural background of Japanese students are also described. Finally, the third part, Chapters 5, 6, 7, compares actual silence and performance in the classroom with perceived silence. There are three case studies which make up a substantial part of the thesis and provide detailed analyses of classroom interactions, based on video-recordings, observations, and follow-up interviews with key participants. Chapter 8 synthesises the findings discussed in Chapters 4-7, and concludes with implications for teaching and learning in the multicultural university classroom.
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Wong, Shuk-wai Connie Waikiki, e 黃淑慧. "A case study of child-directed speech (CDS): a Cantonese child living in Australia". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36923862.
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Kolesova, Valeriia. "Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34552.
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This mixed methods study aimed to provide some validity evidence for the use of the ESL sociopragmatics test developed by Roever, Elder and Fraser (2014) for formative purposes. The test developers recommend further validation of the tool, originally developed for the Australian context. In this study, the test items were used to reveal areas of weakness in sociopragmatic knowledge in a group of learners of an academically oriented English Intensive Program in Canada. Analysis of the test scores revealed a lack of knowledge of norms of appropriateness and politeness in English, which was further targeted with an instructional unit informed by the items of the test. Two weeks after the instructional unit was delivered, the participants were asked to complete a follow-up questionnaire. The questionnaire results provided insight into the participants’ perceptions of usefulness of the instructional unit. The learners found explicit instruction on ESL sociopragmatics useful for their language learning experience as well as day-to-day interactions in English. Particularly, they claimed to feel more confident communicating in English after receiving explicit instruction on ESL sociopragmatics. They were able to use information from the lesson in situations such as talking to their language instructors, communicating with university personnel, and participating in service encounter interactions. Therefore, the test proved to have potential for developing instructional materials in an academic context. Based on the findings of the study, suggestions on incorporating sociopragmatic competence into the institution’s EAP curriculum were made.
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Chakhachiro, Raymond, of Western Sydney Macarthur University e Faculty of Education. "The translation of irony in Australian political commentary texts from English into Arabic". THESIS_FE_XXX_Chakhachiro_R.xml, 1997. http://handle.uws.edu.au:8081/1959.7/425.
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The main thesis of this study is that the translation of irony from English into Arabic in commentary texts in Australia is not amenable to traditional translation theories. The way Arabic and English speakers employ irony to express themselves reflects the linguistic and cultural distance between both languages. To tackle this problem, the study ventures into a contrastive analysis with reference to a number of linguistic and non-linguistic devices and concepts. It concentrates on the interpretation and the linguistic realisation of irony in both languages by utilising a number of contemporary linguistic models. The research takes the view that ironic devices are the foundation of the structural development of the texts in question. To demonstrate this, the speech act and conversational theories are used. The interaction between the ironic devices and the text development constitute a framework for the overall rhetorical meaning of the text. After an overview of the relevant literature of translation, contrastive analysis and comparative stylistics, an analysis/translation model is devised and implemented. A thorough contrastive analysis is made of English and Arabic commentary texts. Similarities and differences between the Arabic and English texts are found. Discrepancies were observed in the form, function and the number of ironic devices used in both languages. Based on the findings seven general strategies are proposed for the translation of irony in Australian commentary texts from English into Arabic.Doctor of Philosophy (PhD)
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Shrestha, Dipak. "Nepali English and news discourse: a linguistic and sociolinguistic study of Australian and Nepail news texts in English". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2250.
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This thesis describes and analyses distinctive characteristics of the emerging variety of English, that is, Nepali English. It draws on news texts written in Nepali English and compares them with similar news texts appearing in Australian newspapers. On the basis of the analysis, a preliminary taxonomy of markers of Nepali English is established.The research draws theoretical insights from sociolinguistics, contrastive rhetoric/contrastive discourse analysis and the analysis of news as discourse. Findings and the analysis of the findings are presented by using analytical models developed and widely used in the study of non-native varieties of English. Analysis and discussion of the findings suggest that systematic and regular features of Nepali English have developed, and these formal features have specific functions in the context in which they are used.
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Shrestha, Dipak. "Nepali English and news discourse : a linguistic and sociolinguistic study of Australian and Nepail news texts in English /". Curtin University of Technology, School of Languages and Intercultural Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16576.
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This thesis describes and analyses distinctive characteristics of the emerging variety of English, that is, Nepali English. It draws on news texts written in Nepali English and compares them with similar news texts appearing in Australian newspapers. On the basis of the analysis, a preliminary taxonomy of markers of Nepali English is established.The research draws theoretical insights from sociolinguistics, contrastive rhetoric/contrastive discourse analysis and the analysis of news as discourse. Findings and the analysis of the findings are presented by using analytical models developed and widely used in the study of non-native varieties of English. Analysis and discussion of the findings suggest that systematic and regular features of Nepali English have developed, and these formal features have specific functions in the context in which they are used.
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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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Bishop, Judith Bronwyn. "Aspects of intonation and prosody in Bininj gun-wok : autosegmental-metrical analysis /". Connect to thesis, 2002. http://eprints.unimelb.edu.au/archive/00000523.
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Kim, Y. R. "A cross-cultural study on complaint letters : Australian and Korean". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/942.
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The aim of the study is to examine the cross-cultural features of Australian and Korean complaint letters. The point of view adopted is that cultural barriers generate difficulties to producing efficient and successful intercultural communication in addition to linguistic barriers. Although the concept of complaint letters is the same in the two countries, there are difficulties when Australians and Koreans attempt to communicate with the other culture. Firstly the study will explore the validating of the concepts of Korean's four-unit structure (Ki-Sung-Chen-Kyul) and the three unit structure typical of western letter writing (Introduction-Body-Conclusion), and contrast the structures. It posits that Korean complaint letters are more reader-responsible this is defined as a reader needing to infer the implicit meaning of what is the writer's request, this Australian letters showed writer responsible language, this is defined as a reader being provided enough explicit information by a writer in order to comprehend the meaning of what the writer intends to deliver. The results might relate to the claims that Korean society is characterised by features of collectivism (Triandis, 1983), avoiding confrontation with others and saving face, which can be realised in vague and emotive terms. Secondly, the indirect speech of Korean writers will be analysed through the adaptation of Kim and Wilson’s study of request categories (1994). The results imply that Koreans use hint strategies as much as they use direct request, while Australians tend to use a more direct strategy in the interest of the readers. An Australian's politer acts are expressed on the basis of the virtue of the frankness of the request first, before the announcement. Conversely the Korean language employs the same amount of hint strategy and direct strategy which might explain typical Korean cultural attributes such as Nunchi, meaning reading others mind(Kim 1975), Kibun, 'feeling' and Cheymyen 'saving face'(Sohn 1986). As a consequence Australian letters, which tend to make obvious what they are expressing, will feature ideational functions weighted toward clear, concise and direct expressions whereas Korean letters which think highly of interpersonal functions appear to be more influenced by their collective cultural values. The results of this study will suggest that intercultural miscommunication is caused by the degree of cultural variances and that to learn the target language well is not just to achieve linguistic competence but also to be a member of its culture.
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Poynton, Cate. "Address and the semiotics of social relations a systemic-functional account of address forms and practices in Australian English /". Connect to full text, 1990. http://hdl.handle.net/2123/2297.
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Thesis (Ph. D.)--University of Sydney, 1991.Title from title screen (viewed 23 April 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Degree awarded 1991; thesis submitted 1990. Includes bibliographical references. Also available in print form.
