School of Languages and Linguistics - Theses

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Comparing interactional competence between learners and native speakers of Indonesian

Hanafi, Hanafi ( 2014)

This study investigates interactional practices in Indonesian as a native and second language. It focuses on self-presentation, negotiation and reciprocal sequences collected through elicited conversations between pairs of strangers. There are three groups of participants in this study. The first group consists of six pairs of Indonesian Native Speaker (INS) and Indonesian as a Second Language (ISL) speakers. The second group constitutes another six pairs of INS and Indonesian as a Foreign Language (IFL) speakers. The last group comprises nine pairs of INSs. These groups of conversationalists hold two sessions of conversation. They were firstly instructed to have a chat and get to know each other in the absence of the researcher. Then, they were asked to formulate a plan for weekend activities together. These two sessions last for four to eight minutes and are videorecorded from which transcripts of their conversations are generated in CA transcription convention. The study discovers evidence for simple and extended variants of a self-oriented form of self presentation in addition to the question-answer form of self-presentation sequence identified in previous studies. Different sequential forms of negotiation procedures which consist of four primary sequences (exploratory, proposing, responding, and concluding sequences) are mapped. Furthermore, four practices of reciprocation used by interactants in Indonesian are also found. By investigating these sequences through sequential analysis and the analysis of sequence organization, this study argues that CA is a sufficient method of analyzing interactional competence as performed through interactional sequences in conversation. This study also highlights differences and similarities in conversations between native speakers and between native speakers and learners.
The impact of a bimodal bilingual input on deaf children’s communication and language development

Levesque, Elizabeth ( 2014)

This study explores the impact of hearing parents’ bilingual English and Auslan (Australian Sign Language) input on the communication and language development of their young deaf children. The participants in this study were eight severe-to-profoundly deaf children and their hearing parents living in Victoria. The families were enrolled in a state-wide Victorian Department of Education and Training bimodal bilingual early childhood intervention program for deaf children and their families. Despite earlier diagnosis of infants’ deafness, access to early intervention programs and enhanced amplification technology, communication and language outcomes for children born with permanent deafness have been generally below those of hearing children. The communication needs of deaf children therefore continue to present significant challenges to parents and educators. Given the diverse language and learning needs of deaf children and the numerous factors contributing to their language outcomes, no single mode of communication has been found that suits all children. Amongst the various communication approaches adopted by early childhood intervention programs for deaf children is a bimodal bilingual approach, in which the children are exposed to spoken language and sign language. However, although the literature reports numerous studies that focus on language input and communication development for young deaf children, there are very few studies devoted to bimodal bilingual communication and first language acquisition. This study therefore aimed to measure the language outcomes of children exposed to English and Auslan early in their development and to determine the extent to which the parents’ interaction strategies promoted optimal language outcomes for their children. Due to the heterogeneity of the participants in this study, it was difficult to control the wide range of variables known to impact on the language development of young deaf children. Therefore, a single case design was chosen as the methodology for this study which incorporated detailed descriptions about each case and allowed each of the eight cases (i.e. parent or child) to act as their own control. Three research questions were explored in the study and were designed to elicit a deeper understanding of the factors contributing to the children’s language outcomes. The research questions related to three main areas: parental language input, the parental sensitivity to their children’s communication needs and the children’s language outcomes. Using both quantitative and qualitative methods, data were collected from bi-monthly assessments over 20 months, allowing for ten progression points to be analysed. Particular attention was given to measuring the Auslan proficiency of the parents, type of language input, the children’s emerging language skills and modality preferences and the factors influencing these preferences. Several assessment tools were devised specifically for this study and are described in detail in the Method Chapter of this thesis. The findings of the study reveal that the children’s language outcomes were strongly predicted by parent sensitivity and that the children with the strongest language skills changed their modality preferences over the duration of the study. These findings contribute valuable insight into the nature of effective parent-child interactions using a bilingual approach and identify the communication strategies that promote positive language outcomes for young deaf children.
The role of professional teacher associations in technology standards implementation

MOBASHERI, AZADEH ( 2014)

