Australian English Research Articles

КРЕАТИВНІСТЬ ІДІОМАТИЧНОГО ПРОСТОРУ СОЦІАЛЬНОЇ ІНТЕРАКЦІЇ

The present paper is a study of creativity of idiomatic space in the national varieties of English. The defi nition of the term ‘idiomatic space of social interaction’ has been suggested, formulated as “the property of the idiomatic space of social interaction to, either individually or collectively, form new idiomatic units or to adjust them according to the pragmatic and communicative goals of discourse”, and is further investigated in the News on the Web (NOW) corpus evidenced from canonical and non-canonical forms of the idiom have your cake and eat it (too). In total, 1158 instances of the use of the above idiom were investigated in fi ve national varieties of English (British English, American English, Canadian English, Australian English, and New Zealand English). Based on the data obtained, it was discovered that canonical forms of the idiom under analysis prevail over non-canonical forms (79.8% to 20.2%). Further, this was verifi ed with the help of concordance analysis using AntConc freeware corpus analysis toolkit, which showed minor deviations of the idiom from its base form. However, despite being in the minority, the non-canonical forms of have your cake and eat it (too) lend themselves to a rigorous analysis from the standpoint of the conceptual integration theory. One such instance of conceptual blending – to have their cake and eat it and then expect to still have it to eat later on when they’re hungry. And a bag to put it in – was considered in the present paper. The overall analysis has proved the applicability of the conceptual integration theory to idiomatic creativity in terms of idiomatic inputs and blends. Since no direct blends inv olving the above idiom were identifi ed in the NOW corpus, a wider context of the idiom (at least two or three sentences along with the title of the relevant publication) was considered. This provides certain evidence to hypothesize that the conceptual integration theory is not a universal one when it comes to interpreting idiomatic creativity. With this in mind, further quantitative and qualitative analyses are needed to rigorously determine the place of the conceptual integration theory in examining idiomatic creativity. Key words: study of idioms, idiomatic space, corpus analysis, conceptual integration theory, creativity of idiomatic space.

In Search of Salience: Focus Detection in the Speech of Different Talkers.

Many different prosodic cues can help listeners predict upcoming speech. However, no research to date has assessed listeners' processing of preceding prosody from different speakers. The present experiments examine (1) whether individual speakers (of the same language variety) are likely to vary in their production of preceding prosody; (2) to the extent that there is talker variability, whether listeners are flexible enough to use any prosodic cues signaled by the individual speaker; and (3) whether types of prosodic cues (e.g., F0 versus duration) vary in informativeness. Using a phoneme-detection task, we examined whether listeners can entrain to different combinations of preceding prosodic cues to predict where focus will fall in an utterance. We used unsynthesized sentences recorded by four female native speakers of Australian English who happened to have used different preceding cues to produce sentences with prosodic focus: a combination of pre-focus overall duration cues, F0 and intensity (mean, maximum, range), and longer pre-target interval before the focused word onset (Speaker 1), only mean F0 cues, mean and maximum intensity, and longer pre-target interval (Speaker 2), only pre-target interval duration (Speaker 3), and only pre-focus overall duration and maximum intensity (Speaker 4). Listeners could entrain to almost every speaker's cues (the exception being Speaker 4's use of only pre-focus overall duration and maximum intensity), and could use whatever cues were available even when one of the cue sources was rendered uninformative. Our findings demonstrate both speaker variability and listener flexibility in the processing of prosodic focus.

Lexical preference in second dialect acquisition in a second language

Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

Securing the borders of English and Whiteness

This article examines how racial and linguistic identities are constructed on the Australian reality TV show Border Security. Based on an analysis of 108 episodes of the show involving 253 border force officers and 128 passengers, we explore how the hegemonic Australian identity of the White native speaker of English is constructed on the show. Officers are represented as a relatively uniform group of heroes devoted to protecting Australia’s national security. Simultaneously, most of them look white and sound like native speakers of Australian English. In contrast to the officers, passengers, as their antagonists, do not have a predominant racial or linguistic profile. They are represented as highly diverse. What unites them is not any racial or linguistic profile but that they represent a security risk. Threat thus comes to be mapped onto diversity. The show’s schema of heroes and antagonists invites the audience to identify with the heroes. By identifying with the White-English heroes, the audience also comes to take on their power of judgment over its diverse linguistic and racial Others. The analysis shows how the White-English identity bundle is constructed as the authoritative and legitimate position of the judging knower. The article’s main contribution is to show how the raciolinguistic construct of the White-English complex is made hegemonic in a diverse society officially committed to multiculturalism.

