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Journal of Asian Pacific Communication

image of Journal of Asian Pacific Communication
ISSN 0957-6851
E-ISSN 1569-9838

<p>The <em>Journal of Asian Pacific Communication</em> (JAPC) is an international journal whose academic mission is to bring together specialists from diverse scholarly disciplines to discuss and interpret <em>language in communication</em> issues as they pertain to people of Asian Pacific regions and in their immigrant communities worldwide. The journal’s academic orientation is generalist, passionately committed to interdisciplinary approaches to <em>language in communication studies</em> relating to people in and from Asian Pacific regions.</p><p>Thematic issues of previously published issues of JAPC include Cross-Cultural Communications: Literature, Language, Ideas; Sociolinguistics in China; Japan Communication Issues; Mass Media in the Asian Pacific; Comic Art in Asia, Historical Literacy, and Political Roots; Communication Gains through Student Exchanges &amp; Study Abroad; Language Issues in Malaysia; English Language Development in East Asia; The Teachings of Writing in the Pacific Basin; Language and Identity in Asia; The Economics of Language in the Asian Pacific; Culture, Contexts, and Communication in Multicultural Australia and New Zealand; Media Discourse in Greater China; Institutional Politeness in (South) East Asia.</p><p> JAPC was previously published by Multilingual Matters (vols. 1-7) and Ablex (vols. 8-9).</p>

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  • Adolescent literacy and identity construction among 1.5 generation students: From a transnational perspective
    • Author: Youngjoo Yi
    • Source: Journal of Asian Pacific Communication, Volume 19, Issue 1, 2009, pages: 100 –129
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    • The emergence and significance of transnational adolescents at school and in society have recently been recognized, and yet, little is known about how their transnational lived experiences affect their literacy learning and identity construction. Thus, the study reported in this paper explored transnational literacy options and practices that two Korean transnational adolescents had experienced and addressed how their online literacy practices served them while negotiating their transnational identities. The findings show that the participants engaged in multiple literacy practices and forged transnational identities through online activities involving “creating and constructing a transnational and transcultural community” and “communicating via instant messaging.” The findings suggest that we should re-conceptualize the teaching and learning of students who share multilingual, transnational lived experiences and that we should re-examine what it means to be good, educated students and global citizens in the 21st century.
  • The tangled web: Internet plagiarism and international students’ academic writing
    • Author: Wendy Sutherland-Smith
    • Source: Journal of Asian Pacific Communication, Volume 15, Issue 1, 2005, pages: 15 –29
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    • This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.
  • Harmonies and tensions in Chinese intergenerational communication: Younger and older adults’ accounts
    • Authors: Yan Bing Zhang, and Mary Lee Hummert
    • Source: Journal of Asian Pacific Communication, Volume 11, Issue 2, 2001, pages: 203 –230
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    • This study examined interview accounts of intergenerational communication from twenty younger adults (M age = 24.05; Age range: 19 to 33) and thirteen older adults (M age = 67.10; Age range: 62 to 72) in the People’s Republic of China (PRC). The interviews were tape-recorded and transcribed into Chinese. Meaningful descriptions of intergenerational communication were then translated to English. Using an emergent theme analysis approach, we identified themes that fell into three broad areas: 1) positive intergenerational communication behaviors, 2) negative intergenerational behaviors, and 3) ideal intergenerational communication. The analysis also revealed that some themes of the two age groups were congruent (e.g., the mutual endorsement of filial piety), while others were incongruent with each other (e.g., disagreement on perceptions on equality and superiority). Themes are compared to descriptions of intergenerational communication found in research within Western cultures. Themes are also discussed in relation to cross-cultural intergenerational research, the Communication Predicament of Aging model, and the changing Chinese economic and political system.
  • Identity, investment, and Chinese learners of English
  • Language learner self-management
    • Author: J. Rubin
    • Source: Journal of Asian Pacific Communication, Volume 11, Issue 1, 2001, pages: 25 –37
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    • Learner self-management (LSM) refers to the ability to deploy procedures and to access knowledge and beliefs in order to accomplish learning goals in a dynamically changing environment This paper will elaborate the components of learner self-management and provide an interactive model which elaborates how these components interact.
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