School of Languages and Linguistics - Theses
Permanent URI for this collection
Search Results
1 - 8 of 8
-
ItemWritten feedback in intermediate Japanese L2 classes: Teachers’ and students’ attitudes and practices( 2022)This thesis investigates the attitudes and practices of students and teachers surrounding written feedback in the context of an intermediate Japanese as a Second Language program. Despite the abundance of research investigating written feedback and the factors that influence its implementation and uptake in programs that teach English as an Additional Language, the field of research into second language acquisition has yet to explore written feedback outside of this context in any depth. Hence, the current study aims to begin to address this apparent gap in the existing literature by applying methodologies and theories from previous study to the novel environment of Japanese as a Second Language education. In particular, this was done in order to determine the validity of existing findings outside of the usual context and consider the reasons for any differences in results that might arise. Nine students and two teachers of an intermediate university JSL program provided both qualitative and quantitative data to the study via interviews, surveys, and collection of feedback provided on assignments. Analysis of this data then demonstrated that despite the difference in target language of the educational environment, teachers and students displayed similar attitudes and practices to those that had been observed in previously studied English as an Additional Language learning environments. Thus, the study demonstrates the validity of drawing upon previous literature from English as an Additional Language programs to inform pedagogy in other language learning environments, and facilitates further research on written feedback in environments that teach languages other than English.
-
ItemCommunicating in medical settings: strategies & challenges for effective cross-cultural interpreting( 2018)This thesis examines ways in which interpreting practice in healthcare settings can be enhanced in order to better facilitate communication with Aboriginal and Torres Strait Islander patients. This study is based on 17 audio-recordings of semi-structured interviews with interpreters of Aboriginal languages and Aboriginal Liaison Officers (ALOs) in metropolitan, regional and remote sites in Australia. This thesis is built around two major research questions. The first focuses on how interpreters and ALOs talk about how they do their work. The findings illustrate that the interpreters and ALOs use storytelling to talk about their professional practice. A small story and narrative positioning analysis framework is used to analyse these stories. The resultant analysis foregrounds the positions that the interpreters and ALOs adopt as they tell their stories and highlights the Discourses that they invoke to frame their professional identity. The second research question explores the strategies and actions the interpreters and ALOs report they use to resolve potential communication differences that may confound the interpreting process. The findings suggest that provisions need to be made for cultural differences. Interpreters report they have to ‘unpack’ medical terminology pertaining to biomedical concepts such as cancer, fungus infection and diabetes. They explain such terminology and related concepts in tangible terms to ensure patient understanding. Other strategies include talking about sensitive topics such as private body parts, sexually transmitted infection and death and dying using culturally appropriate terms; avoiding certain question-answer routines typical in western communicative interaction and being aware of non-verbal aspects of communication.
-
ItemFinding Hawu: landing pages, finding aids and the Alan T. Walker Collection( 2016)Linguists working in language description have developed valuable grammars and dictionaries for many of the world’s small or endangered languages. However, without access to the primary data used to produce these tools, it can be difficult to scrutinise their accuracy. Language documentation aims to improve access to field data using online archives. Thus it shifts the focus from a grammar or dictionary to the data itself. Alan T. Walker collected an extensive written and audio record of Lii Hawu (the Hawu language), a small language spoken on the Sabu islands in eastern Indonesia, from May 1975 to January 1976. He subsequently published a description of the language titled A Grammar of Sawu (1982). Walker’s primary data (the Walker Collection) is now available digitally in the Pacific Regional Archive for Digital Sources in Endangered Cultures (PARADISEC). In this thesis, I consider the practical steps involved in creating a finding aid and inventory as a guide to the extensive Walker Collection. I also argue that landing pages and finding aids are essential elements of archival description. They are necessary to ensure digital language collections are accessible for both researchers and community members. I also discuss how primary data such as Walker’s can be used more widely, with the support of finding aids and inventories, to further document and revitalise small or endangered languages.
