2011

EASTERN AVENUE,
THE UNIVERSITY OF SYDNEY
OCTOBER 8 9
Introducton !nd "#$co%#
We welcome you to the 5
th
International Free Linguistics Conference.
The FLC is the frst conference of its kind, and it was organised on a
number of rinciles that were originally en!isioned o!er a cu of
coffee " as many good things are . This !ision included ro!iding a
linguistics conference that is highly accessible in that it is comletely
free of fees, which are often staggering and re!ent students and
scholars from attending# and a conference that ro!ides a forum for
linguists in all areas of research to come together and share their
di!erse ersecti!es, ideas, and issues in an en!ironment free of set
themes and borders.
$ased on the continued success of the FLC initiati!e, we look forward
to offering you another accessible and di!erse conference. This year, our
%&day rogram includes ' focus seakers and a range of aer
resentations, collo(uia, hot toic resentations and oster sessions.
and cultural concetualisations of )nglish.
*nce again, thank you !ery much for your interest and articiation in
this conference. It is only with your continued suort that the FLC
initiati!e continues to grow. We hoe you en+oy the conference,
-ll the best,
.r. -hmar /ahboob and .r. 0aomi 1. 1night
1
Announc#%#nt&
This rogramme outlines the timetable of resentations 2ages 3&'4,
abstracts for focus resentations 2ages ' " (4, collo(uiums abstracts for
aers, hot toics, and oster resentations 2ages ' " )84.
-lso included in the conference this year are5 a Conference .inner 26'74
and a free Conference 8ocial.
This year9s Conference Dinner " a chance to meet the Conference
organisers and lenary seakers " will be held on 8aturday night at Buon
Gusto 23:; -bercrombie 8treet, Chiendale4. Following the fnal focus
seaker resentation by <eter Collins, a walking arty will deart from the
foyer to make the short +ourney to the restaurant together. =egistration and
ayment for this, at a cost of 6'7 er erson, close at 3 m on 8aturday# to
book lease ask at the registration desk.
Lunch breaks are oen for articiants to fnd their own meals. *n
8aturday, you may walk to the Law 8chool -nne> 2building ne>t to )astern
-!enue4 to Taste $aguette for lunch. *n 8unday, you may want to chi in 65
for a i??a lunch, or, alternati!ely, you may fnd lunch in one of the many
restaurants in nearby 0ewtown and @lebe.
The Conference Social on 8unday will be held in the foyer of the )astern
-!enue.
Local information, including a restaurant guide, can be found on ages
)9 " *)
<lease do not hesitate to contact any of our !olunteers should you re(uire
assistance.
-ll the best,
FLC Conference Committee
2
TI+ETAB,E- S!turd!. 8 Octo/#r 2011
E!&t#rn A0#nu# Co%1$#2 3EA4
LT 312 403 404 405 406
8:00 8:55 Registration
8:55 9:00 Welcome
9:00 10:00 Focus Sea!er: William Greaves & Jim Benson
10:00 10:30 "o##ee$%osters
Jamila Djumabayeva, Mr. Mohamed Yassine Frej, Assistant Proessor Dr.Aree!an "amsa#ard
10:30 11:10
Far$ad %hariian "&or %merdov, 'i (hen)in,
*hou (on&hui
Ahmad Mohammad A'#
+arahsheh
Daniel ,-%ullivan %unjida Arin .han /udolo Jibrael "su
11:15 11:55
David /ose Feiei +an Du01#Youn& 'ee Beatri$ 2uiro$ (e0ilia F. .. Pun Mira 3ait$,
Jane Goodman#Delahunty
12:00 12:40
David G. Butt,
Alison Moore
+ilda Delavari, Malaysia
*oiemio! 4a1ili
5aomi ,&i Jason Bro!n Dana %1o6al 'i Jie
+amamah
12:40 2:00 Lunc&
2:00 2:40
%te6hen Moore 5ahid *arei +iromi ,da ,noni!u (hu1!uma
God!in, Martins 'u01y
Ataman
Paul +astie
2:45 3:25
Mi0hele *a66avi&na +on&$hi Yan& Dorothy 70onomou %oo1 +ee 'ee %alih Al$ahrani
3:30 4:10
%hoshana Dreyus, Pauline
Jones
+iromi 3eramoto Mi&uel Farias, 'eonardo
4eli$
+ao (hen, Dr. (an$hon&
Wu
Guan& %hi +ainan Marie Fellbaum .or6i
4:10 4:40 "o##ee
4:40 5:40 Focus sea!er: Peter (ollins
6:30m on'ar(s "on#erence (inner )uon *usto
TI+ETAB,E- Sund!. 9 Octo/#r 2011
E!&t#rn A0#nu# Co%1$#2 3EA4
LT 312 403 404 405 406
8:00 9:00 Registration
9:00 10:00 Focus Sea!er: Peter White
10:00 10:30 "o##ee$%osters
Mehrdad %ai$adeh, %iri6orn Ati6atha & 5&uyen 5hun&, Wanvanut Yailaa!
10:30 11:10
A37%,' 5%W %trate&ies
and 6roessional learnin& or
tea0hin& 7%' in 5%W
3ari8 7lyas, Mi0helle Pi0ard

.en 3ann Mahdiyeh Ghanat Abadi Bon& Jeon& 'ee
11:15 11:55
%antri 7milin Pin&saboi
Djahimo

Anastaso6ouou (hari1leia,
Dimo6oulou .iria1i
Penelo6e 4os .iran Pala, %urya1anth 4G
12:00 12:40
Dr Mira .im & Dr (laire
%0ott
Janine Delahunty

Arne B9llin& An&ela (oo1 Abdullah A. Bin 3o!airesh
Amy %uen, Andy Fun&
12:40 2:00 Lunc&
2:00 2:40
Proessor Jane Goodman#
Delahunty,
Dr Paula %aunders
Bolu!aji ,shod, Ade1unle
Ajasin

%amson ,lasun1anmi ,lu&a Firoo$ 5amvar, Jamilah
Musta, 5or Fari$a Mohd
5or
Pin& 3ian
2:45 3:25
3he (entre or 7n&lish
3ea0hin& 'istenin& to all
voi0es: 5e! /esear0h at the
(entre or 7n&lish 3ea0hin&,
;niversity o %ydney
Dr Phiona %tanley Panornuan& %udasna 5a
Ayuhdya
Alan 'ibert 'issette /amos Marin
3:30 4:10
Amella 4. Bersalona 'aura Fi0orilli +yun %u ."M 3emmy 3hamrin
4:10 4:40 "o##ee
4:40 5:40 Focus sea!er: Andy .ir16atri01
5:40 5:50 "losing remar!s
5:50 +:00 "on#erence social ,-astern ./enue Lo001
A/&tr!ct&
Focus Speakers
Can an ape have a conversation?
James D. Benson William S. Greaves York University
Rationale for a study of a corpus of conversations between language enculturated bonobos and humans.
We argue that apes can adhere to conversational norms, i.e. take turns appropriately, and carry out a
sustained negotiation in ways that humans recognize as such. Our conclusion is based on regularities in
three brief conversations between Kanzi (avage!Rumbaugh et al "##$% and three different human
interlocutors. Our method of in&uiry is oriented to the language as action tradition rather than the language
as product tradition ('argh ())*+",)%- that is, we are concerned with .the functions and purposes of
language, how people use it to get things done in their daily lives/. 'argh (())*+"01% notes .amazing
advances in our knowledge of the kinds of psychological concepts and processes that can be primed or put
into motion nonconsciously/, among them .social norms to guide or channel behavior within the situation/.
2n our view, casual conversation construes 3ust such social norms.
Our analytical framework of casual conversation fleshes out the proposals of 4ickering and 5arrod (())0%
about automatic processing with a discourse model is grounded in the language as action tradition
(6alliday "#1,, 'enson and 5reaves ()),%. 7he model was originally developed to account for the
normative structures of casual conversation (8ggins and lade ()),%. 7he model is a layered hierarchy of
increasingly differentiated choices of moves in discourse. 7he choices are a system of constraints on what
can be said in response to a previous speaker, but these constraints allow for great fle9ibility, e.g. a speaker
has the choice of responding supportively or confrontationally. 7he system is shared between interactants,
since they alternate as speaker and addressee. 7he key point is that the turns in dialogue are coupled.
7he three brief conversations with language!enculturated bonobos are sustained and highly coordinated,
and demonstrate that the bonobos have the capacity to keep the perspective of their human interlocutors in
mind. With the interactive alignment model (5arrod and 4ickering ())0%, these conversations, in which
bonobo and human interlocutors negotiate mutual understanding, can be e9plained without recourse to
prompting or mindreading, by identifying the processes of alignment and repair, which occur in canonical
moves in dialogue. 7he findings make it possible to make predictions about a larger scale study of bonobo!
human discourse.
References
'argh, :ohn ;. ())*. .What have we been priming all these years</ 8uropean :ournal of ocial
4sychology, $*+"01!"*=.
'enson, :ames, and William 5reaves. ()),. >unctional ?imensions of ;pe!6uman ?iscourse. @ondon+
8&uino9.
8ggins, uzanne, and ?iana lade. ()),. ;nalyzing Aasual Aonversation. @ondon+ 8&uino9.
5arrod, imon and Barin :. 4ickering. ())0. .Why is conversation so easy</ 7rends in Aognitive cience,
=,"+=!"".
6alliday, B.;.K. "##,. COn @anguage in Relation to the 8volution of 6uman AonsciousnessC. 2n ;llen,
ture, ed. 4roceedings of Dobel ymposium #(. Of 7houghts and Words+ the relation between language
and mind. ingapore+ 2mperial Aollege 4ress, pp. 0,!=0.
4ickering, Bartin :. and imon 5arrod. ())0. .7oward a mechanistic psychology of dialogue/.
'ehavioural and 'rain ciences, (1+"*#!((*.
'
A/&tr!ct&
avage!Rumbaugh, ue, Burphy, :, evcik, R., 'rakke, K., Williams, . and ?. Rumbaugh. "##$.
@anguage Aomprehension in ;pe and Ahild. Bonographs of the ociety for Research in Ahild
?evelopment. Ahicago+ Eniversity of Ahicago 4ress.
Grammatical change in Old and New Englishes: the role of collouialisation and other
!"isations#$
Peter Collins UNSW
Aollo&uialisation F the increasing acceptance of collo&uialism, particularly in more formal genres F has
been a powerful discourse!pragmatic agent of grammatical change in 8nglish since the mid!twentieth
century. tudies of recent diachronic change in 'ritish and ;merican 8nglish (e.g. @eech et al. ())#%
suggest that it has played a role in, for e9ample, the rise of the &uasi!modals (have to, have ot to, !e oin
to, "ant to, etc.%, of the progressive aspect, and of the get!passive. @ittle is known, however, about the
spread of this development through regional varieties of other than the two inner circle .supervarieties/,
'ritish and ;merican 8nglish. Esing data derived from a number of sources, including the 2nternational
Aorpus of 8nglish, 'rown family corpora, and the Aorpus of 6istorical ;merican 8nglish, 2 shall e9plore
the impact of collo&uialisation on a number of grammatical features across a range of World 8nglishes of
both the G2nner AircleH and the GOuter AircleH. ;ttention will also be paid to such complementary
processes as grammaticalisation and ;mericanisation, and e9planations pursued in the light of independent
evidence of the relative evolutionary statuses of the 8nglishes (&.v. chneider ())1% and their characteristic
style orientations.
%eferences @eech, 5eoffrey, Barianne 6undt, Ahristian Bair, and Dicholas mith. ())#.
Chane in Contem#orary $nlish% & Grammatical St'(y. Aambridge+ Aambridge Eniversity 4ress.
chneider, 8dgar. ())1. Postcolonial $nlish% )arieties aro'n( the Worl(. Aambridge+ Aambridge
Eniversity 4ress.
Yin and Yang rhetoric and the prospects for pu&lic discourse in China
&n(y *irk#atrick Griffith University
'&stract
2n this presentation 2 shall first briefly review the Ahinese rhetorical tradition and outline some principles
of rhetoric in Ahinese. 2 shall then argue that the Ahinese rhetorical tradition and ways of persuasion are
not being taught to Bainland Ahinese students today, with the e9ception of a small minority of students in
?epartments of Ahinese. 2ndeed, Ahinese university students receive far more instruction in ;nglo rhetoric
and how to write academic 8nglish than they do in Ahinese rhetoric and how to write academic Ahinese.
7he lack of interest in the Ahinese rhetorical tradition can, in large part, be traced to the Aultural
Revolution ("#**!"#1*%, when a new aggressive and highly antagonistic rhetorical style was adopted. Bao
himself often adopted this style.
7he adoption of this new aggressive (yan% rhetorical style, coupled with the neglect of the study of
Ahinese rhetoric, has made it e9tremely difficult for concerned and responsible Ahinese citizens to engage
in constructive public discourse.
2 will illustrate my argument by analyzing e9amples of contemporary Ahinese rhetoric, including samples
5
A/&tr!ct&
from Bao, the Aultural Revolution, the annual petition written by the mothers of those who died during the
7iananmen massacre of :une "#=#, and the infamous Aharter )=.
2 shall conclude by suggesting that, until Ahina reintroduces Ahinese rhetoric as a serious sub3ect for study,
the prospects for a civic!minded and constructive public discourse in Ahina will remain bleak. 7his, in
turn, means that the prospect of a mature civic society developing in Ahina also remains bleak.
(itle? ' !fair and &alanced$ e)ploration of media &ias * 'ppraisal meets the +urdoch empire,
Peter R. R. White. School of $nlish, +e(ia an( Performin &rts, UNSW
2t is generally agreed that all media te9ts are Gsub3ectiveH in some sense, and conse&uently that notions of
Gmedia ob3ectivityH are a stratagem by which mainstream news 3ournalism tendentiously lays claim to a
special epistemic status for its te9ts. 'ut where does that leave us with notions of news media GbiasH and
news media GfairnessH< ?o we simply accuse of bias any 3ournalistic te9t which doesn/t support our own
particular a9iological preferences<
Recently the Burdoch press in ;ustralia has been accused of gross bias in its coverage of climate change
and the government/s actions towards introducing a ta9 on companies which pollute the atmosphere with
carbon emissions. 2n response, Dews Aorporation representatives and defenders insist they are simply
Gholding the government to accountH, as is the duty of the news media in its G0th estateH role.
2s it possible to ad3udicate such claims and counter claims by reference to some systematic, transparent and
principled discourse analytical methodology, a methodology which would not only demonstrate that
relevant te9ts are sub3ective and a9iologically interested (since this is the case with all media te9ts%, but
which would also demonstrate that they are so a9iologically interested as to be egregiously unfair and
3ournalistically improper<
7his paper will investigate the possibilities for developing such a discourse analytical methodology. 2n the
conte9t of an analyses of the ;ustralian news media/s coverage of climate change, it will outline a
framework for characterising and measuring various types of 3ournalistic bias, drawing on insights from
ystemic >unctional @inguistics in general, the ;ppraisal framework more narrowly, and from some key
argumentation theorists.
(
Collouia
'(ESO- NS. " Strategies and professional learning for teaching ES- in NS.
Ro!ert Jackson , Presi(ent, &-$S./ NSW an( &C-&
S'e Bremner , Boar( mem!er, &-$S./ NSW
+aya Cranitch , &ssociate &ca(emic, &CU
*atherine Bran(on , Professional S'##ort an( Develo#ment .fficer, $nlish &'stralia
*athleen R'shton , &ssociate Director Professional $0#eriences 1Primary2, 3ac'lty of $('cation an(
Social Work, University of Sy(ney
'&stract
7his hands!on workshop will showcase effective 8@ teaching strategies for different sectors and
educational conte9ts.
;bout ;78O@ DW ! ;78O@ DW is the professional association for 7eaching 8nglish to peakers of
Other @anguages (78O@% in DW. Our members come from all education sectors+ early childhood,
primary, secondary, tertiary, 8@2AO, adult and community education. Our mission is to advocate on
behalf of and improve educational outcomes for learners of 8nglish as an additional language or dialect
(8;@I?%, including ;boriginal and 7orres trait 2slander students who speak traditional 2ndigenous
languages, creoles and varieties of ;boriginal 8nglish.J
-istening to all voices: New %esearch at the Centre for English (eaching/ 0niversit1 of S1dne1
Patrick Pheasant
Dr Ste#hen 4o"lett
John Gar(iner
Bra(ley Christmas
/y(ia D'tche
'&stract
7he Aentre for 8nglish 7eaching (A87% at the Eniversity of ydney is pleased to present a collo&uium
sharing research conducted by staff and teachers at the Aentre. 7hese papers are part of an ongoing
program of engaged en&uiry and curriculum renewal at the Aentre which aims to take into account not only
the latest research but also the voices of both teachers and students.