Using Tasks in Second Language Teaching: Practice in Diverse Contexts

I teach a course on task-based language teaching (TBLT) to future EFL teachers at a university in southern Hungary, so I was particularly happy for the opportunity both to read—and to own a copy of—this important book. Most of my students will neither have experienced TBLT nor heard of it, and thus, while they are certainly open to the topic, they also approach it with a healthy scepticism. ‘Where has TBLT been implemented successfully?’ they typically ask. ‘Is there a place for grammar within TBLT?’ ‘How can we make any of this work with the systemic constraints we’ll be facing as teachers?’ and so on. The seventeen fascinating studies in this book are an excellent source of answers to these and many other questions. The participants and contexts covered in these studies are diverse: low-proficiency EFL learners in Vietnamese primary schools, EFL beginners in primary school in southern Brazil, Aboriginal vocational students developing their standard Australian English for the workplace, Chinese university students learning Korean as a third language in the United States, US Foreign Service Officers learning Japanese, students in neoliberal educational environments, and learners across the world linked by technology-mediated tasks. The range of educational environments also includes Vietnam, Iran, Ukraine, Spain, Mexico, and Chile. The book is further marked by an inclusive diversity of outstanding authors, including PhD students, full professors, methodologists, educators, applied linguists, materials designers, theoreticians, and empirical researchers.

Indigenizing say in Australian Aboriginal English

ABSTRACT The quotative system – lexical and morphosyntactic strategies for the direct reporting of speech and thought – has undergone a major transformation in mainstream World Englishes. Diachronic studies of quotation in Australian, British, Canadian and New Zealand English have all documented the same trends: a relatively stable system, using a small number of quotative variants, becomes more varied and complex, with a decline in the frequency of canonical say correlating with an increasing tendency to quote thought. This study, modelled on two foregoing sociolinguistic analyses of mainstream West Australian and New Zealand Englishes, examines quotation in recordings of 26 speakers of Australian Aboriginal English born between 1907 and 1961, including 16 oral histories. The results indicate that, unlike their settler English-speaking counterparts, these speakers have not only preserved the dominance of say: they have come to use it in distinctive ways, with semantic and grammatical innovations not observed in other varieties, in a system which serves to enrich narrative in a speaker population unique for its millennia of oral tradition. The findings suggest processes of grammaticalization and, observed alongside similar expanding frequency and versatility of be like in mainstream Englishes, may signal a parallel evolutive effect in a different language ecology.

Teaching and Learning Guide for: Australian Aboriginal English: Linguistic and Sociolinguistic Perspectives

Teaching and Learning Guide for: Australian Aboriginal English: Linguistic and Sociolinguistic Perspectives

A Comparative Analysis of Competitive Balance Between a Closed and an Open League in Rugby League

League regulators aim for an equitable competition where each team has an equal chance of winning the championship, termed competitive balance. It is generally assumed that closed leagues with stricter labor market regulations should demonstrate better competitive balance than open leagues with promotion and relegation. The aim of this research was to examine the competitive balance between and within seasons in the closed Australian National Rugby League (NRL) and open English Super League using five measures of concentration and dominance. Overall, the closed NRL competition demonstrated superior competitive balance. The practical and theoretical implications of the findings are discussed.

Insular Peninsularities: Geography, demography and local identity in Sydney’s Northern Beaches and Sutherland Shire

In recent years there has been consideration of some peninsular areas as ‘almost-islands’ (presqu'îles, in French usage). Assertion of such status has usually relied on spatial configuration and the nature of transport links and/or border issues between the areas in question and adjacent regions. Bodies of land that are connected to mainlands by narrow isthmuses have been particularly prone to characterisation as ‘almost-islands’ but, to date, factors such as the perceived insularity of particular peninsulas within larger metropolitan areas have not featured as prominently in discussions. This article emphasises the latter with regard to the types of insularity perceived within two areas of Australia’s largest city, Sydney: its Northern Beaches and Sutherland Shire. These areas have been referred to in local and metropolitan media as ‘insular peninsulas’, a term distinctive to Australian English Language usage. Both are also known for their attractive beaches and swimming and surfing opportunities, factors that have contributed to local territorialism and related social tensions. Consideration of these two areas contributes to more general discussions of insular peninsularity by emphasising nuanced gradations involving factors such as socio-cultural homogeneity, local identity and perceived territorial rights.

