Colloquia - British Association for Applied Linguistics

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BAAL Conference 2004 37 th Annual BAAL Meeting Arkoudis, S. & Love, K. (In press for 2004). They're all over the shop: Chinese International students in the VCE, TESOL in Context, 14, (1). Love, K. & Arkoudis, S. (In press for 2004). Sinking or Swimming? Chinese international students and high stakes school exams (to appear in The Australian Review of Applied Linguistics, 27 (2). Martin, J.R. (2000) Beyond Exchange: APPRAISAL systems in English In Evaluation in Text: Authorial stance and the construction of discourse. S. Hunston & G. Thompson (eds) 142-175 Oxford, Oxford University Press. White, P. (2002) Appraisal: the language of attitudinal evaluation and intersubjective stance. Appraisal website URL: www.grammatics.com/appraisal. Formulaic sequences in lingua franca English Prof Anna Mauranen School of Modern Languages and Translation Studies, University of Tampere, Finland Anna.Mauranen@uta.fi It has been observed (Pawley and Syder 1983, Nattinger and DeCarrico 1992, Wray 2002), that the kind of idiomaticity contained in multi-word sequences which characterises native speakers' preferred use is particularly hard for even advanced L2 speakers to get right. Corpus research also suggests that learners' 'prefabs' deviate from L1 use in frequency, form and function (DeCock et al. 1998). This has been explained by L2 speakers' different language acquisition history and consequently different processing mechanisms (Wray 2002). However, the learner perspective on L2 use has its limitations. Increasingly, L2 speakers use English in international communication as a lingua franca with other L2 speakers. In this situation, orientation towards an L1 standard becomes less salient than overall communicative clarity in negotiating meanings. From this perspective, English as a lingua franca (ELF) is to be studied in its own right, rather than as an imperfect version of Standard English. This paper investigates formulaicity in English spoken as a lingua franca in fairly sophisticated communication: academic discourse in university settings. The data consists of transcribed speech (the ELFA corpus). Results suggest that ELF speakers approximate native speakers' semi-formulaic sequences; for given pragmatic functions, they tend to employ expressions similar to those in L1 (there's this... for a presenting move; sort of, something like that, for certain kinds of vagueness). The choices (to answer to your question...) do not always match the preferred L1 expression, as observed in earlier research. However, the role of preferred expressions should not be exaggerated in modelling L1 use; native speakers do not confine themselves solely to the preferred forms (Mauranen 2003), but vary them creatively according to instantial needs. Both speaker groups thus deviate from the "canonical" form, although their deviations differ. L2 processing may therefore be closer to L1 in principle than is usually thought, but the actual linguistic outcome brings new variation into the language. University and Business: Towards a Systems Theory of Discursive Alignment Prof. Gerlinde Mautner Department of English Business Communication, Vienna University of Economics and Business Administration Austria ghm@wu-wien.ac.at The rhetoric of the free market is now firmly established in the discursive repertoire employed by university management. This is well documented in discourse analytic work (Fairclough 1993, Mautner 2002), and has also been noted by higher education research (Barnett 2003: 103, Bok 2003: 20). The 'marketisation' of higher education discourse is generally attributed to universities' growing orientation towards the corporate sector, which, in turn, is due to cuts in government funding, increased reliance on private sector monies, deregulation and growing competition. Universities are responding to these pressures by remoulding their structures, operations and identities according to commercial, and specifically 'entrepreneurial', models (Slaughter and Leslie 1997, Marginson and Considine 2000). The reasons for marketisation have thus been clearly identified, as have been the discursive traces it leaves in the discourse of and about higher education institutions (HEI). What remains undertheorised, however, is the 'black box' in between marketisation as a political, economic and social phenomenon, and the language choices that individual members of HEIs make on a daily basis – choices which, cumulatively, constitute the new, marketised HE discourse. We can see that there is discursive alignment between universities and business; we also know why it is happening, but we know very little about how. Along what conduits of social contact does the discourse of the market flow into academia? What are the key points of contact at which this King‟s College, London 9 – 11 th - 18 - September, 2004