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Baker, Brett Joseph. "Word Structure in Ngalakgan". University of Sydney, Linguistics, 1999. http://hdl.handle.net/2123/408.
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Ngalakgan is an Australian language of the Gunwinyguan family, spoken fluently by just a few people in the mid Roper River area of the Top End. The thesis is a description and examination of the phonology, prosody, and morphology of Ngalakgan, based on several years of fieldwork. Ngalakgan is a language with a rich inventory of classically Gunwinyguan morphological features, including noun class agreement for all major and some minor word classes, compounding of both nouns and verbs, and a rich array of modifying and inflectional prefixes and suffixes. In Ngalakgan, there is a distinction between two kinds or 'levels' of morphology: 'root'-level and 'word'-level. Root-level morphology is lexicalised and unproductive. It is restricted to the tense/aspect/mood inflection of the small closed class of 'finite' verb roots, and to the large closed class of compounds of these roots. Word-level morphology is productive, and includes almost all prefixes, all (non-tensed) suffixes and all clitics. Only word-level structure is consistently reflected in prosodic structure; forms which are complex only at the root-level are treated as prosodic units. I show that all word-level morphemes constitute prosodic domains: every word-level stem, affix and clitic potentially begins a new domain for metrical foot structure. Geminates and glottal stops are over-represented at morpheme boundaries in complex words. In addition, they are subject to complex, non-local alternations with simple stops and zero, respectively, in Ngalakgan and related languages. The alternations are conditioned by preceding geminates and voiceless obstruent clusters, as well as by prosodic and morphological structure. I propose that voiceless obstruent clusters constitute 'boundary signals' to morphological structure, in a similar fashion to stress and, like stress, are 'licensed' by the organisation of intonation. Ngalakgan displays a quantitive-sensitive stress system in roots which is apparently unique to languages of this area. Heavy syllables in Ngalakgan are those which are articulatorily and perceptually complex: those in which the coda is followed by a consonant with a distinct place of articulation. Geminates, homorganic nasal+stop clusters and glottal stops interact with this distinction in ways which are not predicted by current prosodic theories.
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Reath, Warren Anne. "Developing multilingual literacies in Sweden and Australia : Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia". Doctoral thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144745.
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This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages. In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data including 75 lesson observations, 48 interviews, field notes and photographs has been analyzed against the theoretical backdrop of the continua of biliteracy (Hornberger, 1989; Hornberger & Skilton-Sylvester, 2000), heteroglossia (Bakhtin, 1981) and emerging theories of translanguaging (García & Li, 2014) to investigate the questions. The thesis ties together the results of four interlocking case studies investigating the above-mentioned forms of education. Study I analyses the syllabus for mother tongue instruction in Sweden and finds that while aligning with the overall values of the curriculum for the compulsory school, a hidden curriculum constrains implementation. In Study II, multilingual practices during multilingual study guidance in Sweden are analysed, and demonstrate how translanguaging helps recently arrived students reach the learning goals of subjects in the Swedish curriculum. In study III, systematic analysis of indexicals reveals contrasting language narratives about language and language development in and around a Vietnamese community language school in Australia. Study IV focuses on mother tongue instruction in Sweden and through analysis of audio-recordings of lessons, interviews and field notes, finds three dimensions of linguistic diversity infuse the subject. Opportunities for the development of multilingual literacies are created when there is equal access to spaces for developing literacies in different immigrant languages, within which language ideologies that recognize and build on the heteroglossic diversity of students’ linguistic repertoires dynamically inform the organization of education and classroom practices. Challenges are created when monoglossic ideologies restrict access to or ignore linguistic diversity and when there is a lack of dynamic engagement with implementation and organization. Basing organization, and classroom strategies around the linguistic reality of the students and the genres they need, benefits the development of multilingual literacies in both settings and can help students become resourceful language users (Pennycook, 2012b, 2014).At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
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Deng, Xudong. "Chinese and Australian conversational styles: A comparative sociolinguistic study of overlap and listener response". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1242.
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This study compares the use of overlap and listener response by Chinese and Australian speakers in their respective intracultural conversations, that is, in conversations between Chinese interlocutors in Mandarin Chinese and between Australians in Australian English. The main purpose of this study is to locate similarities and differences between these two groups of speakers in their use of the two conversational strategies. Another major theme of the thesis is to examine the role of gender in the use of overlap and listener response in conversations of the two languages. The study is based upon the theoretical premise of interactional sociolinguistics that different cultural groups may have different rules for participation and interpretation of conversation and that conflicts related to these rules are a major source of cross cultural (and cross gender) miscommunication. It is also a response to lack of evidence for this claim from languages other than English, especially from Chinese. The data for the study are from 30 dyadic conversations between friends of similar age and similar social status: 15 Chinese conversations in Mandarin Chinese and 15 Australian ones in Australian English. Both the Australian and the Chinese conversations come from 5 female-female dyads, 5 male-male dyads and 5 male-female dyads. Both the qualitative and the quantitative aspects of the use of overlap and listener response are compared. With respect to the use of overlap, the qualitative part of the study examines the various phenomena that the speakers orient to in overlap onset, the procedures they use to resolve the state of overlap, and the strategies they employ to retrieve their overlapped utterances. The quantitative part of the study then compares the use of overlap by Chinese and Australian speakers and their respective male and female participants in terms of overlap onset, resolution, and/or retrieval . In regard to the use of listener response, the qualitative part of the study looks at how passive recipiency and speakership incipiency are signalled and achieved through the use of different listener response tokens in conversations of the two languages. The quantitative part of the study compares the use of listener response by Chinese and Australian speakers and male and female participants in three aspects: the overall frequency of listener responses used, the types of listener responses favoured, and the placements of listener responses with reference to a possible completion point. The results of the comparison reveal a number of similarities and differences in the use of overlap and listener response by Chinese and Australian speakers. For the use of overlap, the similarities include: 1) Both Chinese and Australian speakers have the same set of issues to orient to in their initiation of overlap, resort to the same basic procedures in resolving the state of overlap, and use the same strategies in retrieving their overlapped utterances; 2) they use a similar number of overlaps; 3) they start their overlaps mostly at a possible completion point; 4) they tend to continue with their talk more than to drop out when an overlap occurs. Two specific differences have also been identified in the use of overlap by Chinese and Australian speakers: 1) Australians initiate a higher percentage of their overlaps at a possible completion point whereas Chinese initiate a greater proportion of their overlaps in the midst of a turn; 2) when overlap occurs, Chinese speakers drop out more to resolve the state of overlap while Australian speakers continue their talk more to get through the overlap. For the use of listener response, the similarities lie largely in the ways of orienting to an extended turn unit by Chinese and Australian recipients in a conversation. Available in conversations of both languages are the two distinctive uses of listener response, that is, to show passive recipiency or to signal speakership incipiency. The differences between the two groups of speakers in the use of listener response include: 1) Australians use more listener responses than Chinese speakers; 2) while Australians prefer to use linguistic lexical expressions such as 'yeh' and 'right' as their reaction to the primary speaker's ongoing talk, Chinese speakers favour the use of paralinguistic vocalic forms such as 'hm' and 'ah'; 3) whereas Australians place a higher percentage of their listener responses at a possible completion point than Chinese speakers, Chinese speakers place a larger proportion of their listener responses in the midst of a turn than their Australian counterparts. While the similarities between Chinese and Australian speakers in their use of overlap and listener response indicate to a great extent the sharing of similar organising principles for conversation by both languages, the differences show some culture-specific aspects of the use of these two conversational strategies by the two groups of speakers. The study found a striking parallel between the differential use of overlap and listener response by Chinese and Australian speakers and their different perceptions of rights and obligations in social life, including in social interaction. The study does not reveal consistent cross-cultural patterns with respect to the use of overlap and listener response by male and female speakers in Chinese and Australian conversations. That is, gender has not played an identical role in the use of the two conversational strategies in conversations of, the two languages. Gender differential interactional patterns are to a great extent culture-specific. This finding, together with that of within-culture and within-gender variation, cautions us against any universal claim about gender-differential use of a given conversational phenomenon, whether the claims are based on deficit, or dominance, or difference assumptions in language and gender theories.
