One fruitful line of research has been to explore the local linguistic as well as global rhetorical patterns of particular genres in order to identify their recognizable structural identity, or what Bhatia (1999: 22) calls "generic integrity". In terms of methodology, to date most genre-based studies have employed one or the other of Swales'…

In this article, I describe mainstream middle school classrooms designed to re-think the conditions under which language minority students who have lived in the United States for a number of years can develop English language skills while also gaining access to a rigorous curriculum. I describe a variety of transactions that students used to…

Good translation requires writing skills in each of its three stages: decoding the original text; transferring its cultural and linguistic element into the context of the target language; and encoding the information in that context. During decoding, the translator must be conscious of speech level, word usage, cultural references, syntactic…

A study of distinctive characteristics of the style in which people communicate in computer-mediated communication (CMC), focusing on use of politeness conventions, is reported. Aspects of the concept of "face" and politeness in social interaction are first reviewed, and threats to speaker's and hearer's face are outlined. The…

Every language has different systems for expressing third party information. While in some languages grammar rules stipulate how to do this, in both Japanese and English the degree of indirection or direction a speaker should use to express information obtained as hearsay is genuinely a pragmatic language issue. English speakers tend to express…

It is proposed that genre/discourse community interaction is a critical element in the teaching of English for Special Purposes (ESP). All text is intended to promote interaction between writer and audience. Authentic texts generally have a central purpose: to change opinion, introduce a new idea, or encourage a specific action. The principle…

A study re-examined the hypothesis that an identifiable register of child-directed speech (motherese) contributes to child language acquisition. The hypothesis was studied from two perspectives: (1) that it has not been documented adequately at earlier ages; and (2) that individual differences in style of language acquisition interact with…

Krashen's (1981) second language learning monitor model and Labov's (1978) first language acquisition monitor model are compared, and it is concluded that monitoring is not an all-or-nothing phenomenon, but is variable. It is also suggested that the ability to monitor in formal language styles may improve accuracy in less formal styles, based on…

Nonnative speakers learn to write just as native speakers do, by learning to adjust their "monitors." Teachers too often focus on form rather than on the students' interests and abilities. With the monitor working at a low level, beginning writers can use their store of acquired skills, and with the monitor level higher, they can…

In a study of the differences in male and female descriptions of nine photographs, picture type was found to be an important variable. Twelve male and 8 female college students were asked to describe each of the photographs. Picture type was rated as high in interest to males, high in interest to females, or high in interest to both. Responses…

Both language students and language teachers can be troubled by new words, expressions, or usage in Chinese. A new use of an old word or expression is particularly difficult for a more advanced or experienced speaker, less so for a beginner. The growing popularity of abbreviations is another kind of change creating problems. Two kinds of…

The study investigates the use of language patterns in specified social contexts in children and adults, within families, among three different ethnic and geographical groups in the U.S.: Central Texas Mexican Americans, Miami Cuban Americans, and New York Puerto Ricans. (Author/DEP)

Knowledge of a language requires more than mastery of grammar; effective communication includes social and cultural aspects of language use, such as speaking volume and intonation, conventions of politeness, and set social formulas. The language teacher must be aware of these rules to convey them to students. (CHK)

Examines the nature of communication symbols in American society in an attempt to interpret features of racist language. See CS 703 548 for availability. (MH)

An examination of the language of the disadvantaged, particularly black dialect, exploring the conflicting views of the deficit and difference model theorists. The necessity of distinguishing between meaning and structure is emphasized as a potential avenue of reconciliation for the two divergent perspectives. (EH)