Despite a range of initiatives including professional development programs, the allocation of resources, and increased administrative support, the integration of technologies into second language programs continues to lag. One current initiative, the formation and publication of technology standards, may help to promote technology integration but its potential is yet to be examined. By having possible connections to policymakers and teachers, professional teacher associations may best be able to influence the implementation of standards and the integration of technologies within schools. The aim of this study is to investigate the role of professional teacher associations in the implementation of standards in second language education. To achieve this aim, I conduct a qualitative case study concerning the Information and Communication Technology (ICT) standards within the Victorian Essential Learning Standards (VELS) in modern language (that is, as they are known in Australia, Languages Other Than English, or LOTE) programs. Specifically, by carrying out document analysis and using semi-structured interviews, I research the role of professional teacher associations in relation to standards implementation as illustrated within policy documents, perceived by the members of a professional teacher association, and perceived by modern language teachers. For this, I use Cultural-Historical Activity Theory (CHAT) as the analytical framework and conceptualize activity systems to investigate the role of professional teacher associations in standards implementation. Throughout this study, I argue that the role of professional teacher associations within policy is not legitimized in relation to standards implementation. In my analysis of documents, I show that professional teacher associations receive very little, if any, attention within the policy documents. In other words, it would appear that the role of professional teacher associations for standards implementation is not acknowledged or well recognized by policymakers. Focusing on a professional teacher association, my analysis shows that the association may see as its role and responsibility to make a connection between policymakers and teachers. However, further analysis of the data suggests that the association may have a stronger orientation towards teachers (through building teachers’ knowledge capacity) than it does towards policymakers. In brief, there is further evidence that the relationship between professional teacher associations and policymakers is weak. In a third stage of analysis, I turn to the views of modern language teachers and show that teachers tend not to take part in external professional teacher associations. It is clear that the role of such associations is not highlighted within schools. Teachers express vague knowledge in relation to the content and use of standards. My analysis shows that schools provide teachers with school-based professional development programs that largely focus on implementation of technology hardware and applications rather than a training that targets an understanding of technology standards. In the present study, teachers are found to have weak connections with professional teacher associations. Taken together, I argue that although professional teacher associations may see an intermediary role for themselves between policymakers and teachers for standards implementation, such a role is not strongly recognized by the stakeholders. My work brings to the attention of policymakers the important role of professional teacher associations as intermediaries for the implementation of standards. Further, it is clear that schools and teachers need to better engage, and build connections, with professional teacher associations to improve teachers’ understanding and use of technology standards. This study provides empirical- and theoretical-based evidence in support of experts’ speculations in relation to the potential intermediary role of external organizations. The present study highlights the need for recognition of the role of external professional organizations by the stakeholders involved. Moreover, I discuss the importance of mutual connections and co-construction of responsibilities among policymakers, professional associations, and teachers.
Interpretations of a Malaysian television commercial: a multimodal analysis

PERIASAMY, MELISSA ( 2014)

The aim of this investigation is to examine the interpretations of multimodal elements in a television commercial (TVC) in Malaysia. Although research in multimodal studies is growing rapidly, studies of multimodality in Malaysia beyond those that focus on pedagogy and literacy are limited. This study is motivated by the limited research on interpretations of a television text in culturally diverse contexts such as Malaysia. I selected a corporate TVC by Malaysian oil and gas organization PETRONAS entitled ‘Letchumy and Rokiah’. I examined the interpretation of multimodal elements in the PETRONAS TVC by employing a dual method of analysis. I combined text analysis with a reception study to examine the interpretations of multimodal elements. For the text analysis, I employed a transcription template for the analysis of multimodal elements and interpretations in the TVC. The transcription template for the text analysis is based on approaches developed in studies on multimodal analysis of television and film texts. For the reception study, I employed qualitative techniques with 20 Malaysian viewers of diverse ethnic, age, gender, and educational backgrounds. Viewers provided written reports and participated in structured interviews. Finding revealed the presence of three levels of interpretations of the PETRONAS TVC: the world of the TVC, personal experiences of the viewer, and the Malaysian sociocultural context. Variations in demographic characters strongly influenced interpretations. Importantly, elements of the visual and spatial mode, the literary mode, and the gestural mode were the most referenced categories of interpretation. The study contributes to research on multimodal text analysis in the diverse, multicultural context of Malaysia, and provides an insight into the significance of sociocultural context in the analysis and interpretation of multimodal elements. The study concludes with an agenda for further research.
Stance-taking: hedging and the writer-reader relationship in EAL and EL1 research

MOHD NOOR, MAIZURA ( 2014)