A87 7eacher, 'radley Ahristmas e9plores the role of brainstorming in improving students/ writing. 7his
action research pro3ect e9plores the effects of brainstorming techni&ues on students/ perceptions of their
writing performance.
tudent perceptions of writing skill transfer from genre!based direct entry programs to university are
investigated by A87 7eacher :ohn 5ardiner. 7his paper investigates the student perceptions of writing skill
transfer from a genrebased direct entry course at A87 to their university course.
A87 ?irector 4atrick 4heasant e9plores in his doctoral research the aesthetic e9perience in the 8@
classroom, how this affects language learning and how it can be heightened, focused and ma9imised in an
adult learning conte9t.
A87 6ead of ;dministration, ?r tephen 6owlett e9plores in his thesis the e9periences of a cohort of sub!
A/&tr!ct&
continental students studying in an ;ustralian university to identify the interaction between commercial
sustainability and its effect on good practice.
A87 7eacher, @ydia ?utcher researches the uses of Aonversation ;nalysis methodology to investigate
interactions between learners of varying proficiency levels in order to understand the strategies these
learners use to initiate and maintain communication.
ummary
4atrick 4heasant, A87 ?irector, Eniversity of ydney has taught 8@ for si9teen years in :apan, 7he
Detherlands, E; and ;ustralia. Originally a high school drama teacher, he has &ualifications in
education, 78O@, change management and occupational health. 6e is currently completing a ?octor of
8ducation at the Eniversity of ydney.
Single papers/ hot topics and poster
presentations
Silence with 'greeing and 2isagreeing %esponses in 'ustralian Societ1
&hma( +ohamma( &/,4arahsheh, PhD Can(i(ate in &##lie( /in'istics, $(ith Co"an University, W&
7he purpose of the current study is to investigate the use of silence with agreeing and disagreeing
responses in casual conversation in ;ustralian 8nglish. 7welve dyadic conversations were conducted for
$) minutes each. 7he participants were (0 university students at 8dith Aowan Eniversity (Western
;ustralia%+ "( males and "( females. 7hey were grouped into two main groups+ friends and strangers.
Dinety seconds are analysed from the beginning, the middle, and the end of each conversation- these
e9tracts were chosen randomly. 7he theoretical framework of this study draws on Aonversation ;nalysis.
One of the more significant findings to emerge from this study is that silence can accompany agreeing and
disagreeing responses, since silence serves to confirm, to emphasise and to acknowledge what the current
speaker has said.
+aa in 3er&al Clauses in Faif1 'ra&ic
Salih &l5ahrani , University of Ne"castle
Degation is a universal phenomenon that plays a significant role in Alassical ;rabic as well as Bodern
tandard ;rabic morphologically, syntactically and semantically. When a statement is negated, it means
that there are changes in its meaning andIor its truth. Degation also causes morphological and syntactic
changes.
@anguages use different means to mark sentence negation. ome languages such as tandard >rench
(4ollock "#=#, cited in Ouhalla ())(% and West >lemish (6aegeman "##,, cited in Ouhalla ())(% mark
negation on sentences using two elements. Others like 2talian ('elletti "##), cited in Ouhalla ())(% and
8nglish mark it only with one element. ;rabic dialects have both types of variation Ouhalla ("##$+(##%.
>aify ;rabic (henceforth >;% uses a very simple way to e9press negation. 2t is easily accomplished by the
use of maa where this negative particle does not have any morphological effect on the following word
andIor phrase. 2 suggest that this dialect has almost lost all the eight negative particles which e9ist in
;rabic.
5
A/&tr!ct&
2 suggest that maa can be used to negate different types of clauses in >;. 2n verbal clauses, it occurs before
both the perfective and imperfective forms of verbs.
(he 2evelopment of (hai 2iploma Students# English Communicative Skills
0sing -ocal -earning %esources
Siri#orn &ti#atha , Bansom(e6cha#raya Ra6a!hat University, Bankok
N'yen Nh'n , Bansom(e6cha#raya Ra6a!hat University, Bankok
7he research titled G7he ?evelopment of 7hai ?iploma tudents/ 8nglish Aommunicative kills Esing
@ocal @earning Resources in the Aoncentrated @anguage 8ncounterH was aimed to investigate the
development of 7hai diploma students/ 8nglish communicative skills+ reading, writing, listening, and
speaking using 'angkok local learning resources in the concentrated language encounter teaching method
and to study students/ attitude and suggestion toward the use of local learning resources in the concentrated
language encounter teaching method. 7he $) sub3ects were randomly selected from the "st year 7hai
diploma students, iam 2nstitute of 7echnology, 'angkok, 7hailand. 7he sub3ects were taught by the
concentrated language encounter teaching method with 'angkok local learning resources for * fifty!minute
periods. 7he instruments were 8nglish reading, writing, listening, and speaking tests and the attitude and
suggestion &uestionnaire toward the use of local learning resources in the concentrated language encounter
teaching method. 7he data were statistically analyzed by t!test for dependent samples. 7he research
showed that there was significant difference in 8nglish reading, writing, listening, and speaking scores
between the pretest and the post test at the ).), level.
(ime"saving (alk: ' Stud1 on the Effect of Speech %ate on -istener Comprehension
&mella ). Bersalona , University of the Phili##ines, Phili##ines
7he study investigated the effect on listener comprehension of a speech delivered at different speech rates
using two methods+ peed Ahanging Bethod and ;ltered 4ause 7ime.
7he message used for the study was a five!minute, 1,)!word speech that has a standard rate of difficulty. 2t
was normally delivered at ",) words per minute. 7his five!minute speech was compressed into a three!
minute!and!twenty!second speech with a rate of ((, wpm. Esing a computer, two types of speech
compression techni&ues were used to produce this rate+ peed Ahanging Bethod and ;ltered 4ause 7ime.
7he effect of speech rate on listener comprehension was measured by administering a $)!item, four
alternative comprehension tests. 7he independent t!test was used to analyze the data and compare the
scores of the respondents.
7he results showed that the scores of the Regular Rate group were superior to those obtained from the
faster rate group using either method. 7here was, however, no significant difference between the scores of
the respondents who listened to the speech using the peed Ahanging Bethod and those who listened to it
using the ;ltered 4ause 7ime.
7he results suggest that a fast speech rate has a significant effect on listener comprehension. ; speed of
((, wpm is too fast and inappropriate for introducing new topics to the respondents since a comprehension
loss of "(!"$K (i.e., in comparison to the Regular Rate% was apparent at this rate. 2n terms of speech
compression techni&ues, the findings support the application of the peed Ahanging Bethod over ;ltered
4ause 7ime in terms of efficiency, or ease of use.
(
A/&tr!ct&
' Namescape of S1dne1
&rne B7llin , De#artment of /in'istics, +ac8'arie University
7his paper reports on a current 4h? pro3ect e9amining the toponyms of ydneyCs shires, cities and suburbs.
; database, including the bounded localities in the Aounty of Aumberland, is compiled from primary and
secondary sources as well as personal communication. 7he date of establishment, the meaning of each
name, who bestowed the toponyms and the language from or via which they were transferred to ;ustralia
are recorded.
Bapping the data both chronologically and regionally, answers to the following research &uestions will be
provided+
;re there any differences in place!naming patternsIpractices between ydney and
Belbourne<
What factors influence place!naming patterns<
;re there any differences in the bestowal of indigenous vs introduced toponyms< 2f so,
why<
;dditional fields of research include+
;pplying the ;ustralian Dational 4lacenames urvey place!name typology (see 7ent and
'lair ()""% to clarify whether it is suitable for further research on ;ustralian placenames-
4lacename changes affecting present names to see if these function as indicators of
identity.
References
;ppleton, Richard and 'arbara ;ppleton ("##(%. Cam!ri(e Dictionary of &'stralian #laces. Aambridge+
Aambridge Eniversity 4ress.
'Llling, ;rne. & Namesca#e of +el!o'rne 9 cities, shires an( s'!'r!s. Enpublished master thesis.
Kennedy, 'rian and 'arbara Kennedy (())*%. &'stralian Place,names. Rydalmere+ 6odder and toughton.
7ent, :an and ?avid 'lair (()""%. JJBotivations for naming+ 7he development of a toponymic typology for
;ustralian placenames.JJ Names% & Jo'rnal of .nomastics, Mol. ,#, Do. (, pp. *1!=#.
Similar 4lace 'voidance: 'n 5nnate 4ropert1 of Grammar?
Jason Bro"n , University of &'cklan(
imilar 4lace ;voidance (4;% is a phenomenon well!known to adult languages. 7his includes the
categorical variety that has traditionally fallen within the scope of the OA4, but also the gradient variety
that stands as a set of statistical tendencies. 2n both cases, consonants within a root that share the same
place of articulation are avoided. 7he e9istence of 4; across languages is so robust that is has been
claimed to be a statistical phonological universal (4ozdniakov N egerer ())1%. 5iven these claims to
universality, this study aims to investigate whether 4; is present in the speech of children.
While children often e9hibit a stage of consonant harmony, there has been virtually no research involving
possible gradient patterns of 4; for children. 7his study observes place co!occurrence figures from a
single child (mith "#1$% over time in order to make a first pass at establishing a course of development
for 4;. 7his is an e9ceptionally comple9 endeavour, as the child in &uestion also e9hibits consonant
8
A/&tr!ct&
harmony- thus, these two courses of development will be compared.
7he findings are telling+ while 4; for the set of labials is indeed pronounced, 4; for the dorsals is
e9aggeratedly so. 2t is also no coincidence that this particular child e9hibits a categorical dorsal harmony,
though after the age of the gradient 4;. 7hus, 4; may be an innate component of the child/s phonology-
furthermore, given this se&uencing, it appears as though 4; may in fact prime the later stage of consonant
harmony.
Conte)t Networks:
Ela&orating and (esting the 4arameters of Field/ (enor and +ode in Natural Settings
Davi( G. B'tt , +ac8'arie University, &'stralia
&lison +oore , University of Wollonon, &'stralia
7he Gconte9t of situationH and the Gconte9t of cultureH are the .ground/ against which the .figure/ of our
linguistic behaviour takes on its meaning. Our instantial utterances receive their GvaleurH from the
differences they make in a social situation, their semantic conse&uences in the Gliving of lifeH (6asan,
"##*%.
2n functional linguistics, therefore, a necessary task is to establish any motivated alignments between
differences and changes at the level of conte9t and the semantic and le9icogrammatical conse&uences of
such conditions in the social background. 7his is not a straightforward matter. 'ut it is tractable- and it
needs to receive attention proportional to the importance of conte9t as a level in a realizational model of
language.
2n this talk, 2 demonstrate the tool power of network treatments of conte9t modelling+ there is first a brief
global perspective on the $ parameters as simultaneous systems- and then 2 offer a closer e9amination of $
.difficult/ zones of conte9tual differentiation (" from each parameter%. 7he discussion uses a wide spectrum
of empirical sources, chiefly drawn from conte9ts of care (medicalI psychiatric%- from teaching- and from
political discourse.
@inguistics might be characterised as a study of .news of differences that make a difference/ (to conflate
aussure "#"* with 'ateson "#=)%. 7he aim of this discussion is to encourage a radical concreteness about
conte9t variation F to assist researchers in developing their own descriptions by applying and adapting the
work of 6alliday, 6asan, and other contributors to >irth/s GpolysystemicH tradition.
'ateson, 5. ("#=)%. Bind and Dature+ ; Decessary Enity. 5lasgow, >ontanaIAollins.
6asan, R. ("##*%. 2ntroduction. Ways of aying, Ways of Beaning+ elected 4apers of Ru&aiya 6asan. A.
Aloran, 5. Williams and ?. 'utt. @ondon and Dew Oork, Aassell.
aussure ("#"*I"#10%. Aourse in 5eneral @inguistics, >ontanaIAollins.
4ragmatics in 4reeschool Children
&nastaso#o'o' Charikleia , +P, University of Patra, Greece
Dimo#o'lo' *iriaki , +&, Ran(!o'( University, Netherlan(s
'ackground+ 2t is well known, that 4ragmatic kills at the pre!school years play a very important role in
the childPs further academic and social development. On the other hand communication and pragmatic
difficulties very often are presented as a core symptom in children with developmental disorders.
;ims+ 7he aim of the present study was to assess the pragmatic skills of typically developing 5reek
children four to five years old. 7here are no standardized tests for pragmatic skills in 5reek, that is why we
chose to use the test of the G4ragmatics 4rofile of 8veryday Aommunication kills in 4re!school AhildrenH
of 6azel ?ewart and usie ummers ("##, version% for our research. 7his test gives us the opportunity of
9
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using it as a means of evaluation and measurement of the pragmatic skills of typically developing children
of preschool age, so that we can get the complete picture of these children/s communication, and be able in
the future to use it in screening evaluations of children with pragmatic deficits.
Bethods N 4rocedures+ ;fter translation and relevant ad3ustments of the test, we administered it, in the
form of a &uestionnaire, to ,# parents who had children at the appropriate age.
7hrough the use of descriptive statistics (distribution and analysis of percentages% the differences between
the two se9es (boys!girls% that took place in our research were e9amined, and the four categories in which
the test is separated were related to each other+ ;. Aommunicative >unctions, '. Response to
Aommunication, A% 2nteraction and Aonservation, ?% Aonte9tual Mariation.
Outcomes N Results+ Results showed that girls generally and specifically in each category of the test
scored higher than boys and appeared to use more mature communication skills.
Aonclusion+ ;nother goal of the present study was to make a &ualitative comparison between the results of
our study and those of other similar studies which have used atypical children, such as children in the
spectrum of autism, deaf children, children with pecific @anguage 2mpairment etc. Results showed little
differences between typically and non!typically developed children. 7hat considered to be predictable
among some basic aspects of communication because of the global characteristics of the children/s need of
e9pressing communication. 7he ultimate goal was to track down the communication .behaviors/ of these
children and wherever possible, to come up with general conclusions on their pragmatic skills having as
an initiating point the relevance theory (perber and Wilson, "##,%.
(hematic Choices in Government .ork %eports in Chinese and English
4ao Chen , a #ostra('ate of +ac8'arie University
Dr. Can5hon W' , the senior lect'rer of +ac8'arie University
Ahina/s government work reports are the reporting te9ts that are produced by the Ahinese central
government and delivered usually by the 4remier on the behalf of the tate Aouncil to the Dational
4eople/s Aongress for deliberation. 7hey typically comprise three parts+ "% Review of national economy
and social development in the past few years, (% Bain ob3ectives and tasks for the ne9t five years, and $%
Work for the year of report.
7hese te9ts are not 3ust interesting in terms of political 3argons, but also in terms of grammatical structures,
particularly when studied with reference to their 8nglish translations. 7his paper looks at the ()""
government work report and its 8nglish translation from a te9tual perspective, comparing the thematic
choices in both te9ts, and investigating how the te9tual meaning is conveyed from Ahinese into 8nglish, to
what e9tent themes are preserved or changed, and what translation strategies are used in the translation
process.
-e)ical Neologisms in +andarin Chinese and the 4ro&lem of Classification
&nela Cook , Griffith University
Bany linguists have tried to classify Ahinese le9ical neologisms before. 6owever, previous researchers
have often focussed only on a small subset of all le9ical neologisms. 8ven where an attempt has been made
to present a comprehensive overview of le9ical change in Bandarin Ahinese, the resulting system of
categorisation has fre&uently been incomplete, internally inconsistent or poorly structured. 7his has
frustrated the efforts of linguists to draw any meaningful comparisons between le9ical change in Bandarin
Ahinese and other languages. 7his paper represents a fresh attempt to present an overarching classification
of the different types of le9ical developments that have arisen in written and spoken Bandarin over the
10
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past three decades. Aareful cross!linguistic analysis reveals that e9amples of almost all the e&uivalent
categories of le9ical innovations noted in the literature on 8nglish language change can likewise be
provided in relation to Bandarin Ahinese. 2n addition, Bandarin offers a surprisingly large number of
options for creating and adopting le9ical neologisms not available to speakers of 8nglish. Overall, this
paper presents a picture of Bandarin speakers as cultivating a fle9ible, creative, playful approach to their
use of language.
Free to &e 1ourself?: e)ploring identit1 in online discussion
Janine Delah'nty , University of Wollonon, &'stralia
2n an effort to better understand the role of interaction in online learning, the discussion forums of one
78O@ distance education sub3ect were e9amined, revealing emergent themes relating to identity. 7his
presentation will show how language choices reveal a process of identity building as students pro3ect an
impression of themselves, and attempt to .find/ and negotiate their positioning within the group. ;s the
forum posts bear the meaning!making load, this can be understood and e9plained using ystemic
>unctional @inguistics, more specifically through the lens of 7ransitivity and ;ppraisal F systems
identified in the >@ model as important for realizing understandings of the world and for enacting
interpersonal relationships respectively. 7he preliminary results show that students create multiple
identities for themselves, and can also take on .assigned/ identities. 7his process of constructing identities
through online discourse occurs dynamically over the duration of the intake, creating an .ebb and flow/
effect as students both align with and move away from others.
