In the age when environmental sustainability is among the chief concerns and goals of communities around the world, a number of linguistic studies have been conducted to illuminate the roles of language in protection and destruction of ecological systems. Most of the studies, however, focus on written and/or formal discourses. The present study…

This volume collects empirical studies applying Conversation Analysis to situations where second, third and other additional languages are used. A number of different aspects are considered, including how linguistic systems develop over time through social interaction, how participants 'do' language learning and teaching in classroom and everyday…

THE FOUR STUDIES INCORPORATED IN THIS PROGRESS REPORT ATTEMPTED TO ANALYZE STABILIZED LANGUAGE PROCESSES AND TO EXAMINE THE COMPONENTS OF LANGUAGE PERFORMANCE, RANGING FROM SYSTEMATIC PHONETICS TO LOGICAL DISCOURSE. THE FIRST STUDY REPORTED WORK ON HUMAN AUDITORY SENSITIVITY AS A FUNCTION OF FREQUENCY AND INTENSITY. THE NEXT TWO STUDIES WERE…

A 1978 theory of politeness based on the concept of "face" (public self-image) and proposed at the time as comprehensive and universal, is examined in the context of more recent research. The theory holds that everyone has both negative and positive face, both of which are threatened by another at times, and that individuals will choose…

This study investigated the ways in which a bilingual's choice between the minority first language (L1) and the dominant second language (L2), in this case English, suggests the value the language has for the social and in-group identity of the bilingual. Adult bilinguals (n=38) of widely varying L1 backgrounds were surveyed concerning their…

Investigates Greek and English language use among second- and third-generation bilinguals living in the Australian urban social context of Adelaide, where the dynamic process of code interaction has created a sociolinguistic continuum used to define in-group memberships on the basis of which part of the continuum is shared by whom. (40 references)…

The problem of teaching standard English reading and language skills to children who speak nonstandard dialects can be facilitated through a language program that distinguishes between "everyday talk" and "school talk," while recognizing the position of both types of speech. The instructional materials must be meaningful with respect to the…