Stance can be understood to encompass a writer’s standpoint or opinion in relation to a topic, setting and an audience. Generally in studies into academic writing, English as an additional language (EAL) scholars have been found to express their opinions differently to English as first language (EL1) scholars. For example, Malaysian scholars tend to avoid criticizing or evaluating previously published research by other writers as compared to their EL1 counterparts. Not only has research in this field been under theorized, but the methodological approach of many previous investigations has been operationalized through the use of software programs that employ predetermined lists of items to analyse data from large corpora. However, such an approach fails to account for the role played by context in stance-taking, produces findings limited to the identification of single lexical items, and limits the possibility of discovering new items. Questions relating to stance-taking and the identification of these practices lie at the core of the present study. In this thesis, I investigate two of the numerous linguistic and interactional features of stance: hedging and the writer-reader relationship. This study aims to extend our understanding of these aspects of academic writing by analyzing and comparing the stance-taking practices of EAL scholars from Malaysia with those of EL1 scholars, from the specific fields of Linguistics and Applied Linguistics. The methodological framework of the study adopts a broader, context-based approach to the identification and analysis of these aspects of stance compared with many previous studies. The corpus consists of twenty single-authored research articles (ten by EL1 and ten by EAL scholars) published in Scopus-indexed journals. The study also includes interview data based on an EAL Malaysian researcher’s retrospective account of her motives for the various rhetorical strategies she used in her writing and the parallel comments of two readers regarding their take up of these strategies. Findings revealed similar patterns of hedging and management of writer-reader relationship by the EAL and EL1 writers, although differences were found in terms of the limited range of options, as well as specific avoidance of certain items, in the writing of EAL scholars. Findings from the pre-interview questionnaire and interview data showed the EAL reader to have stronger metapragmatic awareness compared to the EL1 reader. Occasionally, the EAL writer’s intentions were misinterpreted by the readers, especially the EL1 reader. The findings based on this cross-cultural comparative study of stance-taking contribute to our understanding of the ways in which Linguistics and Applied Linguistics scholars from different linguistic backgrounds express propositional commitment in their published academic papers. Most importantly, differences found in terms of range as well as preferences have been treated as distinctive intelligible forms, rather than instances of non-conformist and unacceptable versions of ‘standard’ academic English.
Computer-mediated discourse of L2 players in online gaming environments

Khattiya, Sarinya ( 2014)

The intent of this study is to examine computer-mediated discourse (CMD) of second language (L2) players in Massively Multiplayer Online Games (MMOGs). Three-dimensional MMOGs have gained massive global popularity; at the end of 2014 for example, it is predicted that there will be approximately 44 million paid gaming subscribers, more than double the number of those in 2009. Although some research has been conducted to investigate language use in such environments, discourse features of L2 players remains largely unexplored. Framed by CMD and language socialization theory, this two-part study first focuses on analysis of specific discourse features of players as they first begin to interact in the MMOG World of Warcraft over a period of six months. Analysis of the online interactions showed a range of significant results between native and non-native speakers in areas of language including typography, orthography and syntax. The results of this first stage of the study were then used to generate questions to further probe the reasons behind significant differences in overall discourse patterns. Using virtual ethnography techniques, including participant observation and semi-structured interviews, the second stage of the study was to investigate how language socialization processes occur in online gaming environments. Specifically, this second study addressed a deficit of research in CMD concerning L2 players, and seeks contribute to a better understanding of processes regarding online language socialization. Overall, the two studies in a single thesis make a contribution to the rapidly growing area of computer-mediated discourse analysis with implications for online language learning, language socialization and innovative research methods in applied linguistics.
Discourses of belonging and resistance: Irish-language maintenance in Ireland and the diaspora

Vaughan, Jill ( 2014)

Almost 2 million people in the North and South of Ireland identify as Irish speakers and an estimated 70 million around the globe can claim Irish heritage. While Irish ancestry may be distant for many, the Irish language is active in numerous diasporic communities, as documented in some limited research (e.g. Ihde 1994, Ó hEadhra 1998, Noone 2012a) and evidenced by the existence of cultural and language groups. Census figures indicate that over 30,000 people currently speak the language in Canada, the United States and Australia alone, yet no general account of Irish-language use in the diaspora exists. Linguistic practices within Irish communities worldwide vary widely with regard to Irish-language use, with each community subject to distinct concerns, histories and discourses. As such each has different possibilities for creating social meaning through language use. The aim of this thesis is: (i) to explore Irish-language learners’ and speakers’ characterisations of patterns of language use and language-community formations between sites in the Republic and Northern Ireland (chiefly Galway, Dublin, Derry and Belfast) and in the diaspora (Melbourne, Australia; Boston, U.S.; and St. John’s, Newfoundland, Canada); and (ii) to examine the (Foucauldian) discourses within which Irish-language use is implicated as a meaningful social practice within and across these communities. Research is based on open-ended qualitative interviews with 86 learners and speakers regarding the Irish language and their own language practices, and in extensive participant observation of cultural and language-related activities in each site. Thematic content analysis of interview data provides the basis for ethnographic descriptions of each site. Foucauldian discourse analysis is used to discover and delineate the predominant discourses (and counter-discourses) within which Irish-language use is implicated as a meaningful social act, and that are enacted or actively resisted within and across communities, as well as key subject positions made available within these discourses. The research predominantly targets learners and teachers of Irish, and those involved in language maintenance in each of these communities, and focuses particularly on elective bilinguals – speakers who have learnt Irish in the classroom and who do not use Irish as their primary language. The focus on this kind of bilingual speaker is of paramount importance for two reasons: firstly, because attitudinal research has been largely silent on elective Irish bilinguals, and secondly, because elective bilinguals are likely to be crucial to the language’s survival. Patterns of bilingualism in Gaeltacht regions are shifting and changing, and, as such, circumstantial bilinguals make up decreasing proportions of the language’s speaker community. Urban language communities (largely made up of L2 speakers), however, are increasing in size and activity. This thesis argues for an incorporation of post-structuralist, social constructionist approaches to identity within sociology of language, particularly with regards to elective bilinguals and in diasporic contexts. As such, in addition to contributing to a broader description of Irish-language communities worldwide, this thesis demonstrates the contributions that a critical discourse analytic approach can make in endeavouring to understand the changing position of linguistic minorities in post-modernity.
An Acoustic and Aerodynamic Analysis of Consonant Articulation in Bininj Gun-wok