3oca&ular1 -earning Strategies 0sed &1 5nternational 4ostgraduate Students
at the 0niversit1 of +ala1a
4il(a Delavari , University of +alaya, +alaysia
:oiemio" )akili , University of +alaya, +alaysia
7his paper investigates the use of 8nglish vocabulary learning strategies among a small group of "*
international postgraduate students with different backgrounds and levels of 8nglish proficiency
knowledge at the Eniversity of Balaya. 8nglish was considered as their second or foreign language. 7he
framework of the study was based on O9ford/s trategy 2nventory (2@@,"##)%.7he purpose of the
language learning strategies becomes obvious when O9ford ("##)% defines them as specific actions taken
by learners to make learning easier, faster ,more en3oyable , more self directed, more effective and more
transferable to new situations. 7o achieve this end as Dibset and hucksmith ("#=*% state, successful
language learners develop a range of strategies from which they are able to select appropriately and adapt
fle9ibly to meet the needs of a specific conte9t. ; &uantitative method was done in terms of &uestionnaire
in order to find out whether they used direct strategies or indirect strategies. 7he analysis of the data
showed that they used both types of strategies. ;t the end we concluded that the participants of the study
used language learning strategies consciously or unconsciously although they were not familiar with the
different categories of vocabulary learning strategies.
(6E CONS(%'5N(S 5N 5N(%O20C5NG NE. (E'C65NG +E(6O2S 5N %0%'- 'N2
25S'23'N('GE2 SC6OO-S 5N 5N2ONES5': ' C'SE S(027
Santri $milin Pinsa!oi D6ahimo , N'sa Cen(ana University, *'#an,N--, ;n(onesia
7his paper reports the findings of &ualitative research undertaken by the writer in ())=. 7he field research
was conducted in three different rural areas in the province of 8ast Dusa 7enggara 4rovince, 2ndonesia.
One randomly chosen eighth!grade class in each of three schools was studied for two months, with the
11
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whole study spanning si9 months during the year of ())=.
7he main purpose of the study was to e9amine the constraints inhibiting the introduction of new teaching
methods into rural and disadvantaged schools in 2ndonesia, taking into account the physical, cultural and
socio!economic conte9ts. 7he e9emplificatory and e9ploratory purpose was to identify the effectiveness of
the innovation of teaching 8nglish using games and pictures in improving vocabulary ac&uisition of 8>@
students of :unior 6igh chools in rural areas in 8ast Dusa 7enggara, 2ndonesia.
7he &ualitative data were collected through two interview sessions (pre! and post!treatment%, direct
observation and field notes. 7he main interpretation of the study is e9plained &ualitatively by+ identifying
the constraints and affordability of introducing new teaching methods into rural and disadvantaged schools
in 2ndonesia.
7he result shows that introducing educational innovations in rural areas is viable as long as it is easily
achieved and fits in with local e9pectations. 6owever, not all schools in all areas can accept innovation-
one school in the study re3ected this educational innovation because of the community/s strict cultural
values. 7his study had clearly focused aims and was conducted only for a short period of time. 7herefore
the sustainability of this innovation cannot be assured as some aspects of the longer term issues were
beyond the scope of the study.
'nton1m1 and Graduon1m1
Jamila D6'ma!ayeva , National University of U5!ekistan, U5!ekistan
2n 8uropean linguistics synonyms and antonyms were studied separately and they have been studied as two
different, opposite phenomenon. 'ut nowadays, in Ezbek linguistics these two oppositions F synonyms
and antonyms F were 3oined into one phenomenon as g r a d u o n y m y. What/s that< 7his phenomenon
was introduced by the Ezbek linguist professor 6. Digmatov, O. 'ozorov. 7his word means gradation of
words. ; special research work has been made by h. ;rif3anova. 2n Ezbek linguistics the units situated
from the right and left side of a graduonymic row/s centreIdominant are synonyms, the last word on the
right and the last word on the left are antonyms, e.g. tiny Q small Q medium Q big Q enormous Q gigantic.
;ccording to this phenomenon, sameness, synonyms, differentiation, the words with opposite meanings,
synonyms and antonyms were 3oined F they are 3oined in one graduonymic relation.
On the basis of antonyms and synonyms have been made an attempt to create graduonymic lines (nouns,
according to the size e.g. room< flat< hut< home< house< bungalow < dwelling< fortress< castle< palace-
according to the e9pressiveness of an ad3ective+ thin< gaunt< slight< willowy< lean< slim< slender< bony-
verb, according to the e9pressiveness like< be infatuated with< love< be smitten with< adore< idolize< be
besotted with< worship< dote on- noun, according to the age newborn< infant< toddler< child<
teenagerIadolescent< youngster< middle!aged< manIwoman< old manIold woman, oldster%.
7he main part of the graduonymic line is the middle word or we can say the main word, the first and last
words are antonyms. 2t/s reasonable to consider first of all if with the help of semantic oppositions can be
created graduonymic lines.
7he main conclusions are+
4olar antonyms include as a middle member of a graduonymic line GnormalH (in most
cases%-
Overlapping antonym pairs can/t create together one single graduonymic line, separately
can-
8&uipollent antonym pairs can be members of a graduonymic line but they can/t be in the
polar position.
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References+
;rif3onova, h. O/zbek tilida lug/awiy graduonimiya (@e9ical graduonymy in Ezbek%.
?issertation. 7ashkent. "##0
'ozorov, O. O/zbek tilida dara3alanish. (5raduonymy in Ezbek% 7ashkent, "##*
Aompact O9ford ?ictionary N 7hesaurus, O9ford Eniversity 4ress, ())=.
Aruse ?.;. @e9ical emantics. Aambridge. Aambridge Eniversity 4ress. "#=*.
2n!eok Ooung. On antonomy in 8nglish. @anguage and linguistics. Molume "#.
Digmatov, 6., Rasulov R. OCzbek tili sistem leksikologiyasi asoslari. ('asics of Ezbek
system le9icology%. 7ashkent. "##,.
@yons :. Mvedeniye v teoreticheskuyu lingvistiku. (2ntroduction to the theoretical
linguistics% Boscow. 4rogress. "#1=.
7our 4lace or +ine? 0nderstanding Spatial +eanings in (e)ts
Shoshana Dreyf's , University of Sy(ney
Pa'line Jones , University of Wollonon
2n this paper we present recent work on the investigation of discursive construals of place. Within >@
theory, place has been accounted for within the 7ransitivity constituent of circumstance of place, however
beyond this, place has not received much attention. ;s educators and analysts, we have found that
circumstances of place construe an abundance of meanings beyond what the theory could account for, and
the more delicate descriptions proposed in this paper enable richer and deeper investigations of the kinds of
meanings construed in te9ts.
We e9amine a number of te9ts written for children and young people- te9ts which are concerned with
place, contestation over place and displacement, in order to demonstrate the usefulness of e9tended
descriptions of place. 2n doing so, we present a developing framework for capturing nuances in meanings
about place that enables us to distinguish between abstract places such as in situations of conflict and
physical places such as in my village. 7he framework has also helped recognize something of the
important meanings that are imbued in e9pressions of place such as from our country and from my family.
uch delicate descriptions of place have given us a richer .toolkit/ for e9ploring the meanings of te9ts that,
in turn, has significant pay!off for our educational interventions in two ways. With respect to language!in!
te9t, this have given us insights into abstractions and the way they unfold in te9ts- and have shown us how
deeper understandings of place can make the notion of .setting/ more e9plicit in literary te9ts. With respect
to language!in!development, we have found that circumstances of place can e9emplify social realist
notions of semantic gravity and density (Baton ()""%. We are also able to demonstrate how the move into
abstraction from childhood to late adolescence identified by Ahristie N ?erewianka (())=% is reflected in
spatial meanings in te9ts. 7hroughout, we suggest that, rather than being peripheral, circumstantial
elements are integral to the realization of our cultural narratives (including the struggles and their
conse&uences% as te9t.
Baton, K. ()"". 7heories and things+ 7he semantics of disciplinarity. 2n >. Ahristie and K. Baton (eds.%,
?isciplinarity+ ystemic >unctional and ociological 4erspectives. @ondon+ Aontinuum. *(!=0.
Ahristie, >. N ?erewianka, '. ())=. chool ?iscourse. @ondon+ Aontinuum.
1)
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(elling a 2ifferent Stor1: 8nowledge and Stance in 3er&al"visual News 2ispla1s
Dorothy $conomo'
7his paper uses a socio!semiotics, in particular ystemic >unctional @inguistics (>@% ;ppraisal 7heory
(Bartin and White, ())*% and Aritical ?iscourse ;nalysis (A?;% to compare three verbal!visual news
.displays/ (Keeble, ())1% or .standouts/ (8conomou, ())*%. 8ach standout, comprising news photos,
headlines and captions, introduce the same ())# news feature story on the issue of asylum seeker policy in
;ustralia, written by well!known 3ournalist!political analyst ?avid Barr. 8ach standout appeared in a
different news site F the print ;ge (Belbourne%, the print ydney Borning 6erald (B6%, and the Online
B6.
4roduced by news editors and news designers, the aims of such standouts are to encapsulate the ensuing
story as well as attract a wide readership to it. 7hese three standouts produced for the one story are thus
considered here in terms of how they re!conte9tualise the same knowledge, as well as construct an
evaluative stance towards it.
ignificant epistemic and evaluative differences were found in the three standouts and these were
e9amined in terms of editorial aims, editorial voice and target readership in each conte9t. Ruestions that
this study raises about .re!packaging/ and .selling/ the same story differently in different media sites are
considered, particularly in respect to readers who do not read the written story.
References
8conomou, ?. ())# 4hotos in the Dews+ ;ppraisal ;nalysis of Misual emiosis and Merbal!visual
2ntersemiosis. Enpublished doctoral thesis, Eniversity of ydney.
8conomou, ?. ())* .7he 'ig 4icture/ in @. @assen, :. trunck and ;. Mestergaard (eds% Bediating
2deology in 7e9t and 2mage. ;msterdam+ :ohn 'en3amins, pp.""(!($0.
Keeble, R. ())* (0th edn% 7he Dewspaper 6andbook. @ondon+ Routledge.
Bartin, :. R. and White, 4.R.R. ()), 7he @anguage of 8valuation+ ;ppraisal in 8nglish. 'asingstoke and
Dew Oork+ 4algrave.
'nal1sis of Saudi 'ra&ian 4olicies/ Curricula and Enacted Curriculum:
4re and post 9:;; Socio"4olitical 'pproach
-ari8 $lyas , *in &!('l &5i5 University, Je((ah, Sa'(i &ra!ia
+ichelle Picar( , University of &(elai(e, &'stralia
7here has been limited research that has focused on the role of culture and teachingI learning identities in
8>@, and how these issues impact on 8>@ policy, curriculum, the use of te9tbooks and pedagogy (>ield N
@eicester, ())$%. 8ven less research has focussed on these issues in the 5ulf conte9t. ome international
research has e9plored the role of culture and geopolitical factors affecting 8>@ policies ('yram N Risager,
"###- Snlan, ()),- Risager, ())*%. ome other studies (several in the 5ulf conte9t% have e9plored global
historical and political developments and how they have affected cultures and hence 8>@ curricula within
those cultures (see e.g., Kramsch, "##$, "##=- Kramsch et al. "###, ;l!Rahatani, ())$- Karmani, ()),a,
()),b, ()),c- ;l!;smari, ())=, 8lyas, ())=a, ())=b%. ; few studies have e9plored the enacted curriculum
(specifically in relation to teachers/ use of te9tbooks% in 5ulf countries, and its relationship to the local
culture(s% and ?iscourses (;lhumaimeri, "###- ;l!2ssa, ())*, ;l!;lamri, ())=- 8lyas, ())#a, ())#b%.
7his paper is the first in audi ;rabia conte9t to e9amine the full range of documents including policy,
curriculum and to e9plore how these documents arise out of cultural identities, and in turn may have a
range of effects on teacher and learner identities. 6ence, this paper briefly e9plores selected 8nglish and
general education policy documents, curricula and te9tbooks within audi ;rabian conte9t from a Aritical
?iscourse ;nalysis perspective, and e9amines how they have changed pre!and!post #I"".
1*
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EF- 'N2 ES- S(02EN(S# +E('46O%5C'- CONCE4(0'-5<'(5ONS OF -'NG0'GE
-E'%N5NG
+i'el 3arias , Universi(a( (e Santiao (e Chile, Chile
/eonar(o )eli5 , Deakin University, &'stralia
>orceville N Erios!;parisi (())#% have e9plored metaphors in modes other than purely linguistic ones.
Betaphor as a mode of thinking and reasoning can by all means occur in such forms as images, pictures
and gestures- that is, in various non!verbal forms. 2n this paper particular attention is paid to non!verbal
forms of metaphorical depiction. We have e9amined 8>@ and 8@ students/ drawings in order to both tap
into their mental representations of what .language learning/ means to them and get closer insights into
these learners/ belief system. 7he ob3ective of the analysis is three!fold+ firstly, we attempt to scrutinize
their metaphorical conceptualisations in order to find out the e9tent to which Ahilean 8>@ and ;ustralian
8@ students/ drawings differ from each other with regards to what .language learning/ is to them.
econdly, we also look into the &uestion of how their metaphoric representations are in line with what
'lock (())$% discusses as Gac&uisition metaphorH and Gparticipation metaphorH. ?o they view the process
of learning another language as purely ac&uiring elements or as a participatory interactive process< >inally,
as our data were collected from two groups with different cultural backgrounds, we focus on how their
representations may be idiosyncratically different, or, perhaps similar. Results indicate that the
metaphorical depictions from both groups share common traits that allow us to postulate the presence of a
cognitive metaphor (@akoff and :ohnson ("#=)% to the e9tent that language learning is understood as a
dynamic, progressive and positive process. J
Ethnograph1 of Communication: the (ool %oom
/a'ra 3icorilli , +ac8'arie University
7his paper is a preliminary analysis of a work in progress and part of a 4h? pro3ect which investigates
communication patterns, skills and management on the factory floor of a manufacturing company. 2t
e9plores the various facets of ethnography and the forms it takes on when it is conducted in comple9,
hectic environments and .communities/.
Often if not always used as a complementary albeit powerful, instrument to define and capture the
.background/ of action and speech, ethnographic approaches are here critically reviewed in relation to the
specific conte9t under investigation. 7wo ma3or aspects of conducting ethnography will be analysed+ the
techni&ues employed during fieldwork and the position and sub3ectivity of the researcher. 'oth these
aspects, it will be shown, will converge into the interpretation process.
pecifically it will be shown how some of the traditional fieldwork techni&ues such as observation, field
notes, &uestion asking have to be utilized in a fluid and dynamic way (consider your participants,
maintenance operators moving around the floor of an industrial plant%. 2n the same way, the position and
sub3ectivity of the ethnographer will have to be of the same type, fluid and dynamic (e.g.+ consider yourself
on the factory floor, you are given a visibility vest and a pair of goggles for safety reasons, you are the only
woman among men%.
2t will be argued that, indeed, .ethnography is a strange animal/ ('lommaert, ())*%, chameleonic and
visible at the same time whose tools have to be adapted to dynamic and at times unpredictable
circumstances.
1'
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-ocal"grammar =ased 'pproach to the %ecognition of 3ariants of -oanwords
+ohame( Yassine 3re6 , D;C.R&, 4ank'k University of 3orein St'(ies, So'th *orea
Prof. Jee,S'n Nam , D;C.R&, 4ank'k University of 3orein St'(ies, So'th *orea
Bany studies have investigated the role @oanwords play in second language learning. While 8nglish
loanwords can be considered as an effective tool in teaching Korean to speakers of other languages, there
are some problems connected with the variation of the spelling of 8nglish @oanwords. 8ven though there
is an official norm imposed by the Korean government about the transliteration of loanwords in Korean,
we observe people use, especially in internet documents, many variants of the standard spelling of
loanwords. 7he variant spellings of loanwords are idiosyncratic phenomena that are problematic not only
for natural language processing applications, but also for second language learners who get confused about
the right spelling of a given loanword. 7his would hamper their second language learning process. 2n this
paper, to account for this problem, we propose a finite!state methodology named @ocal!5rammar 5raph
(@55% to describe and recognize these various spellings of loanwords. 7hrough @55s we can control all
variations of a given loanword and are definitely more effective and less time!consuming than having to
describe the variations one by one in a list form. Enite9 system (4aumier ())$% has been developed to
transform the @55s into finite!state transducers, which can be integrated in 8!learning systems, will offer
an ade&uate environment for this work. 7he methodology we present here may be applied on other
languages.
