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- Volume 10, Issue, 1987
Australian Review of Applied Linguistics - Volume 10, Issue 1, 1987
Volume 10, Issue 1, 1987
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Computer corpora in English language research
Author(s): Peter Collinspp.: 1–19 (19)More LessThis paper provides an overview of various English language corpora. It examines the relationships between the various extrant corpora and also indicates some of the features of a corpus of written English being developed in Australia. The article considers some of the linguistic and theoretical constraints on corpus-based research.
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English language development across the curriculum
Author(s): Claire Houstonpp.: 20–39 (20)More LessThe article provides information about the English Language Development Across the Curriculum (ELDAC) Project. The ELDAC Project was initiated to develop whole-school responsibility for the English language needs of students of non-English speaking background. The aim was to integrate appropriate language support for NESB learners within all subject areas. The project emphasizes the crucial role that language plays in learning; the relationship between meaning and form; and the need to focus on language development as an integral part of all subjects. The approach is based on a view of language which provides the theoretical framework for the analysis of language demands of high school subjects. A basic tenet of the approach is that the identification of language demands associated with teaching and learning objectives is an essential part of lesson and unit planning and should be reflected in the presentation of content, learning activities, preparation for writing tasks and assessment. Work done by teachers as a result of the project has not only provided necessary support for learning for NESB students but has also resulted in a significant enhancement of the language and learning abilities of many native-speaking students.
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Children’s word knowledge
Author(s): Peggy W. Goldsmithpp.: 40–55 (16)More LessIn regard to language learning, whether it be in listening, speaking, reading or writing, children appear to be genuinely interested In meaning in their world. When it comes to a knowledge of words to be used in any of the processes mentioned, children are interested in their use, their meaning and in connecting new words with old words or ideas.
Numerous studies have investigated the development of children’s word knowledge up to year 4 or approximately age 10 (e.g. Read, 1971; Beers and Henderson, 1977; Zutell, 1979; Gentry, 1981). There are, however, only a few studies involving upper primary and secondary students. This paper looks at literature on children’s word knowledge (including spelling) development up to year 4 and beyond, and includes a table of researched and hypothesized stages in children’s development in orthographic awareness and in word knowledge. An outline of the author’s theory of children’s development in word knowledge is given.
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Discourse analysis models for second language teaching
Author(s): Gillian Perrettpp.: 56–75 (20)More LessThe categories of the functional-notional syllabus are inadequate because, like the speech act theory on which they are based, they recognize only the social function of language and not its discourse function. A further difficulty is that illocutionary acts do not map onto single utterances as this approach to syllabus design appears to assume. Communicative acts in interactional discourse function both as illocutionary acts (they have an intentional effect on another participant) and as interactional acts (they have a role in structuring the discourse of the interaction). This paper discusses attempts by various discourse analysts to model this fact in three different ways: (1) to conflate both types of function into a single analysis (John Dore), (2) to code all utterances for both types of function keeping the two sets of analysis separate (Willis Edmonson) and (3) to code the two types of function in a manner which relates them to each other in a systematic manner (Gordon Wells, Jim Martin). Problems with each solution are discussed, but the need for language materials writers to take a broader view of language function is stressed.
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The role of linguistics in peace and conflict studies
Author(s): Michael Clynepp.: 76–97 (22)More LessThis paper discusses various meanings of the word “peace” and its equivalents in a variety of languages. It argues that “peace” has developed as the marked alternative to “war”. It investigates the consequences of this use of language and suggests actions that linguists might take to reduce the markedness of “peace” at the international, national and interpersonal levels.
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Academic communication in a foreign language
Author(s): Richard B. Baldauf and Björn H. Jernuddpp.: 98–117 (20)More LessThe view that Science consists of cooperative networks formed amongst invisible colleges of scholars is discussed and the role of language in scholarly communication is described. A detailed description of one such network, that formed by Scandinavian Psychologists, and the role that language plays in communicating information within and to those external to that network is then provided.
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Et á votre avis ...?