Diachronic register change

Abstract A number of studies have found that grammatical differences across registers are more extensive than those across dialects. However, there is a paucity of research examining intervarietal register change, exploring how registers change differently over time in different regional varieties. The present study addresses this diachronic deficit, focusing on grammatical developments – from the early 20th to the early 21st century – in corpora representing three written registers and two speech-based registers in Australian, British and American English. We conducted a factor analysis on 68 lexicogrammatical features to identify six dimensions of register variation, and subsequently investigated the diachronic change of the five registers across these dimensions. We interpret our findings in terms of the differential effects of broad social changes on individual registers, in light of existing findings on trends of change in different registers and varieties.

Australian Aboriginal English: Linguistic and sociolinguistic perspectives

AbstractAustralian Aboriginal English (AAE) is an enregistered contact‐based variety spoken by 80% of Aboriginal and Torres Strait Islander people. This paper offers an overview of some of the features that characterise AAE as recorded in our corpus of naturally occurring interactions in Nyungar country, Southwest Western Australia. Led by Nyungar researcher Glenys Collard, our fieldwork rests on three pillars: (1) the data originate from group recording sessions, as culturally appropriate in the community; (2) speakers are recruited in venues such as medical centres and Perth city parks; (3) data collection is based on ‘yarning’: ‘a process of […] communicating and passing on history and knowledge’ (Terszak, 2008, p. 90). Our approach is strongly grounded in indigenous knowledge‐sharing practices. We discuss how the traditional underpinnings of yarning as a culturally entrenched modality have made it possible to tap into the community's vernacular and to capture the urgent concerns and silenced histories of Aboriginal English speakers.

Working together: Sociolinguistic research in urban Aboriginal Australia

AbstractVariationist sociolinguists have now collectively spent decades gathering vernacular language data, enriching linguistic theory through detailed empirical analysis. What the field is yet to offer are reflective accounts of how partnership with communities and participatory research models can begin to decolonise the field. In this paper we reflect on the Indigenous‐led fieldwork that allowed us to document Australian Aboriginal English in urban Nyungar country, Southwest Western Australia. We discuss how Indigenous leadership allowed us to choose appropriate data collection methods (the Indigenous cultural form of conversation and storytelling known as ‘yarning’). Our analysis of premonitory yarns about the death of youth in the community reveals a rich performative style which shows linguistically entrenched ties with traditional Aboriginal Australia, and which provides original material for sociolinguistic analysis. Our work has great potential for social transformation in the inclusion of Indigenous epistemologies, and through ‘hearing the voices’ of speakers rarely featured in sociolinguistic research.

Folklinguistic perceptions of Global Englishes among German learners of English

Abstract While recent research on English language teaching (ELT) in Germany has called for a more comprehensive representation of the diversity of English worldwide, learners’ perceptions of Global Englishes are currently underresearched despite their importance for a successful implementation of this change in ELT. The present paper analyzes 166 German secondary school students’ perceptions of Global Englishes, underlying cultural associations, and stereotypes. To this end, a perceptual dialect identification task, keyword association, and direct open questions were combined in a folklinguistic study. The results show that the informants consider British and American English as general standards and primarily associate English-speaking countries with Inner Circle varieties: British, American, and Australian English. British English is regarded as the default school reference norm, while American English is associated with dynamism and casualness. Furthermore, the students identify Indian and African English(es) as important Global Englishes. Their perceptions of these varieties are, however, less positive and seem to be influenced by cultural stereotypes, which might prompt them to perceive these varieties as funny or unintelligent. We suggest that learners’ existing knowledge of Global Englishes and explicit metalinguistic discussions of variation can be used as starting points to counteract such stereotypes.