Conversational Competence and the Socio"academic 2ilemma of 5nternational Students
.noni"' Ch'k"'ma Go("in , Universiti P'tra +alaysia, +alaysia
+artins /'cky &taman , Universiti P'tra +alaysia, +alaysia
; comparably under!researched language!user!group is the @( international students on a temporary stay
abroad, who already possess a measure of the @( (8nglish% competence but are handicapped in this lingua
franca conte9t by such linguistic factors as phonological and le9ical variations between their known variety
and the dialect in the place of study. >oreign students in this situation suffer communication challenges
which severely affect their social and academic interactions.
Aonsidering the e9istence of varieties of tandard 8nglish and the conse&uent mutual intelligibility
problems between speakers of various varieties or dialects, this study seeks to investigate the
conversational competence and the socio!academic dilemma of international students based on a
&uestionnaire survey of international postgraduate students at Eniversiti 4utra Balaysia (E4B%, Balaysia.
; three part instrument was used to collect data from a sampled group of 1) students and was meant to
elicit respondents/ 8nglish language proficiency level and their e9periences with using 8nglish abroad with
emphasis on their conversational skill e9perience with co!international students. 7he results indicate that
dialectal differences and irregular use of 8nglish account for the conversational difficulties of international
students and suggest that most of them would benefit from remedial grammar classes based on the
conte9tually relevant 8nglish variety or dominant collo&uial dialect.
Chances are >uadrillion to One: 4ro&a&ilistic -anguage in Forensic E)pert Evidence
Professor Jane Goo(man,Delah'nty , Charles St'rt University, &'stralia
Dr Pa'la Sa'n(ers , Charles St'rt University, &'stralia
7he interests of 3ustice are best served when scientifically sound and unbiased e9pert witness testimony is
presented in court. 2t is e&ually important that 3urors understand the testimony of the e9perts in order to
reach a fair verdict. :urors are fre&uently called upon to evaluate forensic evidence, such as ?D; and
fingerprint traces, in criminal trials. 7his evidence is presented by forensic e9perts who summarise their
findings using probabilistic language such as G",) &uadrilliion times more likelyH to &uantify the
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likelihood of a random match between samples of biometric data from the accused and the crime scene.
Research has shown that 3urors reach different estimates of culpability based on variations in the
terminology used by the e9perts to e9press this probability+ statistics presented as percentages vs
fre&uencies are more persuasive and statistics e9pressed in percentages closer to "))K are more strongly
associated with culpability. Aurrently, e9perts witnesses are advised to avoid traditional statistical
terminology due to common misconceptions regarding the power and conclusiveness of forensic scientific
data and instead are advised to describe the relative rarity of a ?D; profile match as GweakH GstrongH
Gvery strongH or Ge9tremely strongH. 7hese proposed linguistic alternatives have not been well!tested.
7his presentation draws on past research and current practice to make recommendations on language for
e9perts to use to best assist 3urors to render unbiased and fair verdicts.
(he Challenges for Non"Native English Speakers in .riting for 5nternational Scientific 4u&lication
in English
4amamah , UNSW, &'stralia
cientific international publication is highly valued in scholarly life. 7hrough Research ;rticles (R;s%
scholars secure academic prestige and promotion (Aanagara3ah, ())(, p.$$%. 6owever, it is ta9ing for non!
native 8nglish speakers in &uest of publishing in 8nglish in international 3ournals. While research and
writing are always locally situated, the publishing activity is influenced by the powerful and comple9
global practices (@ilis and Aurry, ()"), p. "%. 7he aim of this study in progress is to e9tend our
understanding of the processes, which includes the perceptions, problems, and strategies, that 2ndonesian
academics, as non!native 8nglish speakers, go through in attempting to publish scientific articles in an
international refereed 3ournal in 8nglish. 7his study is meant to help academics in periphery countries to
open the doors of publishing networks internationally.
References+
Aanagara3ah, . (())(%. & Geo#olitics of &ca(emic Writin. E;, 4ittsburgh+ Eniversity of 4ittsburgh
4ress.
@ilis, 7.B. and Aurry, B.:. (()")%. &ca(emic Writin in a Glo!al Conte0t% -he #olitics an( Practices of
P'!lishin in $nlish. E;, Dew Oork+ Routledge.
Chinese EF- -earners? 'ttri&ution =eliefs and Self"Efficac1 in English %eading
3eifei 4an , University of Sy(ney, &'stralia
7his presentation reports a study on self!efficacy and attribution beliefs in reading 8nglish as a foreign
language (>@% with a group of ",# Ahinese university 8>@ learners ma3oring in 'usiness Banagement.
7he participants answered two &uestionnaires asking them to report their self!efficacy and attribution
beliefs to >@ reading. 7he 8nglish reading achievement was tested through a reading test with a format of
Aollege 8nglish 7est 'and!0. 7he results showed that Ahinese students had different attribution beliefs to
success and failure of 8nglish reading+ they attributed the success of 8nglish reading fre&uently to the
effort, the use of reading strategies and the 8nglish teachers, whereas the most fre&uent factors to which
they attributed the failure of 8nglish reading were the bad luck, poor 8nglish teachers as well as the
difficult reading tasks. 7he results of the multiple regression analysis indicated that self!efficacy and
attribution beliefs (i.e. attribution to strategies and mood% in >@ reading together e9plained about "1 K of
variance in >@ reading achievement. 7he study also found that both self!efficacy and attribution beliefs
differed among high!, medium!, and low!achieving readers. 6igh!achieving >@ readers demonstrated
higher self!efficacy than medium!achieving readers, who again were more confident than their low!
achieving counterparts. ;dditionally, high!achieving >@ readers tended to attribute 8nglish reading to the
use of reading strategies, and to view reading achievement as changeable over time, more often than
1(
A/&tr!ct&
medium! and low!achieving readers. 4edagogical implications and suggestions for future research are also
articulated.
(one/ (onalit1 and (onicit1 in (ikhak (angsa
Pa'l 4astie , Research Centre for /in'istic -y#oloy, /a -ro!e University, +el!o'rne
7ikhak is a 7ibeto!'urman language of Dorth 8ast 2ndia. ; variety of the 7angsa language network, 7ikhak
is classified under the 'odo!:ingphaw!Konyak branch, aka the .al/ language group ('urling "#=$%.
7angsa dialects are collectively called .Daga, 7ase/ in the online reference database 8thnologue . ?espite
this lumping, morphological and phonological difference is widespread across 1) known 7angsa varieties,
and a .7ikhak group/ seems to constitute a 3ustifiable sub!grouping based on grammatical and phonological
factors (Borey ())#%.
;ccording to modern geo!national borders, 7angsa communities have been migrating from 'urma into
2ndia over several centuries, however many 7angsa people consider either side of the 8astern 2ndo!
'urmese border as merely ad3acent regions of their traditional land. 7ikhak are thought to be one of the
earliest 7angsa peoples to make this 3ourney.
7ikhak has three le9ical tones, however the tone system appears to be in a state of change, and possibly in
the process of becoming moribund. While use of le9ical tone varies, the system is perhaps on the decrease
in 7ikhak, whereas the intonational systems are robust and perhaps becoming moreso. 2ncreasing contact
with non!tonal languages (6indi, ;ssamese, 8nglish% are a likely factor behind this change. 2n this view,
the systems of tonicity and tonality appear to be taking an increasing functional load, while the system of
tone as an e9periential resource is becoming more highly constrained.
References
'urling, Robbins, "#=$. 7he al @anguages ! @inguistics of the 7ibeto!'urman ;rea (v1.(%
Borey, tephen, ())# 7angsa ;greement Barkers (RA@7 seminar paper, @a 7robe Eniversity%
(he Evaluation of Graduate 2iploma in (eaching 4rofession @5nternational 4rogramA English
2epartment Facult1 of Education =ansom
&ssistant Professor Dr. &ree"an ;amsa,ar( , Bansom(e6chao#raya Ra6a!hat University
7he aim of this &ualitative research is to e9plore the evaluation of 5raduate ?iploma in 7eaching
4rofession (2nternational 4rogram% 8nglish ?epartment >aculty of 8ducation 'ansomde3chaopraya
Ra3abhat Eniversity through A244 Bodel in 0 aspects+ conte9t, input, process and product. ?ata are
collected through ( approaches i.e. ("% completion of ,!point rating scale &uestionnaire based on A244
Bodel by ( groups of population- total "$ students and "( lecturers of 5raduate ?iploma in 7eaching
4rofession (2nternational 4rogram% in academic year ()") and ((% structured interviewing with the same
groups of populations in ("%.7he analysis of data is presented in forms of percentage, arithmetic mean, and
standard deviation.
7he findings reveal that most of the ( groups of sub3ects generally agree to evaluate the &uality of the
curriculum in 0 aspects of A244 Bodel at high level. ;fter analysis of each aspect, product is ranked as the
most satisfactory particular preceding to input, conte9t, and process respectively. Boreover, the strengths
of the program are found to be &ualified and e9perienced teaching staffs and concordance between
curriculum and the need of learners as well as re&uirements of the authorities. 7he suggestions from the
respondents also include some necessary improvements for further curriculum development such as the
systematization of process and administration, strong management of educational supervision, and
providing high &uality of materials and documents.
18
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S1nta) * 4honolog1 @4osleksikalA of 2awan -anguage
R'(olof Ji!rael ;s' 9 $nlish St'(y Proram, -eacher -rainin an( $('cation 3ac'lty, PGR; University
N-- *'#an, ;n(onesia
7his paper discusses the problem of phonological processes of ?awan language at the level of synta9.
Marious phonological processes were analyzed using optimality theory. 7his theory proposes that input and
output and the relationship between the two. 7he relationship between input and output was mediated by
two formal mechanisms, namely generator and evaluators. 2n a generator that was created various
candidates. One of the various candidates to be the optimal candidate after passing through a variety of
constraints created by the evaluators.
5nterpreting Grammatical +etaphor: ' Cognitive"functional 4erspective
/i Jie, Ph.D. , #rofessor of $nlish in the 3orein /an'aes De#artment at Shanto' University,
P.R.China
7he previous researchers of grammatical metaphor focused mainly on such issues as the metafunctions, the
classifications of grammatical metaphor and its identifications in discourse. 6owever, they have done little
to probe into the cognitive aspects of the grammatical metaphor phenomenon, not to mention any attempt
at e9ploring metaphor from an integrative perspective of cognitive linguistics and functional grammar, so
that it seems not possible to investigate the grammatical metaphor phenomenon thoroughly, and there have
heretofore not been a satisfactory e9planation given to this issue. 7his paper is going to study the le9ico!
grammatical metaphorical phenomenon in the 8nglish language. 5rammatical metaphor was treated by
previous studies as an alternative e9pression of a meaning or Gsame signified, different signifierH in
6alliday/s words, but the present paper will treat it as a cognitive!functional construct of linguistic
representation for human e9perience. 'y looking for a linkage between functional and cognitive
approaches to metaphor as a theoretical basis, the author attempts to build up an integrated model, hoping
to show how the two approaches in combination can throw light on grammatical metaphor and how the
cognitive and functional factors may result in the occurrence of grammatical metaphor.
-inguistic Chauvinism Constraining -inguistic %ight of 5ndigenous Children in Nation States: Cases
of =angladesh and 'ustralia
S'n6i(a &frin *han , J'nior /ect'rer, Centre for /an'aes 1Cf/2, BR&C University, Dhaka, Banla(esh
tudies into national education policies have repeatedly found that states are mostly manipulative and
e9clusionary when it comes to language policies. 2t is important to keep in mind that the language policies
of many states are implicit, at times fuzzy, and to locate the hidden agendas one needs to scrutinize the de
facto practices of that country. 89clusionary education policy can lead to the inevitable corollary of
violation of elementary linguistic rights. 2n 'angladesh, for e9ample, there are forty!five indigenous
languages that are endangered now- in fact, some of them are almost dying. @inguistic constrain can be one
of the reasons for the ma3or drop out of indigenous children whose mother tongue is not 'angla. ;nother
e9ample can be ;ustralia where, even though bilingual education has been proved to be essential for the
cognitive development for the children of 2ndigenous communities, the policy has failed to ensure
linguistic right for the children in the Dorthern 7erritory who are monolingual in a language other than
8nglish, which can cause death of the rest of the endangered 2ndigenous languages in ;ustralia.
7here is a host of interlinked socio!economic factors, for e9ample, nationalism, linguistic chauvinism, that
are contributing to the blotting out of our linguistic diversity. 2t is anticipated that this paper will stimulate
significant discussion on using evidence based research to unearth the propaganda and ideology behind the
e9clusionary education policies of different nation states, especially 'angladesh and ;ustralia.
19
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5nteractional Functions of 8orean "nikka and "nunta1
4y'n S' *;+ , -he &'stralian National University
7his study aims to investigate the interactional functions of !nikka and !nuntay in Korean, which have been
known as .indirect &uotation markers/ in the literature of Korean linguistics. 7hese markers have been
e9amined mainly in terms of semantic and syntactic perspectives, and their role in the spoken discourse or
in two!way communication has not been fully and systematically e9plored even though some aspects of
their behaviour .beyond a sentence/ have been reported- e.g., these markers display the hearer/s co!
alignment (Kim N uh, "##0%.
7o obtain rich conte9ts, the current study adopts various data sets for its analysis, which include 7M drama
scripts, comic books and telephone conversations. >or a theoretical framework, the notion of involvement
(Ahafe, "#=(, "#=,- 7annen, "#=,, "#=#- ;rndt and :anney, "#=1- @ee, ())1% will be used to identify the
features of spoken discourse, looking at how the speakers use the target markers to invite involvement of
the hearer. 7he current study will reveal that, while these markers share similarities that they are indirect
&uotation markers and fre&uently used in casual conversation, each marker indicates different functions
from the other+ 2n brief, the speakers use !nikka to repeat a previous utterance and show their attitude of
complaining or urging. On the other hand, the speakers use !nuntay to elicit certain kinds of feelings and
attitudes such as surprise and anger from the hearers. 7he marker is also used to introduce metaphors into
the conte9t for initiating, e9tending and concluding stories.
'dvanced =ilingual Enhancement:
2eveloping (ranslation and 5nterpreting Students# -inguistic Competence
Dr +ira *im , University of Ne" So'th Wales
Dr Claire Scott , University of Ne" So'th Wales
7his paper reports on an ongoing pro3ect that addresses the une&ual development of 7ranslation and
2nterpreting (7N2% students/ working languages. 7he pro3ect e9plores the persistent challenge in 7N2
education by drawing on two ma3or educationally oriented theories+ one is a language theory, known as
systemic functional linguistics (>@%, which Kim has successfully applied to translation teaching (c.f. Kim
())#%, and the other is an educational theory known as socio cultural theory (A7%, which has been a
powerful source of inspiration for great numbers of translator educators around the world since Kiraly
(()))% started to advocate it for innovative translator education (c.f. Kearns ())=%. 7he primary outcome
of this pro3ect will be a program of learning activities in modular form, which 7N2 educators can
incorporate into their curricula to create a multitude of scaffolded ac&uisition enhancement e9periences for
their students. 7his paper will mainly discuss the theoretical and methodological framework of this pro3ect
and present the findings of a pilot study analysing 8nglish skill needs of international students studying
7N2 at Basters level at EDW.
References
Kearns, :. (ed.% (())=% 7ranslator and 2nterpreter 7raining+ 2ssues, Bethods and ?ebates, @ondon and Dew
Oork+ Aontinuum.
Kim, B. (())#% .Beaning!oriented assessment of translations+ >@ and its application to formative
assessment/, in A. ;ngelelli and 6. 8. :acobson (eds.%, "($!",1.
Kiraly, ?. A. (()))% ; ocial Aonstructivist ;pproach to 7ranslator 8ducation, Banchester+ t. :erome.
20
A/&tr!ct&
%eflective Feed&ack 0sing 2igital (echnolog1 for 2eveloping Oral Communication
+arie 3ell!a'm *or#i , -he University of Western Sy(ney, &'stralia
7his paper presents the results of an ongoing research pro3ect using a model of video capture, digital
recording, and web!technology to underpin the methodology of training and assessing .at risk/ students of
nursing and secondary education in ;ustralia. 7he pro3ect is innovative in that it delivers a means of
providing multi!source feedback on speech behaviours, such as articulation, intonation, and other prosodic
behaviours, in addition to voice pro3ection, posture and body language. 7he method provides systematic
and formative feedback to students on their oral communicative skills for their profession.
;ddressing the need for broader components in assessing language ability of non!native speakers aspiring
to be professionals, such as teachers or nurses, the use of modern technology as a tool for training students
is combined with instruments to develop self!reflection and self!monitoring, leading to continuing self!
assessment in order to improve their speech. 7he combination of reflective tools and individual speech
captured digitally, allows students to track changes in their communication skills both verbally and
nonverbally, leading to speech which e9udes confidence and authority necessary for their respective
profession.