Stoakes, Hywel Martin ( 2013)

This thesis is an acoustic and physiological phonetic analysis of the consonant system in Bininj Gun-wok (BGW), an Australian language spoken in North Western Arnhem Land. The primary aim of this thesis is to provide a detailed phonetic description of an Australian language looking at the articulation of intervocalic stops and nasals. This investigation examines a number of phonological contrasts in the language that have not had prior phonetic investigation. The analysis is divided into three experiments, the first two of which focus on differences in length and strength between stop series in BGW. The third experiment examines patterns of coarticulation within nasals. The materials used consist of two corpora with a total of 24 first language speakers of BGW. Corpus I includes five speakers of the Kuninjku variety and Corpus II includes 19 speakers of the Kunwinjku variety, all recorded under field conditions in Western Arnhem Land. Corpus I is made up of acoustic recordings and Corpus II, physiological recordings with associated time-aligned audio. An important phonological feature of BGW is a two stop series that contrasts for length. The two stops in the series, which are all matched for place of articulation, are phonologically classed as lenis or fortis. The primary focus of this study is to determine the phonetic realisations of these stop categories. The secondary focus of this study is to examines patterns of coarticulation between nasals and stops in BGW, as nasalisation can mask the acoustic cues that are needed to perceive place of articulation. Earlier cross-linguistic studies have consistently shown that duration is a key difference between stop categories within a language. This is particularly for languages that do not use voicing as a cue to the contrast. In the current study, acoustic analysis is used to measure duration and for analyses of burst characteristics of BGW stops. An articulatory analysis investigates differences in strength and also the prevalence and timing of voicing between the stop series. Findings show that there is a clear durational difference between lenis and fortis stops. Voice onset time differences are dependent on place of articulation rather than reliably signalling between stop categories. In addition there is a clear difference in strength in terms of peak intra-oral pressure. In the study, medial homorganic articulations are separated into three categories termed lenis, fortis and geminated consonants. These represent short intra-morphemic stops, long intra-morphemic stops and long inter-morphemic stops respectively. Fortis stops and geminates clusters do not differ in terms of duration. There are however measurable differences between them including pressure — pressure measured over time — showing that duration and pressure are independent. The timing of pressure peak is similar for lenis and fortis stops is similar, yet geminates show a delay in the intra-oral pressure peak. Across languages, anticipatory nasalisation is thought to be under direct control of the speaker. Carry-over nasalisation in contrast has proven to be a result of bio-mechanical inertia. The secondary focus of this thesis is an examination of nasalisation and directionality of nasal assimilation in BGW as well as the durational aspects of nasals in clusters. Aerodynamic results show that the rise of the nasal airflow, in medial nasals, is delayed to be almost coincident with the oral occlusion. The inference is that the velum is closed during the preceding vowel and opens quickly at the onset of the nasal. In a cluster of nasals followed by a stop, the nasal has a greater duration than the stop. In clusters of stops followed by nasals, it is the stop that has the greater duration. This suggests strengthening in a medial position. The post-tonic medial position is prosodically eminent, as this is where the majority of phonetic contrasts are found for Bininj Gun-wok and Australian languages in general. This investigation into medial consonants in BGW represents the first major phonetic investigation into stop articulation in an Australian language and provides key support for this proposition.
Second language interactional competence: solicitation effects on suggestions