Perceptual vowel contrast reduction in Australian English /l/-final rimes

In Australian English rimes, coarticulation between coda /l/ and its preceding vowel has the potential to attenuate cues that contribute to phonological vowel contrast. Therefore, vowel-/l/ coarticulation may increase ambiguity between prelateral vowels. We used a vowel identification task to test the effect of vowel-/l/ coarticulation on vowel disambiguation in perception. Listeners categorized vowels in /hVd/ and /hVl/ contexts. Results showed reduced accuracy of vowels before coda /l/ compared to coda /d/, showing that coda /l/ increases vowel disambiguation difficulty. In particular, reduced perceptual contrast was found for the rime pairs /ʉːl-ʊl, æɔl-æl/ and /əʉl-ɔl/ (e.g., fool-full, howl-Hal, dole-doll). A second experiment tested the effect of reduced perceptual contrast on word recognition. Listeners identified minimal pairs contrasting key vowel pairs in the /CVl/ and /CVd/ contexts. Reduced accuracy and increased response time in /l/ contexts shows that coda /l/ hinders listeners’ ability to identify vowels. The implications of reduced perceptual vowel contrast for compensation for coarticulation and sound change are discussed.

Evidence for active control of tongue lateralization in Australian English /l/

Research on the temporal dynamics of /l/ production has focused primarily on mid-sagittal tongue movements. This study reports how known variations in the timing of mid-sagittal gestures are related to para-sagittal dynamics in /l/ formation in Australian English (AusE), using three-dimensional electromagnetic articulography (3D EMA). The articulatory analyses show (1) consistent with past work, the temporal lag between tongue tip and tongue body gestures identified in the mid-sagittal plane changes across different syllable positions and vowel contexts; (2) the lateral channel is largely formed by tilting the tongue to the left/right side of the oral cavity as opposed to curving the tongue within the coronal plane; and, (3) the timing of lateral channel formation relative to the tongue body gesture is consistent across syllable positions and vowel contexts, even as the temporal lag between tongue tip and tongue body gestures varies. This last result is particularly informative with respect to theoretical hypotheses regarding gestural control for /l/s, as it suggests that lateral channel formation is actively controlled as opposed to resulting as a passive consequence of tongue stretching. These results are interpreted as evidence that the formation of the lateral channel is a primary articulatory goal of /l/ production in AusE.

The Role of Acoustic Similarity and Non-Native Categorisation in Predicting Non-Native Discrimination: Brazilian Portuguese Vowels by English vs. Spanish Listeners

This study tests whether Australian English (AusE) and European Spanish (ES) listeners differ in their categorisation and discrimination of Brazilian Portuguese (BP) vowels. In particular, we investigate two theoretically relevant measures of vowel category overlap (acoustic vs. perceptual categorisation) as predictors of non-native discrimination difficulty. We also investigate whether the individual listener’s own native vowel productions predict non-native vowel perception better than group averages. The results showed comparable performance for AusE and ES participants in their perception of the BP vowels. In particular, discrimination patterns were largely dependent on contrast-specific learning scenarios, which were similar across AusE and ES. We also found that acoustic similarity between individuals’ own native productions and the BP stimuli were largely consistent with the participants’ patterns of non-native categorisation. Furthermore, the results indicated that both acoustic and perceptual overlap successfully predict discrimination performance. However, accuracy in discrimination was better explained by perceptual similarity for ES listeners and by acoustic similarity for AusE listeners. Interestingly, we also found that for ES listeners, the group averages explained discrimination accuracy better than predictions based on individual production data, but that the AusE group showed no difference.

Interpreters, rapport, and the role of familiarity

This paper explores one of the conditions that can foster interpreters’ ability to process meaning: their familiarity with the primary participants. Discussion focuses on how latent networks (Watts, 2003) inform the interpretation of relational work (Locher and Watts, 2005) and rapport management (Spencer-Oatey, 2000/2008). The relationship between familiarity and interpretation of relational activity is illustrated through the juxtaposition of two independent studies. Data in the first study were generated through semi-structured group discussions involving eight experienced British Sign Language/English interpreters to identify contextual influences on their choice of interpreting strategies around im/politeness. The findings from the first study are complemented by an interactional sociolinguistic analysis of relational practice within healthcare. In this second study, observational recordings of two naturally-occurring general practice consultations, interpreted between Australian Sign Language and English, were supplemented with reflective interviews with the participants. Familiarity emerged as a strong theme across both studies. Familiarity provides the background knowledge enabling interpreters to better understand both the content and the intent of participants’ language. The knowledge afforded by familiarity reduces interpreters’ cognitive load and may therefore facilitate their greater focus on the relational aspects of the interaction.

