Australian Review of Applied Linguistics - Volume 40, Issue 1, 2017

This study focuses on lexical diversity and the use of academic and lower frequency words in essays written by EFL (English as a Foreign Language) students enrolled in Years 1 and 2 at the undergraduate university level. The purpose of this study is to find out the extent to which EFL students become more proficient in their use of academic and lower frequency words and make more diverse choices in their writing after one year of undergraduate university education in English. The study also compares essays written by EFL students and NS (native speaker) students to determine inter-language differences. Essays written by 62 EFL students and 198 NS students at Years 1 and 2 were analyzed for this study. The findings showed no statistically significant difference between the essays written by EFL students in Year 1 and those written in Year 2, either in terms of lexical diversity or in terms of the use of academic and lower frequency words. EFL students in both year levels had a preference for highly frequent words (words in the 1k frequency band). This is in contrast to the NS students, whose use of academic and some lower frequency words improved in Year 2. The findings also showed a statistically significant difference between the essays written by the EFL and the NS students in both year levels. The EFL students made less diverse lexical choices and used fewer words in various frequency bands than the NS students. Findings are discussed and recommendations are offered to EFL students and their educators on how to focus on these aspects of academic writing.

English datives show two syntactic patterns, the double object dative (DOD) and the prepositional dative (PD). The alternation between DOD and PD is influenced by three contextual factors: lexical verbs, syntactic weights, and information structures. However, it has been observed that English dative alternation by second language (L2) learners significantly deviates from the native norm. Accordingly, this study examines whether the three factors are influential when L2 learners produce dative sentences, by analyzing a learner corpus and a native speaker corpus. Results show that the learners produced PD significantly more frequently than the native speakers did. Even when DOD should be contextually preferred, the learners produced many PD sentences. These results suggest that L2 learners have trouble noticing the contextual factors when structuring English datives. The finding is further discussed as it relates to the major tenets of L2 acquisition such as cross-linguistic transfer, constructional knowledge, and language processing.

Throughout the Arab Gulf States, bilingual road signs are the norm, employing both Arabic and a romanized counterpart for the large expatriate population. The existing romanization is inconsistent, with potentially misleading variant spellings of place names signposting the region. This study provides a linguistic analysis of signs on the arterial road running from Muscat, Oman, toward Dubai in the United Arab Emirates in an effort to identify linguistic factors leading to discrepant renderings. The authors identify the wavering between transcription and transliteration and the hesitancy between the local and the standard language varieties as the main sources of discrepancies. These findings constitute the groundwork for initiatives intent on addressing the situation. Guidelines are provided for policy makers indicating the various aspects remedial work on signage in Oman should take into account.

A number of linguistic studies on courtroom discourse deal with witness examinations, however counsels’ opening statements have been given relatively little attention. Drawing on the analysis of a Crown Prosecutor’s opening statement in a murder trial held at the Supreme Court of New South Wales in Sydney, Australia, and using the Systemic Functional Linguistics framework ( Halliday 1994 ), this study highlights the ways in which the prosecutor constructs his narrative of the crime in his opening statement in order to persuade the jurors of his views. Specifically, the analysis highlights the ways in which the narrative is made persuasive through its specific rhetorical organization and over-specification of orientational information, as well as more credible through quotations from participants with personal experience in the related events. It also shows the ways in which the prosecutor seeks to engage the jurors through his use of second-person pronouns, as well as his differentiated use of the crime participants’ names. Finally, this study highlights the dialogic and heteroglossic characteristics of the adversarial legal process, in that it both refers to what was previously stated and tries to anticipate the response of the jury, whose voice comes as the last word through their verdict.