School of Languages and Linguistics - Research Publications

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    Native and Non-Native Speakers’ Cue Integration in the Processing of the English As-Predicate Construction
    Domazetoska, I ; Zhao, H (The California Digital Library University of California, 2024-07-09)
    Drawing on the principles of associative learning theory and positing a statistical foundation for language acquisition, this paper investigates the independent contributions of the predictive validities of verbal and constructional cues in English native and non-native speakers’ mental representations of the English as-predicative construction. This is examined through two experiments: a sentence completion task targeting constructional outcome retrieval (Experiment 1), and a gap-fill schema task with a focus on verb retrieval (Experiment 2). The results demonstrate that both cues are integrated in parallel when eliciting a constructional outcome (Experiment 1), but only construction cue validity plays a role in eliciting verbal outcomes (Experiment 2). Verb frequency and voice additionally contribute to the retrieval of verbal and constructional information in distinct manners. The present study raises discussions about distributional cue integration in forward versus backward retrieval of linguistic information, in addition to emphasizing the importance of considering cross-linguistic factors in future research.
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    Aplicación de un método retórico-arquitectónico al análisis de la fantasía renacentista
    Griffiths, J ; Cuenca Rodríguez, ME ; Ríos Muñoz, MA ; Ruiz Montes, F ; Griffiths, J (Wanceulen, 2024)
    Analysis is a tool that provides answers to our questions about music. When we ask the same question numerous times, the same tool can serve us. When we separate the tool from the music being analysed, that tool-when theorised-becomes a methodology. The objects I want to analyse are Renaissance fantasies that have lacked a methodology. To rectify this lack, one has to start from the beginning. The central question that interests me is not of the superficial but of the most difficult to answer: what is it that gives fantasias their coherence, what is it that makes them music to contemplate and consume, what is it that gives them their meaning, their form, or their being? We know that the instrumental fantasia was revered at the time as music of high status, comparable to the motet and madrigal in the vocal repertoire, but without formal pattern, or literary explanations of its structure. The absence is frustrating because it inhibits the usual practice in historical musicology of seeking convergence between the works and the corresponding theoretical writings. Given this situation, my work is based on two strategies: one by reading a broader literary base of Renaissance literature, and the other by applying a new system of modern analysis based - as far as possible - on historical principles and ideas. This analytical tool focuses on two areas: architecture and rhetoric. These are concepts that provide fundamental principles for looking at the dimensions of space and time as applied to music. By building on them, it is possible to design analytical models that can be validated in their own period but outside the realm of music theory. In this presentation my aim is to show how such a theory can be applied not only to instrumental fantasies, but also to vocal polyphony and validated by empirical observation.
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    Keyboard Tablatures and Imaginary Instrumental Interchange in the Sixteenth Century
    Griffiths, J ; Campagne,, A ; Grassl,, M (MDW Press, 2024)
    The invention and widespread dissemination of music in tablature was one of the great novelties and a key factor in the proliferation of solo instrumental music during the sixteenth century. An alternative to mensural notation, tablature offered systems of writing music better suited to polyphonic instruments, particularly keyboards and plucked strings such as lute, guitar, and vihuela. Tablatures emerged in a variety of forms that used the letters, numbers and conventional mensural symbols, and many aspects were shared between the notations devised for keyboards and plucked strings. Although we recognise specific idiomatic styles associated with individual instrument types, there is also a significant amount of music that shares common features and that can be performed on diverse instruments. This was recognised by Spanish musicians such as Luis Venegas de Henestrosa whose tablature published in 1557 was advertised as being for ‘tecla, harpa y vihuela’. This paper explores the idea of interchangeability associated with such tablatures, and a range of issues extending from the particularities of the Venegas book and its emulation by Cabezón in 1578, beyond national borders to consider the nature of tablature across notation styles, and instrumental practice in distinct regions of Europe.