8orean Students# Earl1 Stud1 '&road/ English and Glo&alisation
Bon Jeon /ee , University of -echnoloy, Sy(ney
Entil the late "#=)s, Koreans leaving for a foreign country for study purposes, .yuhaksaeng/ (the Korean
term for international students%, were mostly bachelor/s or master/s degree holders. ince the "##)s,
Korean students in pre!adulthood from primary to high school age have emerged as a new group of
.yuhaksaeng/, increasingly comprised of a considerable number of the country leavers. While adult
yuhaksaeng aims to obtain overseas degrees, these young students/ study abroad is more sparred by
Korea/s .8nglish fever/, or Gcollective neurosis of 8nglish feverH (O!B Kim ())(%.
8nglish in Korea has been Ga much sought after resourceH (4ark ())0% as a ladder for upward social
mobility since the transitional military government was established shortly after the end of :apanese
colonial period in "#0,. While the status of 8nglish throughout most of ()th century was highly related to
Korea/s economic and military dependence of the Enited tates, the recent intensification of its value in
Korean society is situated in the local globalisation processes in Korean society since the "##)s. 7his
paper e9amines how the local process of globalisation in Korean society is involved in Korean students/
early study abroad, and what linguistic concerns mediate this phenomenon.
Kim, O.!B. ())(, CAollective neurosis of 8nglish feverC, 8ducation Review, vol. #, pp. ,*!*0.
4ark, :..!O. ())0, C5lobalization, language, and social order+ ideologies of 8nglish in outh KoreaC,
?issertation thesis, Eniversity of Aalifornia, anta 'arbara.
5nteractive 'ttitude in Bapanese
D'ck,Yo'n /ee , &'stralian National University, &'stralia
?uring the past four decades, a number of approaches have made invaluable contributions in the area of
spoken discourse+ >or e9ample, Aonversation ;nalysis (chegloff, "#1(- chegloff and acks, "#1$-
chegloff et al., "#11% sheds light on various aspects of interaction, by taking a closer look at specific
micro!structural patterns such as turn!constructional units, turn!taking procedures, ad3acency pairs, etc.-
2nteractional @inguistics (Ochs et al., "##*% aims at a grammatical description of talk!in!interaction, and
clarifies the way in which synta9, le9is, and prosody are used and their role in the conversational
organization- and a great number of researches have been undertaken on the issue of ?iscourse Barkers
21
A/&tr!ct&
(chiffrin, "#=1- >raser, "#==- Redeker, "##"- Dorrick, ())"- among others%.
;dopting findings of recent researches in these approaches, the current study investigates linguistic forms
and strategies in :apanese, which operate in close relation to the interaction between communication
participants. Bore specifically, it assumes that those linguistic forms and strategies are a manifestation of a
speaker/s attitude of undertaking interaction with the conversation partner. 'ased on a ,,)!minute!long
corpus of $0 conversations between speakers with various social backgrounds collected in diverse
situational conte9ts, the study further shows that the interactive attitude can be divided into si9 subgroups
according to the purpose which the speaker attempts to achieve through the operation.
'n 5mplementation of (eam (eaching Strateg1 =ased on 5nterpersonal +eaning 2riven 4edagog1:
(eaching 'cademic Essa1s in a =usiness
Sook 4ee /ee , Charles St'art University, Sy(ney Centre
7his paper provides the results of implementing a .7eam 7eaching/ strategy in teaching two academic tasks
re&uired at a Eniversity in ydney+ an argumentativeIpersuasive essay and a business report. 7he teaching
was focused on structures of the tasks, key language aspects and referencing as the students first language
was not 8nglish. ;n ;ustralian genre!based approach in writing and appraisal theory (evaluative
language%, which has newly emerged within a ystemic >unctional @inguistics framework (>@%, was
mainly utilised via conte9tual, te9tual, and interte9tual approaches. ; survey was conducted on lecturers
and students from three classes to identify their perceptions and measure the evaluations of team teaching.
Results show that both students and lecturers displayed positive attitudes towards content, and manner of
language teaching. 'oth groups showed much more positive attitude for the language teacher than the
content itself. 7he results also indicate that while team teaching can be &uite effective, it cannot be a
panacea for students who are potentially at risk and gained direct entry. 7he results have significant
pedagogic implications in that team teaching, incorporated with interpersonally!oriented pedagogy within
the >@ framework, adds a significant value to the study support programs.
2efining 5nterCections in (urkic -anguages
&lan /i!ert , University of Ne"castle, &'stralia
2nter3ections have been dealt with in various ways in grammars of 7urkic languages and various words
have been placed in this class. 2n this paper 2 will survey the treatment of inter3ections of 7urkic languages
in works both by western linguists and by native speakers of these languages and 2 will formulate a new
definition of the class.
Auriously, some grammars, e.g. @ewis ("#*1%, do not even discuss a class of inter3ections, although they
may mention individual inter3ections. ome authors, e.g. Kornfilt ("##1%, do treat these words as a class,
but include in this class words that other authors consider to belong to another part of speech. >or e9ample,
6acieminoglu ("##(%, although he does have a class of inter3ections, places el!ette .of course/ (an
inter3ection for Kornfilt% among the .k'vvetlen(irme e(atlari/ (.strengthening particles% rather than among
the inter3ections.
2 will argue that such widespread disagreement may be partly due to the lack of a principled definition of
inter3ections, which in turn could be due to the fact that they have been neglected when compared with
other parts of speech. By definition limits inter3ections to those words which can felicitously be uttered in
the absence of an interlocutor, while many of the supposed inter3ections of Kornfilt and others will be
shown to be adverbs or words of some other class.
References
22
A/&tr!ct&
6acieminoglu, D. ("##(% -'rk Dilin(e $(atlar. Billi 8gitim 'akanligi Oayinlari, 2stanbul.
Kornfilt, :. ("##1% -'rkish. Routledge, @ondon.
@ewis, 5. ("#*1% -'rkish Grammar. O9ford Eniversity 4ress, O9ford.
Negotiating One#s E)pertise through 'ppraisal in C3s
Dr Caroline /i#ovsky , University of Sy(ney
2n the recruiting process, AMs represent the image that 3ob applicants create for themselves in their
endeavour to obtain a 3ob interview. 'ased on their impressions of these AMs, recruiters then make
decisions about 3ob applicants/ employability. 7he aim of this paper is to use empirical data to e9plore how
applicants construct their professional identity through appraisal in their AMs.
?rawing on analysis of a set of AMs collected in >rance that uses ystemic >unctional @inguistics
;ppraisal theory (Bartin and White ()),%, 2 will highlight how 3ob applicants negotiate their professional
e9pertise in their AMs and will identify the characteristics of successful applications. 7he AM analyses will
be complemented by recruiters/ comments on their impressions of the AMs.
Bartin, :. R. and White, 4. R. R. ()),. 7he @anguage of 8valuation+ ;ppraisal in 8nglish. Dew Oork+
4algrave Bacmillan.
(erminological Needs of the 'ir (ransportation Committee of the 'cadem1 of 4ersian -anguage and
-iterature in Neologism
Ghanat &!a(i, +ah(iyeh , -he &ca(emy of Persian /an'ae an( /iterat're, ;ran
2t is about a century that ;cademy of 4ersian @anguage and @iterature under different names have tried to
promote 4ersian language, literature and terminology. 7erminology department is one of the different
departments of ;cademy and nearly fifty professional committees contribute to this department. ;ir
transportation committee which has started to work since ())) is one of them. 7his committee has selected
e&uivalents for about one thousand terms of this domain in its life span among which is a large number of
neologisms.
7he large number of terminological gaps in the air transportation field in 4ersian language and lack of
4ersian e&uivalents due to the short period of familiarity of 2ranian people with this knowledge and the
international spoken language which is used in flight conversations have led the air transportation
committee to make neonyms.
7he neonyms in contrast to the standardized e&uivalents have less chance for being accepted. ;fter finding
the most fre&uent and correct e&uivalent for a terminological unit among some pree9isted e&uivalents, you
can standardize this e&uivalent and be sure of your success. 'ut neologisms should have many
characteristics to be accepted by the society.
We mentioned unambiguous, brief, concise, grammatically and phonologically well!formed, and
transparent neologisms which are able to be the basis for possible derived forms have a reasonable chance
of being accepted. What makes the neonyms of the air transportation field to have these characteristics to
be accepted is the usage of a full combination of electronic and updated monolingual and bilingual
glossaries and dictionaries in different languages and even 4ersian language in the terminological sessions
of the committee.
2)
A/&tr!ct&
'cademic -iteracies for the .orld Food S1stem:
(he Case Stud1 of a Chilean Student in the 2iscipline of 'gri&usiness
/issette Ramos +arin , -he University of &(elai(e, &'stralia
;cademic @iteracy cannot be considered as a single and general skill that can be learnt, but a process
where socialization plays a main role in providing students with the necessary linguistics tools to develop
in a particular disciplinary community. >rom this perspective the literacy practices and events are of some
importance to e9pose the process itself. 2n order to support this, the 7heory of systemic >unctional
@inguistics (6alliday, "##0% and @anguage ocialisation 7heories (Mygotsky, "#1=% provide what is
necessary to analyse the te9ts and discourses involved in such activities. 4articularly oral and written te9ts
can be analysed to understand how meaning is conveyed in a particular discipline. ocialisation theories,
the following sections will describe the literacy practices of an international first year student in the
discipline of ;gribusiness. 7he study is based on &ualitative methodology in the form of a case study. ?ata
consists of recorded lecture sessions, field notes and written and oral assignments. 2n addition to that
material, two interviews will be considered for analysis. 7he discourses involved in each literacy event are
to be described and analysed to e9pose how knowledge is construed among the participants of the
discipline.
(eaching 'pplied -inguistics: Freedom %ules
Ste#hen +oore , +ac8'arie University
7his presentation is concerned with the teaching of applied linguistics as a discipline in higher education in
;ustralia. Whatever else applied linguistics is concerned with, the need to effectively communicate
discipline!specific knowledge and skills to our students remains constant and fundamental to their learning
e9periences. ; review of the literature reveals that unlike the physical sciences (e.g., chemistry- physics% or
social sciences (e.g., education- law% there are virtually no reports of studies focused on teaching in our
particular discipline. One reason why the field of applied linguistics has not been the sub3ect of much
pedagogical en&uiry could be its perceived comple9ity as a unified field, as evident from its competing
epistemologies (see, for e9ample, Richards ())$%. 7he current study has therefore focused on three
important sub!disciplines of the field (i.e., second language ac&uisition- language testing and assessment-
and pragmatics% to investigate teaching approaches used in those specific sub!fields. i9 lecturers of
postgraduate applied linguistics programs in ;ustralia were interviewed to gain insights into the teaching
approaches (based on 7rigwell et al. "##0% that they adopted in face!to!face teaching of their particular
sub!discipline. 7he study found that while each sub!discipline attracted some similarity in teaching
approach, different approaches were favoured by all si9 lecturers. >actors strongly influencing teaching
approaches include personal philosophies of teaching and learning- the nature of the sub!discipline- the
nature of the student cohort- and institutional constraints.
(he -ingua Franca 4erspective of .ord Com&inations 0sage in the .riting of 4ostgraduate
Students
3iroo5 Namvar , University *e!ansaan +alaysia, +alaysia
Jamilah +'stfa , University *e!ansaan +alaysia, +alaysia
Dor >ariza Bohd Dor ! Eniversity Kebangsaan Balaysia, Balaysia
2t is widely acknowledged that word combinations, in particular collocations, play an important role in
second language learning, particularly at the intermediate and advanced levels. 6owever, learnersC
difficulties with collocations have not been investigated in detail to date. 7his study intended to determine
the underlying causes of collocation misuse by e9ploring the influence of @" and the cultural background
of learners on the proper production of collocations.
2*
A/&tr!ct&
7hirty 2ranian postgraduate students participated in this study and their academic writings have been
analyzed to determine the odd collocations they made and to identify the basis for their difficulties in
producing collocations. ; focus group interview has been used to determine the influence of @" and
cultural background of the learners on the production of collocations.
;ccording to the world 8nglishes studies and from the perspective of @ingua >ranca, we cannot say all the
collocations produced by students are wrong but their collocation production is related to the learners/ first
language and cultural background. 7he result showed that learners have difficulties with both le9ical and
grammatical collocations in their writing. >irst language influence appeared to have a strong effect on the
learners/ production of collocation. 2n addition, as language and culture are not separable, the cultural
difference between the first language and target language caused students to come up with odd le9ical
collocations. 7he results indicated that learners are often not aware of the collocations and are not able to
control their collocation production.
On the Cognitive +appings &etween 6uman =od1 4arts and the Semantic Space in Gesture
-anguage E)periments
4iromi .(a , Wase(a University
7his presentation describes how sub3ects in 5esture @anguage 5ame invented mappings between their
upper body parts and the semantic space that is defined in the e9periment. ;fter a &uick introduction of the
framework of the 5esture @anguage 5ame, the mappings that emerged in the e9periment will be
e9amined. 7he ultimate goal of this investigation is to create a model of mappings emerged in the
e9perimental settings.
7he e9perimental format of 5esture @anguage 5ame (Oda N 7akei, ())$- Oda, ())*% re&uires two
participants to establish communication only with gestural signs, which need to be invented and agreed
upon by the sub3ects on the spot. ince only two signs for GOesH and GDoH were given at the beginning,
they need to come up with signs that can e9press e9act locations of ob3ects against backgrounds or those
that can convey ob3ect movements in relation to other ob3ects, as well as other basic signs for animals,
humans and various simple ob3ects.
7he mappings invented by the sub3ects included various types- one of straightforward mappings included
the one between the locations of ob3ects on a road and those of a hand. 7he mapping between the space
defined in front of sub3ects and the special relations of ob3ects in the drawings was often observed, and, in
a few sessions, an ob3ect that was previously introduced was .held/ by one hand to be continuously referred
to throughout the discourse.
%e"consideration of the Functions of Bapanese 5nteractive +arkers ne and na
Naomi .i , &'stralian National University, &'stralia
7his study aims to investigate the functions of two :apanese interactive markers ne and na, and shed light
on some aspects of conversation patterns of the spoken discourse. While it has widely been acknowledged
that these markers commonly share the functions such as .seeking agreement/, .showing agreement/ and
.confirming information/, little attention has been paid to their differences. >or e9ample, their
distributional facts have been well known- i.e. na is used by male speakers only while ne is used by both
male and female speakers- and na is used only when the speaker is socially higher than or e&ual to the
hearer while ne does not have such a restriction. 6owever, to the best of my knowledge, no attempt has
been made to systematically account for these distributions, despite the possibility that these distributions
could be a key for understanding the genuine properties of these markers.
7his study first assumes that their shared functions can be unified in terms of the speaker/s .incorporative/
2'
A/&tr!ct&
attitude. >urther, it argues that the use of these markers is not directly controlled by the speaker/s gender
and social status, but it is rather determined by a tone (or attitude% associated with a particular marker- that
is, na has a special property to indicate the .camaraderie/ tone of the speaker while ne does not. @inguistic
evidence such as their distributional facts in terms of the speaker/s gender and social status is also
discussed in close connection with the speaker/s particular attitude indicated by each marker.
' Critiue of the -inguistic Se)ism of Selected English Countries? National 'nthems
Samson .las'nkanmi .l'a , 3ac'lty of &rts an( Social Sciences, Universiti -'nk' &!('l Rahman
*am#ar<Perak Cam#'s, +alaysia
2t is surprising that the national anthems of many 8nglish!speaking countries of 8urope, ;sia, Oceania,
;frica and the ;mericas still contain gender!biased words or e9pressions that discriminate or alienate
based on se9 or gender. 7his is contrary to the position I campaign of the feminist linguists the world over
who advocate the use of gender!neutral I gender!balanced words or e9pressions in all forms of human
communication. >or e9ample, we have e9pressions like GBen of every creed and raceH, G7rue patriot love
in all thy sons commandH. G7he labour of our heroes pastH, GKnowledge and truth our forefathers spreadH,
GOh thus be it ever, when freemen shall standH, GO arise all you sons of this landH, G7he order of the sacred
land is the might of the brotherhood of the peopleH and GBay he who rules, for wisdom be regardedH in the
national anthems of Dew Tealand, Aanada, Digeria, ierra @eone, Enited tates, 4apua Dew 5uinea,
4akistan and Balta. 7his paper presents the outcome of a linguistic e9amination of the anthems of si9ty!
two (*(% countries where 8nglish is spoken as first, second or official language. 2t criti&ues the forms of
linguistic se9ism discovered in the anthems of thirty!eight ($=% countries out of the anthems of the si9ty!
two (*(% countries linguistically e9amined. 7he paper advocates linguistic overhaul of the anthems of
affected countries in favour of gender!neutral or gender!balanced language.