Author(s): Jeanne Rolin-Ianziti and Brian N. McCarthypp.: 118–142 (25)More LessEt Á votre avis...? is a text for second and third year students of French which is being prepared and piloted at the University of Wollongong. This articles provides background to the project (the approach to the text, the selection and organization of material) as well as details of tasks performed by the students in the exploitation of the linguistic and cultural components of the authentic material on which the work is based.
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Ensuring the survival of Aboriginal and Torres Strait Islander languages into the 21st century
Author(s): Tim Shopen, Nicholas Reid, Glenda Shopen and David Wilkinspp.: 143–157 (15)More LessThere were over 200 distinct languages in Australia at the time of European settlement. Today less than 40 of these are still being passed on to new generations, and all of these are under threat of extinction. Aboriginal people are struggling to adapt themselves to the massive European presence without losing their identity. The greatest threat to Aboriginal languages is the physical, economic and social situation in which their speakers find themselves. Language maintenance will not be possible without social maintenance and this in turn is a political issue. The most important factor will be the success of Aboriginal people in gaining control and self-reliance in their communities. The government can help by assisting in a program of self-determination where Aboriginal people participate at least equally with others in decisions concerning priorities and funding, and in addition by educating non-Aboriginal people to the value of the Aboriginal part of our cultural heritage. Aboriginal teacher education is of primary importance with the goal of schools with Aboriginal control where Aboriginal teachers develop the curriculum and the pedagogy. It is in this context that bilingual education can be put to best use. Bilingual education is of great importance but it must be used not just to assimilate Aboriginal children more easily into English and Western schooling but to have Aboriginal languages and English used together in a coherent educational program where the children become strong in two languages and in the academic and cultural skills they need for contemporary life. Like education, media has the potential for strengthening Aboriginal languages and oultures as well as for destroying them. The outcome will depend on the extent to which Aboriginal people themselves can control what is broadcast and printed.
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Event progression in Gooniyandi texts
Author(s): William B. McGregorpp.: 158–170 (13)More LessThe purpose of this paper is to explore the way in which the sequence of referent events underlying the story is expressed in narrative texts in Gooniyandi (Kimberley, Western Australia). It is shown that narratives are structured in at least two partially independent ways: in terms of story units, which constitute minimal stories (Prince, 1973)t and in terms of Complication^Peripetia Denouement. Despite the perhaps universality of these properties, there remain problems of interpretation for non-Aborigines resulting in part from differences in the types of event that constitute acceptable realizations of these functions in the different cultures.
Volumes & issues
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Volume 47 (2024)
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Volume 46 (2023)
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Volume 45 (2022)
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Volume 44 (2021)
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Volume 43 (2020)
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Volume 42 (2019)
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Volume 41 (2018)
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Volume 40 (2017)
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Volume 39 (2016)
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Volume 38 (2015)
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Volume 37 (2014)
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Volume 36 (2013)
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Volume 35 (2012)
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Volume 34 (2011)
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Volume 33 (2010)
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Volume 32 (2009)
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Volume 31 (2008)
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Volume 30 (2007)
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Volume 29 (2006)
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Volume 28 (2005)
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Volume 27 (2004)
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Volume 26 (2003)
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Volume 25 (2002)
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Volume 24 (2001)
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Volume 23 (2000)
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Volume 22 (1999)
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Volume 21 (1998)
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Volume 20 (1997)
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Volume 19 (1996)
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Volume 18 (1995)
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Volume 17 (1994)
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Volume 16 (1993)
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Volume 15 (1992)
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Volume 14 (1991)
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Volume 13 (1990)
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Volume 12 (1989)
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Volume 11 (1988)
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Volume 10 (1987)
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Volume 9 (1986)
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Volume 8 (1985)
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Volume 7 (1984)
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Volume 6 (1983)
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Volume 5 (1982)
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Volume 4 (1981)
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Volume 3 (1980)
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Volume 2 (1979)
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Volume 1 ([1978, 1977])
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Volume 1 ([1978, 1977])
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