Tran, Van Thi Thanh ( 2014)

This study investigated the acquisition of second language interactional competence via the speech act of suggestion produced by Vietnamese learners of English. The study employed a cross-sectional design to examine the effects of proficiency level and learning environment on learners’ pragmatic development. Specifically, the data elicitation instruments – role-play scenarios - were designed to uncover the solicitation effects on suggestion making. Four groups of learners of different proficiency levels in ESL and EFL environments were recruited for the study: a group of ESL learners of high proficiency level, a group of EFL learners of high proficiency level, a group of EFL learners of middle proficiency level, and a group of EFL learners of low proficiency level. A group of Australian native speakers were also recruited to provide baseline data. The employment of conversation analysis analytical apparatus in data analysis revealed significant solicitation effects on suggestion making. While the analysis of linguistic features of suggestions did not reveal any marked differences between two types of suggestions, the two types did differ in their sequence organizations. Discursive patterns of solicited suggestions varied in insertions and post-expansions whereas patterns of unsolicited suggestions varied in pre-expansions and post-expansions. Similarly, significant differences of preference organization of the two types of suggestions were found. While solicited suggestions were preferred ones, unsolicited suggestions were dispreferred. A number of preferences in suggestions were also documented. The examination of proficiency effects on learners’ performance showed a non-linear developmental pattern in unsolicited suggestions. That is, learners of mid proficiency and low proficiency levels were able to mitigate their suggestions while learners of high proficiency level did not attempt to use mitigating devices. On a learning environment note, learners in a second language environment resembled native speakers’ performance while learners in a foreign language environment differed significantly. The research contributes to the discursive pragmatics and interactional competence development in CA-for-SLA literature. It suggests important implications for pragmatics instruction and methodological implications for interlanguage pragmatic research.
Linguistic laypersons' perspective on second language oral communication

SATO, TAKANORI ( 2014)

Since the advent of the communicative movement, applied linguists or language specialists have theorized the ability to communicate in a second language (L2). Correspondingly, in general-purpose oral proficiency tests, language specialists (language testers or teachers) define L2 oral communication ability, determining the abilities or knowledge to be included in the criteria based on their professional perspective and/or theoretical models of communicative competence. Accordingly, ideal L2 oral communication, as conceived by communication theory and oral proficiency tests, reflects the perspectives of language specialists. In contrast, the perspectives of linguistic laypersons (non-specialists in language) on L2 communication ability have not been incorporated into theories of communication ability and the construct definition of oral proficiency tests. This arguably seriously undermines the validity of the theories because, in the real world context, the ultimate arbiters of L2 speakers’ oral performance are largely not trained professionals in language. Furthermore, the construct definition relying on language specialists’ perspectives is flawed because a good performance as defined by language specialists is not necessarily identical to one perceived by linguistic laypersons. It is important for language tests to adopt, if possible, the perspectives of such laypersons on L2 communication ability in order to more accurately predict their impressions in real-life contexts. This study therefore investigates linguistic laypersons’ perspectives on L2 communication ability and aims to explore what features or behaviors of the speaker affect their intuitive judgments of this ability. Twenty-three non-native and native English speaking graduate students from disciplines other than applied linguistics or TESOL participated in this study. First, they watched video recordings of seven individual presentations on the College English Test-Spoken English Test and three paired interactions from the Cambridge English Examinations. Second, participants indicated their intuitive impressions of each speaker’s communication ability on a scale of 1 (Poor) to 7 (Excellent). Third, they provided justifications for their ratings. Fourth, they reviewed the performances and performed stimulated recall, verbalizing features of the performances that influenced their impressions. Finally, they responded to semi-structured interviews to provide supplementary information about their judgments. Features that had affected their impressions were explored in the verbal report data. The interview data were analyzed qualitatively to examine what features were perceived to most strongly influence their impressions. The results showed that the outcome of communicative performance, including successful message conveyance and the quality of content, was one of the main criteria used to judge communication ability. Although linguistic features such as grammar, vocabulary, pronunciation, and fluency were recognized as factors impacting the outcome of communication, the participants neither considered them crucial nor penalized errors harshly unless comprehensibility was seriously impeded. Their impressions were also influenced by the test-taker’s non-verbal behavior and perceived level of confidence, which were found to be closely related. In addition, the participants frequently noted interactional features such as engagement and the size of contribution in the paired interactions. The perspectives of linguistic laypersons can help define the features of oral communication ability valued in real-world contexts, which in turn can inform the assessment criteria used to measure this ability.

School of Languages and Linguistics - Theses

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