4erspective on -anguage 'cuisition and Code"mi)ing among 7oru&a"English =ilinguals: wh1 the
+i)ing will alwa1s 6inder the 'cuisition
Bol'"a6i .sho(i , Universiti +alaysia Sara"ak
&(ek'nle &6asin , University &k'n!a &koko Nieria, +alaysia
Aode!mi9ing is a concept which is prevalent among people who speak and make use of two languages
(bilinguals%. 2n @; (econd @anguage ;c&uisition%, research have shown that influence from the @"
(through concepts like interference, transfer etc% are factors which constrain learners from achieving the
native!like competence in the @(. 7his work however takes a different view by looking at the negative
effects of the @( on the @". Esing spontaneous and written data collected from a group of @( 8nglish
Ooruba native speakers, (Ooruba!8nglish bilinguals% the paper highlights the negative effects of the @(
(8nglish% on the @" (Ooruba% among this group in their ac&uisition of Ooruba vocabularies as a result of
code!mi9ing, and affirms that based on the structure of some Ooruba words (especially the borrowed and
the derived ones% coupled with the low fre&uency of their occurrence and constant substitution for 8nglish
ones which is prevalent in their speech, Ooruba!8nglish bilinguals will continue to e9perience serious
difficulty with the ac&uisition and use of a number of Ooruba words an act which may signal impending
danger for the Ooruba language. ;lso, from the conflicting results obtained from the two sets of data (oral
and written%, the result of this study further confirms the opinion being e9pressed in some &uarters of @;
research that, written data are not reliable to ascertain the true level of ac&uisition, they only reflect
comprehension and not internalization
25
A/&tr!ct&
-earning to -isten: -istening to -earn " the 2evelopment of a (eaching"-earning C1cle for
-istening Comprehension
Daniel .=S'llivan , University of Sy(ney
7his paper reports on research conducted at Davitas 8nglish Banly, an 8@ school for adult international
students. 7he focus of the research is to develop a listening pedagogy, based on the 7eaching @earning
Aycle (Rothery "##*%, developed within .ydney chool/ genre pedagogy (5reen N @ee, "##0%.
.ydney chool/ genre pedagogy has been developed over the last $) years in order to make visible
literacy practices for success in education, the community and employment. 7his approach to literacy and
learning programs has been informed by systemic functional linguistics (eg 6alliday "##0%, genre theory
(eg Bartin N Rose ())1, ())=%, 'ernstein/s work on educational psychology ("##*I()))% and by
6alliday/s work on language development (eg 6alliday "##$%.
7he aim is to identify the macro!generic structure of the listening lesson for the development of @earning
to @isten+ @istening to @earn, a 7eaching!@earning Aycle which aims to build students/ knowledge about
language and develop strategies for better comprehension of language use in .real/ life situations.
7his paper proposes a model based on a pedagogy that is principled, theoretically informed and conte9t
sensitive. 7he pro3ect also builds on the scant research into listening comprehension to propose an adapted
7eaching!@earning Aycle which can be used with any te9t in any conte9t and can be of benefit to both
teachers and students.
References
'ernstein, '. ("##*I()))%. 4edagogy, ymbolic control and 2dentity+ 7heory, Research, criti&ue (Revised
ed.%. Baryland+ Rowman N @ittlefield
5reen, ' N @ee, ; ("##0%. Writing 5eography+ @iteracy, 2dentity and chooling. 2n >reedman, ;. N
Bedway, 4. (eds%. @earning and 7eaching 5enre. Dew 6ampshire, 6einemannI'oynton Aook+ pp. 0*!,#.
6alliday, B. ;. K. ("##$%. 7owards a @anguage!'ased 7heory of @earning @inguistics and 8ducation, ,,
#$!""*.
6alliday, B. ;. K. ("##0%. ;n 2ntroduction to >unctional 5rammar ((nd ed.%. @ondon+ ;rnold.
Bartin, :., N Rose, ?. (())1%. Working with ?iscourse+ Beaning 'eyond the Alause ((nd ed.%. @ondon+
Aontinuum.
Bartin, :. R., N Rose, ?. (())=%. 5enre Relations+ Bapping Aulture. @ondon+ 8&uino9.
Rothery, :. ("##*%. Baking changes+ developing an educational linguistics. 2n R. 6asan N 5. Williams
(8ds.%, @iteracy in ociety (pp. =*!"($%. @ondon+ @ongman.
0npacking (e)tualit1: an Overview of (ertiar1 Students? .riting
Cecilia 3. *. P'n , City University of 4on *on, 4on *on S&R<University of Sy(ney, &'stralia
7his paper investigates the construal of te9tuality in 8nglish language writing produced by second
language learners at tertiary level in 6ong Kong through a ?iscourse emantics perspective. 2n particular,
the focus of this paper is to reveal the unfolding of te9tual continuity in students/ te9t through bringing
4eriodicity, internal and e9ternal Aon3unction, ;bstract 8ntities, and 2deation (nuclearity% (Bartin N Rose
())1- Bartin ()")% together.
7he te9ts in this study come from an 8nglish enhancement pro3ect, the @anguage Aompanion Aourse
2(
A/&tr!ct&
(@AA% conducted at the Aity Eniversity of 6ong Kong (Webster N Ahan, ())= and Bahboob, ?reyfus,
6umphrey N Bartin forthcoming%. 2n con3unction with ydney Eniversity, this pro3ect used ydney
chool genre pedagogy to design support materials to assist students in their independent writing. 7he
students then have the input of a language coach who helps them redraft their assignment before they
submit it to the lecturer.
7his study e9plores the te9tuality in students/ te9ts and attempts to model the patterns of te9ture with the
above mentioned tools for future pedagogical implications. 7he preliminary results show that the @AA
pro3ect supports students to improve their writing in terms of te9tuality with room for further
improvement.
!.hat#s going on/ who#s involved and how?#: an SF- 4erspective on the E)periential Grammar of
Spanish
Beatri5 >'iro5 , University of Sy(ney, &'stralia
7he purpose of this paper is to e9plore, within the framework of ystemic >unctional @inguistics (>@%,
the resources available for the construal of inner and outer e9perience in the panish clause. 7his account
is part of a broader 4h? research focusing on the e9periential and interpersonal le9icogrammar of panish,
based on spoken and written data from Ahilean panish.
>irst, a general e9ploration of the panish clause is introduced as a basic e9periential configuration of
process, participants and circumstances, and compared with those resources described for 8nglish
(6alliday and Batthiessen, "###, ())0%. ?iscussion is then undertaken on the e9ploration of language!
specific .reactances/ counting as grammatical evidence for process types and degrees of nuclearity
(6alliday and Batthiessen, "###- Bartin "##*%. ; further step is taken towards a view on the function of
panish configurations in discourse, particularly, their deployment as part of te9t!wide resources for the
construal of the field and the tracking of participants (Bartin "##(- Bartin and Rose, ())1%.
7he approach adopted provides useful insights on grammatical phenomena that are often problematic in
non!>@ accounts, including .clitic doubling/ and .middle voice/. >urthermore, a te9t!oriented perspective
contributes to a better understanding of the specificities of panish grammar as well as their repercussions
for te9t patterns. >urthermore, descriptive issues are raised in relation to the grammatical evidence needed
in the description of e9periential meanings in languages other than 8nglish, including the interaction with
interpersonal and te9tual resources in the clause.
4h1logenesis of the 2reamtime
Davi( Rose , University of Sy(ney
7he ancestors of 2ndigenous ;ustralians probably arrived on the continent 0)!,),))) years ago. Oet their
languages share a comparable meaning potential with spoken registers of familiar 8urasian languages, with
a similar spread of realisational strategies (Rose ())", ()),%. >urthermore the ma3ority of ;ustralian
languages belong to a single homogeneous family, covering most of the continent. ;lthough the fluidity of
cultural processes is often valorised, the relative homogeneity of ;ustralian languages, and their
comparability with other language phyla suggest a very slow rate of change. 2ndigenous ;ustralians
themselves also claim that their languages and cultural practices originated at the very beginning of human
society, in the ?reaming, and that maintaining these practices precisely is their sacred obligation.
7his paper draws on evidence from linguistics, archaeology, palaeoclimatology and mythological corpora,
to sketch the evolution of ;ustralian cultures over the immense history of their time in the continent. >our
broad phases are proposed, beginning with initial settlement. 7he broad division of ;ustralian languages
into southernIeastern and northern phyla is then associated with the drying of the continent at the height of
28
A/&tr!ct&
the last ice age (=!",,))) years ago. 7he distribution of ma3or cultural blocs is related to repopulation at
the end of the ice age "$!1,))) years ago. ;nd finally, contemporary language and dialect boundaries are
linked to climatic changes *!(,))) years ago.
Rose, ?. ())". 7he Western ?esert Aode+ an ;ustralian cryptogrammar. Aanberra+ 4acific @inguistics
Rose, ?. ()),. Darrative and the origins of discourse+ patterns of discourse in stories around the world.
;ustralian Review of ;pplied @inguistics eries "#, ","!"1$
(he stud1 of Canadian D 4ersian 4erceptions of @5mApoliteness
in 5ntercultural 'polog1 Forms
+ehr(a( Safi5a(eh , -akestan &5a( University, ;ran
Dr. +ahmoo( 3arokh#ay , -akestan &5a( University, ;ran
;cademic study of the relationship between language and culture has long been of great importance. 6ere,
politeness or apology has been under focus. 7his study attempts to e9plore the degree of perceptions of
(im%politeness, apology , in particular, here, by Aanadian and 4ersian speakers. 7his study is based on a
sample conversation in 8nglish and its e&uivalent translation into 4ersian in the form of a &uestionnaire
and &uestions. 2t is given to Aanadian and 2ranian male and female students to reveal the gender and
cultural differences. 7his analysis seeks to hypothesize that there are cultural and gender differences in the
(im%politeness level of perception. 7he present study provides useful implications in developing
conversation materials and learning and teaching conversations for teachers, students, writers and
translators
.ho 5s 4olite and .ho 5s a Native Speaker?: Email Communication in 'cademia
Professor 3ar5a( Sharifian , +onash University, &'stralia
2n the last two decades, email communication has become the default form of communication between
staff and students in academic conte9ts (e.g., 'iesenbach!@ucas, ())1- 'loch, ())(%. 6owever, a clear set
of norms about how to write an GappropriateH email does not appear to have emerged. 2n fact academic
staff members often e9press frustration about dealing with what they consider to be GinappropriateH emails
from their students, and some students e9press concern about not knowing how to write appropriate emails
to their lecturers. ?espite the rapid growth in the volume of email communication within academia, there
has been very little empirical research on perceptions of what is .appropriate/ in email communication
between staff and students. 7he study reported upon in this presentation e9plored a number of staff and
students/ perception of .polite/ email by eliciting their attitudes towards a sample of emails written by a
group of university students. 7he results reveal that perceptions of .politeness/ email are far from unified
among staff or and students. 7he results also reveal that perceptions of whether the author of a particular
email is a native speaker of 8nglish or not are e&ually varied and comple9. 2n many cases identification of
first language background of the writer of a particular email is far from accurate. >urther rigorous research
is needed to e9amine perceptions of .appropriate/ email in academia from a variety of perspectives.
Research of this kind has significant implication for the &uality of academic life for staff and students.
References+
'iesenbach!@ucas, . (())1%. tudents writing emails to faculty+ ;n e9amination of e!politeness among
and non!native speakers of 8nglish. @anguage learning N technology, ""((%, ,#!=".
'loch, :. (())(%. tudentIteacher interaction via email+ the social conte9t of 2nternet discourse. :ournal of
econd @anguage Writing, ""((%, ""1!"$0.
29
A/&tr!ct&
'n 'nal1sis of 'ttitude in Chinese Courtroom 2iscourse
G'an Shi , 4ainan University, China
:he6ian University, China
7his paper analyzes the attitude e9pressions in the audio recording transcripts of eight court trials within
the framework of appraisal systems in ystemic >unctional @inguistics. 7he findings indicate that "%
3udgement (attitude towards people and their behaviours% is the most important way for sub3ects in the
courtroom to e9press attitude, followed by appreciation (evaluation of things%, while affect (feeling% is the
least fre&uently used- (% most of the attitude e9pressions are negative, demonstrating that negative attitude
towards people and things is the basic thinking disposition of the sub3ects in the courtroom- and $% the
three sub!systems have specific features. 7he first of these specific features is that sub3ects in the
courtroom e9press their attitude toward people primarily according to social sanction. .@egality/ is a
prominent category of .propriety/, which is, in turn, a subtype of .social sanction/ in the system of
3udgement. econd, 3udgement!invoking appreciations outnumber the sum total of .reaction/,
.composition/, and .valuation/, which are the three types of non!3udgement!invoking appreciations.
>inally, due to its potential negative influence on the speakers, affect is not fre&uently resorted to in the
courtroom. 7hese findings support the idea that the appraisal systems can be genre dependant and can shed
light on our understanding of the characteristics of attitude e9pressions and their interpersonal functions in
Ahinese courtroom discourse.
.hich 4erspective? (he %elationship &etween the (e)t/ the .riter and the %eader
in the Conte)t of a 4u&lic 5nformation 2ocument
Dana Sko#al , +ac8'arie University, &'stralia
;pplied linguistics as a field of study allows us to analyse the use of language in a range of conte9ts,
including information documents issued by government organisations. 7e9t analysis can in the first place
provide a researcher with an understanding of the le9ico!grammatical structure and coherence of a written
te9t. 2nterviewing the author can provide insights into how the te9t was constructed, which presents links
to the te9t analysis. 7he third critical component of the communication process is the reader. 2f the te9t is a
public information document written by officers in a government department, can we define the reader<
6ow does a member of the public construe the contents of such an information document<
7his paper outlines current research in ;ustralia on the readability of public information documents from
the three tiers of government+ federal, state and local. 7he first issue to be discussed is+ What perspectives
should the analysis take when the starting point is such a document- and how does a multidimensional
model of genre analysis ('hatia, ())0% apply< econdly, the paper considers whether a multi!perspective
approach ('hatia, ())0- Aandlin N Arichton, ()""% provides the appropriate analytical framework for the
researcher to collect and interpret the three types of relevant data F i.e. from the te9t analysis, the author
interviews and readability testing.
References
'hatia, M. K. (())0%. Worlds of Written ?iscourse+ ; 5enre!'ased Miew. @ondon+ Aontinuum.
Aandlin, A. D., N Arichton, :. (()""%. 2ntroduction. 2n A. D. Aandlin N :. Arichton (eds.%, ?iscourses of
?eficit, (pp. "!((%. 'asingstoke+ 4algrave!Bacmillan.
)0
A/&tr!ct&
' Narrative 'nal1sis of Chinese College Students# (1pical 4ro&lems in English 'rgumentative
.riting
;or Smer(ov , G'an0i University, ?in6ian Collee, China
/i Chen0in , G'an0i University, ?in6ian Collee, China
:ho' Conh'i , G'an0i University, ?in6ian Collee, China
We analyze distinctive characteristics of Ahinese college students/ writing habits within the teaching
framework of product!process approach to Writing and the peer error!correction!based collaborative
teaching. 7his embedded case!study and &ualitative research is supported by the &uantitative analysis of
data obtained from the teaching a class of $) students and narrative analysis of "=) participants/ essay and
drafts. upplementary methods we utilized are the narrative in&uiry of students discursive patterns, le9ical
analysis, thematic progression analysis, systemic analysis of the students/ essays, summarizing our
findings in the tables that represent the most typical statements made by the participants of the e9periment.
We analyze student/s group and individual progress+ essays have become more coherent- they contain less
redundancies and generalized statements. tudents started using real life e9amples, paying attention to the
overuse of keywords, avoided rhetorical &uestions in the first paragraph- started supporting ideas by giving
persuasive reasons and particular e9amples related to real life situations- stated topic sentences in the first
paragraph and put forward the main idea firstly- concluded the essays with e9tended ideas e9pressed in
synonyms to key words. tagnation+ @" rhetorical influence e.g. dominant overgeneralizations.
Weaknesses of peer!editing and overlooked mistakes+ usage of plural, sub3ect!verb agreement, sub3unctive
mood. 7he study is supplemented with ")) open!ended &uestionnaires documenting learners/ support of
the collaborative and peer!editing methods compared to traditional methods. Our paper serves as a warning
to prospective teachers of 8nglish in ;sia that teaching here is not transferring knowledge only, but
eradicating culturally embedded narratives and stereotypes.
Fift1 k#s south of woop woop$:
+aking Native English Speakers +ore 5nternationall1 5ntelligi&le
Dr Phiona Stanley , University of So'th &'stralia
2nternational students in ;ustralia are sometimes criticised for their levels of proficiency in 8nglish. 'ut
let/s not blame only the students. 2nstead, for some, the struggle to understand may be a &uestion of local,
culture!bound varieties of 8nglish sometimes encountered on campus. 7his paper reports on an initiative to
help native 8nglish users investigate their own language, analyse its intelligibility, and grade their output
so as to be more comprehensible to an international audience.