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Petraki, Eleni. "Relationships and identities as 'storied orders' : a study in three generations of Greek-Australian women /". [St. Lucia, Qld.], 2002.
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Cook, Julie M. "Discovering how scientific literacy has been positioned in the new Australian curriculum : science". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61957/1/Julie_Cook_Thesis.pdf.
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Through the use of critical discourse analysis, this thesis investigated the perceived importance of scientific literacy in the new Australian Curriculum: Science. It was found that scientific literacy was ambiguous, and that the document did not provide detailed scope for intentional teaching for scientific literacy. To overcome this, recommendations on how to intentionally teach for scientific literacy were provided, so that Australian Science teachers can focus on improving scientific literacy outcomes for all students within this new curriculum.
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Kazemi, Ruholla. "Yod Variation in Australian English : A Sociolinguistic Investigation". Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126465.
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In various post-consonantal environments, the palatal glide /j/ has been subject to variation and change since the late 17th century. Retention, coalescence, and deletion of the glide respectively account for various pronunciations of the word due [dju:], [dʒu:], and [du:] in different dialects of English. Research in this area has often focused on internal motivations. However, the external motivations that regulate the practice of glide variants in the speech of different segments of communities have been a relatively recent area of investigation. Among other dialects, Australian English is one of the major varieties that has not been formally assessed in this area. Hence, the aim of this thesis has been to investigate possible associations between the glide variants and their emergence in the speech of 48 speakers of Australian English. The audio data for this study were 12 tokens pronounced by the speakers in wordlist, sentences, and a story, and were extracted from the AusTalk Corpus (Burnham, Cox et al., 2011). The results for separate analysis of social variables seem to indicate that the spread of different glide variants in the speech of speakers are mainly conditioned by age. The combination of the social variables shows that glide retention is most frequent in the speech of higher educated old individuals. By contrast, glide deletion seems to be almost non-existent in their speech while more frequent in the pronunciations of the young. Overall, glide coalescence is the most present and has the strongest stylistic consistency in the speech of individuals. Further details and possible reasons behind these observations are discussed in the work that follows.
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Chakhachiro, Raymond. "The translation of irony in Australian political commentary texts from English into Arabic /". View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030715.161818/index.html.
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Alford, Jennifer Helen. "Conceptualisation and enactment of critical literacy for senior high school EAL learners in Queensland, Australia : commitments, constraints and contradictions". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79931/1/Jennifer_Alford_Thesis.pdf.
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This case study examined four teachers' understandings and teaching of Critical Literacy with senior English as an Additional Language (EAL) learners in two Queensland high schools. Despite continuous, rapid curriculum change in Australia and efforts to diminish Critical Literacy, the four teachers continued to feature it successfully in their teaching with often marginalised learners. They used critical literacy to provide access to and critique dominant language codes, and to draw on learners' diverse experiences. To a lesser extent, the teachers created opportunities for redesigning dominant texts. Implications are important for policy production and interpretation, school planning and teacher professional development.
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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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Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College e School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney". THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.
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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sidesDoctor of Philosophy (PhD)
25
Chen, Qin. "The effects of learning lexical chunks on the English writing proficiency of Chinese-speaking tertiary students in Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2288.
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Over the past decade, Australian tertiary institutions have seen a dramatic increase in the enrolment of overseas students. There is a concern that students’ academic success relies heavily on their mastery of academic writing. How to improve international English as an Additional Language (EAL) students’ proficiency has been a cause of significant concern and debate among scholars and education specialists. Scholars in the field of Second Language Acquisition (SLA) have paid some attention to the role that lexical chunks can play in increasing second language (L2) learners’ writing success. Underpinning the current study is the concept of lexical chunks and lexical pedagogy.
This thesis reports on a multi-case study of nine Chinese-speaking tertiary students who were studying in different tertiary institutions in Australia at the time of the research. The aim of the study was to investigate the effects of focused instruction on lexical chunks on students’ writing proficiency. This study used both quantitative and qualitative data to investigate the efficacy of lexical pedagogy on writing proficiency. Quantitative data involved questionnaires, pre- and post-tests and writing samples, collected before and after focused instruction. These data were supplemented by follow-up interviews with the individual student participants.
The findings highlighted three major issues. First, a relationship between knowledge of lexical chunks and improved proficiency in International English Language Testing System (IELTS) writing tasks was evident but not universal for all nine students. Another major finding was the effects of focused instruction on lexical chunks in Chinese-speaking tertiary students’ academic writing. These are presented in accordance with the following aspects of lexical awareness: cohesion and coherence, accuracy and variety and sentence production, as well as other “byproducts” of focused instruction. However, the effects varied from student to student, thus requiring further longitudinal empirical studies. Finally, the lexical transfer from writing to other modes of communication was examined from the students’ perspectives. Even though some of the students perceived a transfer from writing to other modes, their writing performance did not show exactly how much transfer actually occurred. The study found that discipline-specific writing, being different from IELTS writing tasks, is more complex, involves much more than lexical knowledge and comprises multiple factors and skills.
The thesis outlines the pedagogical implications for both teaching methodology and curriculum design for language instructors and discipline lecturers. The research also offers insights into the complexity of EAL writing and lends support for more eclectic and comprehensive programs for teaching academic writing to EAL students.
26
Martin, Marjolaine. "De l'accentuation lexicale en anglais australien standard contemporain". Phd thesis, Université François Rabelais - Tours, 2011. http://tel.archives-ouvertes.fr/tel-00952144.
Texto completo da fonteResumo:
La littérature scientifique dédiée à l'accentuation en anglais australien standard contemporain (SAusE) est, contrairement à celle qui concerne la prononciation de ses voyelles, peu étendue. Après un chapitre introductif proposant le contexte historique dans lequel le SAusE est né et a été décrit, sa définition actuelle ainsi que sa description phonologique, notre étude est consacrée à un examen systémique de l'accentuation lexicale en SAusE. Un corpus test a été mis en place spécifiquement, qui comporte la quasi-totalité des verbes dissyllabiques, des préfixés pluricatégoriels et des exceptions aux règles d'accentuation des mots de deux syllabes et plus, ainsi qu'un large échantillon d'emprunts aux langues aborigènes. Ces quelques 3500 items ont été choisis précisément parce qu'ils font partie des mots les plus susceptibles de connaître une variation accentuelle en anglais contemporain. Notre approche se situe dans la lignée de Lionel Guierre et propose un traitement dictionnairique dans lequel les éléments du corpus sont tous étudiés au travers des données de chacune des éditions les plus récentes des Longman Pronouncing Dictionary, Cambridge English Pronunciation Dictionary et Macquarie Dictionary qui constituent les dictionnaires de références dans le domaine de la prononciation de l'anglais. Ces données ont été complétées, lorsque cela était nécessaire, par des données fréquentielles issues du Corpus of Contemporary American English et par des données orales enregistrées spécialement pour cette étude, selon une démarche similaire à la première partie du protocole du projet Phonologie de l'Anglais Contemporain. Notre analyse met en évidence une grande stabilité accentuelle intervariétale entre le SAusE, l'anglais britannique standard et l'anglais américain standard et propose un relevé étayé et détaillé des spécificités accentuelles lexicales du SAusE contenues dans le corpus étudié.
