School of Languages and Linguistics - Research Publications

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    Vowel acoustics reliably differentiate three coronal stops of Wubuy across prosodic contexts
    Bundgaard-Nielsen, RL ; Baker, BJ ; Kroos, C ; Harvey, M ; Best, CT (Walter de Gruyter GmbH, 2012-01-25)
    Abstract The present study investigates the acoustic differentiation of three coronal stops in the indigenous Australian language Wubuy. We test independent claims that only VC (vowel-into-consonant) transitions provide robust acoustic cues for retroflex as compared to alveolar and dental coronal stops, with no differentiating cues among these three coronal stops evident in CV (consonant-into-vowel) transitions. The four-way stop distinction /t, t̪, ʈ, c/ in Wubuy is contrastive word-initially (Heath 1984) and by implication utterance-initially, i.e., in CV-only contexts, which suggests that acoustic differentiation should be expected to occur in the CV transitions of this language, including in initial positions. Therefore, we examined both VC and CV formant transition information in the three target coronal stops across VCV (word-internal), V#CV (word-initial but utterance-medial) and ##CV (word- and utterance-initial), for /а/ vowel contexts, which provide the optimal environment for investigating formant transitions. Results confirm that these coronal contrasts are maintained in the CVs in this vowel context, and in all three positions. The patterns of acoustic differences across the three syllable contexts also provide some support for a systematic role of prosodic boundaries in influencing the degree of coronal stop differentiation evident in the vowel formant transitions.
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    Language learning and technology in Australian universities
    Absalom, MJ (AACE International, 2012)
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    Plagiarism, Intertextuality and Emergent Authorship in University Students' Academic Writing
    Thompson, CH (University of Technology, Sydney (UTS), 2009)
    Issues of plagiarism, intertextuality and authorial presence in academic writing are fundamental to the teaching and learning activities of all university lecturers and their students. Knowing how to assist students, particularly those who speak English as an additional language (EAL), to develop a sense of text/knowledge ownership and authorial presence in the creation of discipline-based scholarly texts can be especially challenging. Clarifying what is encompassed by the notion of ‘common knowledge’ is also central to this process. The aim of this paper is to explore the political and intertextual nature of text/knowledge construction and emergent student authorship through the analysis of interviews and written assignments from two EAL students, together with interview data from lecturers from relevant disciplinary fields. Drawing on the work of Bakhtin, Kristeva and Penrose and Geisler, I conclude by suggesting that it is by engaging with, rather than fearing, intertextual connections, that we can create a dialogic pedagogy for academic writing that will enable students to articulate an authoritative authorial identity of their own. The importance of lecturer intervention during the drafting stages of text production is also emphasised. Keywords: plagiarism; intertextuality; emergent authorship; academic writing