The oral and written narrative language skills of adolescent students in youth detention and the impact of language disorder

BackgroundUnmet language and literacy needs are common among young people who are involved with youth justice systems. However, there is limited research regarding the functional text-level language skills of this population with regard to narrative macrostructure (story grammar) and microstructure (semantics and syntax) elements. MethodsIn this study, we examined macrostructure and microstructure elements in the oral and written narrative texts of 24 adolescent students of a youth detention centre. The students, who were aged 14- to 17- years, were all speakers of Standard Australian English, and 11 (46%) students met criteria for language disorder (LD). FindingsWhen we compared the narratives according to modality of language, the students demonstrated stronger narrative language skills in the written modality compared to the oral. However, when we compared the narratives according to language ability, we found that the impact of LD on inclusion of macrostructure elements was greater in the oral modality, and for microstructure elements, was greater in the written modality. Errors in written conventions were common among both students with and without LD. ConclusionsOur results indicate that both the modality of language as well as the presence of LD should be considered when young people are required to participate in forensic contexts including programs that address educational and rehabilitation needs. Our results indicate a need for consistent text-level language assessment to better identify and respond to functional difficulties within language and literacy. There is potential for speech-language pathology services to enhance comprehensive assessment as well as inform educational and rehabilitation programs for young people who are involved with youth justice systems.

Acceptability of Standard Indian English Morpho-Syntactic Features: An Empirical Study

The emergence of varieties of English over the years has been the outcome of some prolonged and sustained struggles for their acceptance and linguistic legitimacy. These varieties which include not only Indian, Pakistani, Singaporean English but also American, Australian, New Zealand, Welsh, Scottish and Irish English among others have had to struggle against the perceived superiority of British English to assert their legitimacy even among their people (Choudhury, 2018). We have a well-documented record of the struggles for linguistic independence of American English. Studies conducted among the users of different varieties of English have, in recent times, shown greater acceptability of their own varieties of English. However, the acceptability is not universal and a large number of users of the language still regard their own varieties to be “low” in comparison to the native varieties. Baumgardner states that had similar studies on American English been done in the nineteenth century, a similar disparity of views would have been found (Baumgardner, 1996 , p. 262). Although Indian English has gained legitimacy as a variety with its distinct lexical, morpho-syntactic and discourse features, its acceptability among the users of the language needs to be ascertained. The purpose of the study is to examine the acceptability of Standard Indian English usage among the people very closely associated with the English language through an analysis of subject response to a questionnaire comprising Standard Indian English morpho-syntactic items.

Spectral contrast reduction in Australian English /l/-final rimes.

Vowel contrasts may be reduced or neutralized before coda laterals in English [Bernard (1985). The Cultivated Australian: Festschrift in Honour of Arthur Delbridge, pp. 319-332; Labov, Ash, and Boberg (2008). The Atlas of North American English, Phonetics and Sound Change (Gruyter Mouton, Berlin); Palethorpe and Cox (2003). International Seminar on Speech Production (Macquaire University, Sydney, Australia)], but the acoustic characteristics of vowel-lateral interaction in Australian English (AusE) rimes have not been systematically examined. Spectral and temporal properties of 16 pre-lateral and 16 pre-obstruent vowels produced by 29 speakers of AusE were compared. Acoustic vowel similarity in both environments was captured using random forest classification and hierarchical cluster analysis of the first three DCT coefficients of F1, F2, and F3, and duration values. Vowels preceding /l/ codas showed overall increased confusability compared to vowels preceding /d/ codas. In particular, reduced spectral contrast was found for the rime pairs /iːl-ɪl/ (feel-fill), /ʉːl-ʊl/ (fool-full), /əʉl-ɔl/ (dole-doll), and /æɔl-æl/ (howl-Hal). Potential articulatory explanations and implications for sound change are discussed.