27
Patis, Anthony Powis, e n/a. "Senior school writing : a study of the content and form of writing in senior secondary English". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.
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This study focuses on the writing of senior students in the subject
English at an ACT secondary college. Several features of the ACT
education system are relevant. There is a high retention rate, so the
sample is a broad one. The curriculum is school based, as is assessment.
There are separate courses for those seeking tertiary entrance (TE) and
those seeking to complete their education at Year 12 (Accredited).
The theoretical basis of the study is provided by the work of a number
of linguists with an interest in school language, in particular Graham
Little. 255 samples of writing have been analysed, taking account of the
function and forms of language. The function, or meaning, has been
analysed in terms of content, abstraction, purpose and audience.
The writing in the Accredited course is evenly distributed between the
human and material worlds, three quarters is informational and one
quarter Imaginative. The level of abstraction shows a predominance of
reporting and generalising. Writing in the TE course is 60% concerned
with the human world and reaches higher levels of abstraction such as
speculation and hypothesising. The audience is academic. Compared with
earlier findings, this study shows more human content and higher levels
of abstraction.
Language functions through selective use of forms. The aspects of form
analysed are vocabulary, abstraction of noun phrase, sentence length and
sentence sequencing. Figures produced were largely consistent with
earlier studies; however the TE group shows higher syllable counts,
greater abstraction of noun phrase and longer sentences than the
Accredited group. Creative writing brings the groups closest together.
Handwriting, spelling and punctuation are examined. Handwriting is
always legible, spelling close to 98% correct and 84% of full stops are
correctly used. A small number of scripts produce most of the errors in
both spelling and punctuation.
The achievement of students as revealed by this study of writing is
consistent with earlier studies although the students represented here
demonstrate higher levels of abstraction. The curriculum contains more
human content and is commendably comprehensive, although there is
less poetic and expressive writing than might be expected.
This form of language analysis is recommended for its concentration on
the language actually produced in class, the insights it provides for
teachers and the information it provides for meaningful public
discussion of education.
28
Booth, Judith, e edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "A critique of "cultural fit" in relation to the recruitment of Indian Information Technologists for the Y2K project in Australia". Deakin University. School of Communication & Creative Arts, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040617.142627.
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In this study of intercultural communication, I investigate the multi-faceted meaning of the expression " cultural fit " in the sense that it is used by recruiters when shortlisting Indian information technologists to fill skills shortages for the Y2K project in Australia. The data is in the form of ten videotaped interviews in Bangalore and the recruiter commentary on those tapes in Melbourne. A crucial decision to be made by recruiters in any shortlisting process is " How will the candidate fit into the workplace?" This question becomes more problematical when applied to overseas-trained professionals. I take a critical approach, drawing principally on the research traditions of linguistics where studies of intercultural communication and workplace interaction intersect, employing chiefly the tools of Critical Discourse Analysis and Interactional Sociolinguistics and the more abstract notions of Bourdieu. A bridge between these different discourse approaches is provided by Sarangi & Roberts < 1999 < who show the connection between the larger institutional order and interactional routines, through an elaboration of frontstage talk and backstage talk following Goffman < 1959 < .
An analysis of the interviews < frontstage talk < reveals "cultural fit" to involve a knowledge of institutional talk, in particular, directness. The recruiter commentary < backstage talk < draws attention to issues of intelligibility, body language, technical expertise and workplace values. the study shows that Indian Information Technologists have "partial fit" in that they possess technical fit but do not demonstrate, or lack the opportunity to demonstrate in the interview, Australian workplace values such as small talk, humour and informality. The recruiter judgments were fleeting and apart from checking for intelligibility, were made on the basis of candidates' body language thus highlighting its importance and its relative absence from the discourse approaches mentioned above. This study shows clearly that there is room for more communicative flexibility on the part of all the stakeholders.
29
Rapo, Hanna. "The Portrayal of Natural Disasters in News Reporting". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22598.
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As climate change becomes more destructive to our planet, some governments have taken action towards a more sustainable future. One being the UK, where a Climate Emergency was declared in 2019, which affects public corporations and news outlets. The aim of this thesis is to investigate how do news reports portray natural disasters from an eco-linguistic perspective. This qualitative study focuses on analysing data regarding the 2019-2020 wildfires in Australia through the linguistic choices made in the texts by incorporating a combination of corpus linguistics, eco-linguistics and media discourse. The corpus under investigation consists of 41,055 words collected from 4 different UK-based news outlets. In order to analyse the data, I chose three search words (fire, climate and animal) to further investigate by using both corpus- and eco-linguistics. The results showcase a consistent pattern within the selected search words: fire and climate are portrayed as threats whereas animals are portrayed as victims. Yet, the most remarkable finding is regarding climate, as it is viewed as a cause rather than an effect caused by human actions. This study is a step towards a better understanding of climate change in news reporting; providing an insight on what the discourse is lacking but should be included.
30
Poynton, Cate McKean. "Address and the Semiotics of Social Relations". University of Sydney, 1991. http://hdl.handle.net/2123/2297.
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Doctor of PhilosophyThis thesis is concerned with the realm of the interpersonal: broadly, those linguistic phenomena involved in the negotiation of social relations and the expression of personal attitudes and feelings. The initial contention is that this realm has been consistently marginalised not only within linguistic theory, but more broadly within western culture, for cultural and ideological reasons whose implications extend into the bases of classical linguistic theory. Chapter 1 spells out the grounds for this contention and is followed by two further chapters, constituting Part I: Language and Social Relations. Chapter 2 identifies and critiques the range of ways in which the interpersonal has been conventionally interpreted: as style, as formality, as politeness, as power and solidarity, as the expressive, etc. This chapter concludes with an argument for the need for a stratified model of language in order to deal adequately with these phenomena. Chapter 3 proposes such a model, based on the systemic-functional approach to language as social semiotic. The register category tenor within this model is extended to provide a model of social relations as a semiotic system. The basis for the identification of the three tenor dimensions, power, distance and affect, is the identification of three modes of deployment or realisation of the interpersonal resources of English in everyday discourse: reciprocity, proliferation and amplification. Parts II and III turn their attention to one significant issue in the negotiation of social relations: address. The focus is explicitly on Australian English, but there is considerable evidence that most if not all of the forms discussed in Part II occur in other varieties of English, especially British and American, and that some at least of the practices discussed in Part III involve the same patterns of social relations with respect to the tenor dimensions of power, distance and affect. Because most varieties of contemporary English do not have a set of options for second-person pronominal address, as is the case in many of the world's languages, English speakers use names and other nominal forms which need to be described. Part II is descriptive in orientation, providing an account of the grammar of VOCATION in English, including a detailed description of the nominal forms used. Chapter 4 investigates the identification and functions of vocatives, and includes empirical investigations of vocative position in clauses and vocative incidence in relation to speech function or speech act choices. Chapter 5 presents an account of the grammar of English name forms, organised as a paradigmatic system. This chapter incorporates an account of the processes used to produce the various name-forms used in address, including truncation, reduplication and suffixation. Chapter 6 consists of an account of non-name forms of address, organised in terms of the systemic-functional account of nominal group structure. This chapter deals with single-word non-name forms of address and the range of nominal group structures used particularly to communicate attitude, both positive and negative. Part III is ethnographic in orientation. It describes some aspects of the use of the forms described in Part II in contemporary address practice in Australia and interprets such practice using the model of social relations as semiotic system presented in Part I. The major focuses of attention is on address practice in relation to the negotiation of gender relations, with some comment on generational relations of adults with children, on class relations and on ethnic relations in nation with a diverse population officially committed to a policy of a multiculturalism. Part III functions simultaneously as a coda for this thesis, and a prologue for the kind of ethnographic study that the project was originally intended to be, but which could not be conducted in the absence of an adequate linguistically-based model of social relations and an adequate description of the resources available for address in English.