BAAL Conference 2004 37 th Annual BAAL Meeting discursive osmosis takes place? Who are the prime agents, both outside and inside universities, of the changes in institutional discourse? The aim of this paper is to address these questions by setting out a theory of discursive alignment that is informed by sociolinguistic models of language change (Giles and Coupland 1991) on the one hand, and by systems theory on the other (Bailey 1994, Luhmann 1995). References: Bailey, Kenneth, 1994: Sociology and the New Systems Theory. Toward a Theoretical Synthesis. Albany, N.Y.: State University of New York Press. Barnett, Ronald, 2003: Beyond All Reason. Living with Ideology in the University. Buckingham: The Society for Research into Higher Education & Open University Press. Bok, Derek, 2003: Universities in the Marketplace. The Commercialization of Higher Education. Princeton & Oxford: Princeton University Press. Fairclough, Norman, 1993: Critical Discourse Analysis and the Marketization of Public Discourse: the Universities. In: Discourse & Society 4,2 (April 1993): 133-168. Giles, Howard, and Nikolas Coupland, 1991: Language: Contexts and Consequences. Pacific Grove, CA: Brooks/Cole. Luhmann, Niklas, 1995: Social Systems. Stanford: Stanford University Press. Marginson, Simon, and Mark Considine, 2000: The Enterprise University. Power, Governance and Reinvention in Australia. Cambridge, etc.: Cambridge University Press. Mautner, Gerlinde, 2002: Universitäten online – Die Kommerzialisierung des Diskurses in der tertiären Bildung am Beispiel von Business Schools. In: Thimm, Caja (ed.): Unternehmenskommunikation On- und Offline. Wien/New York: Peter Lang, 209-229. Slaughter, Sheila, and Larry L. Leslie, 1997. Academic Capitalism: Politics, Policies, and the Entrepreneurial University. Baltimore: Johns Hopkins University Press. 'My beloved and occupied homeland': Palestinian children's views of emerging nationhood Sky McLaughlin Department of. English Language and Literature, University of Liverpool s.a.mclaughlin@liverpool.ac.uk This paper is situated within the Appraisal framework outlined in Martin (2000), Hunston & Thompson (2000) and White (2002) and explores the linguistic resources employed by a group of Palestinian children to evaluate their country and nationality. Such a study comes at a critical point in the Palestinian's struggle for an independent state; the loss, violence and destruction suffered during the second Intifada, or uprising, has prompted the Palestinian community to reflect on existing, and negotiate new, shared values of nationhood. Results of the study reveal that Palestine is evaluated in two main ways. Firstly, the children express their own emotions and attitudes directly, and secondly, they attribute emotions and attitudes to the country which results in its personification. Evaluations of the nation are both positive and negative; positive evaluations originate in the innate characteristics and aesthetic beauty of the country, while negative evaluations stem from an external agent, namely the political 'situation' and its attendant obstructions. I argue that the contrast in these evaluations, combined with the particular nature of the negative evaluations, contributes to a deepened sense of what it means to be Palestinian. The children's resulting view of nationalism is reflected in their portrayal of themselves as citizens who embrace the responsibility of both 'freeing' and 'building' the nation. The conclusions reached by this study have wider implications for similar studies of nationhood in other contexts. Mapping Provision for Community Languages in the UK and in Europe Joanna McPake Institute of Education, University of Stirling j.m.mcpake@stir.ac.uk Teresa Tinsley CILT- The National Centre for Languages Teresa.Tinsley@cilt.org.uk The UK, like every other European country, is a multilingual nation. In addition to national languages, people in almost every European country also speak a wide range of community languages: languages of long-established and recently-established communities, sign languages, the languages of travellers, etc. However, until recently, neither UK nor European language policy made reference to provision for community language learning. A shift has now begun to occur. In England, recent policy documents King‟s College, London 9 – 11 th - 19 - September, 2004
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