ALS 2010 Annual Conference Programme - Australian Linguistic ...

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Plenary 2: Mary Laughren University of Queensland m.laughren@uq.edu.au Changes in grammatical case marking in Australian languages: triggers and consequences The core grammatical cases recognized in Australian languages are typically labelled as Nominative, Accusative, Dative, Ergative and Absolutive. Linguists have traditionally categorized cases into a range of types, e.g., syntactic, inherent, grammatical, semantic, morphological. I will draw on some of the insights behind these distinctions in examining attested examples of changing case marking systems in some Pilbara languages (e.g., Panyjima and Ngarluma), in Gurindji, Warlpiri, and Jingili, and in Tangkic languages. My focus will be on the interplay between case marking, case type and case assigner and the syntactic and pragmatic contexts in which different combinations of these features may occur as I try to discern what triggers a change in case-marking and what further change it may lead to.
Plenary 3: Jeff Siegel University of New England jsiegel@une.edu.au Why is it so hard to learn a second dialect? The case of Australian English Many immigrants from other English-speaking countries adopt to the Australian way of life but very few learn to sound Australian. Most remain easily identified as, for example, British or American. On the basis of a meta-analysis of research on learning a second or additional dialect, this paper presents some explanations for the difficulty of second dialect acquisition (SDA) as opposed to second language acquisition (SLA), focussing on the acquisition of Australian English. The most obvious explanations are linguistic – a consequence of the similarity of the second dialect (D1) to the first dialect (D1). It is well known that negative transfer occurs more readily between typologically similar language varieties and that it is difficult for learners to keep such varieties separate. Also significant is the fact that SDA concerns mainly phonological acquisition. According to various theories of SLA, if the sounds of a second language (L2) are too similar to those of the first (L1), learners may not be able to perceive the phonetic differences and therefore will be unable to establish the separate phonetic categories needed to acquire the L2. Biological factors also come in here – the sensitive period for native-like phonological acquisition is only up to seven years of age, and after then, it is very unlikely. On the other hand, sociolinguistic explanations appear equally as important. These are concerned mainly with the close relationship between a dialect and social identity, and the attitudes of both D2 learners towards the dialect and of the D2-speaking community towards dialect learners. The paper discusses widespread views of authenticity, the “true self” and ownership with regard to dialect. Then it shows how these views make it difficult for learners to change their dialect, and also cause speakers of a dialect to react negatively to learners’ attempts at speaking it. The paper concludes that it is the interaction of these linguistic and sociolinguistic factors that causes the difficulty of SDA in Australia and elsewhere, and presents some of the implications this has for learning the standard dialect in formal education.
Page 1 and 2: Wednesday 7 July 8:00 Registrations
Page 3 and 4: Friday 9 July Papers (14-216) Paper
Page 5 and 6: 1:45 (14-219) Joint ALS/ALAA Colloq
Page 7 and 8: 3:00 Rob Pensalfini (University of
Page 9: Plenary 1: Michael Walsh University
Page 13 and 14: Denise Angelo (Far North Queensland
Page 15 and 16: Abakah & Ofori Emmanuel Nicholas Ab
Page 17 and 18: Allan Keith Allan (Monash Universit
Page 19 and 20: Chilton, Paul and Christina Schäff
Page 21 and 22: Andrews Avery D. Andrews (Australia
Page 23 and 24: Au Yeung Kai Yin Gigi Au Yeung (Uni
Page 25 and 26: (2) Wubuy (Heath 1980: 361) ngi-mun
Page 27 and 28: (3) estah Qala waÃhek wa-ana-abu:k
Page 29 and 30: Cleary-Kemp Jessica Cleary-Kemp (Un
Page 31 and 32: Any evidential clause may involve o
Page 33 and 34: Cutfield Sarah Cutfield (Australian
Page 35 and 36: Disbray (1) Samantha Disbray (North
Page 37 and 38: Douglas & Stirling Susan Douglas &
Page 39 and 40: Eades Diana Eades (University of Ne
Page 41 and 42: Previous treatments of this phenome
Page 43 and 44: Guillemin Diana Guillemin (Griffith
Page 45 and 46: Harkins & Lissarrague Jean Harkins
Page 47 and 48: Most importantly, I will demonstrat
Page 49 and 50: with the noun as the subject concep
Page 51 and 52: Secondly, and moving away from the
Page 53 and 54: ducted separately for males and fem
Page 55 and 56: y her mentors: to gain some knowled
Page 57 and 58: Levisen Carsten Levisen (University
Page 59 and 60: Li Hannah Li (University of Aucklan
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Lin Yi-An Lin (Hsuan Chuang Univers
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Liu Kun-Long Liu (Australian Nation
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Martin Marjolaine Martin (Laboratoi
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McConvell & Bowern Patrick McConvel
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Meakins Felicity Meakins (Universit
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Modi Yankee Modi yankeemodi@gmail.c
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Mushin Ilana Mushin (University of
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Nash David Nash (Australian Nationa
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Palmer & Evans Bill Palmer (Univers
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Pensalfini Rob Pensalfini (Universi
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Each learner at a time, I will exam
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Rixon Sascha Rixon (University of M
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• Hodiernal and recent past conte
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larger set which defies (1a), and w
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7. information on source of the dat
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Simpson Jane Simpson (University of
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Sullivan Karen Sullivan (University
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Thieberger Nick Thieberger (Univers
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was realized in the same way (eithe
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2006) and Baskeet (own field notes)
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Results demonstrate that establishe
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these types correlate with specific
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Walsh Michael Walsh (University of
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Willis Daniel Willis (University of
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Zuckermann & Walsh Ghil‘ad Zucker
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