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Ofoghi, Bahadorreza. "Enhancing factoid question answering using frame semantic-based approaches". University of Ballarat, 2009. http://innopac.ballarat.edu.au/record=b1503070.
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FrameNet is used to enhance the performance of semantic QA systems. FrameNet is a linguistic resource that encapsulates Frame Semantics and provides scenario-based generalizations over lexical items that share similar semantic backgrounds.Doctor of Philosophy
32
Hannant, Kathleen Erin. "Student knowledge of curriculum literacies as they enter high school". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/79595/1/Kathleen_Hannant_Thesis.pdf.
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This study explores students' perceptions of their learning, particularly their knowledge of writing, in their first year of high school. Conducted in a large regional high school, the researcher worked with two Year 8 teachers in the subjects of English, Science and History to apply Systemic Functional Linguistics in the development of lessons with a specific focus on writing. This Design Based Research project revealed how external and internal factors are impacting on teachers' abilities to improve students' knowledge and understandings of how specific subjects organise and represent information, particularly through writing.
33
Moloney, Robyn Anne. "Intercultural competence in young language learners: a case study". Faculty of Education and Social Work, 2008. http://hdl.handle.net/2123/2440.
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Doctor of EducationWith the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.
34
Guillot, Blandine. "Les représentations sociales de l'écriture et le rapport à l'écriture en langue étrangère : une approche didactique pour l'enseignement et l'apprentissage de l'écrit en FLE en milieu universitaire australien". Phd thesis, Université de Grenoble, 2010. http://tel.archives-ouvertes.fr/tel-00638579.
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Cette thèse examine les notions de représentations sociales et de rapport à l'écriture (Barré-De Miniac 2000), situées dans un contexte plurilingue. Le premier enjeu de la thèse est de réinvestir ces notions issues de la didactique du français langue maternelle (LM) dans le contexte plurilingue d'un programme de français dans une université en Australie. Le deuxième enjeu est d'analyser l'évolution de la capacité scripturale des apprenants de la deuxième année à la quatrième année de français et de comparer la description de leurs processus d'écriture en LM et en langue étrangère (LE). L'objectif est de saisir l'activité scripturale dans ses dimensions psychologique, sociale et cognitive. L'analyse du topic (Berthoud 1996) réalisée sur le corpus discursif des enseignants (à partir d'entretiens individuels) montre les limites de la notion de rapport à l'écriture dans un contexte plurilingue et a permis de dégager une notion centrale dans cette situation d'enseignement : le rapport à la langue étrangère apprise. L'analyse du topic réalisée sur le corpus discursif des apprenants (groupes de discussion) indique que leur travail d'écriture en LE commence par celui des idées, et que le passage à l'écriture en LE s'avère un moment privilégié de prise de conscience des phénomènes langagiers par le fait que cet instant d'écriture active la connaissance de deux ou plusieurs langues. Cette situation de transition entre les langues, rendue plus aiguë par l'écriture, est rapprochée de la zone prochaine de développement (ZPD) de la théorie socioculturelle de Vygotski dans la mesure où sont mises en évidence l'élaboration de stratégies d'apprentissage et l'intériorisation de la langue dans ce travail de négociation. La comparaison des procédures d'écriture en LE et celles en LM indique que l'attention porte sur des points différents d'écriture selon le niveau de l'apprenant. L'analyse des données scripturales se subdivise en trois parties. Premièrement, sont extraits des consignes rédactionnelles les aspects qui renforcent la littératie en LE par l'écrit. Deuxièmement, les productions écrites proposent une autre entrée sur le rapport à l'écriture des apprenants. Analysées à partir d'une approche basée sur la linguistique systémique fonctionnelle de M. K. Halliday pour déterminer l'investissement des scripteurs dans leurs productions, elles démontrent un investissement différent du scripteur selon son niveau de langue. Enfin, l'analyse des annotations des lecteurs évaluateurs établit la continuité des topics élaborés au niveau discursif dans le corpus scriptural, et met en évidence que les annotations appuient surtout le rapport à la langue. L'analyse des données orales et scripturales dans un contexte plurilingue a permis d'observer le rapport à l'écriture par la saisie de la continuité du topic sur l'ensemble du corpus et contribue à préciser théoriquement la notion utilisée dans un contexte universitaire plurilingue par la mise en évidence des notions telles que le rapport à la langue, le rapport à l'apprentissage, et celle de passage entre les langues.
35
Fitzpatrick, Lesley Maria Gerard. "Inventing cultural heroes : a critical exploration of the discursive role of culture, nationalism and hegemony in the Australian rural and remote health sector". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16371/1/Lesley_Fitzpatrick_Thesis.pdf.
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Rural and remote areas of Australia remain the last bastion of health disadvantage in a developed nation with an enviable health score-card. During the last ten years, rural and remote health has emerged as a significant issue in the media and the political arena. This thesis examines print media, policy documents and interviews from selected informants to ascertain how they represent medical practitioners and health services in rural and remote areas of Australia, why they do so, and the consequences of such positions. In many of these representations, rural and remote medical practitioners are aligned with national and cultural mythologies, while health services are characterised as dysfunctional and at crisis point.
Ostensibly, the representations and identity formulations are aimed at redressing the health inequities in remote rural and Australia. They define and elaborate debates and contestations about needs and claims and how they should be addressed; a process that is crucial in the development of professional identity and power (Fraser; 1989). The research involves an analysis and critical reading of the entwined discourses of culture, power, and the politics of need. Following Wodak and others (1999), these dynamics are explored by examining documents that are part of the discursive constitution of the field. In particular, the research examines how prevailing cultural concepts are used to configure the Australian rural and remote medical practitioner in ways that reflect and advance socio-cultural hegemony.
The conceptual tools used to explore these dynamics are drawn from critical and post-structural theory, and draw upon the work of Nancy Fraser (1989; 1997) and Ruth Wodak (1999). Both theorists developed approaches that enable investigation into the effects of language use in order to understand how the cultural framing of particular work can influence power relations in a professional field. The research follows a cultural studies approach, focussing on texts as objects of research and acknowledging the importance of discourse in the development of cultural meaning (Nightingale, 1993). The methodological approach employs Critical Discourse Analysis, specifically the Discourse Historical Method (Wodak, 1999). It is used to explore the linguistic hallmarks of social and cultural processes and structures, and to identify the ways in which political control and dominance are advanced through language-based strategies. An analytical tool developed by Ruth Wodak, Rudolf de Cillia, Martin Reisigl and Karin Leibhart (1999) was adapted and used to identify nationalistic identity formulations and related linguistic manoeuvres in the texts.