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    Propuestas pedagógicas e interdisciplinares sobre el análisis y la teoría musical
    Cuenca Rodríguez, ME ; Ríos Muñoz, MA ; Ruiz Montes, F ; Griffiths, J ; Cuenca Rodríguez, ME ; Ríos Muñoz, MA ; Ruiz Montes, F ; Griffiths, J (Wanceulen, 2024)
    El presente libro es el fruto de numerosas investigaciones sobre las disciplinas del análisis y la teoría musical, áreas de conocimiento que se complementan y se retroalimentan, ya que el análisis musical se basa en la teoría musical para fundamentar sus criterios y métodos, y la teoría musical se nutre del análisis musical para ampliar y revisar sus conceptos y categorías. Las dos disciplinas constituyen herramientas esenciales tanto en el ámbito académico como en el investigador, para el desarrollo de la educación musical, la creación artística, la psicología de la música, la interpretación y otras áreas afines. Este libro no solo ofrece diferentes perspectivas y propuestas analíticas desde el punto de vista didáctico para todos los lectores, sino que también representa una llamada a la acción para impulsar las investigaciones sobre análisis y teoría musical desde diferentes metodologías innovadoras. Estas servirán para abarcar un prisma cada vez más amplio de planteamientos distintos acerca del objeto musical y que responda cada vez más preguntas más amplias, críticas y ambiciosas de los investigadores sobre cualquier tipo de objeto de estudio relacionado con la música.
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    Más allá de la destreza y el virtuosismo
    Griffiths, J (Contrastes Records, 2024)
    A commentary on the music performed by Vera Danilina in the recital performed in conjunction with winning the 2022 Pittaluga Prize
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    El embrujo de Hespérides = Under the spell of Hesperus
    Griffiths, J (Contrastes Records, 2024)
    The essay provides an analysis of the compositional philosophy and techniques of the music for ten-string guitar by Maurice Ohana
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    Food security in Latin America and Australia: China's impact and insights for the EU
    Hearn, A ; Arostica, P ; Ayuso Pozo, A (CIDOB, 2023-11-01)
    Latin America and Australia have enjoyed economic growth arising from China’s unprecedented demand for commodities, but they have also experienced challenges to local food security as commodity plantations expand. This chapter examines the impacts of Chinese agricultural demand in South America, Australia, Cuba, and within China. It concludes by considering the relevance of these experiences for the European Union.
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    From collection to engagement: Indigenous language research at the University of Melbourne
    Nordlinger, R ; Thieberger, N ; Jones, RL ; Waghorne, J ; Langton, M (Melbourne University Press, 2024)
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    Students as Multilingual Influencers: Towards Linguistically Diverse Higher Education in Anglophone Contexts
    Holas Allimant, I ; WEINMANN, M ; Neilsen, R ; Welsh, A ; James, S ; Colley, E ; Elkaharraz, H ; Gurney, L ; Wedikkarage, L (Springer, 2024-05-25)
    This chapter draws on a recent ‘students as partners’ project with four multilingual undergraduate students as co-researchers. It aimed to explore how university students from a range of disciplines engage with everyday lived linguistic and cultural diversity in their educational and social communities. The project was conducted at a multi-campus university in Victoria, Australia, and engaged peer-facilitated focus groups with academic staff and students. Current research in this area has focused on academic staff and their teaching, and discourse analytic work on university policy documents. However, the perspectives of multilingual university students as grassroots policy actors remain under-represented and warrant further exploration, as students engage with and have direct experience of the complexities and impact of linguistically inclusive pedagogy, policy and practice in English-dominant universities. Our project sought to address this gap by fore- grounding student voice to generate new insights into how multilingual students engage with linguistic diversity in their educational and social contexts, and to identify the discourses that underpin the complexities of, and tensions and power imbalances between, English-dominant institutional framing and students’ multilingual realities. The chapter concludes with student-initiated suggestions as to how diversity of languages, cultures and knowledges could be pedagogically mobilised for the benefit of all learners.
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    Teaching Italian Through Podcasting: Pedagogical Rationale, Implementation, and Student Evaluation of the Podcast Project Dagli Inviati Sul Campus
    Ferrari, E ; Amorati, R ; Hajek, J ; Guarnieri, G (Georgetown University Press, 2024-05)
    This contribution discusses the podcast project Dagli inviati sul campus, developed at the University of Melbourne (Australia), aimed at incorporating experiential and project-based learning (PBL) (Kolb, 2015; Lee, 2015; Park & Hiver, 2017; Stoller, 2006) into an intermediate-level Italian language subject. After presenting the project, we discuss its aims and theoretical foundations, offer a detailed description of its mechanics (inclusion in the subject, internal organization, role of the teacher, assessment methods), and present an overview of the podcasts produced by students. Finally, we discuss some empirical data on students’ evaluation of the activity, in an effort to encourage future implementations of of the project in Italian and in other languages across different delivery modes and university contexts. This chapter also includes an overview of subsequent COVID-19 pandemic-related changes applied to the project, due to the online learning and teaching delivery mode, and some initial findings on its online application.