Dative users are among the least internationally intelligible speakers of 8nglish (Kachru N Delson, ())"%.
7his is a comple9 product of factors. 7hese include unfamiliar words and phrases as a result of cultural
dei9is, collo&uialisms, unfamiliar metaphors, and low incidence le9is. 7here is also the &uestion of how
spoken language is rendered+ accent, pace, pausing, and stress timing are all salient. >urther, there is the
issue that, in some 8nglish language teaching conte9ts, learners may have had little e9posure to natural,
spoken 8nglish and, instead, may have met a version more akin to written 8nglish, read aloud. 7his means
that listeners may find it difficult to process natural speech, with all its redundancy, repetition, and
reformulations, and may need paralinguistic information, including visuals and gestures, to support
meaning.
7his paper reports on an initiative developed at the Eniversity of outh ;ustralia to raise academic and
professional staff awareness of their own 8nglish. 2t provides som engaging, interactive tasks, sample te9ts
for analysis and discussion, and other strategies that have been profitably used in professional
development.
)1
A/&tr!ct&
(he 6ierarchical 'cuisition of English 4erception and 4roduction in (hai Speakers with English
4honological 'wareness
&sst.Prof.Dr. Panorn'an S'(asna Na &y'h(ya , Bansom(e6chao#raya Ra6a!hat University, Bankok,
-hailan(
7he purposes of the present study were to investigate the hierarchical ac&uisition of 8nglish consonant
perception and production in terms of different pronunciation features in 7hai F8nglish bilinguals in
relation to 8nglish phonological awareness and also, to e9amine the relationship between hierarchical
8nglish consonant perception and production ac&uisition in 7hai F 8nglish bilinguals. 7he research
methodology was ")) prime!target paired auditory le9ical decision task and ,) token production task. 7he
sub3ects were ()) 7hai!8nglish bilinguals and were spitted with the levels of phonological awareness
using the phonological awareness test. 7he research results revealed that there was the coherent of
perception and production hierarchy obtained in both 6igh and @ow groups of sub3ects. 2t can be seen that
comparing among three phonetic features, the voicing features was the feature with the best perception and
production results, then places of articulation and manners of articulation orderly. 2t can be implied that the
voicing feature should be the first feature that the learners of 8nglish can be developed before the other
features as places of articulation and manners of articulation. 7he research results were e9plained and
summarized based on the proposed model of language!specific perception and production and additionally,
the hierarchy of 8nglish consonant perception and production in terms of different pronunciation features.
+o&ile 'pps for 7our 6ong 8ong 'dventureE' Case Stud1 of 6ong 8ong (ravel Guide 'pps from
a +ultisemiotic 4erspective
&my S'en , -he 4on *on Polytechnic University, 4on *on
&n(y 3'n , -he 4on *on Polytechnic University, 4on *on
7ourism industry is one of the four key industries in 6ong Kong (Aheng, ())#+ $(%. 2t contributes hugely
to the social and economic development of 6ong Kong (@am and 6su, ())0+ 0*$%. 7he 6ong Kong
7ourism 'oard has recently developed a series of mobile apps which provides tourists with the latest travel
information as well as fun games. 7his paper e9amines the multisemiotic features of these 6ong Kong
travel guide apps so as to e9plore how meanings are conveyed in the medium of smartphone.
7he ma3or areas of research in the hotel and tourism industry in the past ten years have been focusing on
management, service, food, marketing, 3ob and customer satisfaction towards hotels (e.g. Bongiello and
6arris, ())*, 8usebio et.al., ())*, ;kbaba, ())*, 5eddie, ()),, Bac@aurin, ())0% and linguistic research
are limited (hotel encounters e.g. Aheng ())0, and Bartin and ?avies ())*- email customer service e.g.
>rey et.al, ())$ and chegg et.al, ())*, hotel websites e.g. uen ())#, travel brochures e.g. 2p, ())= and
Kong ())*%. 6owever, no study has been found on travel guide apps.
7he frameworks of Kress and van @eeuwen (())*% and Bartin and White (()),% are adopted for the
analysis of visual images and language of the apps. 7he findings show that travel mobile apps rely heavily
on hyperbolic language and fascinating visual images. Enlike printed travel guide books, the interactive
features of travel mobile apps could enhance reading e9perience and hence, more interpersonal.
Cognitive Structures of 3isual E)perience: 'n E)perimental Stud1
*iran Pala, S'ryakanth )G. , ;nternational ;nstit'te of ;nformation -echnoloy, 4y(era!a(, ;n(ia
6uman agents perceive the world of information as patterns through various senses and associate them
with their personal e9periences. 7his helps raise some significant research &uestions aimed at a deeper
understanding of how the comple9 patterns of symbols are shaped by an interplay of e9perience, e9posure,
use, interaction that constitute the cognitive structures of symbol transduction.
)2
A/&tr!ct&
2n this paper we would like to investigate how perceptual organization of the world affects communication
and language learning. 7his issue has different nuances associated with it. 7he point to be highlighted is
that if language has a connection to the way we organize our perception, we can aim at unraveling the
comple9 ways in which language and language perception interact with each other by probing how
language is affected by e9perience through which perception is telescoped and how our perceptual
organization is molded and altered by language. 2n a way aspects of our perceptual world can thus be
bootstrapped from language and intricacies of language can also be divulged from perceptual patterns as
shaped by linguistic e9perience in multilingual settings.
7o scout out the pivotal role visual and motor e9perience of symbols in a certain language plays in shaping
language perception in general and a host of other related answers to &uestions as outlined above, we
would like to conduct an e9perimental study. Results from such a study are believed to have ramifications
for the interface between language and visual perception in a more specific sense.
+apping the 2iscursive Field of Crime and Bustice 0sing the > +ethod
+ira -ait5 , Charles St'rt University, &'stralia
Jane Goo(man,Delah'nty , Charles St'rt University, &'stralia
While free debate is considered a hallmark of democratic society, the discursive field constrains and shapes
how arguments are made, and the very content of what is imagined, both in the political arena and the 3ury
room. 4unitive discourses of needing to get Gtough on crimeH influence both the progress of criminal
3ustice reform (making restorative 3ustice approaches politically problematic%, and the abilities of 3urors to
set aside personal pre3udice to apply the law evenly. 7he utterances of individuals in the media become
sound!bytes, as phrases and metaphors come to e9ert their own agency. Within a political debate or the
3ury deliberation room, speakers e9pressing their GownH opinion on an issue speak through discourse, as it
speaks through them. Esing R!methodology, the contemporary discursive field on crime and 3ustice was
e9amined by presenting ,)) 3ury!eligible ;ustralians with statements about 3ustice drawn from media
sources such as letters to the editor. 4articipants rated their agreement with viewpoints such as Gwe need a
tougher stance on crimeH, G3udges live in another worldH, Gpoliticians feed on public fearH, and Gthe system
unfairly penalizes the most vulnerable.H Open!ended responses were also sought on desired changes to
;ustralia/s legal system. Results revealed how statements clustered, allowing us to construct typical
narrative profiles which constitute this discursive field. ; criti&ue of R methodology is offered, assessing
whether using the language of the field rather than researchers/ language in survey design is valuable, or
whether it imposes unhelpful discursive constraints on participants/ views.
5mpact of -anguage
'n 5conograph1 of 6ope: %econciling 5dentities and ')iologies
*en -ann , -he University of Sy(ney, &'stralia
>ollowing the wake of the ()"" tsunami disaster, hundreds of thousands lost their homes, and were left in a
desperate need of help. 7here was a widespread call for humanitarian aid in international media, leading to
various fundraising efforts around the world. ;s part of this promotion of awareness, newspapers and
television lauded the .:apanese spirit/ in the face of disaster, making the word .gaman/ (perseverance% an
iconic catchphrase of the times. 7his paper will e9amine the linguistic development of this epideictic
discourse of reconciliation and inclusion that emerged recently in the media as an attempt to transcend
differences between :apan and .the West/.
7he historical tendency to e9oticize :apan both in academia and popular writing has led many scholars to
conclude that .:apanese/ identity is established in contrast to .the West/ (e.g. ?ale "#=*- 'efu "##(-
2wabuchi "##0- ;oki "###%. 2 have previously e9plored through the framework of iconography recently
developed in ystemic >unctional @inguistics (e.g. 7ann ()")- Bartin, Baton N Batruglio ()")-
))
A/&tr!ct&
6umphrey ()""% how this contrastive rhetoric has systematically a9iologized the .:apanese/ against its
Western Other. 2n light of the disaster, charity organizers found themselves with the task of overcoming
this a9iology to ensure that victims receive the help they need. ;dopting a 4ositive ?iscourse ;nalytical
approach (Bartin ())0, ())*%, 2 shall trace the introduction of the discourse of .gaman/ into popular
consciousness interte9tually, to discuss the potential and costs of its treatment by the media, and to
demonstrate how the framework may contribute productively to 4?;.
E)ploring the 4ositioning of %ecentl1 'rrived +igrants in (heir 6ost Societ1:
' Case Stud1 of an ES- .ritten 'ssessment (ask
4iromi -eramoto , -he University of &(elai(e
7he presentation e9plores how a written assessment task administered in an 8@ class functioned to
specify normative value positions and how the task setting influenced available responses for the students.
2t e9amines the task setup including the task prompt, topics preselected by the teacher for selection and the
assigned te9t!type. 7he analysis incorporates a general framework of ystemic >unctional @inguistics
(>@%. 2t also adopts a 'ernsteinean framework, and the written assessment task is conceptualised as
evaluation of knowledge ('ernstein "#1(%. 7he investigation is an offshoot of a larger study that e9plored
the socially constructed nature of adult newcomers to ;ustralia, through the e9amination of the social
practices that surrounded them.
2mplications of the analysis include the potential risk of written assessment tasks to inadvertently position
the students in their socially constructed role. 2t will be argued that there is need to reconsider what it
means to make the task topic CrelevantC and CfamiliarC to the students. 2t will also be argued that we need to
critically e9amine how a written assessment task setup creates particular relationship between students and
social debates.
'ttitude (oward +inangka&au: (he Case of +inangka&au 7outh 'ttitude toward a .ell * known
+inangka&au song '1am 2en -apehF
-emmy -hamrin , /in'istics #roram, 3ac'lty of 4'manities an( Social Sciences, /a -ro!e University,
+el!o'rne &'stralia<$nlish De#artment, 3ac'lty of 4'manities B'n 4atta University Pa(an,
;n(onesia
7he aim of this study is to describe the language attitudes of Binangkabau youth in West umatra
4rovince, 2ndonesia. @ike other local languages in 2ndonesia, the Binangkabau language keeps changing.
2n this study, 2 argue that at present in urban Binangkabau, the Binangkabau communities, the language is
in decline. 2ndonesian language ('2% is replacing Binangkabau language in every domain of language use.
7his paper is the part of my 4h? dissertation. Bore particularly, in this talk 2 will attempt to look into the
attitudes of Binangkabau youth about the well!known traditional song G;yam ?en @apehH. 7his research
includes ()) students from si9 areas in West umatra, 2ndonesia. 7he students were given the script of the
song without the title, and were asked to write about their understanding of the song. 7he results reveal that
the answers can be categorized into four different categories. 7hey are ("% knowing the song and
understanding the meaning correctly- ((% knowing the song but not knowing the meaning- ($% Knowing the
song but giving the meaning incorrectly- and (0% never heard of the song. Overall, 1, K only know the
literal meaning ($%.
)*
A/&tr!ct&
4u&lishing Emotion:
' Stratified 'pproach in 0nderstanding 5llustrated Facial E)pressions
Pin -ian , -he University of Sy(ney
>acial e9pression is considered here as one form of publishing. 2t reveals various emotions, happiness,
surprise, fear, anger, contempt, disgust and sadness etc. >re&uently encountering faces as we all do, the
interpretation of facial e9pression often raises debates (8kman, "#=,%. 2t is also often argued whether facial
e9pressions are universal or specific to certain culture (?arwin "=1(I"#*,, 8kman ())$, Russell "##0%.
>rom a social semiotic perspective and particularly, drawing on 63elmslev/s ("#0$I"#*"% language theory
of e9pression and content, this paper proposes a stratified approach in understanding illustrated facial
e9pressions. 7his approach allows the investigation of faces to be separated into stratified two planes+
e9pression plane and content plane (7ian, ()""%. 7he ma3or concern on the e9pression plane is the semiotic
resources involved in constructing a face, i.e., dots, lines and shapes. 2t is also investigated at this level the
various ways these resources are combined. On the content plane, types of emotions, negative, neutral and
positive are considered. Misualizations will be provided in e9plaining theses in detailed.
7he analysis and findings of facial e9pressions presented in this paper are generated from the study of an
archive of 0=( illustrations of faces (7ian, ()""%. 7hese illustrations are collected from ten children/s
picture books published in between year "#=) and ())), by the well!known picture book artist ;nthony
'rowne. 2t is argued that an image, e.g., an illustrated face has a broader range of meaning potential and
hence the interpretation. @anguage of emotions narrows down meanings and hence it is relatively more
delicate and specific in the process of publishing emotions. 2t is also argued that a stratified approach
enables e9plicit interpretation. 2t is important to know what kind of semiotic resources are involved in
constructing facial e9pressions, however, it is more important to know how these resources are or can be
combined. 7his is significant for the creation and interpretation of illustrated facial e9pressions, or images
and multimodal te9ts in general.
?arwin, A. ("=1(I"#*,%. 7he e9pression of the emotions in man and animals. Ahicago+ Eniversity of
Ahicago 4ress.
8kman, 4. ("#=,%. 7elling lies+ clues to deceit in the marketplace, politics, and marriage. Dew Oork+
Dorton.
8kman, 4. (8d.%. (())$%. 8motions inside out+ "$) years after ?arwin/s the e9pression of the emotions in
man and animals. Dew Oork+ Dew Oork ;cademy of ciences.
63elmslev, @. ("#0$I"#*"%. 4rolegomena to a theory of language Uoriginally titled .Omkring sprogteoriens
grundlVaeggelse/, published Bunksgaard+ Aopenhagen ("#0$%- translated by >rancis :. WhitfieldW.
Badison+ Eniversity of Wisconsin 4ress.
Russell, :.;. ("##0%. 2s there universal recognition of emotion from facial e9pression< ; review of the
cross!cultural studies. 4sychological 'ulletin, "", ("%+ ")(!"0".
7ian, 4. (()""%. Bultimodal evaluation+ ense and sensibility in ;nthony 'rowne/s picture books. 4h?
7hesis. ydney+ 7he Eniversity of ydney.
%eclaiming English &1 !speaking English our wa1#:
English -anguage (eaching 4olic1 and 4ractice in Sri -anka
Namala /akshmi -ilakaratna, University of Sy(ney
7his paper looks at the highly comple9 issue of policy!making related to 8nglish teaching in ri @anka
through an analysis of recent government policy as disseminated through press releases and newspaper
articles. 7he purpose of this paper is to provide an analysis and criti&ue of government policy in engaging
)'
A/&tr!ct&
with 8nglish as the language of globalization. 2n ri @anka, 8nglish has historically been viewed by the
ma3ority as the language of the elite and of the .coloniser/ (Kandiah "#=0%. 7he prestige of 8nglish remains
today as it is considered a prere&uisite for securing 3obs in both the private and public sectors (Raheem N
Ratwatta ())0% and a precondition for social mobility (>ernando "#11- 4arakrama "##,%. ?espite the ri
@ankan government/s repeated attempts to create language policy in order to make 8nglish more accessible
to the larger community, it has remained a gatekeeper for many. ;s the government acknowledges the
importance of 8nglish for employment and business in a globalized world, the agenda is on creating policy
and practice that identifies ri @ankan 8nglish as a recognised variety in the place of Received
4ronunciation and .'ritish 8nglish/. 7herefore, the most recent government initiative for teaching 8nglish,
with training and support by the 8nglish and >oreign @anguage Eniversity in 6yderabad, focuses on
displacing the association of 8nglish with power and prestige. 7he manner in which the government hopes
to achieve this is through an attempt to legitimise .speaking 8nglish our way/ by promoting the teaching of
ri @ankan 8nglish. 2t is argued that the government has understood the value of 8nglish in a globalIlocal
setting and is attempting to transform 8nglish to suit the particular socio!political conte9t of ri @anka in
order to empower the monolingual masses. 7he e9tent to which this is achievable and the manner in which
the vernacular languages are effected by this initiative will be discussed.
References
>ernando, A. ("#11%. 8nglish and inhala 'ilingualism in ri @anka. @anguage in ociety *($%, $0" ! $*).
Kandiah, 7. ("#=0%. JJKaduvaJJ+ 4ower and the 8nglish language weapon in ri @anka 2n 4. A.!7. ;. 6alpe
(8d.%, 6onouring 8>A @udowyk. Aolombo+ 7isara 4rasakayo.