The dissertation argues that the textual linguistic manoeuvres and identity formulations produce and privilege a particular identity for rural and remote medical practitioners, and that cultural myth is used to popularise, shore up and advance the goals of rural doctors during a period of crisis and change. Important in this process is the differentiation of rural and remote medicine from other disciplines in order to define and advance its political needs and claims (Fraser, 1989). This activity has unexpected legacies for the rural and remote health sector.
In developing a strong identity for rural doctors, discursive rules have been established by the discipline regarding roles, personal and professional characteristics, and practice style; rules which hold confounding factors for the sustainability of remote and rural medical practice and health care generally. These factors include: the professional fragmentation of the discipline of primary medical care into general practice and rural medicine; and identity formulations that do not accommodate an ageing workforce characterised by cultural diversity, decreasing engagement in full time work, and a higher proportion of women participants. Both of these factors have repercussions for the recruitment and retention of rural and remote health professionals and the maintenance of a sustainable health workforce.
The dissertation argues that the formulated identities of rural and remote medical practitioners in the texts maintain and reproduce relationships of cultural, political and social power. They have also influenced the ways in which rural and remote health services have been developed and funded. They selectively represent and value particular roles and approaches to health care. In doing so, they misrepresent the breadth and complexities of rural and remote health issues, and reinforce a reputational economy built on differential professional and cultural respect, and political and economic advantage. This disadvantages the community, professions and interest groups of lower value and esteem, and other groups whose voices are often not heard. Thus, regardless of their altruistic motivations, the politics of identity and differentiation employed in the formulated identities in the texts are based on an approach that undermines the redistributive goals of justice and equity (Fraser 1997), and works primarily to develop and advantage the discipline of rural medicine.
36
Fitzpatrick, Lesley Maria Gerard. "Inventing cultural heroes : a critical exploration of the discursive role of culture, nationalism and hegemony in the Australian rural and remote health sector". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16371/.
Texto completo da fonteResumo:
Rural and remote areas of Australia remain the last bastion of health disadvantage in a developed nation with an enviable health score-card. During the last ten years, rural and remote health has emerged as a significant issue in the media and the political arena. This thesis examines print media, policy documents and interviews from selected informants to ascertain how they represent medical practitioners and health services in rural and remote areas of Australia, why they do so, and the consequences of such positions. In many of these representations, rural and remote medical practitioners are aligned with national and cultural mythologies, while health services are characterised as dysfunctional and at crisis point. Ostensibly, the representations and identity formulations are aimed at redressing the health inequities in remote rural and Australia. They define and elaborate debates and contestations about needs and claims and how they should be addressed; a process that is crucial in the development of professional identity and power (Fraser; 1989). The research involves an analysis and critical reading of the entwined discourses of culture, power, and the politics of need. Following Wodak and others (1999), these dynamics are explored by examining documents that are part of the discursive constitution of the field. In particular, the research examines how prevailing cultural concepts are used to configure the Australian rural and remote medical practitioner in ways that reflect and advance socio-cultural hegemony. The conceptual tools used to explore these dynamics are drawn from critical and post-structural theory, and draw upon the work of Nancy Fraser (1989; 1997) and Ruth Wodak (1999). Both theorists developed approaches that enable investigation into the effects of language use in order to understand how the cultural framing of particular work can influence power relations in a professional field. The research follows a cultural studies approach, focussing on texts as objects of research and acknowledging the importance of discourse in the development of cultural meaning (Nightingale, 1993). The methodological approach employs Critical Discourse Analysis, specifically the Discourse Historical Method (Wodak, 1999). It is used to explore the linguistic hallmarks of social and cultural processes and structures, and to identify the ways in which political control and dominance are advanced through language-based strategies. An analytical tool developed by Ruth Wodak, Rudolf de Cillia, Martin Reisigl and Karin Leibhart (1999) was adapted and used to identify nationalistic identity formulations and related linguistic manoeuvres in the texts. The dissertation argues that the textual linguistic manoeuvres and identity formulations produce and privilege a particular identity for rural and remote medical practitioners, and that cultural myth is used to popularise, shore up and advance the goals of rural doctors during a period of crisis and change. Important in this process is the differentiation of rural and remote medicine from other disciplines in order to define and advance its political needs and claims (Fraser, 1989). This activity has unexpected legacies for the rural and remote health sector. In developing a strong identity for rural doctors, discursive rules have been established by the discipline regarding roles, personal and professional characteristics, and practice style; rules which hold confounding factors for the sustainability of remote and rural medical practice and health care generally. These factors include: the professional fragmentation of the discipline of primary medical care into general practice and rural medicine; and identity formulations that do not accommodate an ageing workforce characterised by cultural diversity, decreasing engagement in full time work, and a higher proportion of women participants. Both of these factors have repercussions for the recruitment and retention of rural and remote health professionals and the maintenance of a sustainable health workforce. The dissertation argues that the formulated identities of rural and remote medical practitioners in the texts maintain and reproduce relationships of cultural, political and social power. They have also influenced the ways in which rural and remote health services have been developed and funded. They selectively represent and value particular roles and approaches to health care. In doing so, they misrepresent the breadth and complexities of rural and remote health issues, and reinforce a reputational economy built on differential professional and cultural respect, and political and economic advantage. This disadvantages the community, professions and interest groups of lower value and esteem, and other groups whose voices are often not heard. Thus, regardless of their altruistic motivations, the politics of identity and differentiation employed in the formulated identities in the texts are based on an approach that undermines the redistributive goals of justice and equity (Fraser 1997), and works primarily to develop and advantage the discipline of rural medicine.
37
Mathews, Ben. "Australian laws ascribing criminal responsibility to children: The implications of an internal critique, postmodern insights, and a deconstructive exploration". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/15805/1/Benjamin_Mathews_Thesis.pdf.
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Derived from centuries-old English laws, Australian laws ascribe criminal responsibility to children according to their age and their assumed level of understanding of the rightness and wrongness of certain acts. This project first
charts the creation and development of the English and Australian positions. Then,
using insights from postmodernity and the idea of deconstruction, the law is critically assessed to reveal practical, theoretical and moral limits in the law's attempt to do justice. The justifiability of the current Australian legal positions is questioned by demonstrating the law's internal inconsistencies, by revealing the law's historical and philosophical preferences, and by contrasting the law's restricted ambit of inquiry with contemporary knowledge from other disciplines including
developmental psychology and sociology.
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Mathews, Ben. "Australian laws ascribing criminal responsibility to children: The implications of an internal critique, postmodern insights, and a deconstructive exploration". Queensland University of Technology, 2002. http://eprints.qut.edu.au/15805/.
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Derived from centuries-old English laws, Australian laws ascribe criminal responsibility to children according to their age and their assumed level of understanding of the rightness and wrongness of certain acts. This project first charts the creation and development of the English and Australian positions. Then, using insights from postmodernity and the idea of deconstruction, the law is critically assessed to reveal practical, theoretical and moral limits in the law's attempt to do justice. The justifiability of the current Australian legal positions is questioned by demonstrating the law's internal inconsistencies, by revealing the law's historical and philosophical preferences, and by contrasting the law's restricted ambit of inquiry with contemporary knowledge from other disciplines including developmental psychology and sociology.