-
ItemEmergent features of English in an Indonesian context: WE and ELF from a practice-based perspective( 2016)This study documents three emergent grammatical features of English spoken by Indonesian English (IE) speakers interacting in a lingua franca setting; namely, the distinctive uses of articles, plurals, and prepositions. From this it investigates the underlying motivations IE speakers employ in opting for their use. Working within the WE conceptualization (Kachru, 1992) and ELF from a practice-based perspective (Canagarajah 2013; Pennycook, 2010), a 46,000 word corpus of spoken English was assembled from UN press conference footage from 2004 – 2010. Each of the transcribed press conferences features one or more highly proficient IE participants giving a spontaneous (i.e., not read) statement and/or extended answers to media queries, yielding a corpus of approximately 15, 000 words of IE across 10 speakers. To establish the emergent distinctive usage and benchmark this with L1 usage, the corpus was coded by two Australian English (AusE) speaking ESL teachers for the presence or absence of articles, plurals, and prepositions. The corpus findings were then compared with a descriptive framework characterizing the principles of L1 usage for these three features that was developed from, among others, Quirk, et al., 1985, Biber, et al., 1999 and Huddleston and Pullum, 2002. Although the frequency of occurrence is relatively small compared with that align with StEL1 use, the results show systematic distinctive uses emergent for each grammatical feature. In the distinctive uses of articles, there is a common tendency for the articles to be distinctively absent ̶ with the definite article being more commonly absent than the indefinite one ̶ over the articles being distinctively present. It is argued that the distinctive absence of the commonly occurs when other means for determining the unique identity of an NP through another means can be established; that is, through the inherent definiteness of a proper noun, and through direct and indirect anaphoric reference, cataphoric reference, general knowledge, or sporadic reference. The distinctive absence of a appears with NPs having specific, non-specific and generic reference, and the underlying reason for the occurrence is arguably motivated by Indonesian substrate influence. On the other hand, occurring less frequently, the distinctive presence of a involves an extension of the use to mark specific reference with non-count nouns, whilst the distinctive presence of the is arguably motivated by a pragmatic motivation of enhancing prominence. The distinctive uses of plurals reveal an inclination for the IE speakers to not mark count nouns as plural rather than to mark non-count or singular nouns as plural. Whilst the former occurs if an element in an NP or a clause, a previous mention, or a situational context indicates the head noun is plural, the latter appears in forms of individual lexical items and fixed expressions. It is argued that, with the exception of one item, Indonesian substrate influence is the common underlying motivation for all the distinctive marking of number. The final feature, the distinctive uses of prepositions show eight prepositions on, in, at, to, of, with, for, and about, having some systematic underlying motivations. The most common motivation involves a change in the marking of the semantic relationship between two entities; that is, a change in the particular semantic relationship being marked, which includes the majority of instances, and the distinctive presence of a preposition to overtly mark the semantic relationship. It is argued that the common underlying motivation particularly for the semantic relationship that is being marked involves instances where the complement is viewed as subject matter. Indonesian substrate influence is the next common reason for the distinctive use, which among others includes interchangeability of the use of in, on, at, and the distinctive absence of a preposition when its meaning has been established through contextual knowledge. This study informs the field of WE, especially research on the Expanding Circle, in which IE belongs to, and the field of ELF from a practice-based perspective, where the distinctive grammatical features derived from interactions involving ELF speakers in a lingua franca setting. It also suggests some theoretical as well as pedagogical implications for ELT in general and for Indonesia in particular.
-
ItemVery often the answer's not black or white: current practice, clinician and parental experiences of genomic testing in paediatric genetics clinics( 2015)Developmental delay (DD) has been estimated to affect 1 – 3% of the population and the underlying cause often remains unknown. For parents, receiving a diagnosis for their child’s DD can be a source of validation, and may impact upon their child’s prognosis, treatment and access to available supports. New genetic technologies, chromosomal microarrays (CMA), are now used across Australia to help end the ‘diagnostic odyssey’ families often experience. CMA tests have the capacity to identify genetic changes at much higher resolutions than was previously possible, but may increase the complexity and uncertainty of results. There is no research into the process of these consultations and the way in which this information is communicated to patients attending a genetics clinic. Using qualitative techniques and guided by the frameworks of symbolic interactionism and interactional sociolinguistics, this study provides a rich and nuanced analysis of paediatric genetic consultations. A multi-layered approach was used, enabling investigations of both the ‘front stage’ (consultations) and ‘backstage’ (interviews with parents and clinicians) to facilitate and further understand emerging patterns. Four data sources were used: (1) pre-consultation surveys with parents (n=32); (2) audio-recordings from consultations (n=32); (3) post-consultation telephone interviews with parents (n=32); and (4) post-consultation interviews with clinical geneticists (n=10). Overwhelmingly, parents were complimentary regarding consultations and described feeling reassured. Those who were disappointed were largely parents who were desperate for a diagnosis. The vast majority of parents reported a positive relationship with the clinician and felt that the genetic information had been explained in a very useful manner. Clinicians described consultations as varied and dependent on many factors including parents’ hopes and diagnostic expectations. They identified their primary role as a diagnostician but also acknowledged the therapeutic benefits these consultations could provide to families. Clinicians displayed mixed opinions regarding new tests, appreciating the benefits while also wary of inherent complexities and uncertainties that more detailed genetic testing would bring. Seven phases were identified within consultations, and on average clinicians contributed more words than parents, however there was variation across and within consultations. Although content of consultations was extremely similar, clinicians appeared to have varied approaches, and different styles were described including the clinical assessment approach and conversational style. Some parents were able to describe their experiences of their child’s development as a ‘narrative’, while during other consultations clinicians seemingly had a checklist of closed questions. Most clinicians used an historical narrative to describe the evolution of genetic testing; comparing past and current limitations with the promise of future genomic technologies. Findings enabled the development of an ‘ideal’ consultation in this setting, which highlights the importance of a positive clinician-parent relationship, especially in light of diagnostic uncertainty and advancing genomic testing capabilities. Narrative medicine could play a valuable role both for parents and clinicians as they make sense of genomic testing and diagnostic uncertainty. With the impending introduction of whole genome sequencing into a clinical setting, now is an ideal time to reflect and learn from past and present experiences, in order to maximise the therapeutic potential of such scientific discoveries.