4arakrama, ;. ("##,%. ?e!hegemonizing language standards+ learning from (post%colonial 8nglishes about
JJ8nglishJJ. 6ampshire+ Bacmillan 4ress.
Raheem, R., N 6. Ratwatte. (())0%. Misible strategies+ invisible results+ language policy and planning in
ri @anka. 2n . B. ;. 7. . Bansoor (8d.%, @anguage policy, planning and practice ! ; outh ;sian
perspective (p. "0%. Karachi+ O9ford Eniversity 4ress.
(he 0se of 'ddress 4ronouns in 2ifferent Situations in the Cit1 of %i1adh
&!('llah &. Bin -o"airesh 1B&2 *SU, +& 1U>2 , PhD Can(i(ate, School of /an'aes an( Com#arative
C'lt'ral St'(ies, -he University of >'eenslan(
7he aim of this study is to investigate the address pronouns used in different situations in the city of
Riyadh, audi ;rabia and how these pronouns are used in relation to the social conte9t. 7he tools used to
achieve these goals include+ &uestionnaires, focus groups, the observation of natural data and the analysis
of a local audi 7M show.
7his study helps us in capturing aspects of the social structure of the audi society and the way in which
members of this society deal with each other. 7he address pronouns variations that this study investigates
include+ age!based differences and social status!based differences. 7he use of address pronouns in
different settings including the home environment, the work place and at schools has also been looked at in
the effort to produce a comprehensive map for address pronouns in the city of Riyadh. 7his study can be
the basis for future studies in pragmatics and in social structure in audi ;rabia and it also contributes to
our knowledge about the sociolinguistic situation in that region.
Esperanto: ' +o&ile -anguage =ridge to 'sia
Penelo#e )os , ra('ate of +'r(och University, &'stralia
>reeling ()") saw the presentation of the ;pprenticeship @anguage @earning (;@@% trategy as a tool to
)5
A/&tr!ct&
counter ;ustraliaCs JJBonolingual BindsetJJ by making the simplest form of bilingualism ! mastery of
8speranto! a normal and integral part of primary schooling, by generalist teachers.
7his year 2 would like to present a case study of two schools which have been early adopters of the strategy
using the J7alking the the Whole Wide WorldJ resources, both Bontessori and mainstream.
7he schools have made a decision to provide integrated 8speranto education in order to give them early
e9perience of successful use of a foreign language. 7hey are preparing to start corresponding, on an e&ual
basis, in 8speranto in ()"(.
7he presentation will show some of the early language learning e9periences of the classes in ydney and in
:akarta as they look forward to making contact using their new language.
5ntegration of -ocal 8nowledge in English Communicative (eaching: Case Stud1 of 4hrapradaeng
-ocal 8nowledge/ (hailand
Wanvan't Yailaa", Bansom(e6chao#raya Ra6a!hat University, Bankok, -hailan(
7he purposes of the research titled G2ntegration of @ocal Knowledge in 8nglish Aommunicative 7eaching+
Aase tudy of 4hrapradaeng @ocal Knowledge, 7hailandH were "% to study the need of local community to
integrate the topics of 4hrapradaeng local knowledge in 8nglish communicative teaching, (% to develop the
teaching lesson plan for 8nglish communication using the selected topics of 4hrapradaeng local
knowledge, and $% to compare the achievement of 8nglish communicative skills in the 7hai primary school
students before and after using the developed teaching lesson plan for 8nglish communication using the
selected topics of 4hrapradaeng local knowledge. 7he ,) sub3ects were randomly selected from ")th 5rade
students from local primary school, 4hrapradaeng, 7hailand. 7he sub3ects were taught by the teaching
lesson plan for 8nglish communication using the selected topics of 4hrapradaeng local knowledge for *
fifty!minute periods. 7he topics were selected according to the study of the need of local community. 7he
instruments were 8nglish communicative tests and the lesson plan. 7he data were statistically analyzed by
t!test for dependent samples. 7he research showed that there was significant difference in 8nglish
communicative scores between the pretest and the post test at the ).), level.
Case Stud1: Chinese EF- (eacher#s and -earners# =eliefs within an 'ctivit1 (heor1 Framework
4on5hi Yan , University of Ne" So'th Wales, &'stralia
Aurrent studies about the relationship between teachers/ and learners/ beliefs present two ma3or limitations.
>irst, they use &uestionnaires without connecting teachers/ and learners/ actions in real conte9ts. econd,
they only e9amine the influence of teachers/ beliefs on learners, but not vice versa ('arcelos, ())$%. 7his
case study e9plores the interrelationship between teacher/s beliefs and practices, and the reciprocal
relationship between teacher/s and learners/ beliefs in the Ahinese 8>@ conte9t.
;n activity theory framework was used to e9plore how teachers/ beliefs, treated as a kind of psychological
artefact, mediate and are mediated by their practices, and to reveal how teachers/ and learners/ beliefs
mediate with each other in the conte9t of the classroom. ?ata derives from one purpose!selected case study
conducted in an 8>@ Ahinese university conte9t, and includes in!depth interviews with both students and
teachers, and video!recorded classroom observations.
7he results indicate that teachers/ beliefs are socially constructed and the relationship between beliefs and
behaviours is a comple9 one mediated by many factors, such as learners/ beliefs, what is happening in the
classroom, as well as teachers/ interpretation of what is happening. 2n addition, teachersC lack of awareness
of learners/ beliefs may cause misunderstanding which prevents successful teaching and learning, even if
both teachers and learners have similar beliefs. 7herefore, teacher education programs should train teachers
)(
A/&tr!ct&
to pay attention to learners/ beliefs and incorporate learners/ preferences into their teaching.
Coffee(weets: =onding around the =ean on (witter
+ichele :a##avina , University of Sy(ney, &'stralia
7his paper considers how users of the microblogging service, 7witter, affiliate through discourse about
coffee. While, .coffeetalk/ (5audio, ())$%, a commodified from of conversation, has traditionally occurred
in social conte9ts such as coffeehouses where casual and institutional talk are interwoven, computer!
mediated conversation (ABA% often references this practice. 7he data analysed is a subcorpus of
appro9imately "1 ))) tweets containing the word .coffee/ ((=( ))) words% drawn from 68RB8, a "))
million word 7witter corpus. 2 investigate the process of .hashtagging/, whereby topics are assigned to
microposts with the hash symbol X, in effect providing an ideational center for ambient bonding. 2 will also
look at some of the identities associated with the ambient bonds construed. 7he work draws upon coupling
theory (Bartin ()))- Thao ()""% and the concept of affiliation (Knight, ()")%.
(he %elationship &etween Gender and Corrective Feed&ack
Nahi( :arei , ;slamic &5a( University, +araheh Branch
;s teachers, we try to provide different types of corrective feedback in our classes hoping that our students
C errors will be eradicated on the spot. Devertheles, most of the time it is never so. 7he learnersC uptake, of
course, depends on many factors some of which may be affective, cognitive, age, gender, time of
correction, studentsC learning ability, developmental stage, their attention and so on. 7here are different
strategies for error correction during communication activities in the classroom (6edge, ())=- 'rown,
())1%, but they cannot be prescribed for every situation. ;s it was mentioned above, many factors will
have an impact on the choice teachers make.
7his paper intends to investigate whether there is a relationship between gender and the choice of these
strategies. 7he research &uestion is+ ?o males and females prefer the same strategies of error correction in
communicative activities< 7o this end, a &uestionnaire, consisting of (0 &uestions, was used as the research
tool. 7here were (), participants 0=.= of whom were girls and ,".( were boys. 7hey were all taking
intermediate 8nglish course at 2ran @anguage 2nstitute, one of the most popular 8nglish schools with
appro9imately ",)))) learners all over the country. Ahi!s&uare and Aross!tab were applied to analyze the
data. 7he results revealed significant differences (pY).),% among boys and girls in * items.
7his study can be invaluable for all 8@7 practitioners and 8nglish teachers, especially those who are
managing mi9ed (boys and girls% classes.
)8
,oc!$ In6or%!ton
HO" TO 7ET TO 888
King Street, Newtown
$y Foot5
1ing 8treet in 0ewtown is within walking distance from the Ani!ersity. From
the Camerdown Camus, head down to City =oad and turn right. City =oad
e!entually merges into 1ing 8treet. Bou9ll know it9s 1ing 8treet when you see a
big furniture store the left side of the road, or when you reach the Thai C
restaurant on the right side.
$y $us5
If you e>it the Ani!ersity from the City =oad side of Camerdown Camus,
you9ll need to cross the street and head for the bus sto which is +ust outside
Wentworth $uilding. Take one of the '%%, '%3, '%: or '%; buses and it will take
you straight down City =oad which e!entually merges into 1ing 8treet. Bou9ll
know it9s 1ing 8treet when you see a big furniture store on your left.
Glebe Point Road
$y Foot5
Follow Ani!ersity <lace 2outside Fisher Library, head left when you9re facing
it4 and turn right down Ani!ersity -!enue. Follow the -!enue down until you
reach <arramatta =oad 2outside the Ani!ersity gates4. Turn right on <arramatta
road and then left down the street with Cucina di Lusso on the corner.
Broadway Shoing Centre
$y Foot5
Continue down <arramatta =oad ast @lebe <oint =oad. The enormous
comle> is on your left, +ust before the ne>t intersection.
!he City
$y Foot5
From the Camerdown Camus, turn left down City =oad and continue until
you reach <arramatta =oad. Cross the road and turn right down $roadway.
Bou9ll ass a few restaurants on your left, as well as AT8. $roadway turns into
@eorge 8treet. If you continue down @eorge 8treet you9ll ass the Dueen
Eictoria $uilding and /yer. The walk will take aro>imately 37 mins.
$y $us5
)>iting the Camerdown Camus on City =oad, you9ll fnd two bus stos
where you can take any of the '%%, '%3, '%: or '%; buses down @eorge 8treet to
=ailway 8(uare 2Central 8tation4 or further down to the city centre.
)9
,oc!$ In6or%!ton
L"C#L $#!$R%$S
%n Newtown
Ca&os Coffee
FC3 /issenden =d, 0ewtown, 08W %7'%
27%4 C5F: 33:F
*ne word5 C*FF)). *ften listed as ha!ing one of the best coffees in 8ydney,
Camos is one not to miss for any coffee lo!er. Friendly ser!ice, but may be a
longer wait during busy hours.
"ld 'ish Sho Caf(
%3Ca 1ing 8t, 0ewtown, 08W %7'%
27%4 C5FC '%C5
This cafG may look less in!iting and dark inside, but once you get seated you9ll
fnd the dim (uietness comforting. <artly because it ser!es fantastic coffee and
artly because it is a great lace to eole watch or ha!e long con!ersations
ket ali!e by tangents, as the staff are ne!er in a hurry to kick you out.
Howe!er, the menu does feature more snacks than meals.
)ickey*s
%3% 1ing 8t, 0ewtown, 08W %7'%
27%4 C5:5 %377
This cafGIrestaurant is great for all day breakfast. The dimmer interior is a
comfort to those who ha!e eyes that are sensiti!e to the glare of the -ustralian
sun, and combined with the lounge atmoshere and round tables, this cafG is
ideal for small intimate grous. The cakes that are out on dislay ha!e a way
of looking at you that makes for a hard choice 2recommendation5 $anoffee ie
" if you can get it,4. /ickey9s is also oen for dinner. -ro>. 6F5&%7 for
breakfastIlunch.
Gelato&assi
%:% 1ing 8t, 0ewtown, 08W %7'%
27%4 C5F: 7J55
If you want ice cream, this is it. The boss is full&blooded Italian, and their
gelato and sorbets are made fresh on site e!eryday. They ha!e a million
Ka!ours to choose from, as well as ancakes and crees.
Burgerlicious
%F5 1ing 8t, 0ewtown, 08W %7'%
27%4 C5FC J'7F
*0
,oc!$ In6or%!ton
-t $urgerlicious you can choose the contents of your own burger. The meal
deal 2burgerIfriesIsaladIdrink4 is retty good !alue for money.
Newtown !hai %+%%
FJJIF75 1ing 8t, 0ewtown, 08W %7'%
27%4 C55J %'%5I C5FC FFCJ
The two restaurants are only a few hundred metres aart, but both are student
fa!ourites with chea rices, generous ortions and high (uality dishes. Lunch
secials 2stir frys and curries4 are (uick and of high standards at only 6:.
Green Palace !hai ,-egetarian.
F;% 1ing 8t, 0ewtown, 08W %7'%
27%4 C557 5%3'
- great !egetarian restaurant with lots of different tofu otions. With a lo!ely
and eaceful atmoshere, @reen <alace Thai is a!ailable for both lunch and
dinner. -ro>. 6F7&%7.
Green Gour&et ,-egetarian.
FF5&FFJ 1ing 8t, 0ewtown, 08W %7'%
27%4 C5FC 5337
0e!er tried !egetarian food that tries to look like meatL 8ounds bi?arre, but
this is the tyical ambition of Chinese !egetarian restaurants, and @reen
@ourmet is one of the best in 8ydney. Eegetarians eat your heart out, -lthough
these dishes look like tyical Chinese foodMit9s all !egetarian, Earious
mushrooms, dough Ka!oured with a wide range of sauces " sweet, tangy, salty#
the e>tensi!e menu will arouse the aetite of !egetarians and meat&eaters
alike. 8mall, cosy restaurant that is roomy enough for medium si?ed grous.
There is also a buffet otion. I recommend ordering a few dishes to share# this
means more otions for tasting and brings the cost down to a reasonable rice
er erson. -ro> 6%7.
!he %talian Bowl
%55 1ing 8t, 0ewtown, 08W %7'%
27%4 C5F: 7;5J
-uthentic Italian choose&your&own asta N sauce " on the go, *nce you decide
which asta and which sauce you want, your order is made on the sotM
which means you can watch your meal being reared 2for you control freaks
out there4. The aroma will make you imatient desite the (uick ser!ice. -
good hearty meal, recommended for airs or small grous as there is limited
seating 2howe!er, take away is an otion4. -ro> 6F7&F5.
*1
,oc!$ In6or%!ton
!re -iet Restaurant
F5%&F5' 1ing 8t, 0ewtown, 08W %7'%
27%4 C5F: 5577
0e!er tried Eietnamese foodL Tre Eiet is a great lace to start " with an
authentic selection and friendly staff. -!ailable for lunch and dinner. -ro>.
6F7&F5.
Kai "n King
F%C 1ing 8t, 0ewtown, 08W %7'%
27%4 C5FC 7:':
1ai *n 1ing ser!es some of the best sushi in 8ydney. -!ailable are some
uni(ue dishes that cannot be found in other Oaanese restaurants " egglant
sushi, anyoneL For the creati!e and ad!enturous, but also with more
traditional sashimiIsushi dishes on the menu. Highly recommended. -ro>
6%7&%5.
%n Glebe
Badde )anors ,-egetarian.
3J @lebe <oint =oad, @lebe, 08W %73J
27%4 C::7 3JCJ
- cosy old&style cafG, $adde /anors has an e>tensi!e menu for !egetarians.
)>cellent for breakfast and lunch with a li!ely atmoshere. -ro> 6F5.
Cucina di Lusso
Ani!ersity Hall, 8ho J, %;F&%;5 <arramatta =d 2Cnr @lebe <oint =d4
@lebe, 08W, %73J
27%4 C::7 J555
Fantastic Italian food, with a searate menu catered secifcally for Ani!ersity
students. 8er!ice is down&to&earth and friendly. -ro> 6%7&37.
S/P$R)#RK$!S
'ranklins
%5C 1ing 8t, 0ewtown, 08W, %7'%
Broadway Shoing Centre
Cnr $ay 8t N $roadway, $roadway, 08W %77J
There9s more than +ust a suermarket here " it9s like a Westfeld, +ust not called
Westfeld. -nd there9s great sushi on le!el F, and a fabulous fruit and !eggie
market downstairs.
*2
Fr#9u#nt$. A&:#d ;u#&ton&
P#0P1"N$S
*utside Fisher Library
*utside =alh9s CafG, -rena 8orts Centre
*utside the Carslaw $uilding Comle>
Le!el %, /anning House
Wentworth $uilding
P1"!"C"P0%NG
'isher Library
)astern -!enue
27%4 C35F %CC3
8at5 Cam&5m
8un5 Fm&5m
The biggest library in the southern hemishere, it contains all your
linguistic needs 2you9ll robably fnd the Fisher =esearch collection most
helful4, as well as comuterIinternet access and a hotocoy lab.
"f2ceworks
F =oss 8treet
@lebe, 08W %73J
27%4 ;5J% ;377
8at 5 ;am & :m
8un 5 Cam & :m
#!)s
N#B #!) $roadway 8hoing Centre
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8ydney Ani!ersity Linguistics 8ociety
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F,C 2011
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