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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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Johansson, Josefin. "No Laughing Matter : A study of the use of comedy in public service announcements". Thesis, Högskolan i Halmstad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34176.
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This essay is a study which is intended to explore how public service announcements in broadcast media use humour as a method of conveying their core messages in a manner which is both memorable and persuasive; to consider why humour is chosen as a strategy; and to identify the similarities and differences in the use of humour in PSAs and commercial broadcast advertising. Six video commercials were analysed in total: three PSAs and three advertisements. The analysis identified semantic and stylistic features including metaphors, puns, idioms, vagueness, polysemes, homonyms, homographs and homophones, as well as visual metaphors. It continued on to investigate how PSAs contextualise their messages, applying Grice's co-operative principle, as well as the principles of relevance, as proposed by Sperber and Wilson (1986). The results revealed that the PSAs examined appear to show the application of a range of linguistic devices that contribute to making their content humorous. Ambiguity, mostly generated by verbal and visual metaphors, vagueness and polysemy, appears to be the most common strategy for stimulating interest and engaging the viewer. It was observed that viewers must possess the ability to recover meaning through non-linguistic signifiers, such as body language, and through contextual cues. It was also established that similar linguistic devices tend to be used in the production of PSAs and advertisements to create humorous content, but to a different extent.
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Marchand, Karell. "Essai de typologie des stratégies de subordination à travers différentes langues australiennes et papoues". Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE4079/document.
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Cette thèse propose une étude des différentes stratégies mises en place pour former des propositions subordonnées dans les langues australiennes et papoues. Ces deux groupes de langues, rarement présents dans les études typologiques sur le sujet, présentent certaines constructions morphosyntaxiques peu fréquentes dans les langues du monde. Cette étude se base sur une dizaine de langues : quatre langues australiennes (le nyangumarta, le martuthunira, le wambaya et le kayardild) et six langues papoues (le maybrat, le yimas, le manambu, le mian, l'amele et le hua). Après une brève présentation grammaticale de ces langues, la thèse analyse six types de stratégies de subordination pour en déterminer les fonctions et les types d'emploi : la subordination sans marque, avec une conjonction, avec le marquage casuel, avec une forme verbale spécifique, avec un système de "switch-reference" et par la relativisation. Un dernier chapitre s'intéresse au cas particulier de la complémentation des verbes de perception. Cette thèse a pour but d'illustrer le fonctionnement de ces langues dans le domaine de la subordination, mais également, dans une dimension typologique, de montrer comment ces langues peuvent aider à repenser les théories linguistiques généralesThis thesis propose a study of different strategies to construct subordinate clauses in Australian and Papuan languages. These two language groups, rarely found in typological studies on the subject, show some unusual morphosyntactic constructions. This study is based on ten languages: four Australian languages (Nyangumarta, Martuthunira, Wambaya and Kayardild), and six Papuan languages (Maybrat, Yimas, Manambu, Mian, Amele and Hua). Following a brief grammatical overview of these languages, the thesis examine six types of subordinate clause strategies to identify their functions and uses: subordinate clauses without segmental marking, with a conjunction, with case marking, with a specific verbal form, with a switch-reference system and with the relativization strategy. The last chapter is focused on the specific situation of complementation strategies with perception verbs. This thesis aims to illustrate how subordinate clauses function in those languages, but it also aims to show how these languages may help to re-examine general linguistic theories
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Estling, Maria. "Syntactic variation in English quantified noun phrases with all, whole, both and half". Doctoral thesis, Växjö universitet, Institutionen för humaniora, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-388.
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The overall aim of the present study is to investigate syntactic variation in certain Present-day English noun phrase types including the quantifiers all, whole, both and half (e.g. a half hour vs. half an hour). More specific research questions concerns the overall frequency distribution of the variants, how they are distributed across regions and media and what linguistic factors influence the choice of variant. The study is based on corpus material comprising three newspapers from 1995 (The Independent, The New York Times and The Sydney Morning Herald) and two spoken corpora (the dialogue component of the BNC and the Longman Spoken American Corpus). The book presents a number of previously not discussed issues with respect to all, whole, both and half. The study of distribution shows that one form often predominated greatly over the other(s) and that there were several cases of regional variation. A number of linguistic factors further seem to be involved for each of the variables analysed, such as the syntactic function of the noun phrase and the presence of certain elements in the NP or its near co-text. For each of the variables, all factors were ranked according to their strength of correlation with particular variants. The study also discusses a possible grammaticalisation process concerning NPs with half and the possibility of all sometimes having another function than expressing totality: to express large quantity. The whole idea of grammatical synonymy has been questioned by some scholars, but the conclusion drawn in the present study is that there are variables that are at least very close to each other in meaning, and that a number of linguistic and non-linguistic factors influence our choices of variant. A great deal of the information obtained was too detailed to be useful for pedagogical purposes, but in several cases the results could clearly be used to improve school and reference grammars.
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Doucet, Céline. "Quelles contextualisations pour l'enseignement du français hors de France ?" Phd thesis, Tours, 2011. http://tel.archives-ouvertes.fr/tel-00650053.
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Cette thèse se propose d'étudier la problématique de la contextualisation de l'enseignement du français hors de France. Basé sur des enquêtes de terrain menées en Louisiane et en Australie Occidentale, ce travail de recherche s'inscrit dans une démarche compréhensive et cherche, d'une part, à analyser les orientations didactiques mises en œuvre pour l'enseignement du français en portant une attention particulière aux éventuelles formes de contextualisation présentes dans cet enseignement et, d'autre part, à donner des éléments de réponse explicitant les raisons de ces choix. A partir de l'étude de deux terrains présentés d'un point de vue historique et sociolinguistique, cette recherche interroge la perspective de l'enseignement du français hors de France entre universalisme et contextualisation en tentant d'éclairer sa construction et d'explorer les principaux facteurs de contextualisation, avant de proposer quelques pistes pour une évolution.
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McLiver, Lawrence Clyde. "Cross-cultural adjustment and support services for Pacific Islander students at Queensland University of Technology : an exploration". Thesis, Queensland University of Technology, 2000.
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Cross-cultural adjustment of Pacific Island nation students enrolled in undergraduate courses at the Queensland University of Technology was researched through a comprehensive questionnaire. Forty students responded to the questionnaire and twenty students were interviewed in depth. The majority of the respondents were under 25 years and single. Almost three quarters were sponsored. The major findings were, (a) the majority of the students managed to adjust their learning styles and strategies to better suit the culture of Australian universities, (b) the majority were aware of support services, but less utilised them, ( c) the majority chose to go to academics and friends for help with their study. These findings point to the existence of an informal supportive network of friends and academics. The results highlight the challenges facing those involved in university education who are concerned
with developing appropriate support mechanisms which promote both enjoyment and success in tertiary study for Pacific Island students.
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Lingemyr, Jesper. "English Varieties in Swedish Upper Secondary School : An analysis of Listening Exercises in Swedish National Tests". Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23579.
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The purpose of this project was to find out what varieties of English that Swedish upper secondary school students are exposed to in the classroom and to what extent they are exposed to different varieties. This was conducted by looking at preparation exercises for the listening part of the Swedish National Tests. These exercises are created by Göteborgs Universitet and are available online for everyone and show how the real national test will be done. By listening and analyzing every speaker’s variety they were sorted into British, American, Mid-Atlantic, Australian or New Zealand varieties. A total of 91 speakers were analyzed and the results showed that Students are exposed to mostly British English with half of the speakers using a British variety. One fourth of the speakers used American English while the rest were divided into Mid-Atlantic, Australian or New Zealand varieties.