-
ItemA preliminary design framework for formative blended assessments in tertiary English as a foreign language (EFL) programs: an exploratory study in Saudi Arabia( 2014)The teaching of English as a Foreign Language (EFL) has changed and is continuing to change. The most significant change involves the use technology. In the face of these changes blended assessment practices are underdeveloped and confronted with problems. Blended learning (the principled integration of technology in face-to-face educational contexts) is becoming more popular in EFL tertiary programs. Despite its increasing popularity, however, little research has investigated language assessment in blended environments. Thus, to enhance the effectiveness of learning programs worldwide, researchers have started to consider best practice for blended designs for assessment, and this has led to the popularisation of the terms blended learning and blended assessment. The context of this thesis is Formative Blended Assessment (FBA) within the EFL context at tertiary level in Saudi Arabia, focusing on the initiation phase of innovation. Specifically, this exploratory qualitative study investigated Saudi language program staff and students regarding preferences and understandings, challenges, considerations and standards regarding FBA design, and approaches and practices used in blended assessment design. The primary aim of the study was to develop a principled preliminary framework for the FBA design. The study took place in three phases at a major Saudi University. I adopted a Participatory Design (PD) qualitative approach. Data was obtained from 3 course coordinators, 7 instructors, and 3 students through semi-structured interviews and participatory design sessions. In the first phase, the participants shared their conceptualizations of formative blended assessment. During the second phase, participants worked together to design ideal assessments. The third phase focused on evaluations and analysis of the final FBA prototypes that the participants had developed. Analysis of the data, partially informed by innovation theory, shows that FBA designs need to be purposeful, multimodal, appropriate, and integrated; further, they need to be used within a supportive environment, and be constructed in ways that preserve academic integrity. The findings also agreed with the increasingly popular view among experts that, in regard to computer-assisted language learning and assessment, there needs to be a balance with face-to-face activities in physical spaces initiating or implementing innovations with new technologies. These findings have become the basis of a preliminary framework for FBA design and are divided into the three stages of planning, conducting and reporting. Contributions to the study include an expansion of both classroom-based assessment and blended learning frameworks, as well as an application of innovation theory in the context of tertiary EFL programs in Saudi Arabia. This study is significant in that ongoing revision of educational policies and practices is always crucial, and ensuring the use of efficient and productive assessment designs is a necessary element of being accountable to students. This study has advanced knowledge and skills concerning blended assessment design through various theoretical, practical and methodological contributions.
-
ItemBilingual children's identity formation in the context of a bilingual primary school( 2013)The study takes place in the context of an Australian state bilingual (English-French) primary school. The aim of this research is to examine how pre-adolescent multilingual students relate to their identity, by focusing on: How students negotiate their way through the boundaries imposed by the various language ideologies to which they are subject (specifically monolingual discourses). The undifferentiated nature of the children’s multilingual repertoire in an educational context where both their languages are clearly separated.
-
ItemAn exploratory study of intra-professional, intercultural medical telephone consultations( 2012)International Medical Graduates (IMGs) play an important role in the Australian medical workforce and may face particular challenges due to their language, cultural background and clinical experience. Most studies of communication involving International Medical Graduates have focussed on doctor-patient encounters and there is a dearth of research into interactions with other medical colleagues. Intra-professional interactions frequently occur over the telephone and are central to managing patient-care issues. The central aims of this thesis are to identify the features of effective medical telephone consultations occurring in an intra-professional, intercultural context as well as to explore the nature of any communication difficulties in the calls. The study uses an integrated research design, drawing on qualitative analysis of feedback commentary from the participating senior doctor and genre analysis to examine the audio-recorded telephone consultations. The context is a patient safety training program in a simulation setting. Twelve telephone referrals made during the practice scenarios by a junior IMG to a more senior doctor were recorded and analysed using a genre approach informed by systemic functional linguistics. Feedback comments from the senior doctor were transcribed and analysed for recurring themes. Insights from the senior doctor highlight the many variables contributing to an effective call and the highly demanding nature of the telephone consultations. They also emphasise the similarities between IMGs and other junior doctors. Many of the calls were problematic and the findings point to the important role of professional knowledge in shaping the calls. Difficulties with the staging of the calls as well as with the interactional management of particular stages were identified. Effective calls could be understood as examples of collegial discourse whereas less effective calls typically contained instructional sequences. Problems with traditional language areas such as grammar and pronunciation were a less salient feature of the calls. These findings have implications for how communication protocols in healthcare are conceptualised, particularly in relation to the co-constructed dimension of this genre. The research adds to the growing body of literature on IMG communication and has implications for medical education and curriculum development for IMGs.