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Garrad, Mark, e n/a. "Computer Aided Text Analysis in Personnel Selection". Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040408.093133.
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This program of research was aimed at investigating a novel application of computer aided text analysis (CATA). To date, CATA has been used in a wide variety of disciplines, including Psychology, but never in the area of personnel selection. Traditional personnel selection techniques have met with limited success in the prediction of costly training failures for some occupational groups such as pilot and air traffic controller. Accordingly, the overall purpose of this thesis was to assess the validity of linguistic style to select personnel. Several studies were used to examine the structure of language in a personnel selection setting; the relationship between linguistic style and the individual differences dimensions of ability, personality and vocational interests; the validity of linguistic style as a personnel selection tool and the differences in linguistic style across occupational groups. The participants for the studies contained in this thesis consisted of a group of 810 Royal Australian Air Force Pilot, Air Traffic Control and Air Defence Officer trainees. The results partially supported two of the eight hypotheses; the other six hypotheses were supported. The structure of the linguistic style measure was found to be different in this study compared with the structure found in previous research. Linguistic style was found to be unrelated to ability or vocational interests, although some overlap was found between linguistic style and the measure of personality. In terms of personnel selection validity, linguistic style was found to relate to the outcome of training for the occupations of Pilot, Air Traffic Control and Air Defence Officer. Linguistic style also demonstrated incremental validity beyond traditional ability and selection interview measures. The findings are discussed in light of the Five Factor Theory of Personality, and motivational theory and a modified spreading activation network model of semantic memory and knowledge. A general conclusion is drawn that the analysis of linguistic style is a promising new tool in the area of personnel selection.
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Monaghan, Paul Edward. "Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia / Paul Monaghan". Thesis, 2003. http://hdl.handle.net/2440/21991.
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"June 2003"2 maps in pocket on back cover.
Bibliography: leaves 285-308.
xiv, 308 leaves : ill., maps ; 30 cm.
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.
Thesis (Ph.D.)--University of Adelaide, School of European Studies and General Linguistics, 2003
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Matsumoto, Masanori. "Persistence in Japanese language study at tertiary institutions in Australia". 2006. http://arrow.unisa.edu.au:8081/1959.8/29570.
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Based on the fact that the number of second/foreign language learners diminishes as their study advances to a higher level, this study investigates how learnersâ?? motivation affects their persistence/termination of the learning of Japanese. The subjects are university students studying Japanese at two levels, elementary and intermediate, either as their major or as an elective in south-east Queensland, Australia. It was assumed that there are many motivational variables, such as the purpose of study, the strength of commitment, their attitudes towards the target language and languages in general, their cultural/linguistic backgrounds, their interest in Japanese language and culture, gender, and the learning environment, which may affect learnersâ?? persistence differently, depending on their level of study. Questionnaires were used as a tool to collect data and were conducted twice, at the beginning and at the end of their course of study. Learnersâ?? motivational traits were examined from the data in accordance with their intention of continuing or discontinuing the study to the next semester. The results show that motivation is not something fixed in the learnersâ?? minds, but may change during the process of learning, and that motivational factors vary according to levels of language proficiency. Based on the findings, this study claims five major points: 1) learnersâ?? sustaining motivation which is based on studentsâ?? continuous appraisal of their learning events may be important for their persistence/termination decision making, 2) one of the most important factors which affect sustaining motivation is the studentsâ?? sense of investment in their Japanese language study, 3) development of the culture-based intrinsic interest in Japanese may work strongly for the investment, and learning environment, especially foreign language learning environment, may play a significant role for studentsâ?? investment, 4) a large gap between learnersâ?? self-efficacy and the demands of real study weakens their motivation, which often leads to the termination of their study, especially at the elementary level, and 5) studentsâ?? cultural/linguistic distance from Japanese, educational background, and gender may affect their sustaining motivation, thus, they perform differently with regard to their persistence in Japanese as a foreign language study in Australian context.
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Le, Phuc Thien. "Transnational variation in linguistic politeness in Vietnamese : Australia and Vietnam". Thesis, 2011. https://vuir.vu.edu.au/17945/.
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Over the past three decades, the Vietnamese language has undergone substantial changes, both in Vietnam, and in diasporic contexts such as Australia. Yet the nature of the variation resulting from those changes at the sociopragmatic level in expressing politeness is little researched.
The question of whether there are differences in the politeness expressed by Vietnamese speakers living in Vietnam and Australia is the focus of this research.
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Ponsonnet, Mai{u0308}a. "The language of emotions in Dalabon (northern Australia)". Phd thesis, 2013. http://hdl.handle.net/1885/155947.
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In this work, I document and analyze the linguistic devices available to the speakers of the Dalabon language to express or describe emotions. Dalabon is a severely endangered non-Pama-Nyungan of the Gunwinyguan family, spoken in south-western Arnhem Land. The first three chapters are introductory: Chapter 1 sets the theoretical framework; chapters 2 and 3 the ethnographic and linguistic backgrounds respectively. Chapter 4 presents expressive emotional devices, which include diminutives, interjections, and various prosodic features. Expressive features are prominent in terms of frequency, and relate to culturally central categories such as compassion. Nevertheless, descriptive emotional features also play an important part. The emotion lexicon is large: at least 160 emotional lexemes, most of them adjectives or verbs. A lot of them are morphologically compound, often involving a body-part. Having discussed the morphology and syntax of these lexemes in Chapter 5 and their semantics in Chapter 6, chapters 7 to 11 question the linguistic association between body-parts and emotions in Dalabon. Like most languages in the world (and like many Australian languages) Dalabon uses metaphors grounded in physical and physiological metonymies in order to describe emotions. The linguistic and conceptual status of these tropes is discussed in Chapter 7. Chapter 8 presents Dalabon emotion metonymies and metaphors related to the body. One of the particularities of Dalabon metaphors of emotions is that in spite of their metaphorical dimension, they remain partly metonymic to the extent that they always represent emotions as states or parts of the person, not as independent entities. As a result, emotions are never represented as forces or opponents. In Dalabon, a metaphor like 'overwhelmed by love' for instance, is impossible. Chapter 9 presents emotion metaphors that do not involve the body, in particular metaphors for anger. These metaphors come closer to representing emotions as independent entities - although such representations remain marginal. Chapter 10 adopts a complementary perspective on Dalabon emotional compound predicates, and shows that metonymies and metaphors are not the only things body-parts 'do' in the Dalabon emotion lexicon. Body-parts are also used to specify which part of the person is involved in an emotional behavior. For instance, it is possible to use a compound predicate to say that someone is 'angry from the hands', when someone is gesticulating in anger. Such compounds rely on analogy and compositionality, with metonymies and metaphors playing minor roles in their production. In fact, analogy and compositionality produce compounds which, in turn, may suggest new metaphors to the speakers. Chapter 11 elaborates upon the idea that purely formal linguistic features of a language may suggest new metaphors, or constrain the metaphors available to speakers. Seeking to explain why, in Dalabon, emotions are always represented as states or parts of the person rather than independent entities, I suggest that this may be due to syntactic properties of the language. Namely, the Dalabon preference for some subcategorization patterns, in particular experiencer subjects and body-part possessor raising, could play a constraining role with respect to emotion metaphors.